What Do You Think?
ALL students in SOST 304 - This is for you:
ALL students in SOST 304 - This is for you:
After reading the Learning Cycle Lesson plan, From Tree to Paper, (handout), reflect on the following questions:
1. How do the key questions asked in the exploratory introduction tie into the phases of the lesson?
2. What lesson development activities help to explain how events are sequenced by the learner?
3. During the expansion phase of this lesson, how does the teacher help students expand on theri more developed abilities, sequencing events beyond what was done earlier in the lesson?
4. How does the teacher "wrap-up" the lesson?
1. The key questions in the introductory lesson tied into the phases of the lesson by allowing students to observe, predict, and make inferences before using facts presented in the second lesson to learn about the process of tree to paper. The introduction allowed the students to say what they know and what they would like to know.
ReplyDelete2. Have groups ckeck thier three artifacts and rearrange the sequence as needed based on the information in the book. Write "first," "second", and "last" on the board and have studnets tell you which artifact picture should be laid on the chalk tray underneath "first", which goes under "second",and which gors under "last".
3. Re-read to place pictures in sequential order-Return to the book and give each group a set of picture showing steps in the papermaking process. Reread the book, stopping at appropriate places so students can put their pictures into the sequence described in the book.
b. The teacher allowed the students to think beyond the process of making paper from wood by the use of a prompts- Ask, "Where do we buy the paper we use?" Write down students' ideas. Have students make a quick drawing of where their paper is purchased. Remind students that they have been sequencing events in the papermaking process. Now they are going to add where the paper goes after it is made. Add a studnts's drawing to the sequence on the chalk tray. Ask, "Do we need to change or add to the lables, as we now have nine events?" Erase" last", change to "eight," and label the store as "last." Have groups identify another event to add to the end of the chain.
4. The teacher wrapped up the lesson with a brief review by allowing studnets to say what they have learnt.
Rosalind
ReplyDelete1. The phases of the lesson, as it relates to the lesson development and the expansion, ties into the lesson plan appropriately. First of all, it outlines the necessary materials the students needed and any previous knowledge of the papermaking process to assist the students in answering the questions and in carrying out the activities.
2. The lesson development activities that helped to explain how events are sequenced by the learner are:
(i) sequence artifacts in order by where they occur in the papermaking process
(ii) sequence events in the tree-to-paper process by time sequence
3. The teacher helped the students expand on their more developed abilities by asking questions that they have a prior knowledge of , "Where do we buy paper we use?". Students may also add other events after discussing whether it qualifies. All in all, the students expand on their abilities by doing the activities that ties into the papermaking process based on the theory.
4. The teacher "wrap-up" the lesson bu asking students to retell the main/important points they've learned during the lesson and asked questions that are in line with the objectives.
Bev said …..
ReplyDelete1. The key question asked in the exploratory introduction tie into the phases of the lesson when the teacher had students throwing used paper into a garbage bag for a few days before the lesson. Students reconstructed their prior knowledge so that when the teacher dump the bag filled with discarded paper in the classroom the students were able to use their prior knowledge and experiences and link it with process of tree to paper.
2. The lesson development activities help to explain how events are sequenced by the learner are:
Activity (2). Having groups chick their three artifacts and rearranging the sequence as needed based on the information in the book and having students telling you which artifact picture should be laid “first,” “second,” and “last.” And which goes under “first,” which goes under “second,” and which goes under “last.”
3. The teacher help students expand on their more developed abilities when the teacher ask , “Where do we but paper we use?” and when having students telling him/her where the paper goes to after it is made. Also, when students identify other appropriate events and making a drawing of it and adding it to the chalk tray.
4. The teacher “wrap up” when the teacher asked questions to the students to briefly describe the sequence of activities. This allows the teacher determine if students grasp the topic taught.
Lorna said....
ReplyDelete1.The key questions in the introductory lesson tied into the phases of the lesson by allowing students to observe, predict, and make inferences before using facts presented in the second lesson to learn about the process of tree to paper. The introduction allowed the students to say what they know and what they would like to know.
2.The lesson development activities that helped to explain how events are sequenced by the learner are:
(i) sequence artifacts in order by where they occur in the papermaking process
(ii) sequence events in the tree-to-paper process by time sequence.
3.The teacher helped the students expand on their more developed abilities by asking questions that they have a prior knowledge of , "Where do we buy paper we use?". Students may also add other events after discussing whether it qualifies. All in all, the students expand on their abilities by doing the activities that ties into the papermaking process based on the theory.
4. The teacher "wrap-up" the lesson bu asking students to retell the main/important points they've learned during the lesson and asked questions that are in line with the objectives.
4.The teacher "wrap-up" the lesson bu asking students to retell the main/important points they've learned during the lesson and asked questions that are in line with the objectives.
1-. The question ties in through the lesson, because the teacher uses a previous knowledge (their used paper) which becomes the end product to set their minds to think of how it came about. At every step of the way, the teacher reemphasized the steps taken (sequencing), so it helped the students to understand where the paper came from.
ReplyDelete2-. Procedure number three helps the students in critical thinking. When they would have had the raw material, and they looked at the other material, they would have to think "after this what step should I take to arrive at the end product"
3-. The teacher begins by asking a question "Where do we by the paper we use?" which is the point she wanted to arrive at, then she continue in point three to ask if something needed to be added.
4-. The teacher ended the lesson by asking the students to help summarize the process. She places responsibility on them by asking them what’s next question, then with the use of the rubric they are able to self evaluate themselves.
