Lesson

When life gets hard, get hard back. This is the lesson I have learned through this last hockey season. My coach, my teammates, my parents, all taught me this one lesson and from this, I became a better, athlete, student, and probably the most important a better person. Through this essay, I will share this lesson and how it applies to my story and hopefully, it can apply to your story as well. In 8th grade I moved here to Camas from a small town in Alaska where hockey was a lifestyle. We moved

Lesson Analysis After reviewing the video of the lesson I recorded and analyzing the results, I feel very positive about the lesson outcomes. Prior to the start of this lesson, each student completed the pre-assessment. Students were then placed in groups based on their readiness level. This assessment displayed the need for differentiation during small group instruction. To begin the lesson I brought in a stuffed chicken to use as a tool to introduce the concept of using digraphs. This activity

This essay closely reflects upon and evaluates two lessons taught within SE1. The school in which these lessons were taught is a primary academy, which size is larger than average. The majority of pupils are white British pupils but ethnic minorities are consistently increasing; the amount of EAL children is significantly high. Ofsted graded the behaviour within school to be outstanding. The class concerned is a year three class, in their summer term. My SE1 targets include: To develop assessment

conflicts in the story. In Alchemist there were many life lessons that you could learn throughout reading the book.These are the life lessons i was able to gain from reading the book over the summer. One of the life lessons that was the easiest to find ways to never give up on your dreams no matter what the world throws at you. The last two life lessons was that fear is a bigger obstacle than the obstacle itself. And the final life lesson that I was able to gain from reading the book was that you

admit that I waited for the right lesson to compare to the Muhlenberg Lesson Plan. Finding all the elements of the Muhlenberg Lesson Plan in lessons throughout all of my fieldwork experiences would be difficult because for the most part teachers do not seem to do set induction or closure. I chose to do my comparison on a Macbeth lesson in Mrs. Butterbaugh’s tenth grade co-taught class. This was strictly an observed lesson, as Mrs. Butterbaugh does not do formal lesson plans. The unit title could be

My lessons were organized similarly in an “I Do, We Do, You Do format.” While they both had some form of transition and flow, Microteaching 1 was not as smooth as my second Microteaching. The first Microteaching had multiple sets of manipulatives and a worksheet to hand out. While these things were all important to the lesson they could have been implemented with a better flow. Before the lesson, I had organized everything into groups and set it up at the front table and I knew when I needed

Lesson 1 will start off with a brief vocabulary lesson for the students that builds on cardinal vocabulary words previously taught in math class (1, 2, 3, 4). This brief vocabulary lesson will help students link these vocabulary words to sequencing events by teaching them the corresponding ordinal number words (first, second, third, fourth). Students will have the opportunity to demonstrate their understanding of sequential language and their ability recall a sequence of events from a story in order

Through the lesson plans that we developed, I’ve learned how to implement art that is developmentally appropriate, meaningful, and challenging for students. The integration of art must be meaningful to the lesson but also challenging for the students. The integrated lesson plan must also consider a diverse classroom, allowing all students equal access to what is being taught. Most importantly, art experiences must help each child meet challenging and achievable learning goals. As teachers, we must

years are a very impressionable time. This is no different for the fictional characters Scout and Jem Finch. Growing up in southern Alabama, they learned many lessons from the people around them and the circumstances they faced. Some of these important lessons learned are courage, empathy, and prejudice. First, they learned a great lesson about courage; courage isn’t merely physical. Scout describes her father as feeble and old. In their eyes, he never did anything worth mentioning. He works

After reviewing the lesson and what exactly took place throughout the lesson, it is safe to say that learning occurred. This lesson was focused on taking knowledge from previous years as well as the previous lesson I implemented and putting it to use. The students were given a range of materials to create their own graph. They had to create their data as well that goes along with the desired graph that they planned to create. Due to the fact that the writing aspect was taken out due to time constrictions