Civics Lesson Plan

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

I went into Government class thinking I knew a lot about government. I quickly figured out there was a lot I had to learn. I am very glad I was required to take this class because without taking it, how would I know how everything works or know how I am affected by the government? My beliefs didn’t change nor did the political party I identify myself with but I have a much better understanding about what goes on in our Country. I learned much more than I thought I would learn, from the ways someone can become president, to how a bill becomes a law, to who were considered to be the best presidents.

Parliamentary – a system of government in which both executive and legislative function reside in an

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

There are 24 standards, under 8 headings. These are there to protect the welfare of children and the quality of their education. The National Minimum Standards

A non-governmental organization (NGO) is a non-profit group which can be organized on a local, national, or international level. The NGO I selected is Free the Children. The short form used to identify it is FTC. The purpose of the NGO is to free children from poverty, exploitation, and the notion that they are powerless to effect change. The co-founders are Craig Kielburg and Marc Kielburg. It was founded in Thornhill, Ontario in 1995. The head office is located at 233 Carlton Street Toronto, Ontario M5A2J2, Canada.

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

I am currently teaching second grade in an urban charter school in Cleveland, Ohio. My classroom has twenty-three students, twelve boys and eleven girls. There is one student in my classroom who receives special education services and four students receiving Title 1 interventions. My students are extremely social which leads to the use of small group and partner learning. The socialization has lead to some struggles with behavior and student independence this year.

I believe that I met this standard because I created a lesson plan each week that included reading, writing, speaking, listening, and thinking skills that were developmentally appropriate for the student and addressed his academic needs. I also created activities that the student enjoyed so that he would be motivated to learn new and challenging concepts. Each activity on the lesson plan correlated to an Oklahoma Academic Standards (OAS) for his grade level.

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

The activities offered from this unit worked to remediate the content that was presented on the pre-test and some additional concepts. Paula scored well with the trace worksheets that identified the parts and needs of a plant. However, on one worksheet, Paula was unable to fully identify the 3 needs of a plant in a sentence even though she previously traced the word on the same worksheet. Instead of fully identifying the 3 needs, Paula only identified two in the sentence. These actions made her receive an 83% on this worksheet. Additionally, the student was given picture cards that depicted the sequence of how to plant a seed. Paula sequenced her picture cards a total of three times before correctly sequencing the picture cards. Paula incorrectly sequenced three cards the first two tries, and one card for the last trial Paula ended up getting a 75% for this independent activity. Paula required constant observation and guidance to assure that she was keeping up with her peers. This showed me that Paula struggles with keeping up with her peers and requires guidance to assure an understanding of the directions and concepts taught through the

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

Second, the two things that stood out to me from the syllabus were both in classroom etiquette under the

The second standard I demonstrated was standard three. Standard three is supporting a positive learning environment. I taught my final lesson to my group of first

At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.