I enjoyed the way the teacher lead this class, because she repeatedly makes Emphasis to ensure that the previous steps were assimilated (understood) then more was added.
1.The lesson from Tree to Paper coincides with the phases of the lesson through sequencing(the order in time during which they occured). Similarily, in the delivery of a lesson, it too must be adequately prepared and organized in specific steps like that of sequencing. Moreover, the author was able to integrate the exploratory introduction through thedelivery of the lesson by carefully defining and explaining each precess. For example, in the lesson development, the author is explaining the primary process taken before the manufacturing of any sort of paper. The raw materials used is been laid in sequential order from the primary product being the tree to the finish product now secondary, packaged paper. On the otherhand, in the exploratory introduction, his approach differs in that this time all the materials used are secondary products of tree. Nevertheless, he was able to demonstrate sequential order by simply using the physical charateristics of the various products; ranging from rough (ply board) to very thin and refined (packaged paper).
ReplyDelete2.The lesson development activities which helps to elaborate the authors approach to get the individual learner to understand and comprehend the process of sequencing is clearly define and staed in activity #4 which reads: Return to the book and give each group a set of pictures showing steps in the paper making process. Re-read the book, stopping at appropriate places so students can put their pictures into as is described by the book. This activity clearly explains the steps to follow and encompasses three of our five senses; visual, auditory and hearing. Reaching out to all learners.
3. The facilitator was able guide the students and expand on their knowledge asking them questions that they know the answers to. Studeents will then analyze the data provided and try to recall the information given previously. Students will then be able to analyze where the paper goes after being made; which will be in some cases our home, propting a change in the previous order of things. However, the last event is subjected to vary, because not all customers are people who will use the paper at home but also others such as vendors, shops, businesses, organization etc, that will inevitably caused the order to be re-shuffled again.
4.The wrap up was done briefly in a summary, explaining "what we do when we put things that happen in a sequence". Students were later given a remediation where they will be responsible to draw three events in sequence, that occur in getting paper from home to the students as "first", "second", and "last". The activity will then graded using a Summative Evaluation Rubric with a grading system from one to five, with five being the highest.
1. The key question “What is all of this paper made from?” connects the phases of the lesson by engaging students and guiding them as they experience learning through exploration. The question guides students as they use and build on prior knowledge and experience, constructing meaning from the text and develop understanding of the concepts through hands on activities in the lesson.
ReplyDelete2. Step 4 in the Lesson Development activity helps student to place the pictures in sequential order as described in the text “From Wood to Paper”. They identify and develop concepts, processes, and skills. During this phase, students manipulate materials and interpret data. This hands-on approach is a good technique for helping students to learn the material and interpret data.
3. The teacher adds a twist by adding an additional event to the sequence. She asks the question, “Where do we buy the paper we use?” Students will use prior knowledge and reasoning skills to assist them in completing the sequence. This opens the door for the students to explore and formulate additional ideas. The teacher increases their cognitive learning by challenging the students to add another process to the previously taught process, the result is that the students will connect their prior knowledge of the process synthesize and organize their ideas and as a result students will be able to grasp the full concept of the paper making process from beginning to the retail store.
4. First she allows the students to explain and describe the process of paper making, continuing the activities to build more understanding increasing student participation. She invites students to create a new event that could be added to the process. She includes a rubric to evaluate the level of understanding by the students. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about the topic and refine their skills.
In conclusion the teacher uses the 5e’s Engage, Explore, Explain, Elaborate and Evaluate. It is a very good lesson plan. It is a constructivist approach to teaching. The classroom is fun and exciting. The students are always engaged in the learning process. I recognize that the teacher using the three domains of learning as the lesson progresses; psychomotor, cognitive and affective. Her objectives were met and the lesson plan transition smoothly from one activity to the next. From the lesson plan you can see that students would make connections between what was read and the learning experiences/activities. They would become mentally engaged in the activities and focus on understanding the concept, process, or skill to be learned.
1. It ties into the phases of the lesson because the exploratory introduction it describes what is going to be done in the lesson. The teacher divided them into groups and assigned specific roles and responsibilities. The students are supposed to put paper etc. in order to show the paper making process. It also asks for students to brainstorm which items should go first, second or last. Finally, they are to state why they chose the sequence.
ReplyDelete2. Pictures of the eight steps in the paper making process are given to the class. They are to start by telling the teacher the sequence they think is first, second etc. Thereafter, the students are supposed to continue with completing the steps by using the pictures to aid them.
3. After the students are finished with the paper making process, they are to think of places where the paper might go after it is made. They are going to add them to the steps they already have. If they have more than one, they will continue starting from number nine until their steps are equivalent to their additional steps they came up with.
4. The teacher wraps up the lesson by making the students do a “summative evaluation” where the students are to draw three phases that the paper goes through from when they leave home until they are at school and label them “first, second or last.”
Delcy
ReplyDelete1. The key questions asked in the exploratory introduction tie into the phases of the lesson by collecting materials for the lesson that would be introduce. Farther the students observed,predict and anayse how paper are being categorize.Students participated in discussion on the activity presented.
2. What lesson development activities help to explain how events are sequenced by the learner?
Students were placed in groups to sequence the production process of paper and also were able to place pictures as they developed a book.Students then engage in discussion of the construction of pictures and to place them in respective category and finally a report was made on a chart paper.
