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Profesional Practice in English - Coggle Diagram
Profesional Practice in English
Unit 1: Quarter Plan
1.1 Learning Objective:
The learning objective for this unit is to understand and apply the fundamental concepts of mathematics.
1.2 Learning Achievement:
By the end of the quarter, students should be able to demonstrate a solid understanding of the concepts covered and their application in problem-solving.
1.3 Conceptual Content:
The conceptual content of this unit will include topics such as:
Number systems and operations
Algebraic expressions and equations
Geometry and spatial reasoning
Measurement and data analysis
Probability and statistics
1.4 Procedural Content:
The procedural content will focus on developing the skills necessary to solve mathematical problems. This will involve:
Performing operations with numbers
Simplifying algebraic expressions
Solving equations and inequalities
Applying geometric principles to solve problems
Measuring and analyzing data
Interpreting and calculating probabilities and statistics
1.5 Attitudinal Content:
The attitudinal content will aim to cultivate a positive attitude towards mathematics and foster perseverance and confidence in problem-solving. It will emphasize the importance of critical thinking and the value of mistakes as learning opportunities.
1.6 Achievement of Indicators:
Throughout the quarter, students will be assessed based on their achievement of specific indicators, which may include:
Successfully solving mathematical problems and providing clear explanations of the solution process
Demonstrating understanding of mathematical concepts through written or verbal explanations
Applying mathematical knowledge to real-world situations
Collaborating effectively with peers in problem-solving activities
Showing improvement in problem-solving strategies and techniques over time
By the end of the unit, students should have made significant progress in achieving these indicators and be well-prepared for further mathematical learning.
Unit 2: Week SIOP Lesson Plan
2.1 SIOP Concept:
The SIOP (Sheltered Instruction Observation Protocol) concept focuses on creating effective instructional practices for English language learners (ELLs) by integrating language and content instruction. The SIOP model promotes language development and academic achievement for ELLs through meaningful and comprehensible instruction.
2.2 Learning Objectives:
The learning objectives for this week's lesson are as follows:
ELLs will be able to understand and use vocabulary related to the topic.
ELLs will be able to comprehend and discuss the main ideas and details of a text.
ELLs will be able to write a short paragraph summarizing their understanding of the text.
2.3 Content Objectives:
The content objectives for this week's lesson are aligned with the subject being taught. For example, if the lesson is on a science topic, the content objectives might include understanding key scientific concepts and principles.
2.4 Language Objective:
The language objective for this week's lesson is to develop ELLs' academic language skills. This could include improving vocabulary, practicing speaking and listening skills, and developing writing skills.
2.5 Key Words:
The key words for this week's lesson are the important vocabulary terms related to the content being taught. For example, in a lesson about weather, key words might include "temperature," "precipitation," and "forecast."
2.6 Materials and Resources:
The materials and resources needed for this week's lesson may include textbooks, reading materials, worksheets, audio or video recordings, visual aids, and any other relevant materials to support instruction and facilitate student learning.
2.7 Higher Order Thinking Questions:
Higher order thinking questions are thought-provoking questions that require students to analyze, evaluate, and create based on their understanding of the content. These questions promote critical thinking and deeper engagement with the material. Examples of higher order thinking questions for this week's lesson could include:
How does this concept relate to other topics we have studied?
Can you explain why this phenomenon occurs?
How might this information be useful in real-life situations?
2.8 Warm-up:
The warm-up activity is designed to engage students at the beginning of the lesson and activate their prior knowledge. It could involve a brief discussion, a short writing activity, or a hands-on activity related to the upcoming lesson.
2.9 Strategies and Activities:
The strategies and activities in this week's lesson will be designed to support language and content learning. They may include explicit vocabulary instruction, reading comprehension activities, collaborative discussions, writing tasks, and hands-on or interactive activities to reinforce understanding.
2.10 Assessment:
The assessment for this week's lesson will measure students' understanding of both the content and language objectives. It may include formative assessments such as observations, questioning, and informal checks for understanding during instruction. Summative assessments could include quizzes, written assignments, or presentations that demonstrate students' comprehension and language use related to the lesson objectives.