lessonplantemplate
课时计划模板英语作文
课时计划模板英语作文英文回答：Lesson Plan Template。
Subject: [Subject]Grade Level: [Grade Level]Topic: [Topic]Objectives:Students will be able to identify the five themes of geography.Students will be able to explain the difference between a map and a globe.Students will be able to create a map of their ownneighborhood.Materials:Whiteboard or chart paper。
Markers。
Maps and globes。
Paper。
Pencils or crayons。
Procedure:1. Introduction (5 minutes)。
Begin by asking students what they know about geography.Explain that geography is the study of the Earth'ssurface and the people who live on it.2. The Five Themes of Geography (15 minutes)。
Discuss the five themes of geography: location, place, human-environment interaction, movement, and region.Give examples of each theme.3. Maps and Globes (10 minutes)。
Show students a map and a globe.Explain the difference between the two.Have students identify the continents and oceans on both the map and the globe.4. Neighborhood Map (20 minutes)。
Excellent lesson plan template for primary school
03
Teaching process design
Import process
Greeting and warming up
Green students and lead them to warm up with some simple English songs or changes to create a relaxed and engaging learning atmosphere
Textbooks and workbooks
01
providing textbooks and workbooks for students to
follow and practice
Online resources
02
utilizing online resources such as educational websites
and apps to provide additional practice and support
Classroom materials
03
using physical Classroom materials such as toys, puppets,
and real objects to aid in teaching and learning
Short attention span
Primary school students have a relatively short attention span and may easily be distracted Teachers should design engaging and interactive lessons to maintain their focus
lesson planning教案模板
Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。
Daily Lesson Plan Template(New Concept)
Lesson Plan(Template)Date & Duration: Teacher:Level: Unit Title :Objectives:（Contents）1.2.3.Materials needed:1.2.3.Teaching Procedures:Section 1I. Preparation(15min)1、Greeting & Free Talk（10min）Tips: 每个学生确保提问5个问题以上，可连续单独提问数个问题或同一问题轮流提问，但注意保持学生注意力集中与快速反应。
其中可穿插进行个别问题的简短讲解与操练。
2、Quick Review（5min）Tips：对上一课学习的内容进行快速检核和评价，但时间不宜过长。
II. Presentation:(5-10min)Tips: 看图说话，呈现本课单词，并对重点词汇及句型（主题）进行讲解，同时可穿插Phonics 内容，帮助幼儿记忆单词。
III. Practice:(15-20min)Games（Listening game & Speaking game）Tips:以比较轻松的形式帮助幼儿掌握本课单词。
Section 2Ⅰ.Quick Review(浏览本课单词)(5min)II. Presentation: (10min)Tips：课文呈现，练习朗读（可采用单独朗读、分角色朗读等多种形式）Ⅲ.Practice（20-30min）Tips: 语法详解+操练，针对当课语法重点。
Section 3Ⅰ.教材课堂练习+讲解（听力+语法）（20-30min）Tips：听力练习注意培养良好的习惯（3步法）。
语法练习注意时间的把握，可限制学生完成的时间。
II.Supplementary readings（5min）Tips：补充一些小知识（如故事、格言、节日起源等）II. Wrap up:（10min）Tips: 全课知识总结，布置当日作业Homework:Self-examination:。
lesson plan templatedocx：教案templatedocx
---------------------------------------------------------------最新资料推荐------------------------------------------------------ lesson plan templatedocx：教案templatedocx Subject: Math Date/Time: Wednesday November 20, 2019 Grade: 3rd Strand: Mathematics Topic: Operations and Algebraic Thinking Content Statement: OA. 1- Interpret products of whole numbers. OA. 3- Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. OA. 5- Apply properties of operations as strategies to multiply and divide. OA. 8- Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Objectives: Given homework and the worksheets throughout the past few weeks, the students will be able to review for the chapter test 85% of the time based on teacher observation. I Can Statement:. OA. 1- I can interpret (Blooms- Evaluation) products of whole numbers. OA. 3- I can use (Blooms- Application) multiplication and division to solve word problems in situations involving equal groups, arrays and measurement quantities. OA. 5- I can use (Blooms- Application) properties of operations as strategies to multiply and divide.1 / 3OA. 8- I can solve (Blooms- Synthesis) 2 step word problems using addition, subtraction, multiplication, and division. OA. 8- I can solve (Blooms- Synthesis) 2 step word problems using addition, multiplication, and division with one unknown number. OA. 8- I can determine (Blooms- Evaluation) if the answer makes sense by using mental math, estimation, and rounding. Preassessment: Discuss (Blooms- Synthesis) any questions the students may have over the chapter. Formative Assessment: The students will solve (Blooms- Synthesis) the review questions and show (Blooms- Knowledge) them on a sheet of paper. (Teacher observation) Summative Assessment: The students will return to their seats and they will explain (Blooms- Evaluation) how they got their answers (Teacher observation) Materials/ Equipment: QR codes, iPads, paper for the students to write the answers, smart board, Engage: 1. Go over what the students have learned over the past few weeks. 