3. During the expansion phase of this lesson, how does the teacher help students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson? the teacher help student expand on thier abilites, sequencing, events beyond what was done earlier in the lesson by prompting them on the activity done and reviewing the events and lastly briefly describe the sequence on the production of paper.
4.How does the teacher "wrap-up" the lesson?
The teacher culminate the lesson by developing a summative evalution rubric.Students had to draw three events in sequence how they got the paper from home to students desk at school and to label the events as first, second, and last. Teacher used the summative evaluation rubric to score the assignment.
1. The key questions in the introductory lesson tied into the phases of the lesson by allowing students to observe, predict, and make inferences before using facts presented in the second lesson to learn about the process of tree to paper. The introduction allowed the students to say what they know and what they would like to know.
ReplyDelete2. Let children check their three artifacts and rearrange the sequence as needed based on the information in the book. Draw a table, first, second and last.
3. The teacher help students expand on their abilities when the teacher ask, “Where do we buy paper we use?” and when having students tell where the paper goes after it is made.
4. The teacher "wrap-up" the lesson by asking students to recall the important points they've learned during the lesson.
1. The key question asked in the exploratory introduction tie into the phases of the lesson because it allowed students to use their previous knowledge to make prediction. Through these predictions, they were able to sequence the artifacts based on what they know. When the facts were presented to them they were able to use the knowledge gain through the reading to
ReplyDeletemake corrects to their predictions. . The question also allowed students to make a connection to what the development of the lesson would entail.
3. The activities that help to explain how events are sequenced by the learner are:
The rearranging of the three artifacts from the introduction placing emphasis to the information from the book on the board by stating which was ‘first,’ ‘second’ and ‘last.’
Giving students sets of pictures showing papermaking steps and retelling the story stopping at the appropriate places allowing students to put their pictures into sequence described by the book.
3. During the expansion of the lesson the teacher allowed students to relate to the papermaking process by asking question that they can relate to themselves.
e.g. Where the paper goes after the process is completed? The expansion also allowed students to add another event to the sequencing that was done in the introduction. Something that they could also relate to; since, each child has seen or used the finished paper product made from trees.
4. The teacher wraps up the lesson by engaging students in a discussion that allowed them to sequence the activities with the lesson. The teacher also permitted students to retell what we do when we put things that happen in a sequence.
1. The key questions asked in the exploratory introduction tie the phases of the lesson by preparing the students for the second lesson. The questions that were asked helped the student to engage, prepare, observe in the lesson and allow them to build on their previous knowledge.
ReplyDelete2. The lesson development activities help to explain how events are sequenced by having them in groups to check their three artifacts and rearrange the sequence as needed based on the information in the book. It also has sequence events in tree-to paper process by time sequence. This helps the students to become critical thinker. It also allows them to figure what will happen next in order to get to the end product.
3.During the expansion phase of the lesson the teacher help students to expand their more developed abilities, sequencing events beyond what was done in the previous lesson. The question “where do we buy the paper we used” was asked. This help the students to increases their cognitive learning and challenge them. It allows students to connect with the previous lesson and organize their ideas which will help them to better understand process of paper making to where we buy them.
4.The teacher “wraps up” the lesson by having the students summarize the lesson by asking them to retell the main points from the lessons. By doing this the teacher will know whether or not the lesson was successful.
1. It ties to phase of lesson because students are able to put items in order or sequence items. These key questions prepared students to be able to sequence items and help them to read and be able to sequence pictures and will be able to record what take place first tree, second wood chips and last or third paper. It also has students thinking critically about sequencing and that they are able to sequence the papermaking process.
ReplyDelete2. The lesson activities that explain how events are sequenced by learners, is found where students rearrange the sequence based on the information in the book. Students will also have to return to the book in order to read and stop at appropriate places so students can place pictures in sequence described by the book.
3. The teacher helps expand their sequencing by introducing an event that students will need to add after the papermaking process. Students identify that they need to add events to complete and end the chain of the sequencing.
4. The teacher “wrap up” the lesson by having students briefly describe how they place things into a sequence to show what occurred fist, second and so on until they reach the final step. Then combing students’ idea into a statement and post on the chart paper for everyone to see.
1. The key question ties to the phases of the lesson as it builds on the childrens imagination and their pre-knowleges of the paper making process. They become aware that the paper that they have wasted didn't just apprea as paper but rather it went through a significant process.
ReplyDelete2. The lesson development activity included included a group work where pupils re read the process of turning tree into paper. As this was being done they would create a picture illustrating which part of the cycle was being read. Pupils would be able to select the relevant picture or the appropriate process.
3. During the expansion phase of the lesson, the teacher gets pupils to think about where they got the paper from once it was made. This made them aware that the process is not fully completed as what they taught was the last step did not include distribution to them presonally.
4. The teacher "wraps" up the lesson with students briefly stating what needs to be done when you put things in a sequence. The teacher also evaluated his/her students by making them do a picture summary.
Mary
ReplyDelete1. The questions in the expansion provides students with reinforcement of
previous concrete experience and/or introduces them to new concrete
experience related to the intended outcome. Students are encouraged to
learn through their experience. This phase of the Learning Cycle allows for "open-ended" considerations, which encourage students to set aside real experiences to evoke non-concrete ideas as possible relevant factors.
2. The lesson development activities that help to explain how events are sequenced occurs when the teacher ask students to write which artifact comes first second or last.
