...A Detailed Lesson Plan in English (First Year—Secondary) A Detailed Lesson Plan in English (First Year—Secondary) I. Objectives At the end of the lesson, the students will be able to: 1. Identify statements that show cause and effect relationship. 2. Read a poem correctly and clearly with expressions. 3. Appreciate reading poems. 4. Decode words with “augh” (o) sounds II. Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? Student’s Activity ...
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...A Detailed Lesson Plan in English (First Year—Secondary) I. Objectives At the end of the lesson, the students will be able to: * Identify statements that show cause and effect relationship * Read a poem correctly and clearly with expressions * Appreciate reading poems * Decode words with “augh” (o) sounds II. Subject Matter Cause and Effect Relationship Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Reference/s: Fun in English Reading Textbook pages 94-101 Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? “Let us sing Barney’s I Love You Song.”(Students Sing)“I love you, you love me and we’re a happy family,With a great big hug and a kiss from me to you,Hope you say you love me too.” “Okay now class, What can you say about the song? Does it tell us something important that we have already forgotten to do nowadays?” “How could you say so Joseph...
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...1 ECED 330 Final Refection Generations upon generation of groups and cultures have been formed in many parts of the U.S. for more then over the last two hundred years. Until the last 30 to 40 years has the educational system started to validate anything beyond the English language inside of the classroom. According to Australian Government Department of Education the balance between culture, language and learning are a key for all three to function together. “A professional stance that understands language as a social practice requires students to engage in tasks in which they create and interpret meaning, and in which they communicate their own personal meanings and develop personal connections with the new language” (pg.17 A.G.D.E). Having a strong foundation in the educational system focused on culture and language will produce positive results. The educational system for many years beg to differ that cultural and language do not need to be enforce inside the classroom, well at least that was until the last few decades. (P. Tabors) In 1996 the NAEYC finally made a recommendation that linguistic, followed with culture diversity was of importance in the classrooms across America. Our country does not stand above all others in education but not because we don’t put the effort into our educational system. It’s because we are the melting pot for every race and creed and our boarders never close to immigration. I believe that is what makes are country unique and special. No...
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...“I Just Wanna Be Average”—Mike Rose Summary: In “I Just Wanna Be Average,” Mike Rose recounts his years in vocational school, also known as the bottom level classes. Rose was placed in these classes by accident, but decided to keep his enrollment with the lower level students. Rose goes in depth about his teachers, fellow classmates, and observations throughout his essay. He explains that his teachers act like they could care less about teaching their students and instead use physical violence or a lack of lesson plans to control them. Rose also notes the various personalities of his classmates. He comments that many of them have no desire to learn and are notorious for slacking off, partying, and getting into fights. Although these kids seem to be a mess, Rose notes special qualities about them that show their true personalities and that they aren‟t just troublemakers. One classmate that really stood out to Rose was Ken Harvey, who when asked for an opinion about working hard to reach achievement, said he just „wanted to be average.‟ Rose expands on this statement by explaining why he thinks this, and how crazy and confusing life is while in your school years, and that by embracing average standards, kids can catch their breath and just live and move on. As Rose puts it, „Reject the confusion and frustration by openly defining yourself as the common Joe.‟ (187). Rose questions this concept and realizes that when he eventually moves out of the vocational program...
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...A Detailed Lesson Plan in English I. Objectives At the end of the lesson, the students will be able to: 1. Identify statements that show cause and effect relationship. 2. Read a poem correctly and clearly with expressions. 3. Appreciate reading poems. 4. Decode words with “augh” (o) sounds II. Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? | Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)(Students pick up the pieces of paper) “It was great sir!”...
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...| | Subject: | | Teacher: | | Lesson Plan Date(s): | | | | | | M.Gilbert | | 09/21/15 | | PRE-PLANNING | OBJECTIVE What will your students be able to learn? | Standard/Benchmark: | | Determine a theme or central idea and analyze its development through the text including its relationship to the characters, plot and setting and provide an objective summary of the text. | RL.1.2 | | ASSESSMENT “Begin with the End in Mind”How will you know whether your students have made progress toward the objective? How and when will you assess mastery? | | By the completion of the 3 squared worksheet. Also, at the end of the 5th chapter they will have to write an objective summary. | | ESSENTIAL QUESTIONA higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. | | How does the early development of main characters contribute to an emerging theme in chapters 1-5 from The Boy in the Striped Pajamas? | | HIGHER ORDER QUESTIONS (3-5 questions)What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? | | Explain what Bruno’s mother means by, We don’t have the luxury of thinking? Pg. 13What does this line reveal about his mother’s feelings about their situation?...
