How to Make a Friendship Salad: Lesson Plan for Elementary School
Aug 26, · This is a great lesson plan. I would definitely have done this activity when I taught kindergarten. Voted up and useful. thebookmom from Nebraska on November 17, Great hub! Your lesson plan is really well written and really complete. I love the section on questions to ask and the "good apple" activity. Jul 25, · • Your friend got angry and said something unkind to you and then apologized. • Someone keeps doing something hurtful to you over and over without being sorry* *There are some times when forgiveness won’t help someone change their behavior, and it isn’t the only virtue you need to call on.
Education World presents 25 ideas for you to use or adapt. In addition: Ideas for cyber book reports! Are you a teacher who keeps saying "I wish I could find a way to make book reports more fun and interesting for my students"?
Education World offers 25 ideas that might help you do just that! In a recent posting to the Teachers. The teacher commissioned a friend to draw slices of ham, tomato, and Swiss cheese; lettuce leaves; a layer of mayonnaise, and a couple of slices of bread. Then she photocopied the drawings onto appropriately colored sheets of paper -- ham on pink, tomato on red, Swiss cheese on yellow, etc.
The sheets served as the ingredients for her students' book report sandwiches. Students stapled together their sandwich layers, then slapped their concoctions up on a bulletin board headlined "We're Hungry for Good Books! The project made fun out of what can be a pretty hum-drum activity. Even better, the bulletin board served as a menu for students who were ravenous for a good read.
All they had to do was grab a sandwich to learn whether a particular book might satisfy their appetites! Laura Hayden was looking for something to liven up book report writing how to build 6 packs abs her students at Derby Kansas Middle School.
One day, while exploring postings to the MiddleWeb ListservHayden found an idea that filled the bill! Hayden challenged her students to be creative with the "Book in a After choosing and reading a book, each student selected a book report container. The container could be a plastic bag, a manila envelope, a can, or anything else that might be appropriate for a book. Students decorated their containers to convey some of the major details, elements, or themes found in the books.
When the containers were complete, students went to work on the contents of their containers. They were instructed to include the following:. The third and final part of the project was the student presentation. Each student presented a "Book in a" project to the class. In the presentation, the student explained the connection of the container to the story, conducted a show and tell about the five things, and then shared information about three of the book's literary elements -- setting, characters, conflicts, climax, or resolution.
If you've been working on other literary elements with how to register a dns name students -- foreshadowing, personification, or flashbacks, for example -- you might give extra credit to students for pointing out those elements in their books.
Why not challenge your students' creativity? Adapt Hayden's idea to fit your students' needs and skills. Are you worried that some of the ideas that follow will be too much fun?
Take a look! If an idea doesn't include enough writing, creative sneaky! Descriptive writing. Use this activity to supplement a class lesson in descriptive prose writing. Have each student read aloud the best example of descriptive prose found in the book he or she is currently reading. The student should write a paragraph explaining why the excerpt is a particularly good example of descriptive prose. The paragraph might include some of the adjectives the author used to set the scene.
Thumbs Up, Thumbs Down. Each student writes a review of the book he or she just finished reading -- in the style of a movie review. The student concludes by awarding a thumbs up or thumbs down on the book. This activity could be even more fun if two students read the same book. They could plan a lively interaction, a la and Ebert and Roeper, about the book, which could be videotaped for all to see! Character Trait Diagram.
Each student creates a Venn diagram to illustrate similarities and differences in the traits of two of the main characters in a book just completed.
A student might elect to create a Venn diagram showing similarities and differences between the book's main character and the student! Surfing the Net. Where did the story take place? When did it take place? Each student surfs the Net to find five Internet sites that others might check out before they read the book so they will know more about the book's setting or time period.
Write a Letter to the Author. After reading a book, each student shares what happened to sara evans to the book in a letter written to its author.
If a student writes to an author who is still alive, you might actually mail the what makes a good friend lesson plan. Sell It.
Each student pretends to be a publicist for the book that's just been read. The student writes and then delivers a second speech that will persuade other students that they should read the book. Writing and speaking persuasively will be especially difficult if the student how to wear saree in dupatta style like the book.
If that's the case, the student can share that fact after completing the speech. Create a Card Catalog. After reading a book, a student completes an index card with information about the book.
