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Teacher Lesson Plan

Rhonda Said:

Frist time teacher... Lesson plan... Interview... Help. Ideas. Thanks!?

We Answered:

ok, i have a group presentation on Thurs for our lesson plan (4th grade), it's really a simple lesson so I'll share it with you!

Focus and review:
Students will review definition of first person narrative, types of narratives, and elements of a story.

Objectives:
Students will learn what a story map is and how to create their own story map.
Students will see the logical sequence of events and resolution within the overall action of the narrative.

Teacher Input:
Shared reading of the Three Little Pigs
Provide practice worksheet with modeling of how to complete a story map.

Guided Practice:
After teacher completes shared reading of The Three Little Pigs, he/she will hand out blank story maps for the students to complete along with him/her. Teacher will model first two aspects of the story map and then ask students to help complete the story map.

Independent Practice:
Students will complete story map based on The True Story of the Three Little Pigs for homework. The teacher will read this story aloud for the students before the literacy block is over (so that they can be familiar with the story in order to complete story maps at home).

Closure:
Review story map concepts such as character, setting, conflict, and resolution. Call on various students to give their understanding of each of these concepts in their own words.


Hope that helps!!

Nelson Said:

What is a lesson plan I could use to teacher three and four year olds?

We Answered:

Oh heck there used be one about an orchestra years ago. I was just a little girl back then.

Why not get a copy of Peter and the Wolf and show them how the instruments make the sounds for the characters. Peter, his grampa, the wolf, the hunter, the birds .

You can probably find Peter and the Wolf on record or cd somewhere.

You 'll want them to recognize that instruments can make sounds other than just play music.
You'll want them to recognize and identify the instruments like oboe, trumpet, violin

Have them find other " music" that sounds like animal sounds etc and identify the instrument and animal. E.G. hitting on blocks can make the clip clop sound of a horse etc.

Then have them act out the animals in Peter and the Wolf or other animal stories, the Lion King , Pokey Little Puppy etc.

Next the children draw pictures of animals who when they make sounds sound like instruments. Chirping -the flute or piccalo etc.

Then in your picture file have them pick out pictures of animals in Peter and the Wolf

This can go onto units about zoo animals, animals in the wild, family pets . how to take care of pets and of course other songs about animals.

Old Yeller, who let the dogs out , alley cat etc.

Hope that helps.

Antonio Said:

If you were a teacher what would you do a lesson plan on?

We Answered:

Teach Time-lines.

Put a line on the board or on a piece of poster board.
Have one person say the first thing they did in the morning.
Put a line and write or, if you can, draw, what they did & put the word "Morning" or a time.
Then have someone say what they did before they got to the class.
Do the same line or drawing.
Then finally have a line or drawing that shows them in class.
Tell them they created a time-line.

Get the definition for the word: "time-line" and define the concepts B.C., A.D. and c. (circa). Show them how the time-line numbers go up for A.D. and the numbers go down for B.C.

Put up three events in history and choose three students to put them in order on the board or paper & review.

Finally, have them choose five major events in their lives and put them on their own time-line in a notebook or on paper. Walk around while they do it.

Ask someone to share and review the A.D., B.C., c. and time-line by choosing students to answer what they are. Then you are done.

Brittany Said:

How would u as a teacher reconstruct your lesson plan to address learning, cultural or linguistic differences?

We Answered:

This is one of those crappy interview questions that really can't be answered. It is meant to fluster you.

Tell them your lesson plans are complete as written and you try to include several options for instruction. Then, tell them you may have to slow down the instruction or break it into several smaller segments to address differences, but they don't need to be reconstructed.

If they push the issue, explain (as if to a moron) that ALL children are individuals and you cannot give a suitable answer until you have interacted with the student. Then smile sweetly.

Chances are good that the interviewer doesn't even have a good answer for that question.

Annie Said:

Why are the different sections of a lesson plan important to the teacher?

We Answered:

My lesson plans always include the objective, page numbers in the corresponding manuals, approximate time frames, and general procedure of each lesson.

Tonya Said:

what is the difference between the lesson plan, lesson notes, and teacher notes?

We Answered:

Tishaa,

I am guessing your assignment is asking for a complete and formal lesson plan. One way to first look at this is through the analogy that a lesson plan is the complete pie. While the lesson notes and teacher notes are two pieces of the total pie. A formally written plan would first state the learning objectives in behavioral terms (e.g. The students will write a friendly letter.) Next, would come the lesson's notes or, if you will, the lesson's outline of presentation. This would include explanations as to how the lesson is introduced, how the objective is explained to the students, details as to the input the instructor gives (this is the information the pupils need to know in order to understand and master the application of the objective), the modeling of the learning would come next ( this is a description as to how the teacher will physically and mentally show the students how a person can, in this case, write a friendly letter), how the instructor will check for student understanding from both from a procedural standpoint (i.e. the questions asked of the students or the activities done at their desk at each major point of the lesson that allows the teacher to understand if the students are grasping the objective as the lesson progresses), and a summative standpoint (i.e. the questions asked of the students or the activities done at their desk that give the teacher a chance to see if the pupils have got a good grasp of the learning objective) before the students are released to work on the objective's mastery at their desks, and then an explanation as to what activities students will do at their desks and/or for homework that will reinforce the lesson.

The teacher notes usually are those personal writings a teacher would put down as reminders to themselves and anyone else that may read the lesson plan (i.e. the principal, a substitute teacher etc.) as to what materials may be used in the lesson, how the teacher may choose to reinforce the lesson's objective, how an instructor might plan to motivate the pupils, what to do if during the course of a lesson there is a need to re-teach a part of the instruction, an explanation as how the students will work in the lesson (i.e. will they learn individually at their seats, or will it be in small groups and who will be in what group etc.), what the teacher may try within the course of the lesson to promote the retention of the learning with specific students or the class as a whole.

I hope this helps. Take care and good luck!

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