3. Students directly apply the concept or skill learned during the exploratory activity. To begin the expansion phase, students and teacher interact in planning
the activity to meet the objectives. Also, students are asked to complete the designed activity to the satisfaction of the teacher. While this expansion activity allows students to directly apply the invented concept to a new situation, the broadening nature of the activity provides for further equilibration of new cognitive abilities.
4. The teacher “wraps up” the lesson by asking students questions to assess their own learning. The teacher asks open-ended questions and look for answers that use observation and evidence. These questions encourage future investigations.
Judean
ReplyDelete1. The key questions asked in the exploratory introduction ties into the phases of the lessons in many ways. These questions guide students into using processing skills such as observing, predicting and analyzing. This helps the children grasp the concept of sequencing. It also helps them to use their previous knowledge, while allowing them to think critically about the process involved in producing paper.
2. The process of making paper is explained from the onset of the development. In reading the story “From wood to Paper” children are able to create a mental picture of the sequence of events. The chart created on the board to arrange the objects as first, second and third, creates a visual picture for the children. Then, in having children use pictures depicting the process and having then place the pictures in order, farther helps them in understanding the sequence of events. The use of discussion and revision at the end of the lesson helps children to retain what they have learned.
3. The teacher uses the questioning method to help enhance children’s knowledge. These questions probe children to think about what happens after the paper is made. Here they are given a chance to think critically for themselves and use the new knowledge gained. This helps children to see the big picture and they start to make connection with their previous knowledge and new knowledge.
4. The teacher concludes lesson by reviewing the process involved in paper making. She/he then have children place an events involving paper in sequence to farther reiterate the skill of sequencing.
1. The key question in the introductory lesson makes a connection to the different phase of the lesson. This is done as the teacher allows the students to use the guided discovery method. The students actually observe what is being done and then go about making a prediction and then imply what has been done. The teacher then gives students questions that encourage them to construct meaning and gain understanding. This can be done using the KWL chart. Where the students will write what they know (allowing the teacher to see where the individual is at) then they will state what they want to know.
ReplyDelete2. I believe that activity number four is the major activities that helped learners to explain how the events were sequenced. This activity actually allows the individuals to work with the realias and manipulative to gather their information. With the use of the sets of pictures groups can easily sequence them together according to the order they believe it took place.
3. The students are able to expand on the developed abilities as they are pushed by the teacher to think critically. They are given the task to think beyond the fact of making paper by wood. Students were actually given the opportunity to analyze information given as they create sequences of there own. Teacher also made sure that questions that were asked the students have some knowledge of. This then allows students to make connections and build on their previous knowledge as the teacher asks questions like "where do we buy paper?" "When was the last time you used a paper?" this allows students to think and answer freely.
4. The teacher wraps up the lesson by briefly reviewing what was said in the class through a class discussion. Students were then left to complete a summative evaluation rubric where they will draw three events in sequence.
1. The key question asked in the exploratory introduction ties into the phases of the lesson because by collecting and using all these kinds of paper materials students are given the opportunity to sequenced the paper making process but before such actions students are observing and making predictions of how a tree is being developed into paper.
ReplyDelete2. There are two main activities that helps develop and explain how events are sequenced by the learner. Firstly, in groups students will check their three artifacts and rearrange the sequence as needed based on the information in the book as first second and last. Secondly, return to the book and give each group a set of pictures showing steps in the paper making process.Reread the book, stopping at appropriate places so students can put their pictures into the sequence described int he book.By this students will be able to sequence artifacts in order by where they occur in the paper making process which helps them work with real world materials which they can actually relate to cause they use it on a daily basis.
3.The teacher helps students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson because she ask the question, " Where do we buy the paper we use? which is a question that everyone can answer. And they are able to explain the whole paper making process and can also relate to other materials other than pare which goes through a process. In this section students are thinking critically to make connect with the sequencing of the process and make sense with while learning at the same time. Using their previous knowledge and current knowledge they are being able to develop mentally about about this procedure.
4.the teacher wrap up the lesson by having the students give an over view about the whole paper making process by describing the sequence of activities then have them tell u " what we do when we put things that happen in a sequence. In conclusion by using a Summative Evaluation Rubric ask each student to draw three events in sequence that occur in getting paper from home to the student's desk at school and to label the event at first, second and last.
The answers to the assignment questions are as follows:
ReplyDelete1.) The key question in the introductory lesson tie into the phases of the lesson developed and the expansion appropriately. This is due to the fact that the children will be able to follow the procedures of paper making process easily, because the lesson provide all the necessary material and instruction needed that will allow the students to carry out the activity step by step.
2.) The lesson development activities that helped to explain how events are sequence by the learner are: (a) sequence three artifacts in order as they occur, first, second, last. (b) Sequence events using pictures by time sequence.
3.) The teacher help students expand on their more developed abilities by asking questions "where do we buy the paper we use?" The teacher writes students ideas. Have students make a quick drawing of where the their paper is purchased. Remind students that they have been sequencing events in the paper making process, then they will add where the paper goes after it is made.
4.) The teacher "wrap-up" by having the students briefly describe the sequence of activities learned during the lesson.
Kindly provide receipt of this mail Sir, thank you.
Mrs. Encarnita Bennett
1.The key question ties with he lesson because the question ask “what is all of this paper made from?” The lesson that they are to do is sequence of artifacts according to their position in paper making process. This lesson is a step by step procedure that the student must experiment for themselves, observe, think and recall on previous knowledge for them to answer their question. We can say the key question is tied to the lesson because the question that was asked is about what the students will be doing.
