LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018 Achievement: To …
LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018 Achievement: To be able to think in a critical and creative way National Standard: Reading: Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.Listening: Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.Speaking: Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo. LESSON OBJECTIVES At the end of the class Students will be able to: Give strong arguments in a clear way. and participate in class debates. Resources and materials:Computers, video beam, cellphones, videos about conspiracy theories, classmate debate, balloons.Pieces of paperSkills Focus: reading, listening, speaking.Language Focus: vocabulary about worldwide conspiracies, the use of different grammatical tenses. Foreseeable Problems: -students may not have a strong opinion about the topic -Students may have trouble finding vocabulary planned Solutions: -the use of a game to involve the students in the topic-Work on critical thinking based on their opinions-Students can use the internet as a tool or searching vocabulary and general information CHART: 1. COMPETENCIA TECNOLÓGICA: Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. 2. COMPETENCIA PEDAGÓGICA: Utilizo las TIC para aprender por iniciativa personal y para actualizar los conocimientos y prácticas propios de mi disciplina. 3. COMPETENCIA COMUNICATIVA: Navego eficientemente en Internet integrando fragmentos de información presentados de forma no lineal. 4. COMPETENCIA DE GESTIÓN: Identifico los elementos de la gestión escolar que pueden ser mejorados con el uso de las TIC, en las diferentes actividades institucionales. 5. COMPETENCIA INVESTIGATIVA: Documento observaciones de mi entorno y mi práctica con el apoyo de TIC. KAREN VANESSA GÓMEZ GARCÍAZAMIRA SOFÍA MENA DÍAZLILIANA ROJAS PERDOMODIEGO OLIVEROSSHARON MELISSA RODRGIUEZOSCAR CARVAJAL
LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018 Achievement: To …
LESSON PLANSchool/Institution: Liceo de Santa Librada Class/grade: 1101 Date: September 19th of 2018 Achievement: To be able to think in a critical and creative way National Standard: Reading: Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.Listening: Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema.Speaking: Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo. LESSON OBJECTIVES At the end of the class Students will be able to: Give strong arguments in a clear way. and participate in class debates. Resources and materials:Computers, video beam, cellphones, videos about conspiracy theories, classmate debate, balloons.Pieces of paperSkills Focus: reading, listening, speaking.Language Focus: vocabulary about worldwide conspiracies, the use of different grammatical tenses. Foreseeable Problems: -students may not have a strong opinion about the topic -Students may have trouble finding vocabulary planned Solutions: -the use of a game to involve the students in the topic-Work on critical thinking based on their opinions-Students can use the internet as a tool or searching vocabulary and general information CHART: 1. COMPETENCIA TECNOLÓGICA: Elaboro actividades de aprendizaje utilizando aplicativos, contenidos, herramientas informáticas y medios audiovisuales. 2. COMPETENCIA PEDAGÓGICA: Utilizo las TIC para aprender por iniciativa personal y para actualizar los conocimientos y prácticas propios de mi disciplina. 3. COMPETENCIA COMUNICATIVA: Navego eficientemente en Internet integrando fragmentos de información presentados de forma no lineal. 4. COMPETENCIA DE GESTIÓN: Identifico los elementos de la gestión escolar que pueden ser mejorados con el uso de las TIC, en las diferentes actividades institucionales. 5. COMPETENCIA INVESTIGATIVA: Documento observaciones de mi entorno y mi práctica con el apoyo de TIC. KAREN VANESSA GÓMEZ GARCÍAZAMIRA SOFÍA MENA DÍAZLILIANA ROJAS PERDOMODIEGO OLIVEROSSHARON MELISSA RODRIGUEZOSCAR CARVAJAL
This is an activity for Advanced ESL students that allows them to …
This is an activity for Advanced ESL students that allows them to incorporate grammar and writing skills with a song, giving them an opportunity to use their voices to describe an authentic situation. This was created as a Canvas Discussion Board Assignment, but it can easily be adapted for various other formats.The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
In this module, the readings and assignments focus on immigration experiences and …
In this module, the readings and assignments focus on immigration experiences and government. Students will build vocabulary needed for citizenship, practice writing complex sentences, review citizenship questions, and read and write narratives.
In this module we discuss community in a variety of ways, from …
In this module we discuss community in a variety of ways, from fiction and non-fiction. The module is mostly face to face, with online follow-up to practice written expression of their experience. The module finishes with a guest speaker from a First Nation, Miwok Rancheria. This guest builds on the readings, expands our ideas of who is in our community (city), and provides a face-to-face introduction and discussion with a member of the Miwok Nation (an experience no student had up to this point). "Building Community -- Intermediate-Low ESL Reading/Writing Module" by Duane Leonard is licensed under CC BY 4.0, except where otherwise noted
Reading and writing are the primary focus. Reading texts are links to …
Reading and writing are the primary focus. Reading texts are links to authentic readings. Topics covered include MLA/APA, rhetorical strategies, audience and purpose, and forming arguments. Level: 1 below TLEE, TLEE; Skills: writing, reading, vocabulary, all
Module 11 of the 16-module ESL course explores the importance and relevance …
Module 11 of the 16-module ESL course explores the importance and relevance of law in the community. The lessons consist of critical thinking discussions on laws and scenarios dealing with the absence of laws. Conditionals are practiced as the grammar component. Reading and comprehension is on Veterans Day.