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...Way of Happiness Since I was at the tender age of seven, I have always tried to make myself happy. Growing up in a divided broken family; forced me to believe that my father is a terrible killer and hates his children. Coming from this type of family that’s full of issues like sudden death, stagnation, infidelity, mental illness, and spiritual warfare made me very sad. I built self-esteem of worthlessness. My parents were so caught up in their bitter fights that they forgot my needs. I honestly think they just did not care and took out their resentment on me. When I realized my unaccepptance in my family I completely withdrew. I grasped doing things on my own like getting to school, cooking, laundry, answering the phone, working in my mother’s shop alone, and always caring for my junior brother. If I was not caring for my little brother, watching TV sitcoms/cartoons like “Bobby’s World” and the “Simpsons”, completing house chores which was a must was my daily living. Television was one of the things that made me happy. I believe my upbringing molded me into who I am today which is of course my identity. According to Martin, Nakayama identity is the concept of who we are. Characteristics of identity may be understood differently depending on the perspectives that people take people take for example, social psychological, communication, or critical perspectives. My full name is Jadesola Adebanke Adenikinju. I am originally from West Africa Nigeria my tribe is Yoruba. My parent’s...
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...Educational Research and Reviews Vol. 6 (7), pp. 522-527, July 2011 Available online at http://www.academicjournals.org/ERR ISSN 1990-3839 © 2011 Academic Journals Review The effects of poverty on academic achievement Misty Lacour1 and Laura D. Tissington2* 2 Southern Arkansas University, Magnolia, Arkansas, USA. th University of West Florida, 1732 N. 13 Avenue Pensacola, Florida 32503, USA. Accepted 12 May, 2011 Poverty, which forms a specific culture and way of life, is a growing issue in the United States. The number of Americans living in poverty is continually increasing. Poverty indicates the extent to which an individual does without resources. Resources can include financial, emotional, mental, spiritual, and physical resources as well as support systems, relationships, role models, and knowledge of hidden rules. Poverty directly affects academic achievement due to the lack of resources available for student success. Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low socioeconomic status and low achievement. Several strategies exist to assist teachers in closing the poverty achievement gap for students. Key words: Poverty, family income, achievement gap, academic gap. INTRODUCTION In the United States (US), the gaps in achievement among poor and advantaged students are substantial (Rowan et al., 2004). Through multiple studies, The U.S. Department of Education (2001: 8) has indicated...
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...Educational Research and Reviews Vol. 6 (7), pp. 522-527, July 2011 Available online at http://www.academicjournals.org/ERR ISSN 1990-3839 © 2011 Academic Journals Review The effects of poverty on academic achievement Misty Lacour1 and Laura D. Tissington2* 2 Southern Arkansas University, Magnolia, Arkansas, USA. th University of West Florida, 1732 N. 13 Avenue Pensacola, Florida 32503, USA. Accepted 12 May, 2011 Poverty, which forms a specific culture and way of life, is a growing issue in the United States. The number of Americans living in poverty is continually increasing. Poverty indicates the extent to which an individual does without resources. Resources can include financial, emotional, mental, spiritual, and physical resources as well as support systems, relationships, role models, and knowledge of hidden rules. Poverty directly affects academic achievement due to the lack of resources available for student success. Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low socioeconomic status and low achievement. Several strategies exist to assist teachers in closing the poverty achievement gap for students. Key words: Poverty, family income, achievement gap, academic gap. INTRODUCTION In the United States (US), the gaps in achievement among poor and advantaged students are substantial (Rowan et al., 2004). Through multiple studies, The U.S. Department of Education (2001: 8) has indicated results...
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...The Jolly Giant February 27 is the one day of the year that will always leave a heavy burden on my heart. This is the day that my classmate, Jackson Forrest Ramsey took his life. I remember the events that took place that Saturday like it was yesterday. I woke up, ate breakfast, and of course logged onto Facebook to see what everyone’s plans were for the day. As I started scrolling through my news feed, I began seeing status’ saying things such as “Oh my god..” and “Please wake me up from this nightmare” and just then, my phone rang. One of my best friends, Callie, was on the other end sobbing and I couldn’t make out what she was trying to tell me. She finally caught her breath and said, “Taylor, Jackson’s dead. He killed himself last night.” I couldn’t believe what I just heard. How could this person, this bubbly, outgoing person take his own life? I had never experienced anything like this before, and I just couldn’t believe it had actually happened. Jackson had moved to live with his father in Natural Bridge Station, Virginia. He and I attended the same middle school, and we had class together my sophomore year. He came to school crying one day and told us all he was moving. I didn’t want to get into details about the reason he was leaving; it it was just so sudden and out of the blue. Once I got that phone call from Callie, she picked me up ten minutes later and we were on our way to Katey Hale’s house to be with everyone. Walking in that door was one of the saddest...
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...Semi-Detailed Lesson Plan English-1 I- Objectives: At the end of 40 minutes 38 out of 42 First year students of section Sampaguita will be able to: a.) define the exact meaning of verb, b.) identify the verb with the help of cut out pictures, and c.) determine the kinds of verbs. II- Subject Matter: Topic: Recognizing Verbs Reference: Smart English Book Author: Josefina G. San Miguel pages: 78-79 . Materials: cut out pictures Manila paper marker or chalk III- Procedure: A. Routinely Matters 1. Prayer 2. Attendance B. Motivation I will pick a couple of students to go infront of the class to identify the action done on those pictures I posted on the board. C . Presentation Our lesson for this day is about verb and its kinds and its functions. D. Explanation As you can see, these pictures on the board shows an action. Therefore class, we can say that Verb refers to an action word. There are two kinds of Verbs according to its use. The first one is Transitive verb and the second one is Intransitive verb. E. Generalization Ok, who among the class can give summary from our lesson for today? F. Application I will pick a...