ReplyDelete2.The development activities they were place in small groups, write, observe, report, give example examine sheet, question was ask in the groups have checklist on chart, discussion about the sheets.
3.The teacher had a follow up by using a check list to record whether each group was able to sequence the items in correct order first second last.
4.The teacher wrap up lesson by telling group that paper is made from tree, ask groups the key question. Say how it was made, which came first, second, last. Ask students to give reasons for sequence used and why.
Students from the Saturday class please indicate the day of the class before or after your post.
ReplyDeletee.g. Kevin G. Tucker, Sat
Thanks!
WEDNESDAY, SEPTEMBER 16, 2009
ReplyDeleteAnswers to questions from lesson
1. The key questions asked in the exploratory introduction tied into the phases of the lesson by engaging students in critical thinking skills by observing and making predictions of what the lesson development will entails. It allows students to have an onset idea of the paper making process (sequencing) which builds on their previous knowledge and also allows them to analyze meaning and gain understanding before the lesson development.
2. The lesson development activities that helped to explain how events are sequenced by the learners are: by rearranging three artifacts in order they occur as first, second, and last; by sequencing using the pictures by time sequence followed by discussion.
3. The teacher help students to expand on their more developed abilities by asking questions that they can relate to. It expanded on the students' awareness and cognitive skills which allows them to connect previous knowledge with new knowledge and think beyond the facts. Also, the students had to complete a task by drawing pictures.
4. The teacher 'wrap-up' the lesson by allowing both the teacher and the students to summarize the concept of sequencing of activities and conducted a summative evaluation which enables the students to draw events in sequence. Teacher will use a summative evaluation rubic to score the assignment.
Sakenah. I. Lopez, Sat.
1. The key questions asked in the exploratory introduction tie into the phases of the lesson by allowing children to sequence sets of artifacts in order in the paper making process. children were exposed to set in order real world items before they actually read it in the phases of the lesson;that is; reading, viewing pictures, describing and explaining the paper making process.
ReplyDelete2. The lesson development activities that help explain how events are events are sequenced by the learner are by having children rearrange the sequence of their artifacts based on information read in their books and by telling which articraft picture shoukd be laid on the chalk tray underneath "first", "second" and "last". Also by engaging children in reading and setting pictures showing steps in the paper making process and emphasizing the need to be certain that the events are ordered by sequence of time.
3. The teacher helps students to expand on their more developed activities, sequencing events beyond what was done earlier in the lesson by having students indicate additional events to add to the end of the chain. Also by guiding them to make quick drawings of another event in the paper making process through brainstorming and discussing.
4. The teacher wraps up the lesson by reviewing the events and briefly describing the sequence of activities in the lesson and by having children sequence events in gettting paper from home tto their desk at school.
Emelda Noemi Sosa, saturday
1. They Key questions allow the students to consider where paper comes from, to identify items made of paper and to realize that the items being used in the activity comes from trees.
ReplyDelete2. Activities that help explain how evens are sequenced include: a) asking students what do we do to put things in order? b) Giving Students pictures to sequence as the teacher re-reads the book. c) Allowing students to describe in groups the sequence they developed. and d) Making a consensus statement
3. The teacher helps students expand their abilities by asking the students where we buy paper. Also the teacher allows the students to reflect on their experiences with paper.
4. The teacher wraps up the lesson by asking students to help him/her describe the sequence of activities in the lesson. It is important as a way of reviewing what was learnt.
Roxy Encalada Sat. Student
Donna Pott
ReplyDelete1. The key questions that is asked in the exploratory introduction ties into the phases of lesson two because the teacher is setting the stage for the students to make the connection to the step by step process of how paper is made.
2. The lesson development activities that help to explain how events are sequenced by the learner is when the groups check their three artifacts and arrange the sequence as needed based on the information in the book. Write first,second and last on the board and have students tell you which artifact picture should be laid on the chalk tray underneath first which goes under second and which goes under last.
3. During the expansion phase of this lesson the teacher help the students to expand on their more developed abilities, sequencing events beyond what was done earlier by using their experiences in purchasing paper. She have her students draw exactly where they purchased the paper. After they have done the draw they observed the sequencing on the board and decided where the label must be added to the sequence of events.
4. The teacher wrapped up her lessons by teacher and students summarize the information gathered and by using a Summative Evaluation Rubric to assess her students abilities on the lessons that was taught.
1. The key questions asked in the exploratory introduction tied into the phases of the lesson by allowing students to think critically beyond the extreme. The question will allow students to brainstorm, observe, and create ideas or predict what will occur throughout the remainder of the lesson. It also serve as a guiding point to help students keep in mind the topic of the paper making process, and modify their ability and understanding of the component parts of how paper is made.
ReplyDelete2. The lesson development activities that helped to explain how events are sequenced by the learners are as follows: the three artifacts that they will rearrange to get the sequence needed based on the information in the book. Also, by writing “first”, “second”, and “last” on the board and elicit from students which artifact picture should be laid on the chalk tray underneath “first” which goes under “second”, and what goes under last.
3. The teacher help students to expand on their more developed abilities by asking questions pertaining to the topic of the paper making process and their ability of understanding. By asking questions, the teacher will prompt the students’ knowledge of the subject/ topic. By doing so these questions will stimulate the child’s mind and critical thinking skills to create new knowledge to build upon old knowledge. The teacher also had to add a student’s drawing to the sequence on the call tray.
