The Lesson Of The Muhlenberg Lesson Plan

While the rule cited does not directly state author’s proposition, it obviously follows from it and the cited rules support the proposition

The purpose of the Gagne/ Lesson Plan Comparison assignment is to compare the two modes of lesson planning. In the body of this assignment I will identify similarities and differences I have found between the two methods. I hope that this will provide me with a clear understanding of their strengths and weaknesses for any future lesson planning I may have.

Highlight [yellow] the specific evidence used in the body paragraphs. Is each piece of evidence integrated with a signal phrase and in-text/parenthetical citation? Make a note if it does not.

I found a great lesson to work off of for my lesson plan on history of the Homestead Act. The original lesson was well organized but very short. I chose to focus on Domain 2 Conceptual Understandings because this lesson plan only had one assessment and I felt that the assessment was weak in whether a teacher could gage students understanding of the material. This lesson did a below average job of explaining what the Homestead Act is through its powerpoint slideshow and worksheet activities. I also didn 't like how the lesson plan was designed to show a video clip of the Western Expansion at the very end of the lecture. I feel that by showing this video is pointless and students might lose interest by the end of the lesson.

Instructions for Part 2: In the tables below, replace the sample material with full APA citations and annotations for four sources, at least two of them academic. Your annotations should each be 100-150 words and accomplish the following: 1) identify the main claim (thesis) of the source, 2) identify the main type of evidence used to support the main claim, and 3) provide insight into the warranting assumption that connects the main evidence to the main claim. Do not plagiarize your annotations from article abstracts (or the sources themselves).

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

For this guided reflection paper, I observed two classrooms, the first was “Mr. M’s” 10th grade, 3rd period ELA class and the second was “Mrs. L’s” 11th grade, 4th period ELA class. Both observations were done on April 9th at the same high school. The focus for this paper was the teachers and specific components of their lesson plans. Both classrooms were not only engaged in different reading materials but also in different parts of their unit plan. “Mr.’M’s” class was just beginning their unit plan on the novel The Catcher in the Rye while “Mrs. L’s” class was finishing up their unit plan on the novel The Scarlett Letter. Both classrooms had different, specific learning goals, activities, and assessments.

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.

The lesson plan that we chose to do our Drama Group Lesson was based on the book Stone Soup. I suggested this book to the group as a good drama lesson, because I did my individual lesson plan on the story Nail Soup and I thought that Stone Soup would be a great drama lesson for this class. Another member in our group also brought up the idea of using Stone Soup as well, which caused us all to agree on using this book for our lesson plan. Our meeting times were postponed due to one of our members missing school for a week for a family emergency. While this one member was gone, I conversed with the other group member and we thought it was best if we waited until the other group member returned so she would feel included and would be able to contribute to the making of the lesson plan. Once she returned we met at the Main Library. We met a total of two times; we were able to create a full lesson plan on a Friday, which took us a total of about three hours to complete. We than met the following Sunday to discuss any concerns and tweaks we would like to make to the lesson plan. We only needed to meet for a half an hour, because we found minimal errors and thought we seemed prepared and ready to present. We first started ready the book and found areas in the book that could be used as a drama/play scene. We then collaborated and discussed different ways that we could use the scene. For our story we found that there were three big scenes that could be used and we broke those

T/F: Citation allows your readers to confirm that you are not simply making something up.

Several pieces of strong textual evidence in the form of direct quotations and parenthetical citations

I did my observations in a first grade classroom at R. L Brown Elementary school. My supervising teacher had strict guidelines about the lesson that she was allowing me to teach. Because I was doing my observation so close to the end of the year, I could only teach during the science block. She allowed my to choose between two standards. The standard I choose was LAFS.1.RI.3.9 Id( Identify basic similarities in and differences between two texts on the same).I spent a lot of time doing my lesson plan called the and different, and I tried to plan for everything possible. To be honest my lesson went okay. It was the little things that caused the most problems. I learned that actual teaching is a complex profession. There are always a million

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This was the thought anyway, before Miss. Moore moved in. She was a school teacher who took it upon herself to teach the neighborhood kids. On one summer afternoon in particular she was going to take the kids into town on a field trip. The kids are not at all happy about this because they know it is summer break and they are not supposed to be in school in the summer. They would rather be at the pool playin’, but Miss. Moore knows that if these kids want a chance at a better life,

a.) I designed my lesson plan to be used in first and second grade. This lesson plan was designed to be a cross curriculum lesson about spiders that incorporates the following subject areas: Science, Language Arts, and Visual/Performance Arts. This lesson will be taught during the month of October after students have gained prior knowledge through an insect unit that was taught the month before.