Using SEI Strategies In A SIOP Lesson Plan

In this book there was 3 main and important events. One of those main and important events was when Fone Bone and Thorn were having dreams that had something in common. The thing that they had in common were that they both dreamed about dragons. So, Thorn dreamed about when she was a little girl, an she has been having these dreams for a long time but hasn’t known why. In the dream she is with a green dragon and she is playing the flute. The green dragon asks what she is doing and she responds that she is playing because the red dragon is teaching her. And it looks like the little girl has to ask permission to go and sit in the garden to the green dragon. In a picture she was already older and she is dressed as a princess and someone is

The first part of the lesson is Engage. For this portion, I played a video to engage students and to allow visual learners to take in the information. For the Explore part, students have to research/explore different types of bird life cycles individually or in groups. This supports intrapersonal and interpersonal learners who may chose to work in groups or alone. This part also supports logical learners, as students need to think critically about the information they will be sharing with the rest of the class. During the Explain portion, I will be using visual support through the reading of a book. I will then brain storm with student why and how a chicken life cycle works, once again, supporting logical learners through critical thinking. Throughout the Elaborate section, students will recreate the life cycle of a chick through a dance, a play, a poem or a song. Giving students options on how they want to work is a way to accommodate and support their unique learning style. These specific activity supports all types of learners. Visual learners will be able to watch their peers perform; kinesthetic learners will be able to perform (through movement) what they know; musical learners will be able to demonstrate their knowledge musically; intrapersonal learners can work alone and quietly; interpersonal learners can work in groups, being able to share their findings with others; verbal learners will be able to communicate their knowledge and to brainstorm with peers and teacher during the process; logical learners will have ample of opportunities to do critical thinking; and naturalistic learners, who have an inclination on classifying fauna and flora, will be drawn to this subject as it is heavily concentrate on fauna. Thus, students will able to choose an activity that better suits them, while learning

“Dragon,Dragon” is a short story written by John Gardner. He Brought the story to life with characters, setting, and humor, while teaching an important lesson.

When they got to their second assignment they sat down in a circle on the carpet. Mrs. Berenda then started to ask them questions on what they have learned about dolphins. If a student couldn't come up with an answer she would ask them to look in the book for an example from the book which also shows them how to use their resources. Going back to the first assignment when everyone go their white boards she asked them to split the board so half could be compare and the other half can be contrast. She made this a fun activity by saying the winner who used their books information would get 10$. After the second assignment she told everyone to go back to their seats and they would continue more on this lesson tomorrow. The way it connects to the

Mordecai sat at the dinner table quietly reading the newspaper. That was until the paper burst into flames in his hands. He sighed and rolled his eyes before calmly tossing the paper into the sink and turning on the faucet as if he’d done it a hundred times. He then turned to focus his attention on the producer of the flame. On his chair perched a dragon about the same size as a house cat. It had shimmering aqua scales and a tiny horn hooked up at the bottom of it’s snout. The dragon flared its wings, excited to finally be noticed. Mordecai couldn’t help but smile at the joyful little reptile.

I have been painting, drawing, and writing for years. However, this is my first attempt to publish one of my children’s stories. The next story, if you're interested, is a follow-up. Titus learns the different classification of magic wands, and how and why they work. He also revisit the dragon's din to check on the butterfly dragon when he is attacked by two

Dragonet lost her parents as a baby and reared in the castle of Dresenalt. She was as wild as her red hair, with strands of brown and gold woven through it. Her eyes were so green with such a brilliance of sparkle and laughter on her lips. She would run in the fields of wild flowers that surrounded the castle, moreover loved deeply by the king and queen as if she was theirs, and betrothed to their son Airamon and a joy to the whole kingdom. The kingdom had never known a child quite like her, then on a very cold, chilly night the queen and she was returning from the village when they disappeared,