4. The teacher “wrap up” the lesson using a summary of the concept given by both the teacher and the students. The summary explains and describes the sequence of activities that were conducted throughout the lesson. The teacher also wrap up by using a summative evaluation, which ask students to draw three events in sequence that occur in gathering paper. The teacher uses a summative evaluation rubric to score/ grade the assignment.
Angelito Conorqui
Saturday September 19, 2009
1. The key question asked is tied into the lessson development, because by asking students to give their reason base on how items were sequenced, after discussing children will get the idea on how woods are turned into paper which is also the objective and the lesson development is planned base on the objective.
ReplyDelete2. The lesson development activities that explains how events are sequenced by the learner are activities four and five. The activities stated groups will be given a set of pictures showing steps in the paper making process and by listening to teacher reading from the book, "Wood To Paper", children will put pictures in order as described by the book and then each group will describe the picture sequence developed base on the book. During discussion children wil construct a sequence of pictures on a chalk tray with labels on the board from first to last.
3. The teacher help students to expand on their more developed activities on sequencing events in the expansion phase by having groups identifying another event to add to the end of the chain, make a drawing of it,adding it to the chalk tray and numbering the event group have added.
4. The teaher wraps up the lesson by having the children briefly describing the sequence of activities in the lesson, and then having them to say what they do when putting things that happens in a sequence. The teacher then used a summative evaluation whereby students were asked to draw three events in sequence that occur when getting paper from home to the students desk at school and to label the events as first, second and last. The summative evaluation rubric was used to grade the assignment.
Martha Sacasa
ReplyDeleteAns.1: The key questions is tie into explantory introduction when the teacher ask students to think what paper are and if they utilize a lot of paper in the classroom. It also tie in by allowing students to form groups so that they can observe, think and reflect what will be done through the lesson.
Ans. 2: Lesson Development 3 and 4 help explain how events are sequenced by learner it ask student"What do we look for when putting things together. Development 4 also allow students to follow pattern by observing a picture and place a number by which sequence occur first, second, third and last.
Ans 3: The teacher expand the phase into the real world by asking children to reflect where do we get paper from, how it is process and where does it goes after manufacturing. This allow students to think critically, connect and apply what they learn in the classroom to outside of the classroom.
Ans4: Teacher wrap-up the lesson by allowing students to identify the sequence they did in the lesson tree to paper. Students review by adding their own events to say which comes first,second, third or last.
September 23rd 2009 8.00pm
ReplyDelete1) The key questions asked in the exploratory introduction tie into the phases of the lesson by making the students do their observations and by applying their previous knowledge they recognize what is paper and achieve the objectives of the lesson.
2)The lesson development activities that help to explain how events are sequenced by the learner are activity number 1 and activity number 4. In activity one by using the reference from the book “Wood to paper” students are able to become aware of the sequences described in the paper making process. In activity 4 by using pictures and using the book as a reference, students are able to match the pictures with the different sequences involved in the paper making process.
3) The teacher can help the students expand their more developed abilities sequencing the events beyond what was done earlier in the lesson by eliciting from the students ideas as to where the paper goes after it has been made, making them identify other events to add and making a drawing of it and adding it to the chalk tray.
4) The teacher wraps up the lesson by having the students give a brief summary of the sequence of activities in the lesson and drawing three events in sequence that occurred in getting paper from a student’s desk to a desk in school. And label them as first second and last. Using an evaluation rubric the teacher will score the three events.
Isson Charles
ReplyDelete1. The key questions asked in the introduction of this lesson ties into the phase of the lesson very smoothly. Teacher wanted students to know where paper came from and what is the process it goes through before it becomes a paper? All these questions are asked in the Introduction.
2. The first activity that help to explain how events are sequenced, is the one where students was given some artifacts and were ask to put them in order based on the information in the book. They had to know what come first, second and last to participate in the whole class activity. The other one that help was where the students had to put pictures into sequence described in the book. Then students had to describe the picture sequence it developed. This was done from the first picture to the last one.
3. In the expansion phase the teacher ask students a question to help them think more about the processing, paper goes through before we get it. Students then do a drawing of where the paper goes after it is made and where we get it from.
4. The teacher wrap-up the lesson by having students allowing students to draw more events of what happen. Then these events are added to the sequence on the chalk board.
Saturday Class
1. The key questions tie in to the phases because:
ReplyDelete It gives a detailed explanation and all the materials are put together or are related
All the materials collected and presented will be used for the entire lesson
Each individual has his/her responsibility – materials manager, writer, observer and reporter
All the materials are related - wood chips, tree artifacts, paper. The activities in the group in the introduction aid children in sequencing the events from tree to paper. All the products presented that they use on a daily basis comes from the natural resource – the tree.
2. The activities used were:
Reading the paper making process – “From wood to paper”
Having the children check their artifacts and rearranging the sequence of events based on the book
By giving each group a set of pictures showing steps in the paper making process. As the teacher reads the children sequence the events as described in the book
By having children identify and draw any other event in the paper making process.
3.
By asking the children recall based questions
By having the children think critically by having them do drawing and demonstration of the entire process from tree to paper
By allowing children to explain in their own words and summarize what they’ve learnt.
4. The teacher wraps up the lesson by having the children write a consensus statement which will describe how to place things in sequential order and having them write the statement on chart paper and posting it in the classroom.
