The Lesson Plan And Sequence Of Lessons

Active involvement by students is important as they talk about the story, ask questions, and build expectations of the text. Everyone in the group simultaneously reading and receiving support from the teacher and other students is included in active involvement. Students engaged in conversation before and after reading in a social environment implements reading, writing, speaking, and listening skills.

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

The teacher will begin the lesson by informing the students that they will learn to perform on their instruments the song Twinkle Twinkle Little Star. The teacher will then sing the entire song using only the Kodaly Syllables in the key of C major. To help with expression the teacher will add slight hand movements. Motion helps to externalize internal expressiveness. (Feldman & Contzius, 2016).

The engagement gap has even more profound negative impact on students who are experiencing learning challenges. Hands-on learning has a long and successful legacy in the sciences and math. Educators are fostering the 21st century skills that students need to be successful, critical thinkers, communication, and

[Develop an item at DOK2 as a practice activity for the students. You will create this item directly within the Learnosity platform, and provide the item that correlates to the specific question that you’ve created. An example of one of the items would be ELA6_A_1_1_ACT_1. This is the information that you will insert here.]

Math lessons can be written with the influence of the arts at locations including both the target objectives as well as the learning activities. This lesson plan has students participating in these art influences to help attain mastery and retention. These activities are very important for Sousa says that teaching the arts enhances our cognitive and emotional growth (2011). The students will be experiencing the art through the visual perspective

I will use the following teaching strategies to implement Sequencing within my classroom. I will first start with creating a climate that engages all students. An example of this would be developing a community of literacy learners utilizing classroom organization with everything being labeled, a Word Wall, and by posting posters with words up within the classroom. Next, I would use Guided Reading (known as the Heart of Instructional Reading) strategy before, during, and after to help my students learn to read and read to learn. I learned about this particular teaching strategy within Reading in Content 516.

Engagement – the fact of being involved with something – (Cambridge dictionary online) is a vague term; it is poorly defined and it is difficult to measure. Student engagement is more than not skipping class, or to pay attention to a lesson; it requires dedication, and feeling of sense. Acting without feeling engaged is just involvement, without being really committed. A student who is not participating but quiet may be as disengaged as the one who is talking or the student who didn’t attend a class (Trowley, 2010). An engaged student is the one who is curious, intrigued, and constantly seems thrilled by a new challenge. Researchers categorized the different types of engagement into three categories that will be explained in the next few points

I am Ms. Henderson one of the Stony Brook students who is completing 75 clinical hours at the Lower Manhattan campus with Mr. Warily. First, I would like to thank you for securing a preceptorship placement for me. I have completed my first week of clinical hours withMr. Warly. I am not sure that Mr. Warly is meeting Stony Brook requirements for preceptorship and my learning objectives. For example, only one project was assigned to me for the first week I was there is to design a lesson plan for a bladder scanner, which I have completed in less than one day. Hence, the additional days I was there just sitting in Mr. Warlys’ office lessening to all the phone conference calls. Mr. Warly states that he is very busy, so I have suggested to him to place me with a nurse manager or a nurse on the floor so I can explore different leering venues. Mr. Warly again states that these people are also busy and have no time. I just feel isolated. I am there to gain knowledge and experience since I am there for only a short period. I have one more week to complete to achieve the 75 hours for this course requirement.

Like with any lesson plan created, there comes some challenge. These challenges arose when I was differentiating the lesson plan for the above and below grade level students. When I was differentiating, I was really concerned that the students would notice the difference between the procedures for the different leveled students. For my above grade level student, I was worried that the student would not be able to create his/her own sentences about the Texas symbols. But then I thought of how create the students are and they are fully capable of creating their own sentences. When I was differentiating for my below grade level student, I was trying to think of how they can still write about the symbols. I figured that I could have pre written sentences in traceable letters that way they can still write, but this is one step easier for them, which is on their grade level. I am not worried about other students noticing, because they will all be writing sentences about the symbols.

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.

To effectively plan for instruction it is important to know the background of the students. Before even meeting the students in person it is wise to identify certain aspects of their lives that may affect their learning. There is no school that is exactly the same. Across the United States schools differ immensely regarding to demographics. Being a teacher, there has to be research done about specific schools and school district because no two schools are exactly alike.

What is student engagement? Student engagement is when students are given “work that enables them to demonstrate and improve their awareness as competent and successful human beings” (Hall, 2015, p. 37). Teachers can learn and use strategies in their classrooms that will encourage students to be engaged in their learning. It is important to engage students and ensure that "all students have meaningful access to the content of lessons through active-engagement learning activities" (Feldman & Denti, 2004, p. 3). Furthermore, according to Wood & Turner-Vorbeck, “classroom discussion based on students’ own ideas and solutions to problems is essential to learning” (as cited by Van De Walle, Karp, Bay-Williams, 2016, p. 27).

Reeve and Tseng (2011 cited in Reeve, 2013) proposed a definition of agentic engagement as “students’ constructive contribution into the flow of the instruction they receive”. It's a dialogue between teachers and students about effective instructional practice for successful engagement of students. It consist of the students' thoughts of the instructional practice and teachers can make changes to improve the learning. The aim for this is greater achievement and greater motivational support (Reeve, 2013). Lawson and Lawson (2013) state the goal of this practice is to prevent early-school leavers and to improve engagement for effective performance of students. In Ireland, schools are required to carry out a School Self-Evaluation