2. Ask the students what have we learned about multiplication over the past few weeks Explore/ Explain/Elaborate: 1. Explain QR codes. 2. Split the class into groups. 3. At each group, a teacher will have an iPad and the students will scan the QR codes. When scanned they will show different review questions. 4. The students will solve (Blooms- Synthesis) the problems at each of the stations. 5.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The students will have about 5 minutes at each station to scan the QR code, read the question, solve and record. Evaluate/ Conclusion: 1. Have the students return to their seats. 2. Using the popsicle sticks to draw names, the selected students will come up to the smart board and demonstrate (Blooms- Application) how they got their answers. Intervention: The teacher can help the lower level students if they have trouble throughout the activity. The higher level students will work as a group without teacher assistance. Enrichment: Students can write the review questions and create their own QR code. QR Codes3 / 3。
教案模板（Lessonplantemplate）
教案模板（Lesson plan template）Standard format templatesTitle (class)instructional objectiveThe arrangement of teaching (teaching contents, methods and means)1, the old course review (time)2, the new curriculum (time)3, the new lesson summary (time)taskTeaching PostscriptPlan (home)CourseName: total hoursCourseClass lectures: credit hoursExperiment: hoursComputer: hoursBe a teacherTeachers' professional titleThe teaching object is professional class: ClassThe basic parameters of material capital and the main feeding testFor the purpose of teaching and learningTeach and learn hard little weightNote: the course category: public basic courses, specialized basic courses, professional courses, professional elective courses, concentrated practice and experimental courses, public elective courses refer to Annex 3: plan formatTeaching planClass timeTeaching methods(Please tick) - theory class Seminar - experimental class - others - class exercisesarrangeTeaching topic (Teaching chapters and sections or topics):Teaching goal and requirements (including master familiar with and understand the three levels):Teaching emphasis and difficulties:The basic content of teaching methods and means(increase page)Homework, discussion questions, questions:The class:Note: 1. each page size can add a day, or a class to write a copy of the lesson plan format.The 2. class is taught in order to fill 1, 2, 3...... Etc..3. teaching methods to fill theory courses, experimental classes, classes, exercise classes etc..4. methods and means such as multimedia, for example to explain, explain, explain, explain the real model chart to explain, audio-visual explanation.Plan reference formatPlan is the embodiment of teachers in preparing lessons basedon according to the overall design and organization of classroom teaching syllabus arrangement, is the basis for teachers, is the premise to ensure the quality of teaching.For the good writing teaching plan for the standardization and management work, promote the teaching activities more standardized and orderly, improve the teaching level, teaching quality assurance, formulated.First, writing teaching plan requirements(a) basic information on the title page, cover templates.The 1. lesson plans cover requirements: complete the course name, course encoding, total hours (Zhou Xueshi), start time, grade, professional, for the use of teaching materials, teachers and other information.The 2. page plan requirements: should fill in the course of teaching teaching aims, teaching methods, requirements, assessment methods and other information.(two) the design of compiling the teaching planThe teaching plan is refers to the body part of doing a more detailed expression of the teaching content, more fully reflects the design of the teaching process of teachers. Mainly includes: chapter, teaching purpose, teaching emphasis and difficulty of teaching, teaching methods, teaching methods, learning the old course, introducing new lessons and questions and exercises, summary, homework etc..The following points should be highlighted in the preparation of lesson plans:To determine the teaching objective. The purpose of teaching should reflect the orientation, the level of school running ideas, teach the depth and breadth of skills