10) The following instructional strategies used in the properties of multiplication lesson: • Modeling- The teacher wrote on the board what she wanted the students to write in their math journals. This was appropriate for third graders to help them develop note taking skills. • Arrays- The teacher drew various arrays on the board to demonstrate how to solve the mathematical sentences. This is a strategy that is used in teaching elementary math to give students a deeper understanding of multiplication. • Independent practice- Students were given several different problems to solve on their own.
I observed the teachers demonstrate to the students what they should do by going first. As the relay took place the teachers were encouraging the students by saying “you can do it.” Once the relay race was over the students went back inside and worked on independent work. On one side of the classroom, the kindergarteners were drawing pictures while the first graders were working on a math worksheet. Counting blocks were available to the students to use for this assignment. I observed the teacher walking around the room and working one-on-one with students.
While examining the student’s form I found that the student receives help for his speech impediment from a speech therapist at the school and he also receives help from an occupational therapist for his line formation and placement. Student I is in a regular classroom and routinely gets help from his therapists and from the ESE teacher. The first goal on his IEP is Student I will write classroom spelling words with proper formation, orientation,
To strengthen the argument in her article, De La Cruz uses multiple examples of other teachers who have incorporated Ms. Schwartz's "I wish my teacher knew..." activity with their students. This provides a larger sample of examples and feeds into the logos of the article by showing readers a variety of testimonies as opposed to just that of Ms. Schwartz. These testimonies provided responses from teachers and parents. One parent responded in agreement of the effort to build relationship between teachers and students by saying, “I always want my sons’ teachers to know what their challenges are, what they like, just more about them.” This lead into a different quote from a fourth grade teacher who stated that she had “taught over 500 kids so far in my career and parents in every grade want to know how their child is doing socially and emotionally, often times more so than whether they can multiply or divide quite yet.” These two testimonies are excellent uses of logos because it appeals to the readers sense of reason and logic because according to the quotes, a student’s relationship with their teacher is often viewed by parents to be more important than the actual education they receive. As a result of this, the argument that all teachers and students should try to get to know one another better becomes even more
The teacher will talk about evaporation, condensation,and precipitation. When providing the definitions have the students relate them to what happened with the crock pot. Then as a class we will learn a simple song about the water cycle. When learning this it will be written on chart paper, so students can look at the words. The water Cycle Song:(Tune of Itsy Bitsy Spider) You know the water cycle Makes water move around!
They four important life lesson as they grow up. First lesson they learn in the story is empathy. Scout learns that she must walk in the shoes of another person before making any type of judgement. Children also learn that to kill a mockingbird is a sin. Miss Maudie explains to them that a mockingbird doesn’t harm us but sing their hearts out to make joyful music for us to enjoy.
Students that arrive after this time, but before the bell rings will have to be escorted by the parent to the gym and signed-in for accountability. The students will sit inside of the gym on the floor according to grade levels along the front and two side walls. The students will have reading materials at each grade level or reading content of their own to silently read until the bell rings at 8:20am. Staff members’ location will be in the center area of gym. One teacher facing the front and right side of gym and the other teacher the opposite direction with eye sight of students around the front and side peripheral of the gym, so that they can maintain close supervision of their area.
H returns she explains that she is going to put the students in groups to do a graded worksheet on author’s purpose. Group one has three students with Student E, who has doing a animals studies project, Student K and Student A. Group two is Student M and Student S. In each group the student’s read the questions out loud and discuss which category it belongs under. The students then write the answer the group comes up with on their worksheet. After the worksheets are completed they switch to finishing the sewing unit.
When I write plans for kids on how we are going to address different behaviors we see with students in the classroom, I have all preschool paras and both morning and afternoon teachers read the plans, in the event they would have to cover in the class they aren’t normally in. I also provided a copy for any substitutes that may come into our
Patrick Lewis, pencils, scratch paper Grouping Students will work in pairs so as they could discuss how to solve a problem in the poem. b) Reading (the activity was retrieved from https://betterlesson.com/lesson/613848/cells-the-basic-building-blocks-of-living-things) Students will participate in close reading of “Cells that Make Us” article. Students annotate text by first marking the text and then writing and drawing in the margins using the Avid strategy (Attachment 6) After that, students answer the questions (Attachment 7). The purpose of this activity is to reinforce the concept that living things are made of cells, the concepts of unicellular and multicellular organisms, and also connect the Microscope Mania activity with theory. Materials Cells That Make Us articles for each student Attachment 7), pencils, dictionaries Grouping At this point I would like students to work individually.
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
After all the students have been given enough time to write and practice their skits, they will go up in front of the classroom and perform their skits. The final activity will be demonstrating the subjective rules of nonverbal behavior that are governed by cultural and social rules. The teacher will instruct the students to imagine they are writing a guidebook for visitors from another culture. They will describe the rules that govern touching in several relationships (an adult and five year old, an adult and a twelve year old, two adults, an elderly adult and a young adult, two enemies, two good friends, parent and child, siblings, lovers, and a boss and an employee or a teacher and student). In each case the students will additionally describe how the gender of the participants may affect the rules.
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).