Activity Template
Level and number of Students: Beginner, 8
Approach and goal of the activity (what you want students to learn and how you want to teach it):
Multisensory Learning.
Students will learn very simple grammar and vocabulary. Learning takes place from using flashcards with identifying pictures and group response, Listening and verbally repeating vocabulary and performing physical actions. Recognizing, and remember grammar, vocabulary takes place from exercise.
Materials Needed (include and attach all materials):
● Flashcards, Large and Small
● Colored Paper, Craft Sticks, Tape,
● Alphabet Cheez-Its
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Expected Problems: (how students may struggle or challenges they may have doing the activity)
● Students might
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Have everyone sit on the floor. Take the flashcards off the board, place the Large flashcards in front of everyone on the ground so they can see them. In order for them to remember what words to guess, and if it is the correct word.
Teacher, show students how to play, have a small plate or container with a pile of small flashcards facing down. Pick a flashcard hold up the small flashcard to your head so that the students can see and read the flashcard but you can’t. Guess what word it is and ask everyone is this word Quiet? Students are to say “Yes it is” or “No it isn’t” while holding up their sign. Wait until you guess the word and everyone says the correct response and holds up their sign. It will take them time to understand and get the hang of it. Help them if needed and look at your card. Repeat one or two times or until they understand. Have one student come up in front of everyone and pick a flashcard from the pile. Make sure student doesn’t see the flashcard. Hold flashcard over students head. Have student guess what word it is. Everyone will hold up their signs saying either “Yes it is” or “No it isn’t” Help the student when needed, by whispering to them a guess word. Repeat with two or four students unless all students want to
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5 minutes Make signs for the Guessing Game
10-15 minutes Sort out Cheez-it letters for students.
5 minutes Repeat the words that are on the flashcards.
Say the word and do the action. Pre-teaching
Place Large flashcards on the board. Tell the students to read out loud with you the flashcards. Now module to everyone the words and action that goes with the word.
10-15 minutes Task 1
Say the word on the flashcard and do the action for that word while singing.
Task 2
Listen to the person guess what word is on their head. When they say the word say “Yes it is” for the right word and hold up the blue sign, or
“No it isn’t” for the wrong word, and hold up the pink sign.
Pick a flashcard from the pile and hold it on your head and guess the word. Task 1
Sing the words and perform the actions that goes with the word until everyone is fluent and participating.
Task 2
Hand out pink and blue signs and put flashcards on ground in front of students. Pick small flashcard from pile and place it on your head. Guess what word is on the card. Have students tell you Yes or No. Pick a student to pick a flashcard and guess the
If there are specific vocabulary words that the class is focussing on, we can work on those as
Cover up the vocabulary word with sticky notes, read the definition and ask the class to name the correct vocabulary word. Step 6: Connect • Ask students to think of something that can be divided into three equal groups. Tell students to think of a time that they had to split a certain number of items with their friends. Maybe they had to split a packet of stickers, Pokémon cards, gel-pens, smelly erasers, a bag of cookies, a box of beads.
Say, “Everyone come to the rug so you can watch another fun video about shapes. Today we’ll be working with squares and rectangles and their parts.” 2. Play the videos 3. Ask the students, “What are the parts of a square?
The notes were done a foldable that was later taped into their interactive notebooks. They lesson included highlighter to help demonstrate where the domain and range were on the graph. The student had to follow along with their sheet of paper because there was miss information that they had to fill in as they went through the lesson. After the lesson the student had a half sheet of paper forward and back they had to complete. They students were able to work with partners and the teacher and co-teacher walked around to help students.
Tell the students to listen to the song and see if they can figure out the answer. 4. When going over a different letter, put out the letter flip chart that has letters with pictures that start with the same letter. Have the page on the letter that is being sung on top. 5.
Then we began our activity! First, I just gathered white t-shirts that would belong to each child in my class. I then got some fabric paint, some sponge letters and the fun began. I had each child dip the sponge letters into the fabric paint as they printed each letter of their last name onto the the white t-shirt.
Task 3 - activity: FIND SOMEONE WHO…? What is the aim of the activity? Is there a linguistic aim as getting to know the students? (for example: assessing/reviewing a grammar topic; vocabulary; speaking, listening, reading or writing skills).
The teacher will also give each group an iPad so, they can create their Popplet. The students will be given time to work on their experiment and to collect their
During the planning meet, we will create one lesson that integrates English language arts and symbiosis in learning stations. We will analyze all the resources that we have compiled and select four that we feel would be the most effective for our students. We will need three reading activities and one writing activity to complete the learning stations. One activity will require students to work independently.
Throughout the school year, each time that my students walk through my classroom door I want the atmosphere to attract them to always want to read and write. As the school year progress, teacher made anchor charts are displayed strategically around my classroom as well as genre posters, new vocabulary words, class library books and additional skills that are introduced throughout the year. If money were no object, and I could do anything I wanted I would foster a literacy rich classroom that my students would consider a sanctuary for learning. After having read “The Elements of a Literacy-Rich Classroom Environment”, I agree with K. Tyson position that “we should begin by focusing attention on the classroom environment and make certain that it is a place that supports and encourages literacy learning.”
On Wednesday, the students did an activity that involved them reading scenarios (stories that actually happened) and they had to create bow tie that had a picture or list of their goals and aspirations on them. The purpose of the activity is to show the students that one mistake could easily cost them their lives. After the activity, the cooperating teacher gave a
Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. The math tool playing cards will enhance student learning by providing a physical tool to manipulate with easy to read numbers. Cards have numbers and sets of objects to represent the number, to help students count. Using the playing cards students will easily create addition and subtraction problems then solve. E. Explain how your lesson plan incorporates each of the following components: 1.
Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
You need to consider using a language they can understand. Talk about familiar topics. Engaging them as much as you can. Share books, rhymes and stories.
The use of constant visual aids in material scaffolding would also help the student, especially if the mnemonic device was a poster in the front of the