This comment has been removed by the author.
ReplyDelete1.In the exploratory introduction the teacher used a guide discovery approach to learning whereby the children were involved in the discovery and came up with their own conclusions on the process of paper making. By the usage of this approach the questions tied in easily to the lesson development since it provided the children with some knowledge of the process of paper making which is the objective of the lesson.
ReplyDelete2.The lesson development activities that helped to explain how events are sequenced by the learner are by having groups check their three artifacts and re-arrange the sequence as needed based on the information in the book, by asking, “What do we look for to put things in order when we talk about tree to paper and by having the children return to the book and give each group a set of pictures to showing steps in the papermaking process.
3.By asking, “Where do we buy the paper we use?” This allows students to explore and come up with different ideas. And also by having the children identify another event to add to the end of the chain.
4.The teacher “wraps up” the lesson by doing a revision whereby the students had to briefly describe the process of paper making. Students are then asked to create a new event. Great wrap up! This procedure helps to instill the information in the minds of the children.
Vicky Heredia Saturday Class
1.) The key questions asked in the introduction ties to the lesson because it backs up the topic "from tree to paper". if the students can answer this question and are sharing ideas on it they will better understand the topic.
ReplyDelete2.) The lesson development activities that help with the explanation on how events are sequence by the learners are by letting the students write first second and last to their artifacts. Also by letting the student state which goes where on the board and under what category they goes under.
.) The teacher helped the student expand on their more developed abilities, by asking them (do we need to change or add to the labels) this leaved room for changes and letting them develop/ think beyond what they have done. Always having students always thinking will make the topic a lot more interesting and fun and also give them more room for critical thinking.
4.) The teacher wraps up the lesson by letting the students identifying other events and makes a drawing of it. This gives the student a clear picture of what was thought. Also by reviewing the events and clarifying the events making sure they are in order, this shows them the proper sequencing of the event and letting the students describe the sequencing of events a sure the teacher that they understood what was done.
sorry ryan elijio saturday class i am on the top of this peace out
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDelete1. The key questions in the introduction ties into the lesson because it tested previous knowlede, it also had children learn something new beyond what hey would normally think of through observation and experiential approach.
ReplyDelete2. Lesson development activities help to explain the sequence of events through;
-Having groups check their three artifacts by arranging them "first, second, Last"
-also having children return back to their book and giving them pictures so as to have them do it themselves , showing by steps. (experiential approah)
3. Teacher have children expand their abilities by asking questions pertaining to real life experiences. also making them think beyond their normal way of thinking, by asking what happens after papers are made.(going out of their element)
4. The teacher wrap up the lesson by having them share their own ideas of what they learnt fromm the activities and their own experience which all lined up with the objectives.
Ishana Wright Saturday 8:30am class
1. The lesson from Tree to Paper coincides with the phrases of the lesson through sequencing. Sequencing is basically the order in time during which they occurred. As in the lesson plan preparation there should be a sequence in which the teacher follow for instance there must be adequate preparation and meticulous organization in specific steps like in sequencing. The teacher integrated the exploratory introduction through the delivery of the lesson by carefully defining and explaining each process. For example, in the lesson development, the teacher is explaining the primary process where by raw materials used is being put into sequential order from primary production, which is the tree. This will go through the production process to the end result of the finish product which is the ream of paper. In other words in the exploratory introduction the teachers approach differs in that this time all the materials used are secondary products. Nevertheless, the teacher was able to demonstrate sequential order by simply using the physical characteristics of various products ranging from wood to paper.
ReplyDelete2. The lesson development activities which helps to elaborate the authors approach to get the learner to understand and comprehend the process of sequencing is mentioned in activity four (#4) which states” Return to the book, stopping at the appropriate places so students can put their picture into sequence described in the book.” This activity is in a simple and straight forward for in order for students to understand the instruction. This approach will stimulate the children minds in different ways as well as catering for the different learning styles example auditory and visual and keep the children interested in the lesson.
3. Firstly, teachers are facilitators who should guide and expand the student’s knowledge. In the lesson plan this was done by the asking of questions and the teacher their answers of which they knew the answers to. Students will then come up with their own analysis of the information provided this will then tap into their previous knowledge and allow then to use their critical thinking skills.
4. The “wrap up” was done with a brief summary explain, “what we do when we put things in that happen in sequence.” Students were given a remediation activity where they were responsible to draw three events in sequence. Which entails getting paper from home to the students desk at school and to label the events as first, second and last. A Summative E valuation Rubric will then be used to score the activity given.
1. The key questions allowed students to apply their previous knowledge. I like the idea that the materials given to the students blend with the questions asked, thereby allowing them to observe, analyze, predict, interpret and make inferences using a hands-on approach. The questions were suitable for group discussion as well. Children had the opportunity to clear any doubt as well as to share ideas. The exploratory introduction was a stepping stone to the rest of the lesson.
ReplyDelete2. I think that sequencing started from the exploratory introduction. The fact that children had to figure out whether their group’s items were made from paper to recalling when was the last time they used something made of paper had them thinking in sequence. However, specific lesson development activities include:
* children sequencing artifacts in order by where they occur in the papermaking process * using a set of pictures showing the steps in the paper making process. Children had to put their pictures in sequence as described in the book.
* Children constructing a sequence of pictures on a chalk tray with the labels on the board from first to last.