training, training and teaching; ability; ideological education.The design of the teaching process. The teaching process should be consistent with the cognitive law of students, mobilize the enthusiasm of students in active learning, timely correct the bad habits of students learning.To determine the teaching methods and teaching means. Focus on the data of the course syllabus, textbooks and teaching reference, understanding and analysis of the basic qualities and characteristics of students. According to the keystone and difficulty of the course selection of teaching method. Multimedia courseware is an important means of teaching, some courses according to the teaching syllabus should make multimedia courseware of multimedia courseware, but shall not replace the plan, must according to the requirements of compiling the teaching plan.Write teaching postscript. Teaching postscript of this chapter is analysis of teachers' teaching effect, can reflect the summary, a comprehensive review of the deficiency in the teaching process, the successful experience must be in the process of teaching, accumulate teaching experience, improve teaching, improve the teaching level.(three) the time required to prepare lesson plans.The teacher write teaching plan should be completed before class, which should be completed before the preparation week before the five week teaching plan; the teaching process should be completed one week ahead of next week's lesson.Annex: writing teaching plan reference format200 to 200 school year first semester_____________________ courseteachcaseCourse: ______________________________________ encodingTotal hours: / / Zhou XueshiStart time: the date of the first week of ZhouzhiThe medium grade, professional, class:___________________________The use of materials: _______________________________________Teacher: _______________________________________The purpose of this courseThe teaching requirement of this courseThe teaching methodMethods of cultivating students' innovative spirit and practical abilityAssessment methodsTeaching referenceA summary of the teaching planWeekly time date sectionChapterNameTeachingThe theory course and Practice Course () () (), practice teachingWhen the number ofTeachingObjectiveTeachingMethodTeaching Requirement TeachingContentTeachingA keyThe difficulty DiscussionPractice HomeworkReference resources DataThe Department ofdirectorApprovalTeachingPostscriptA theoretical lesson generally include the following:The 1. chapter.2. the purpose of teaching3. class hours4. the emphases and difficulties of teaching5. the teaching process (including teaching content, teachers' activities, student activities, teaching methods etc.)6. review and requestPrepare 7. teaching environment and teaching aids8. teaching reference9. teaching postscriptTwo, experimental teaching plans generally include the following:Experiment name 1.2. class hoursThe experiment was 3.The 4. experiment principle5. basic operations and equipment introductionThe 6. important steps of experimentWe should note 7. experiment8. experimental postscriptNote: training, social investigation, topic discussion, case analysis and other practice course teaching content can refer to teaching experiment course content writing.。
Lesson Plan Template
Lesson Plan Template How Will You Cause Learning Today?SUBJECTEnglishGRADE9TOPIC “The Most Dangerous Game”DATE 9.20 & 9.21PERIODA-1,2,4B-1,2,4 This lesson is built on the following Essential Questions:OBJECTIVES OF THE LESSONA statement or statements of what students will be able to do AS A RESULT of rather than AS PART OF the lesson. These should be observable, behavioral, and measurable.SWBAT: Students will be able to:•Connect and respond to the literary elements of suspense and conflict.•Develop word analysis skills, fluency and systematic vocabulary.•Analyze literary devices used in “The Most Dangerous Game”•Comprehend and appreciate a short story.Well, let me start on a sour-sounding note! I looked back to see if these were the objectives you’d sent me to review back in early November, and I’m not finding any record of your having done so. Did you submit that task?These objectives present several problems for us. Let’s start with the meaning of the term “objective.” It is a statement of a learning outcome. Each separate objective refers to separate types of learning. And in order for learning to occur, there must be a Before-During-After progression of events/activities. So if you have four objectives, you must be planning to have four B-D-As…because you cannot/will not reach the learning outcome [i.e., objective] unless you undertake a B-D-A. Four objectives = four BDAs.The next challenge that is presented for us is determining whether these objectives are observable, behavioral, and measurable and whether they relate to a comprehension/cognitive outcome. We also have to be mindful of whether we are actually talking about NEW learning, or if these might get into asking students to do something they can already do. So let’s focus on the verbs…“Connect and respond”: what is meant by “connect”? Is this observable and measurable? What does a connecting kid look like? What does he do? And are you going to teach students HOW to connect, or will you simply instruct them to connect to specific literary elements? Likewise: “respond.” Is this something that kids currently do NOT know how to do? They respond to things all the time…are we teaching them HOW to respond? Or is there something else that you are really after?The next objective promises that students will be able to “develop” word analysis skills, fluency, and systematic vocabulary. All that sounds like quite a tall order for just one lesson, and I’m still pondering what, exactly, might be meant by these things. But it does suggest that, before this lesson, students do not know how to develop fluency, and after this lesson they will be able to develop fluency. You may mean something other than what I think of with fluency, because I know that teachers start working on this as early as 1st grade, and you have 9th graders. I also didn’t realize that “The Most Dangerous Game”was a natural selection for the purposes of teaching students HOW to develop fluency or word analysis skills.The third objective is the one that has the most credibility, although it’s interesting that, among literary analysis skills, you’ll only be interested in those that can be used with “The Most Dangerous Game,” as opposed to any other piece of short fiction they might encounter. Is there something so particular about that short story that we develop certain skills only for it, and they would not be portable or transferable? The fourth objective is, well, simply unfortunate. “Comprehend” is not observable, behavioral, or measurable, and its use here leads me to believe that you may not have had a chance to spend time on earlier course modules. Likewise, the verb “appreciate” is not a cognitive outcome; it is affective. Funnily enough, the lecture on Lesson Planning cites the verb “appreciate” specifically as one that should not be used as an objective. What happened? Why has it shown up here in your lesson plan, which is being used to evaluate your grasp of the concepts in our course?ASSESSMENT OF THE OBJECTIVESDescribe how you will collect evidence that individual students have indeed met the lesson objectives.[ There was no assessment submitted/described. ]The assessment should have been developed and decided upon before any of the rest of the lesson plan was written. That’s why it is positioned HERE on the template. First you think of the objective, then you consider how evidence of it might be collected. Again, this was discussed in the lecture/module on Lesson Planning. We would both be much better off if this task were a reflection of what you had learned through those modules, rather than an expression of how you would have written a lesson prior to taking this course. At this point, I’m pretty sure that’s what I’m getting. Most of my commentary, then, will be a repeat of things you were already supposed to have grasped in the course thus far.That’s too bad, for both of us.READING, VIEWING, or LISTENINGTEACHER STUDENTS•focusing attention, laying groundwork, creating interest, sparking curiosity…think of it as setting the stage/setting them up forsuccess•make sure students “get” the purpose (not just agenda) of today;what it will result in or lead to; the “why” of what they’ll be doing •strategies to get STUDENTS thinking about what they already know•cause STUDENTS to bring to mind similar ways of thinking, an analogous idea, or previously-learned content or concepts •STUDENTS are caused to think about that element of today’s learning that is most close to or familiar to them•Students will look at pictures(That would be a DURING, as in “during viewing.” It would most certainly NOT be activation of PRIOR KNOWLEDGE.) in “The Most Dangerous Game.”Based on the pictures, they will be required to predict what the story will be about. (Predicting and purpose setting are not the same thing. Further, your objectives do not address the skill of predicting, so I am left wondering about its prominence as the first thing you aredoing before students learn how to connect and respond to suspense and conflict;before they learn how to develop word analysis skills, fluency, and systematicvocabulary; before they learn how to analyze the literary devices used specifically in “The Most Dangerous Game”; and before they learn how to comprehend and appreciatea short story.)