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The story map I have created is to be used as the explain element in an inquiry-based lesson. The story map breaks down how and why beach erosion occurs. Each factor of beach erosion that is mentioned is explained. The story map is easy to follow and comprehend for students that have little or no background knowledge of erosion. The lesson would start with the engage, I would discuss my experience at the beach and allow students to share their experiences. This will be to focus on a beach’s features. The explore of this lesson would have to be an activity where students are to identify in what ways a beach has eroded and what could have led to the beach erosion. The students would work in groups and document the information discussed. There
During the lesson the teacher is allowing the students to discuss and think about what is occurring in the story. The teacher is implementing this by allowing and allocating time for debriefing in between the story. By doing thing the teacher gives the students the opportunity to use their KWL Charts throughout the lesson just in case something has been answered, or if a new idea were to appear. Moreover the students are also allowed to use their writing journal for note taking during this story. This allows the students to go back in their journals to recall events and important
For Science, I would connect the boy planting a seed and watching his forest grow to the plant cycle. I would gather paper cups and bean seeds for each student. Each student would plant their seed inside of the cup and check on it periodically, recording what they observed by journals or pictures depending on the grade level, and predict what they believe will happen next. Once the plant has finished growing students will make connections as how their predictions differed from what they saw and compare it to how the forest grew in the story. In addition, to connect the story to art, I would have students individually create a piece of Taino inspired jewelry. First, I would research pictures of jewelry made by the tribe, then I would provide students with sufficient amounts of string, feathers, sea shells, sea-animal shaped beads/charms and stones (weaved around string to utilize). Students would be able to choose which items to use and paint them if needed to create their personal piece of
Dweck also promotes that a lesson can be something that can something creative that its only purpose is to develop a growth mindset in students. These creative methods can be something so simple as playing a video and followed by class discussion to group discussion about their own thoughts/meanings or a simple game of “Memory” in order to engage students to learn in a fun
I try to add in the theme lesson plans an activity the child leads through being creative and with all sorts of materials available. I have observed when you allow a child to be hands on and leading the process they become more interested in the information, and excited to ask questions even to share with everyone what they made and how it fits with the lesson.
In the end, we made a photo story where the pupils made their own story based on the book and they spoke in to a microphone.
My process for writing this project was very trial and error. I began to write stories, would read them, and out of the stories that I liked the most, I tried to adjust them to make them
Demonstrate the spread page, and recognize the characters (father, kids, and dog). Present three to four vocabulary words. Talk about the ideas of "over," "under," and "through." Talk about the idea of "daring," and utilize the repeatable expression, "We're not frightened!" While the youngsters are situated with their legs crossed, have them do a brief engine action that is associated with the book (e.g., "swishy swashy" by sliding hands forward and in reverse in inverse bearings; "sprinkle splosh" by shaking from side to side and putting hands on knees). In the event that the youngsters are acquainted with the customary story, bring up contrasts between the story and the book (e.g., in the story, they for the most part swim over the waterway; in the book, they stroll through the
Locate an image, song, or other cultural artifact that might help us to better appreciate the text and its larger significance (what it means). Explain how your chosen image serves as a window into the text; go beyond plot summary and instead focus on how the image points us in the direction of analyzing
Perkins talked about visions of meaningful education cover three basic outlines: enlightenment, empowerment, and responsibility. I feel that this statement is a powerful statement that covers the basic thought process in lesson planning. How can I enlighten my students? How can this lesson empower them to make connections? I must acknowledge my responsibility and role of making su...
The Lesson- I will be teaching point of view and perspective. Through this lesson students will be expected to identify the point of view of stories based on clue pronouns. We started this lesson by taking notes on four different point of views and the clue pronouns associated with each point of view. Then we discussed stories we have read and their point of view. Finally we ended the lesson with a writing assignment where each student had a picture and they had to write a story about the picture in first person, second person, and third person limited and omniscient. The following day the first assessment was given. The next week we reviewed the lesson adding the J factor to it. I created a prezi reviewing our notes taken the week before, this included a fun point of view song by flocabulary. Then we played a mingling game. Each student has a card with a passage from well-known novel, poem, or story. Their job was to mingle around the classroom and when the singing stop the first person they saw was their partner. They were expected to read their card to the
The nurse is always looking for ways to educate the patient. To be effective at educating the patient, the nurse must be willing and able to combine assorted styles and methods to help teach additional information. The nurse will have more success in this teaching role if she understands learning theories and which ones to apply in different populations (Nies and McEwen, 2015). The purpose of this post is to describe a learning theory which would be well suited when providing teaching to an adult population in my community who have cardiovascular disease and need education on lowering blood pressure levels.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
To create my lesson plans I used a chapter book, Bridge to Terabithia by Katherine Paterson. And to complete each lesson, students will take approximately thirty minutes. The first lesson plan was guided reading. The subject of this lesson plan was students need to identify types of conflicts that occur in the novel chapter four. In order to find the conflict students, need to read the chapter. As students read the chapter I will support them by applying the skills and strategies of how to read literacy. Students will ask a question before they read while they read after they read in order to understand if they are comprehension right to answer the conflict. The teacher will give an example of a major conflict that students might come across while reading: Character vs. Character, Character vs. Self, Character vs. Nature, and Character vs. Society. Students will be able to understand and write the conflict in the worksheet with accuracy. The second lesson plan was guided writing. In this lesson plan, students will work in small groups to brainstorm their idea of the end of the book Bridge to Terabithia. Students assignment is to think about their own fantasy world like Terabithia. And write their own fantasy world essay within two to three paragraphs as well as draw picture of your fantasy world. In the end, the student will share
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.