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...1. Introduction It does not require any further argument to state that English has become indispensable part of communication in the world. In Asia, almost each of countries has its own language which is extremely complex and quite difficult to understand. Hence, English is regarded as a bridge which helps information exchanges among Asian countries get to be more simply. It is fairly hard for Asian learners to use English correctly and effectively, especially speaking skill although they have been trained this language for a long time. When interviewing students from five Asian nations, Erlenawat has concluded that these learning difficulties are grounded in weaknesses in students’ prior learning experiences – focused on grammar and reading skills in classrooms, not conversational skills (Erlenawati Sawir, 2005). Vietnamese students are not exception of these problems and they are getting trouble with finding their own effective methods to overcome. Despite the fact that many Vietnamese learners spent nearly or even more than 10 years studying English at school, they cannot pronounce an English sentence exactly and fluently. As a result, they are not self-assured enough to speak out in the language. It can be clearly seen that a large number of students understand English grammar very well and get high score in written examinations whereas their oral communication skills are very poor and they are often shy to attempt to strike up a conversation (Trung Hieu, 2011). In “Language...
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...Background: You have been assigned to teach a 1-session class to adults regarding gender Identity and gender roles. • Resources: the information in chapter 6 of the text book, supplemental research as needed, scoring rubric. • Outline a lesson plan describing the factors which contribute to gender identification and gender roles. Include the following in your lesson plan: o State the factors that determine gender identity. o Explain how a person’s masculine and feminine traits can be described using the continuum of masculinity-femininity. o Describe three (3) factors in your own life that have helped determine your gender identity. o Discuss the masculine and feminine traits that you attribute to yourself using the continuum of masculinity-femininity. • Write 750- to 1,000-words. Format the lesson plan as a sentence outline. However, do NOT use phrases, Use complete sentences. [An example of a sentence-style outline will be posted to the Course Materials Forum. Complete documentation, proper grammar, spelling, etc. are still required. Gender Identity Lesson Plan Outline I. Gender Identity is started at the moment of conception. A. When a sperm fertilizes an egg there are twenty-three chromosomes from the sperm and twenty-three chromosomes from the egg. B. At the moment of conception the tiny cells know already what color hair, color eyes, if they will be bald and if they will be...
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...I was raised in the northern part of Georgia with a strict yet loving single mother who taught me and my younger brother the importance of service to those in need. In several ways, my story is not the same as many others who grew up in similar situations. Beyond my mother’s example, I was surrounded by other strong female role models who were driven to impact their communities by showing compassion towards the needs of others. My grandmother is a medical health professional who often tells me stories of patients who suffer from an array of physical and emotional symptoms, regretting that she can only “save” a few. My aunt’s influence in my life also ensured that I grew up with an open-minded view of the world and an acceptance for people who are different from me. I was homeschooled, so my family had the freedom to develop lesson plans that would turn me into a woman of compassion, honesty, service, and loyalty. When I was a sophomore in college, I learned about the BioPsychoSocial (BPS) model, a theory that health is more than just a medical state. Rather, it is a culmination of three important aspects of life that dictate overall wellness. The model’s biological sphere requires individuals to be physically and clinically healthy in order to live comfortable lives. The mental health sphere addresses psychological, emotional, and intellectual functioning. Finally, the social sphere seeks to define the need for healthy relationships that challenge and nurture individuals....
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...Canadian Journal of Behavioural Science 2011, Vol. 43, No. 3, 195–202 © 2011 Canadian Psychological Association 0008-400X/11/$12.00 DOI: 10.1037/a0022697 The Impact of Schooling on Academic Achievement: Evidence From Homeschooled and Traditionally Schooled Students Sandra Martin-Chang Concordia University and Mount Allison University Odette N. Gould and Reanne E. Meuse Mount Allison University Although homeschooling is growing in prevalence, its educational outcomes remain unclear. The present study compared the academic achievements of homeschooled children with children attending traditional public school. When the homeschooled group was divided into those who were taught from organized lesson plans (structured homeschoolers) and those who were not (unstructured homeschoolers), the data showed that structured homeschooled children achieved higher standardized scores compared with children attending public school. Exploratory analyses also suggest that the unstructured homeschoolers are achieving the lowest standardized scores across the 3 groups. Keywords: curriculum, education, homeschooling, reading, unschooling The number of children being homeschooled in North America is growing at an unprecedented rate (Arai, 2000; Barwegen, Falciani, Putman, Reamer, & Stair, 2004; Brady, 2005; Cai, Reeve, & Robinson, 2002; Jones & Gloeckner, 2004a, 2004b; Ray, 2010). In the United States, best estimates place the homeschooling population above 1.5 million children (National...
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