•Students will discuss (Who? How? Which students do you mean? What will all the other students be doing while one student talks? If you intend for there to be “studentdiscussion,” which strategy from the list that appears later on this template will you be using? Stated like this, I am picturing a teacher-centered call-and-response time when most kids are passive most of the time, and where you are likely to hear from five or fewer students. That would not successfully activate individual students’ priorknowledge, and it would not make their thinking visible, and it would give reluctant and less able students a place to hide. One of the ways this idea was broached in the course was through the T vs. S continuum [“Where Is the Energy?”]…what you are describing will be very much about the Teacher, and very little about the Students, so it violates yet another central idea of the course) a time when they were involved in a competition (athletic, board game, outdoor game, etc.) and their opponent took the competition to seriously. After they’ve discussed (They? They who? The last module pointed out how this is most likely to really play out. You’ll hear from one student. Then another student. Maybe another student.Then another student. And 24 other students will think nothing, say nothing, hearnothing.) their personal experiences, I’ll encourage(Even better would be if you wouldstrategically structure it so that students have no choice but to think, and have nochoice but to delve into prior knowledge…something like a quick write or a think-pair-share…anything but a teacher-led discussion among you and your five favoritestudents!) them to discuss similar situations on TV or in a movie, where the competition becameserious. I will inform them that this story involves a deadly hunting competition.•Students (on their own? with no strategy?) will review the vocabulary(What, exactly, does this mean? Are these new words, or known words?) used in the story. Using two of the terms and today’s class discussions, they will write their prediction. (If they are new words, how do you expect them to learn them well enough to be able to “use” them in writing? This isn’t what you thought you meant by “Students will be able to develop systematicvocabulary,” is it? That’s pretty far off the mark, if so.)•Students will complete a KWL Chart for the literary devices; suspense and conflict (which are both prior knowledge, then? Since they are both concepts, wouldn’t it be better to use avocabulary strategy to activate the prior knowledge of these?), as I present(Well, that’s a DURING, not a BEFORE…why is it in the prior knowledge activation phase?) theinformation (with examples) in a brief power point (DURING means DURING viewing orlistening).DURING READING, VIEWING, or LISTENING•strategy(ies) for active engagement with the new content that’s coming•what are students doing WHILE reading, viewing, or listening?•Students will use sticky notes to highlight areas in the text where they identified examples of suspense (pink) and examples of conflict (yellow) as they read. (Well, it appears that students can “connect” and “respond” to these literary elements without being taught how. That means that this is something they could ALREADY do before they came to this class, and therefore the objective you wrote for this is not an objective. Objectives describe something that students do NOT know prior to the lesson, but WILL know or be able to do as a result of the lesson. I’m just repeating myself, because this has all been said before in the course modules.)•Students will take notes in their reading journals as we pause and question(This has no meaning to me, as the reader of this lesson plan. While students are reading you are going to stop them and ask thequestions? Who will respond? How will he or she respond?) for comprehension (What, exactly, do you mean by this?) of the story and apply reading strategies (It’s going to be hard for them to apply reading strategies themselves if you keep interrupting and asking questions. I’m also wondering why they are reading without you having set a purpose related to your objectives...).READING, VIEWING, or LISTENING•how will students apply new knowledge in a new way?