The front of the card includes details such as title, author, and date published along with a two- to three-sentence synopsis of the book. On the back of the card, the student writes a paragraph critiquing the book.
Students might even rate the book using a teacher-created five-star rating system. Example: A five-star book is "highly recommended; a book you can't put down. Interview a Character. Each student composes six to eight questions to ask a main character in a book just completed. The student also writes the character's response to each question. The questions and answers should provide information that shows the student read the book without giving away the most significant details.
Ten Facts. Each student creates a "Ten Facts About [book title]" sheet that lists ten facts he or she learned from reading the book. The facts, written in complete sentences, must include details the student didn't know before reading the book.
Script It! Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student can assign real-life TV or movie stars to play each role.
The student might also work with classmates to perform the favorite scene. Each student will need 30 index cards to create a Concentration-style game related to a book just finished. The student chooses 14 things, characters, or events that played a part in the book and creates two cards that have identical pictures of each of those things.
The two remaining cards are marked Wild Card! Then the student turns all 30 cards facedown and mixes them up. Each student can choose a partner with whom to play according to the rules of Concentration. What Did You Learn? Each student writes a summary of what he or she learned from a book just completed.
The summary might include factual information, something learned about people in general, or something the student learned about himself or herself. Glossary and Word Search. Each student creates a glossary of ten or more words that are specific to a book's tone, setting, or characters. The student defines each word and writes a sentence from the book that includes that word. Then the student creates a word search puzzle that includes the glossary words. Students can exchange their glossaries and word searches with others in the class.
In the News. Each student creates the front page of a newspaper that tells about events and characters in a book just read. The newspaper page might include weather reports, an editorial or editorial cartoon, ads, etc. The title of the newspaper should be something appropriate to the book.
Create a Comic Book. Each student can turn a book, or part of it, into a comic book, complete with comic-style illustrations and dialogue bubbles. Characters Come to Life. Each student creates life-size "portraits" of one of the characters from a book just read.
The portrait should include a written piece that tells about the character. The piece might also include information about events, traits, or conflicts in how to backup to an external hard drive book that involve that character.
Hang the students' portraits in a class gallery.
Lesson Plans & Activities
Oct 26, · Students will communicate a variety of qualities of a good friend. Download Lesson Plan. Applies appropriate academic and technical skills Communicates effectively and appropriately Makes sense of problems and perseveres in solving them Uses critical thinking Models ethical leadership and effective management Works productively in teams. Feb 15, · Carson (The Farewell Discourse and Final Prayer of Jesus [Baker], p. ) points out that “often in John’s Gospel election is introduced just at the point where human arrogance may need a gentle lesson in humility (e.g., ; ).” He adds, “This truth is of overwhelming importance if we hope to escape the puffy spiritual arrogance. Lesson Plan: Plants (Science - Grade 2) Subject: Science Grade: 2 Lesson Objective: To learn about what a plant needs to grow Common Core Standard: tiktoksmmen.com Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials: Printable Student Worksheet Handout Starter: Say: What do you know about plants?
The procedure. This is what I will be referring to in this post. See the example below, kindly included here with permission of Action English Language Training in Leeds. An analysis of any language — grammar, vocabulary, pronunciation features- that may be included in the lesson. Actually, the lesson plans are an important part of your assessment and you will need to file them in a portfolio together with feedback from your tutors.
There are plenty of occasions when you might need to write plans for other people as well as the plans for your own records.
Before you read any of my recommendations or my list below, maybe ask yourself this question and make a quick list of your ideas. Below are the things I look out for and what I think makes a useful plan. Sometimes I ask trainees to use different coloured highlighters to highlight each lesson aim and then the activities and stages in the plan that are linked to these aims with the same colour. This sounds strange, but often teachers and trainees write a plan purely from their own view point.
There is nothing here about HOW the students will do Ex. Will they speak or write? Will they work alone, with a partner or a group? Can they check together before feedback? How will feedback be conducted? Remember that a plan needs to be useful to you as you teach! It also needs to be clear enough for observers to follow and perhaps for another teacher to use if you were ill or unable to teach the lesson.
First I will put the students into pairs with the person sitting next to them and give students the handout and ask them to complete Ex. Then I will monitor to offer help and encouragement as they work. I am going to stand at the front of the class and make sure I observed everyone and help people if they need me.
