Lesson One:
1. Common Core Standards:
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
For this lesson, the students will be analyzing images and political cartoons on the PowerPoint and bags of trash containing various items using “textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain” to conclude upon what kind of person or persons used the items in the trash bag and under what circumstance.
2. Daily Objectives:
• Students will learn how to
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Instructional Strategies/Learning Tasks:
At the beginning of the class period the teacher will ask students what is the difference between an observation and an inference.
“What is an observation?”
“What is an inference?”
“What is the difference between the two?”
Once the students have a better idea of what an inference and observation is, the teacher will introduce a pneumonic strategy that students can use to make inferences when they are reading texts.
“We are about to analyze some photo’s and try to figure out what exactly is going on. In order to do this, just remember to kis! The first thing you want to look at are key words or key details from the text, then you can infer or make an educated guess as to what is going on in the text, and always be sure to support your inference by looking at the evidence in the text.”
Using a digital projection screen the teacher will show several different images. The students will make inferences using their prior knowledge and looking at details in the images to support their inferences.
Then the teacher will show students a poem and ask them to figure out what the poem is talking about using textual evidence to support their inferences.
“What is this poem talking
It is nine in the morning, Professor Chagnon informs me of the information and data we hope to collect today, the three main forms of violence that accrue in and out side of each village, “chest pounding, side slapping and club fights” (Chagnon, 118) Professor Chagnon instructs me to follow him with the camera and film equipment. The Professor stops as he watch’s two men pounding each others chests, I begin preparing my camera to talk a photo when a friend of Professor Chagnon come’s over to say hello Professor Chagnon greets his friend an introduces me, Professor Chagnon as his friends what ...
It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their classroom.
1. I consider myself one who leads my example more than vocally; I am more likely to be reserved and quiet than outgoing and loud. Sometimes this is more effective than words, as people can follow an example easier than performing based on oral or written instructions. I do not believe in public reprimand or denunciation, but sometimes—or many times—people need to be told that they are wrong, and this should not be something that is “beaten around the bush.” Instead, they should be told plainly and directly in order to ensure understanding in their error so they can correct it. Sometimes, however, I neglect to seize an opportunity to correct someone because of my tendency to stay introverted, which is wrong.
Reading: Informational Texts 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
teachers and students. It is true that students that this will help to increase their reasoning
in thinking. Although there is general agreement that thinking and reasoning are automatically and quite naturally used within any complex cognitive process such as reading, writing, or vocabulary development, there is also agreement that with instruction in specific strategies, one can learn to think and reason more effectively.” Marzano, R. J., & Mid-Continent Regional Educational Lab., A. C. (1991).
Teacher will model the preview process by displaying the KWL Graphic Organizer on an overhead projector.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Discuss this statement and show how your critical understanding of the text has been strengthened by at least two different readings.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Understanding students’ preconceptions allows teachers to add, delete, adjust lesson to target specific learning. Having this understanding of preconceptions can increase learning opportunities which will “challenge students’ existing ideas and build new ones” (Worth, 2000, p. 4). Some learning opportunities and/or building knowledge includes: textbook scavenger hunts, use of picture books, virtual field trips, etc. (Lent
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
The foundation of a classroom setting is based on theories that enhance student learning, have a positive impact on the classroom environment and may “provide valuable guidance for teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Even though teaching is about what a student is taught, there are certain practises that are used to get the most out of students without the student realising. Experts in the field have developed different theories that aim to provide an answer as to how and why children learn. These theories aim to help teachers understand why children think the way they do and why different children respond better to different teaching techniques. There are many differing theories but this paper will focus on three – motivational, social-cognitive and metacognition. This paper will provide information on each theory, backed up by the theorist and will explain how each has an impact in the classroom.
Without realizing it, I learned about what a visual learner is and methods I used in school to make sense of the knowledge I obtained. According to Judie Haynes (2009), a visual learner is able to learn best by seeing or observing and includes examples of using computer graphics, cartoons, posters, diagrams, graphic organizers, text with pictures, and maps. Pictures are essential to children’s
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.