•how will students check to see if their understanding is correct?•how will students be prompted to reflect on what they learned?•how will students be prompted to reflect on how they learned it?[Also, Please Note: The Assessment Occurs in the After Phase]•Students will complete Plot Diagrams based on “The Most Dangerous Game.”•Students will complete Sum it Up worksheets to identify the main idea of the story. (The student who uses the most key words, without going over, gets a piece of candy!) (Is that what they were thinking about while they were reading? How does this relate back to the objectives of the lesson?)ASSESSMENT:Students will complete a RAFT paper based on “The Most Dangerous Game.” Role: General Rainsford; Audience: Police; Format: A letter; Topic: Explaining why you killed Zaroff in self-defense. It is extremely important to utilize supporting details from the story-you want them to believe what you say happened on Shipwreck Island! (Please notice that none of the objectives will be measured by this task.)Discussion Organizing Writing VocabularyThink-Pair-ShareAuthentic QuestionsSeed Discussions Group Pattern Puzzles Group Graphic OrganizersCarouselGallery WalkConcentric CirclesClock BuddiesGroup QARsCapsule VocabularyPower ThinkingPattern PuzzlesGraphic OrganizersVenn Diagram/ComparisonSelective Underlining/HighlightingColumn NotesHistory Frame/Story MapSticky NotesOpinion-Proof/Conclusion-SupportProblem-SolutionSummarizingSum It UpFramed ParagraphWriting TemplateJournal/Learning LogRAFTSpool PaperSentence SynthesisWord CombiningWord MapConcept of Definition MapGraphic OrganizersSentence/Word ExpansionWord CombiningCapsule VocabularySemantic Feature AnalysisJournal/Learning LogRATIONALE•Why teach the lesson THIS WAY?•Why, given this lesson’s objectives, are THESE the best strategies to choose and use? Be specific!•Explain why this sequence of activities best leads to cultivating the behaviors or performing the skills or displaying the knowledge called for by the objectives.•The discussion in the beginning of the lesson grabbed the students’ interest. (Actually, I’ll bet that if I’d been there to observe, I would be able to show you data that proves MOST students were NOT engaged or interested.)•By asking them to make a prediction, followed up with a discussion topic which encouraged them to re-think their original answers, students were more interested in apply new vocabulary to their written predictions. (This iswishful thinking.)•Students love Sum it Up! It is a friendly (peaceful) competitive activity amongst them. Applying something they like to this story made them want to know the main idea. (I’m glad they like the strategy, but you are providing a rationale that doesn’t look anything like the rationale you were asked to provide, both in the Lesson Planning lecture and in the bullet points above this box. What is it about THESE objectives thatmake these the best strategies to use? Why is THIS the best sequence of activities, given what we know about how kids learn and comprehend?)•The RAFT paper helped students synthesize what they learned, because they were given a clear audience, topic, role and purpose.•The sticky notes kept them actively engaged as we read (but they don’t really have anything to do with teaching students HOW to do the things that your four objectives called for…it means that yourwhole lesson is pretty much an AFTER…students are applying things they already knew, ratherthan learning something new). Using them to point out examples of literary devices helped them completelyunder stand them and how they were applied to the text. (Well, except we need to consider the fact thattelling is not teaching. And that’s about what you’d be doing if you do it that way.)•This sequence consisted of activities that flowed through the duration of the lesson and helped students achieve the objective set before them. My students were completely engaged for the B-D and the A! (Oh, I think not.)REFLECTIONWas the lesson successful? How do you know? What would you do differently next time?As you know, my original lesson was dragged out over a few days, I’m trying to end a lesson on the day I begin it. This example is how I taught the story to students in an after school group in order to prepare them for the mid-term. (These students transferred into my class, or a colleague’s class, after the original lesson was presented. So they were like mylittle lab mice)! The students enjoyed reading this story!