SIOP Classroom Case Study

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

This lesson should be taught in a 1st grade class. The students in this class does not have to

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment.

On TC1MAT412 (teaching and learning mathematic 2 ) , for the second and final project we were require to design four lesson plan from one unit of a chosen cycle one math book , each member should work on one lesson , and design a lesson plan for it that contain instructional objectives ,strategies , activities ,assessment , and homework . And as a group we need to write introduction, conclusion, and reflection and design PowerPoint presentation for this project.

Detailed, step-by-step lesson plan (this section should be very detailed – the bulk of each lesson plan. Make sure lessons are as student-driven/active as possible).

The lesson plan 3 was about “Time by the hour” for math. Throughout the time in my placement field, I get to observe and teach in my cooperating teacher’s 1st grade class. I had learned so much about the students and enjoyed working along with everyone. At the end of every planned lesson plans, I have learned so much and gained some useful information on how to become a better teacher in the future. In this lesson plan 3, I had reflected on my past mistake and learn to grow from it.

I regard myself more as a facilitator for the exchange of ideas and practices than as a demonstrator of lesson plans. So please bring ideas and even materials (especially your current textbook, if you use one) to talk about. And, although I regard acquiring new and varied approaches to teaching our common content one of the joys of the College Board workshops, I also anticipate plenty of theoretical discussion since as experience AP teachers, we are all familiar with problematic issues and stumbling blocks on which a group mind and discussion might shed

iii. The Natural Order Hypothesis implies that there is a natural order in which ELL acquire language rules. According to this hypothesis, some grammatical language rules may be acquired earlier while others may be acquired later. In either situation, language rules are acquired as opposed to being learned and is influenced by classroom instruction (Gitsaki, n.d.).

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.

My lesson plan would be targeted for cycle one students, meaning grade one and two students. It is a lesson in English Language Arts about Alliteration. This lesson plan will target three different competencies. Competency one focuses on using information. Students will be provided with new information about what alliteration is and they must be able to use this information for the lesson. It also involves competency four. This competency is about using creativity. Students must be creative in thinking about an object to bring on their trip using the same onset sound. Creativity is involved as well when they write and draw out their words on the worksheet that they will be provided with. Lastly, this lesson plan targets competency 9. This is about communicating appropriately; this will be evaluated while students participate in group discussion as well as the first activity.

Firstly, I would like to talk about the lesson planning and delivering. As we have already learnt from Teaching Methodology 402, lesson plan works as guideline and help us a lot as teacher trainees. It reminds us what to

Overall, students displayed an understanding of topics covered in lesson plan one. Students displayed understanding of base-ten forms, value placement, addition, and subtraction problems; however, students still had minor issues with the “missing parts” problems. Intro Activity 1 forced to students to use lessons they learned from the lesson plan 1. Students made major improvements on all topics required of them, especially with both borrowing and carrying required problems. A plausible reason for this improvement is the presentation format of Intro Activity and the extra one-on-one learning environment this activity created. When presented with the story problems in Activity 1, students still displayed some issues on how to approach and solve the problems at hand; however, the students were