TQ: “What do we need to find out and record?” Allow students to select a range of objects found in the classroom or the playground and record what it isit in the first column of worksheet. Predict: Students will predict whether the object is going to float or sink and circle the appropriate word in the ‘predict’ column. Teacher asks them why they think this will happen. (See worksheet Appendix I). This gives the perfect opportunity to identify any misconceptions and also to discover their understanding of floating and sinking.
Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book. The students will also listen to their classmates as they answer questions and talk about key concepts in the story. Speaking: Students will answer questions about the book. Students will also use the vocabulary to describe the building they made using the different shapes. Visual Representation: I will show the students the different illustrations of houses in Esta es mi casa by Arthur Dorros and the pictures of different shapes in La forma de las cosas by Dayle Ann
#4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area. I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text.
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!
The last two lessons for the interactive notebook focused on writing skills. I started with writing summaries because their core teacher requested that I work on those skills with the students. Writing clear and concise summaries is associated with the writing Standard 3 (CCSS: W.9-10.4). For this lesson, I gave them a summary template to follow and a graphic organizer on how to write a summary, which they placed in their books. At the end of the lesson I wanted them to write a summary of their own using a Ted Talk; therefore, the objective was for the students to write an effective summary of the Ted Talk using their graphic organizer with 85% accuracy.
Since Orwell uses allegory in this book, I taught a lesson about what allegory is. The student objective was for the students to read Aesop fables and be able to identify and analyze the literal and symbolic meaning of the fables two out of three times. In this lesson my instructional input included having the students write the definition of allegory in their interactive notebook. I gave them some examples of allegory in text and in movies. We talked about Animal Farm and the Russian Revolution, plus, we talked about who each character represented.
You will have twenty minutes to complete all three tasks. You will have to follow every step you learned while taking the class. If you mess up you get two more tries. If you do not correct the mistake and mess up all three times you will have to reschedule for a later date and try
I would put the students into groups of two or three. In order to complete the worksheets the students would have to cut out pictures and glue them into the correct spot in the cycle. The pictures would include a pond (collection), and sun (evaporation), a cloud (condensation), and rain (precipitation). By allowing the students to work in groups, they will be able to ask each other questions regarding the water cycle. While in groups the students will be able to discuss the different stages and help each other decide which picture belongs with each stage.
I was still pondering upon which teaching strategy would be more suitable when covering the different parts of the lesson when the bell rang indicating that I had to start the class. Because of the limited preparation time, I was consumed with uncertainty and anxiety. I started the lesson by introducing the topic and delved further while using the expository teaching strategy. Throughout the