If you have clear stages you can recognise a point to each one and the link to your lesson aims see point 1 above. Have a look at the example template. It includes a front sheet for your lesson aims, information about your students, etc and then the landscaped page for the procedure itself. Download this example template here. Featured image rights: www. I have been teaching and training for over 25 years.
I have worked in secondary schools, further education colleges, private colleges and universities both in the UK and abroad. I have a special interest in supporting teacher reflection and more recently, an interest in writing for educational publications and blogs. Thank you for writing this Nicky and for sharing it Pete. Like Liked by 1 person. Hey Sandy, thanks for commenting and sharing! Nicky contacted me last month and expressed an interest in sharing ideas on my blog. As you can see from the previous 3 posts, she really knows her stuff and is very enthusiastic!
Just putting it out there…!!!! Like Like. Thanks Sandy. Would you have the same advice for trainees? Any other pearls? For me, this is a major flaw in initial TESOL courses; so much is made of the importance of planning that trainees are not able to develop skills in listening to students and exploiting learning opportunities as they come up. Adrian Underhill has been saying things like this for a while, and I have also written about this topic, e.
Regarding these tips, yep I agree that Nicky has done a great job here, well written. Shame that. Looking at your background, it is interesting that you are a tutor on this course, and I feel a sense of Trinity over Cambridge coming through a bit in your comments. But my lessons were often reactionary, off on tangents, language would emerge, what was on the plan for all its detail just became a rough marker in the end. Hmm, that sounds even stranger… oh well, you get the point I hope! So the methods I learnt on the CELTA did at least allow me to do something, that may not have been that beneficial, better!
Taking up your point of following a rigid path before you begin to experiment- I work with many trainees who only notionally understand the reason for a plan or the relationship between that plan and what happens in the classroom.
Beginning with some basics at least identifies the reasons for that thinking- whether that is a formal, written plan or less formally, some notes as a result of informed thinking. Hi Peter, and thanks for your reply to my comment. I am suggesting a paradigm shift, whereby CELTA graduates become adept at listening to their students and inputting language accordingly, rather than sticking to a pre-determined, teacher-driven agenda. Surely this is also a low-level, fundamental skill that we should be developing in new teachers from the start of their careers, rather than leaving them to work it out for themselves or not!
What do you think? Thanks for your thoughts, Steve. Thanks for these thoughts Steve. Trainees met and worked with students without a plan, any input or any knowledge of methodology or theory. What resulted was more a responce to need and communication between students and trainees which prompted personalised, need driven sessions.
The trainer felt that the CELTA course that followed had benefited from this week of informal contact. Hi Nicky, I was at that session too and found it very thought-provoking. I think there probably are a lot of ways in which you can encourage trainees to focus on, and prioritise, learner needs within the existing parameters of a CELTA course. Still, as long as the CELTA remains the most common initial training qualification, and until it is revised again, it looks like we are stuck with it.
In which case, your post is very helpful for trainees. Thanks, Steve. Thanks again for this useful discussion. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account.
Notify me of new comments via email. Notify me of new posts via email. This site uses Akismet to reduce spam. Learn how your comment data is processed. What is a lesson plan? The materials.
Why do I need to write one? A few of those times might be: -colleges and schools go through internal and external assessments and inspections. What makes a useful plan? There is some very useful writing on lesson plans. Scrivener Edition Chapter 6. Lesson aims: do these link to the stages and activities in the lesson plan?
Are the students on the plan? For example: — Students will complete Ex. Make it easy to follow and make it useful.
Try not to describe in paragraphs on the plan. For example: First I will put the students into pairs with the person sitting next to them and give students the handout and ask them to complete Ex. Instead maybe use bullet points that will be easier to read. Circulate handouts for Ex. SS work in pairs to agree, complete gaps in text and check answers. Teacher monitor to check and support. What task? What handout? What picture? Interaction patterns pairs, whole class mingle, etc Make sure you have clear stages on the plan.
Rule a line across the plan to show clearly where each stage finishes and the next begins. Provide a clear stage name. Provide a clear stage aim for each stage. For example using the stage names above , -to provide students with practice in reading for gist and activate their interest further. An example template for a plan. Download this example template here Good luck with your plans. Let us know if this has been useful.