Dear high school teachers! Do you write before each lesson its detailed summary or just its plan?
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Most schools have a template you must follow (especially since No Child Left Behind). At my school, our plans include Unit, State Core Curriculum Content Standards, Materials, Methods, Assessment, and Homework. My first couple years teaching, my plans were pretty lengthy, and I often did not finish them or I had tons of time left over. Now, while they still may be more detailed than most, they're much shorter than they used to be because I know what I want/need to do because either I've taught the lesson before or I just have gained the ability to more accurately present, transition, etc without a more detailed script. I also like to be somewhat specific because I provide my students with a syllabus, and I like to keep my website up to date. If you want, check out my website: http://www.mainlandregional.net/tcolombo/index.html.\nThis, obviously, is not the entire plan that I submit to my supervisor, but it is pretty much the "Methods" and "Homework" sections.
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Obviously, no one on Yahoo Answers went along on your school field trip, so, no one here can give you any specifics for your article.\n\nSo far as format is concerned, think of a snappy-sounding "headline" for your story. Buy a newspaper or two today and look at the way the articles in a real newspaper are set up. It's pretty much like a regular essay - there's a beginning, a middle, and an end (but not a "conclusion"-sounding one).\n\nNewspaper articles always stress the five things all people want to know - the who, the what, the where, the how, and the why. If you can cover all five of those points, you'll be able to compose a good article.\n\nMake sure it is neatly typed, is spell-checked, and contains proper sentence structure. If there are quotes from anybody, make sure to include proper punctuation. And last, but not least, learn your lesson about putting off assignments till the last minute. This will backfire almost every time. Good luck!
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5 minutes FLIES by when you're teaching.  If you're doing Teach for America or a Teaching Fellows program, you'll be in a group of 10-12 other people.  You could give them each a line of a simple poem and have them line themselves up in the order they think the poem should go.  Once they agree on an order (I'd give them about a minute and use a timer), have them read their sentences in the order they decided.  Then you could have a discussion of why they put it in this order.  (i.e. why the story flows that way, what changes they might make having heard it, maybe how the tone changes when the sentences switch).\nAt the end you could read the poem how it was written as a conclusion.  If time, let the students reflect on the experience.\n\nAnyhow, hope this helps.  Good luck with your sample lesson!!
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I have been teaching for 33 years.  I give out outlines for students to take notes on.  If a student is absent, I have been known to give my notes.  My goal is that students learn what I think is important.  Every teacher probably has a different take on this question.
202099
It depends on what the instructor asked you to do. If he wants in MLA form (which is most likely) then you need to use the parenthetical within text. But if he doesn't care (highly unlikely) then go ahead and put it in the end/footnotes, but I highly suggest documenting it in the text like in MLA.
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A lesson plan is a written description of how you intend to teach academic content.  The first step is to find a lesson plan format that you like.  There are hundreds of them.  Pick one that suits your subject area and the age of the students.  Decide upon the types of objectives you want to address - cognitive, affective, psychomotor, or any combination.  Decide on the various steps of your lesson, and allocate a certain amount of time for each step.  List the materials and equipment you need for the lesson.  Plan handouts and worksheets.  A good lesson plan usually doesn't need to be more than a page long.\n\nOne format could be:\nTitle\nSubject Area and Grade\nMaterials & Resources Needed\nVocabulary for Discussion\nLearner Objectives\nConcepts to be Covered\nSkills to be Reinforced\nMotivational Strategies\nDiscussion Questions\nClosing\nEvaluation Procedures\n\nThe website I've attached gives a very clear discussion of how to do a lesson plan.\n\nI hope this helps.  Good luck with your work.
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in the first paragraph, introduce the piece. make a brief statement about everything you will cover.include a thesis statment, or a sentence that sums up the whole piece. you should have at least 5 paragraphs. in the middle paragraphsm go over specific parts of what you are trying to say in great detail. example-if you are writing about a musical, you might have one paragraoph where you explain the plot, one for actors, one for songs, etc. in your conclusion, you should remind your reader of everything they learned and repeat the thesis in slightly different words.
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It depends on what level of English you teach.  Pehaps you could instruct your students to describe appropriate types of clothing for different weather conditions.  Another idea is to have them describe their diet and exercise habits, hobbies, responsibilities, and other daily tasks.
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START WITH YOUR TEACHER AS TO GETTING A PLAN TOGETHER
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You need to look at state guidelines first. Your state education agency should have a website.  Then you need to reconcile those guidelines to district and campus expectations.  You also will want to check any assessments your state mandates (like TAKS in Texas) to ensure alignment.    \n\nMy guess is that your state probably already has a curriculum (it's pretty much mandated by NCLB requirements), and what you're needing to write is more of a guide and scope and sequence.  A scope and sequence lays out what activities can be done in a particular length of time for a particular topic.  For example, a scope and sequence would lay out specific activities for a 5-day set of lessons on tessellations. \n\nDoing a key word search will give you plenty of ideas for a scope and sequence or curriculum guide.  Begin with your state education agency.  Contact your local education service center and ask them for resources.  Chances are, they will have something you can use to keep you from re-inventing the wheel.  I know several school districts in Texas have their curriculum guides and scope and sequence plans on-line and available for use as a framework.\n\nI hope this helps.  No matter which guide you're writing, it can seem like a daunting task.  Get help from those who have already done it and build from there.
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It is not important to follow a plan in the day-to-day teaching of the class.  However, certain things need to be taught in order for the class to be accredited.\n\nI have had wonderful teachers that had no structure to their classes, other than an outline of which chapters we were going to be tested on.  We covered the material we had to, then we were allowed to ask questions about anything else regarding the class.
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As a TA you will be expected to be familiar with the national curriculum, you will also be asked to keep a daily record of the children's learning development.  As far as creating individual plans, most teachers would be glad of that sort of commitment but it all must fall within the framework of the NC and not clash with any of the teachers plans.  Unless  you are doing 1:1 you will need to be fair and do it for the whole class
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Make as many power point presentations as possible. \n\nAlso, use the board to write out things you want them to learn and remember. One teacher I used to evaluate used to put an outline of the day's lesson on the board and followed it closely. That way the students knew what the points she was going to cover were, and they were able to see where they were in the lesson by looking at the outline. This technique was also valuable to absent students because other students in the class had notes in the order they were given and discussed.\n\nIn my own teaching, I used to agree very much with Ted Sizer and his theory of student as worker. My students were required to give 6-7 oral presentations in groups of 3-5 by blind draw. In giving the presentations, they were required to create visuals and to use them as they presented. They were taught to organize and use their visuals in such a way as to eliminate the use of notes. Each group was given a set of questions to respond to, all of which required research and extensive reading. This was a visual and oral activity for the most part and was very successful in that the students learned much and enjoyed the process as well. \n\nGood luck. I hope this helps.
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this is just an idea but with elections coming up and all how about YOU pick out a bunch of diffrent stories from the magazine and hand them out in class. tell your students that they are the new president and this matter was brought to thier attention, now they, as the new pres., have to deside what needs to be done next and how the matter could be solved or how they could keep it from happening again... i think that would be a little more interesting for them to write and for you to read later on!\nhope this helps!\nand please do excuse my spelling and grammer!!!!
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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I like my students to use underline note-taking strategies, like characters of the book get one line, new vocab words get a double line, etc. Good Luck!
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Have a summary sheet, it's a revision sheet where you can write the major points on which you'll be asked about on your test. So you can have a look at the very last opportunity before the test. A lot of hard work I know but worked for me.