Music lesson

effort getting on Turbo; he was so small that I could have mounted on without the block. Warming up was a breeze. Turbo stayed ahead of my leg and had a smooth and steady tempo. Turbo cantered along happily and soared over the jumps. By the end of the lesson I could not have been more proud of my pony! I hopped off and gave him

a. Micheal is a student who is very energetic, normally verbal, and never sits in his chair. Micheal came into class acting withdrawn and quiet. He was sitting in his chair calmly with his head on his desk and that’s unlike him. The teacher walked over to Micheal and asked him what’s wrong, he looked away from his teacher, without a response laying his head back down on the desk. The teacher knew something was wrong so she asked an assistant to take him to the nurse. The nurse called Micheal's home

Introduction When planning a lesson in the classroom it is extremely important to keep in mind all the needs of the students in the classroom. Every student has their own level of learning and some have major needs that may need some adaptations in the lesson plan. Currently, all my lessons follow along with the fourth grade curriculum with sixteen students in the classroom. There are three students in the classroom that have specific needs. One female student has an IEP that calls for 120 minutes

tally charts. What is your objective(s) for this lesson? Identify what the students will be able to do following instruction. Include an action verb (observable behavior), and criteria for success. The first graders will interpret 3 graphs with multiple rows by using the terms most and fewest to compare data on graphs. Continuity of Lessons: Describe your lesson sequence. How do the prior and subsequent lessons affect what you will be teaching and what you will

2. Catering for Diversity Artefact 1: Year 2 lesson plan on persuasive writing – evaluation of plan, 2015. Assessment of student learning Observation of student responses. Assessment of student posters – using key words of persuasion (from initial brainstorming session) Evaluation Some students did not grasp the concept of the poster as struggled to come up with reasons as to what in the poster persuades them to watch the movie. As a result spent more time on discussing the poster therefore students

able to learn about the high school application process. When I started practicum in February, the applications for high school were submitted. My site supervisor did not have a classroom lesson to present while I was completing my hours. I want to learn how to conduct a classroom lesson and connect that lesson to counseling. Finally, there were not any ACS cases occurring with a student for me to learn about the ACS process. Because my counselor was busy showing me other counseling duties, the topic

I honestly thought that this lesson was going to be taught to teach to the class. I spent countless hours reading the information in the curriculum handbook and even collaborating with other teachers just to understand the material properly. I was thoroughly surprised at how well the lesson was received and it greatly boosted my self confidence in my planning and teaching decisions. This lesson was all about symmetry and dividing “crazy cakes” evenly between two people by looking for smaller shapes

taught my first lesson on the battles of Lexington and Concord. The students analyzed two primary source documents then as a class we discussed their similarities and differences. The lesson went well despite the fact that two-thirds of the class was missing due to state testing. The fact that majority of the class made me worried for the lesson I prepared for the following day because the two lessons were designed to match up. However, I was pleasantly surprised that Thursday’s lesson went as smoothly

It was loud enough for the students to hear and low enough to stay in the classroom. The microphone empowered any side conversations and the students in the back did not have any excuses. Finally, Mr. McGirr always gave his students visuals of the lesson plan he was teaching. This way they had it in front of them and could follow along. I plan on using that strategy because students tend to get lost when teachers lecture and the students are just listening. When they have visuals, they can make connections

specifically textiles. This critical evaluation therefore reflects upon a range of AfL strategies used within a unit of work on construction techniques for a year 10 textiles class at School X. The analysis was made across 3 consecutive lessons over 3 weeks, each lesson would include a different AfL strategy or a combination of a range of different strategies. School X is a small academy comprehensive providing secondary education to mixed gender 11-16 year olds with an above average percentage of SEN