(That is terrific, of course, but “enjoyment” is an affective outcome, and we’re working on cognitive outcomes.) I actually had a student who hunts with hisfather occasionally. For a moment, he shared that maybe he shouldn’t hunt anymore-he later changed his mind. I feel thatmy students understood the literary devices a little better than the others. The ‘original group did well on their quiz, but Ilike the new lesson much better! The only exception is, they didn’t get to compare and contrast the movie to the story-that would be a two day lessonTemplate may be downloaded from /pdf/ Look…let’s be honest. You knew that you were going to have students read “The Most Dangerous Game.” The story was chosen prior to ANY objectives being considered. And once you thought aboutthe students reading that story, you started coming up with all the possible outcomes that might possibly maybe perhaps be achieved, and you put them up there in the OBJECTIVES box as if that now makesthem objectives. But the simple fact of the matter is: you didn’t start with learning goal in mind; you started with a story. That means you chose the means without having any ends. What is the question to which “The Most Dangerous Game” is the answer? I don’t think it’s really any of the objectives you prayerfully provided. Your lesson was not designed to achieve those objectives…nowhere in it do you teach students how to develop fluency. Nowhere in it do you teach students how to appreciate (which isn’t a cognitive outcome) literature. Nowhere in it do you teach students HOW to analyze literary devices (you simply have them do it…without any instruction in HOW to do it…which means they must already know how to do it). Nowhere do you teach students HOW to do ANY OF THE THINGS that you state inyour objectives. What did you think was meant by objectives? Where did you get those ideas? Thepainful truth is this: You have submitted a task that bears little to no resemblance to anything you’vebeen taught in our course thus far. The point wasn’t for you to submit a lesson plan onto which you’d slapped a few of our strategies, as though adorning a dress with a colorful broach. This task was something much more fundamental. It required that you show how you can put into practice the core concepts of Reading in the Content Areas. Most of what is here is pretty much the lesson plan that you would have written if you’d never enrolled in the class. Why would you submit such a thing as a meansfor me to assess your performance of our course competencies? It makes no sense to me. It’s like Iasked you to show me you can plant a bush and you painted the garage chartreuse. I’m trying to teachyou French and you insist on showing me your Italian. It is like asking your students to read “The Most Dangerous Game” and they read “The Stepford Wives” instead. I find this frustrating and terribly disappointing.At the same time, I want to value and appreciate that you developed no small measure of enthusiasm for the incorporation of more engaging strategies into your teaching. It may be that you found this initial foray into it to be of obvious benefit, with palpable effect on your students’ work and understanding and appreciation. If that’s a step forward, I’m certainly delighted. Now, let’s also provide what I have to have in order to evaluate your performance in this course: I need to see you develop products for our tasks that are potent and convincing representations of your deep and abiding understanding of what it means to cause comprehension. Two more Strategy Implementations to go, and then there’s also Part B of the final exam. You might start by going back to the course modules and revisiting those essential ideas. Then you can be in a better position to make your next task depend on them in a way that will leave me with no doubt about your grasp of and competence with Reading in the Content Areas.。
教案英语模板全英文带翻译
Lesson Title:
Lesson Topic:
反思课程的有效性，并考虑未来教学的任何修改或改进。这是一个评估什么做得好、什么可以在随后的课程中加强的机会。
Translations
翻译
Lesson Title: 课程名称
Lesson Topic: 课题
Lesson Duration: 课时时长
Lesson Objectives: 课程目标
Lesson Overview: 课程概述
列出课程具体的学习目标，确保它们是可衡量的，并符合教育标准。这些目标应该概述学生在课程结束时应该知道、理解或能够做到什么。
Materials
教材
Provide a list of all materials needed for the lesson, including textbooks, handouts, visual aids, technology, etc. Be sure to mention any preparation required for these materials.
在这一部分，提供课程内容的简要概述，以及它如何融入整体课程。这应该包括要涵盖的主要话题概述，所需的任何先修知识，以及这节课对学生学习的相关性。
Learning Objectives
学习目标
List the specific learning objectives for the lesson, ensuring they are measurable and aligned with educational standards. These objectives should outline what students are expected to know, understand, or be able to do by the end of the lesson.