I was happy with the pair sharing because the students can explain ideas in ways that I may have never considered, and their explanation may help other students understanding. In addition, there is a great sense of classroom community discourse that occurs with this specific class, their level of respect for each other is incredible. Our lesson activity had the students rotating around the room and performing different word problems for about 4 minutes at each station. I think the students liked that they were able to move around. Also the amount of time we gave them was challenging and fun, without making it too intense like a drill. When we went over the answers to the problems we had students come demonstrate how they got their answer on the whiteboard and discuss why they chose the method/strategy they did, which was good because some other students were able to observe and learn. My main regret from this lesson is having the activity answers discussed and displayed with students at their desks and not the carpet. With this specific group they are so much more engaged when they sit at the

“Well lets take a look at this dragon of yours.” I leaned down and one word was whispered into my mind Apophis. I reeled back as the voice was so nothing it had no emotion and seemed to be coming from the little dragon in front of me. I leaned down and I started to rub the dragons spikes absentmindedly. “Her name is Apophis” I said which caused Kayla’s eyes to widen. “The Dragon of Death” she breathed almost too quietly to hear. I smirked and turned around “well you're a bad little dragon aren't you little girl.” I broke down laughing when she shot out a bout of black flame that went through my hair tousling it and not burning a single piece. I held in my breath not wanting to have that black fire blown at me again. She jumped up and landed on the top of my head and snuggled into my hair that had a dark purple streak in my black hair. I turned to her and I realized that I had been holding her hand for this whole time and she didn't seem mind me holding onto her hand. I let it pass as I turned to her and she looked at me as a whole new person. She pulled out a hand mirror and wordlessly handed it to me. I looked down at my reflection and

Ping knew she had to do something. She went into the dragon's cave and got the dragon's stone that was hidden in the deepest corner of the cave. She got it and took off into the courtyard. They were off and landed on a mountain far away. Ping wanted to get back but the dragon wouldn’t allow it. Ping finds out the dragon can talk. He talks to her through her mind. She finds out the dragons name is Long Danzi. Danzi wants her to go to the ocean with him. She doesn’t know why but Ping

Jaxon spoke briefly into the sound recorder. He stared directly at the girl. A green light appeared, causing him to lay is googles over his eyes. He still couldn't see what had happened, but when the light faded, there was a mini brown dragon. That surprised Jaxon, but not the fact that it was a mini dragon. The dragon had been hovering over the girl, green spirals shooting around it. Jaxon moved backwards into the safe-zone, not knowing if this was going to be dangerous. The green spirals had drifted down to the girl, merging with the girls body.

Review: At the end of the lesson, have each student tell the class what he/she liked about the book. Then display

This inquiry learning experience is designed to give students the opportunity to explore the metamorphosis of a caterpillar into a butterfly (see appendix). Through this experience, children will practice the skills of observing, communicating, classifying and inferring. These skills are integrated in the lessons and allow children to construct knowledge about how caterpillar will change into a butterfly following certain developmental growth sequence. Children need to collect information about the life cycle of a butterfly using their science journals to record observations and questions and assess their understanding. The learning strategies vary from individual to a whole group activity and small group activity and ensure that teachers are giving individual attention and encouragement for students to express ideas and thoughts and practice writing in their journals. In this experience, children will be giving the opportunity to observe the transformation process in their class as part of real life experience while observing real caterpillar transforming into a butterfly. More activities such as songs, sequence cards game, charts, drawing, stories and audio visual videos (See appendix) are there to reinforce the understanding of the concept. A fieldtrip to a place where they rear butterflies will be very beneficial as well if such a place does exist. It would be an amazing educational experience for students and teachers to visit and witness this amazing natural

The learning objective is for students to use critical thinking skills to create something out of a cardboard box collaborating with their peers. The multi-day unit lesson allows for students collaboration when they are trying to agree on a project to build. They need to compromise and be understanding to each other. At the beginning of the lesson, they are to draw four inventions of their choice. When everyone has completed their sketches, the students put heads together and agree to build something from the sketches they drew into one project. All throughout the build, they are working through difficulties and compromising on objects to use for the build.

- Bringing in short texts/proverbs/poems and present them to the class, explaining why they like them. These are then used for