Weekly Use of Classtime
Assumed: 50 min. periods, small class sizes First 5 minutes: Teacher takes roll & returns assignments. Last 5 minutes: Students put unfinished assignments in homework folder. Check to make sure all returned assignments are in correct section of binder. Put finished assignments in class basket. Return all supplies. Listen to announcements. When ready, sit quietly in seat. You may exit when the bell rings. See classroom layout. If I'm fortunate enough to have 2 class periods a day with a class of students, or a block period, we would have more time for reading, writing and games for learning and review.
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Journaling and conversation: prompts will be provided, but students can choose to write or speak about whatever they want. This writing will be for content, not mechanics, but from these writings plus other written assignments I will shape grammar lessons. From the classroom conversations Monday & Friday, plus all the daily interactions, I will shape pronunciation lessons. Conversation times will occasionally include brief instructions and demonstrations on social conversational cues and practices.
Teacher presentation: vocab. & concepts - core academic class. Each of the 4 core academic classes will be featured in one of the 4 weekly sessions. I will introduce a few of the main concepts and vocabulary words prior to the students encountering them in their other classes. Use of graphic organizers and teaching of learning strategies will happen during these times. Students will write vocabulary words on their graphic organizers in the vocabulary section of their binders. Grammar & Pronunciation Mini-lessons: Sometimes presented to the whole class, often done in small groups of students who need to work on a particular aspect. These are usually short, very targeted lessons. While teacher is presenting to a small group, others are in practice mode. Learn more about how small groups will operate in this class.
Practice: includes finishing the vocabulary graphic organizers, practicing the learning strategy presented that day, and practice of the grammar & pronunciation lessons. Depending on the type of practice and student preferences, students will work individually or in pairs or in small groups. Anyone who completes all practice work may write in their journal or read. |
Image URLs:
Top left: http://media.courierpress.com/media/img/photos/2009/10/06/20091006-232649-pic-346193383_t607.jpg
Middle right clipart: http://tep546-inthebeginning.wikispaces.com/C.+Lesson+Plans
Lower left photo: http://group2learningstrategies.wikispaces.com/file/view/cooperative%20students.jpg/349078360/cooperative%20students.jpg
Top left: http://media.courierpress.com/media/img/photos/2009/10/06/20091006-232649-pic-346193383_t607.jpg
Middle right clipart: http://tep546-inthebeginning.wikispaces.com/C.+Lesson+Plans
Lower left photo: http://group2learningstrategies.wikispaces.com/file/view/cooperative%20students.jpg/349078360/cooperative%20students.jpg