Lesson plan for creating a sample space diagram to compare the likelihood of multiple events from Mr-mathematics.comFull description
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sample lesson plan for Social Studies majors. academic purpose only. no profit for this documentFull description
Sample lesson plan for an elementary Filipino class tackling Rene Villanueva's children's story "Ang Pambihirang Buhok ni Lola"
Terima kasih diucapkan kepada guru-guru yg telah sudi menyumbangkan hasil kerja mereka.. Jasamu dikenang
Sample Lesson Plan in Science Grade VIIFull description
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lesson plan of grade 2 in englishFull description
CALLA Lesson Plan Format Lesson Title: Title: Step by Step Subject: Language Arts Grade Level: First Grade Language Proficiency Level: 2 Standards: llinois Learning Standards STAT! STAT! G"AL #: Listen and spea$ effectively in a variety of situations situ ations A% Listen effectively in formal and informal situations% #%A%&b As$ 'uestions and respond respond to 'uestions from t(e teac(er and from group members to improve compre(ension% #%A%&c Follo) oral instructions accurately *% Spea$ effectively using language appropriate to t(e situation and audience% #%*%&a Present brief oral reports+ reports+ using language and vocabulary appropriate to t(e message and audience ,e%g%+ s(o) and tell-% #%*%&b Participate in discussions around a common topic% ./A standards 0eading: Se'uence a series of sentences to organi1e tas$activity )it( a partner% Listening: "rder sentences read aloud t(at use se'uential vocabulary ,e%g% first+ second+ ne3t+ t(en and last-% Content "bjectives: Students )ill organi1e various tas$sactivities using se'uential order% Students )ill use se'uence vocabulary ,first+ second+ ne3t+ t(en+ and last- in order to organi1e tas$s in se'uential order%
Language "bjectives: Students )ill read information on note cards in order to determine se'uential order% Students )ill listen to and discuss se'uencing )it( partner% Students )ill orally present t(eir tas$activity in se'uential order using se'uence vocabulary% Strategy "bjectives: 4sing t(e strategy of se'uencing+ students )ill use organi1ational s$ills in order to accomplis( various tas$s using se'uential order%
5aterials: Rabbit’s Pajama Pajama Party by Stuart 6% 5urp(y 7ote cards containing steps and illustrations for t(e follo)ing tas$sactivities: ba$ing coo$ies+ brus(ing your teet(+ )as(ing a car+ ma$ing pi11a+ a birt(day party+ a baseball game+ and ma$ing micro)ave popcorn%
Procedures: Preparation: T(e day before t(e lesson students )ill complete a (ome)or$ assignment in )(ic( t(ey )ill journal (o) t(ey get ready for sc(ool every morning step by step% .e )ill s(are and discuss t(e journal entries as a group% Presentation: Pajama Party to t(e students% .e )ill list t(e &% )il )illl rea read d t(e t(e boo$ boo$ Rabbit’s Pajama events in t(e story in t(e order in )(ic( t(ey occurred% )ill retell t(e story using se'uential pattern and se'uence language ,first+ second+ ne3t+ t(en+ last-% 2% )ill s(are s(are my o)n personal timeline on doing a load of of laundry% laundry% )ill use use se'uencing language as s(are my timeline )it( t(e students% 8% )ill tell tell t(e students+ students+ 9.(at you you did for for (ome)or$ (ome)or$ and my timeline about doing laundry is called se'uencing% Se'uencing is )(en you list events in t(e order in )(ic( t(ey (appened% #% )ill re;visit re;visit t(e story from from 0abbit< 0abbit
Practice: &% Student Studentss )ill )or$ )or$ )it( a partne partnerr to practice practice t(is t(is strateg strategy% y% 2% !ac( pair of students students )ill )ill be given a set of note cards% !ac( note note card card )ill contain a sentence describing a step related to a tas$ or activity% 8% T(e students students )ill )ill )or$ cooperatively cooperatively to arrange t(e note note cards in t(e correc correctt order for t(eir tas$ or activity% #% !ac( group group )ill presen presentt t(eir tas$ tas$ or activity activity in se'uential se'uential order )(ile using using se'uence language% Self;!valuation: 4sing t(e note cards on ba$ing coo$ies as an e3ample )ill as$ t(e students+
&% 9.(en )e ba$e ba$e coo$ies coo$ies do you you t(in$ t(in$ se'uence se'uence is important> important> .(at do you you t(in$ )ould (appen if )e did not follo) t(e recipe in order> 2% 9/oes )as(ing )as(ing a car+ car+ planning planning a party+ party+ or playing playing a game game ma$e ma$e more sense )(en you put t(e events in order+ )(y or )(y not> 8% 9Are you able able to se'uence se'uence an an activity+ activity+ event+ or tas$ )it(out )it(out (elp> (elp> Students )ill respond to t(ese 'uestions in t(eir journal%
!3pansion: T(e students )ill create a 8 page boo$ )it( a picturedra)ing of t(emselves as a baby+ one of t(emselves no)+ and one of (o) t(ey t(in$ t(ey may loo$ in t(e future% C(ildren )ill understand t(at se'uencing can be used in many situations% .e )ill continue to practice t(is s$ill t(roug(out t(e year in our science and mat( lessons% Assessment: )ill $no) t(at students understood t(e strategy by observing t(e se'uence of t(e note cards and vie)ing t(e se'uence displayed in t(eir 8;page boo$s%