This module entitled, Buy This Buy That, is the seventh of 16 …
This module entitled, Buy This Buy That, is the seventh of 16 modules in the ESL course. Students learn names of shopping items for different purposes – groceries, clothing, home, garden, etc. Higher level critical thinking activities and discussions are included in the lesson plans. Extensive vocabulary is provided to strengthen students’ word power especially to name everyday items to buy. The role-play activity mirrors actual experience at the store. Descriptive writing opportunities are provided in this module.
This is an introductory Module of 16 modules in the ESL course. …
This is an introductory Module of 16 modules in the ESL course. Using ice-breaker activities and the friendly culture of the class, students will be able to warm up to the course and ease into the curriculum. Students get to know one another and be able to use appropriate grammar to write and present prompt responses. Grammar focuses on verbs 'to be' and continuous tenses. Students consider their goals in taking this course.
This is Module 10 of 16 modules in the ESL course. Students …
This is Module 10 of 16 modules in the ESL course. Students learn about civic engagement, civic duties, and giving back to the community. Higher level thinking on advantages and disadvantages of civic engagement are offered as whole-class discussions. Grammar focus is on conjunctions, cause and effect, and the infinitive ’to’ verb tense. Extensive discussions using prompts strengthen students’ understanding and perception of civic consciousness leading to civic engagement.
Module 6 of the 16 modules of the ESL course is all …
Module 6 of the 16 modules of the ESL course is all about House and Home. Verbal and written discussions, in-class and LMS assignments, and group activities reinforce the vocabulary related to house and home. Writing samples in the descriptive genre affords opportunities for students to write a one-paragraph or a three-paragraph piece about their house and home.
American Heritage, American Experience is the title of Module 12 of the …
American Heritage, American Experience is the title of Module 12 of the ESL course. Lessons on American symbols, celebrations, school systems, states, capitals are among topics covered in this module. Discussions on the meaning of ‘heritage’ and assignments sharpen student awareness of the American culture. Prompts also urge students to compare and contrast their different native cultures to American culture.
Entitled Healthy Body, Healthy Mind, this is Module 8 of 16 modules …
Entitled Healthy Body, Healthy Mind, this is Module 8 of 16 modules for the ESL course. Verbal and written discussions, in-class and LMS assignments, and group activities reinforce the vocabulary related to health and wellness. Grammar focus is on simple present and simple past tense verbs. hrough charts, and worksheets, students reflect on their lifestyles – diet, exercise for physical health. Emotional, spiritual, and mental health aspects are also discussed in this module.
This is Module 2 of 16 modules in the ESL course. Lessons …
This is Module 2 of 16 modules in the ESL course. Lessons cover new experiences of immigrants in America. Grammar focus is on past tense verbs. Students practice the three different sounds of past tense form of regular verbs. The role play activity gives students more practice on verbs. There is also a reading and writing activity on Labor Day.
Module 13 of the 16 modules of the ESL course is all …
Module 13 of the 16 modules of the ESL course is all about Places to visit in America. Verbal and written discussions, and group activities provide opportunities for students to share their experiences travelling in America. Prepositions are infused into the discussions and worksheets on propositions give further practice for students. Students also get an opportunity to do presentations of their travels in America. Reading and comprehension skills are offered through “The Story of the First Thanksgiving”.
This Family and Friends Module 5 of 16 in the ESL course …
This Family and Friends Module 5 of 16 in the ESL course brings class discussions close to what students know and are familiar with. There is extensive discussion on vocabulary of the different relationships and titles of family members. Activities give students adequate practice with the vocabulary. One-paragraph and three-paragraph writing samples are modeled for the writing assignment.
This is Module 4 of the 16 modules in the ESL course. …
This is Module 4 of the 16 modules in the ESL course. Students learn more about where they live – neighborhood, city, state, country. Focus is on California. Vocabulary on different names for roads, and landscapes expands students understanding of their environment. Grammar focus is on nouns. Extensive discussions using prompts strengthen students’ understanding and perception of where they live.
Module 14 – Jobs and Careers, looks at the job search process. …
Module 14 – Jobs and Careers, looks at the job search process. Students reflect on their personal traits and qualities, together with skills they have to search different media for jobs. Emphasis is given to the job interview aspect of jobs and careers. Class discussions, assignments, activities, mock interviews, etc. give students information on the process of looking for a job and then keeping the job in the American context. Grammar focus is on adverbs and verbs.
Goals Revisited is the name of Module 15 of the ESL course. …
Goals Revisited is the name of Module 15 of the ESL course. Students looked at their goals briefly in Module 1 and in this module, more in-depth class discussions, worksheets, and assignments give students more structure in their goal setting and achieving plans. Students use relevant future, and infinitive ‘to’ verb tenses in the speaking, reading, and writing activities. Role-play hones in on their writing and speaking skills.
This is the final module in the ESL course. Students discuss what …
This is the final module in the ESL course. Students discuss what is fun and healthy fun, and share different ways they have fun. Hobbies are explored. The module generates extensive vocabulary and students role-play to bring the words to life. Fun is brought into the class through games and activities. The discussions and assignments give students opportunities to speak, exchange and share ideas, and with writing and listening skills.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