3. After the children had an idea of how the papermaking process works the teacher ave them a question, “Where do we buy the paper we use?” This triggers students mind to think even further. Not only will they have to figure out where they got the paper but also where the paper goes after it is made. Having the students either write or draw and adding that to the sequence on the chalk tray will have them thinking critically since they need to decide whether to change or add labels as they now have nine events.
4. The teacher concluded the lesson by orally asking questions to individual students. They had to briefly describe the sequence of ativities and explain what we do when
we put things that happen in a sequence. Using a summative evaluation rubric each student had to draw three events, in sequence. I like the idea that the teacher provided a grading criteria for the children to follow from.
Saturday classes
1. The key questions asked in the exploratory introduction tied into the phase of the lesson since it enabled students to exploit their own experiences and build on prior knowledge in exploring the paper making process. The author used the guided discovery approach which will develop critical thinking. Furthermore, the questions allowed students to grasp a better understanding of the paper making process.
ReplyDeleteHence, they would be able to make constructive connections to their exploration and the lesson development.
2. Activities 2 &4 helped to explain how events are sequenced by the learner. In activity two students had to check the artifacts and rearrange them in sequence base on the information given in the book, sequencing them on the board. In activity four students sequence the pictures showing the steps in the paper making process.
3. The teacher challenges students a notch further by allowing them to develop their cognitive skills. Asking the key question in the expansion provides room for students to analyze the situation and then formulate open-ended solutions. Students have not only capitalized on their previous knowledge, they have build on it throughout the development and then expand on it. Lastly, the expansion allows them to add another event to the sequencing which they gathered from their experiences.
4.The teacher wraps up the lesson by having students briefly describe the sequence of activities previous taught.Furthermore, he/she uses an summative evaluation Rubric to assess students of sequencing artifacts in the paper making process which reinforces the concepts taught and clarifies doubts.
Monique Jenkins Villnueva, Sat
Friday, September 25, 2009
ReplyDeleteKtucker Social Studies 304
Answers to questions from lesson 1. The key questions asked in the exploratory introduction tied into the phases of the lesson by engaging students in critical thinking skills by observing and making predictions of what the lesson development will entails. It allows students to have an onset idea of the paper making process (sequencing) which builds on their previous knowledge and also allows them to analyze meaning and gain understanding before the lesson development.2. The lesson development activities that helped to explain how events are sequenced by the learners are: by rearranging three artifacts in order they occur as first, second, and last; by sequencing using the pictures by time sequence followed by discussion.3. The teacher help students to expand on their more developed abilities by asking questions that they can relate to. It expanded on the students' awareness and cognitive skills which allows them to connect previous knowledge with new knowledge and think beyond the facts. Also, the students had to complete a task by drawing pictures.4. The teacher 'wrap-up' the lesson by allowing both the teacher and the students to summarize the concept of sequencing of activities and conducted a summative evaluation which enables the students to draw events in sequence. Teacher will use a summative evaluation rubic to score the assignment.
Melissa Stephenson..
ReplyDelete1. The key questions asked in the exploratory introduction tied into the phases of the lesson quite well because it allowed students to tap into previous knowledge and was able to make inferences and place events into sequential order.
2. The lesson development activities that helped to explain how events are sequenced by the learner was activity number 2 whereby students checked three aritifact and rearranged into sequential order ranging from first, second to last.
3. During the expansion phase of this lesson,the teacher helped students expand on theri more developed abilities, sequencing events beyond what was done earlier in the lesson by allowing students to draw/illustrate the actual events. Illustration would allow students to retain the information a little easier and more adequately.
4. The teacher "wrap-up" the lesson by having students share/describe the events of tree to paper from their own perspective of what was learnt during the lesson.
EVELYN KERR
ReplyDelete1. The key questions asked in the introductory part of the lesson allowed students to apply their previous knowledge and enhance answering skills and also association skills to connect bits and pieces of information.
2. The lesson development activities that helped to explain how to put things in order. Students were able to put to use previous knowledge to place three artifacts in order.
3. During the expansion phases of the lesson the teacher helped the students expanded on their more developed abilities by having students place objects into sequential order and illustrate the actaul events which assist students in memorizing and recalling.
4.The nteacher wrapped up the lesson by allowing students to describe the process of making paper from trees. Students must show what happens first, second, third and ask students their reason for the sequencing that they used.
1. the exploratory introduction tied into the phrases of the lesson because for each phrase of the lesson the materials in the exploratory introdution are being explained. the exploratory introduction give the materials that will be needed and the phrases of the lesson describe and explain what each materials are used for.
ReplyDelete2. the lesson development activities that is help to explain how the events are sequenced by the learner are:
1. have students reading and capture their attention to the sequence described and to the paper making production process.
2.have student make groups to rearrange the sequence.
3.ask question regardin to sequencing.
4.use pictures to illustrate the process. Students do so in groups.
5. Students will describe picture sequence.
6. Students will create a statement that describes how we can place things into a sequence.
3. the teacher help students expand on their more developed abilities, sequencing events beyonf what was done earlier in the lesson by: 1. asking students questions.2. have children rearrange the sequencing.3. have children identigy another way to end the sequencing.
4. The teacher wrap up the lesson by having students labeling the sequence from what occured first to what happend last, which occur in getting paper from home to the students desk at school.
This comment has been removed by the author.
ReplyDeleteDerrick Martinez, Saturday
ReplyDelete1. The key questions in the introductory lesson tied into the phases of the lesson as students learn through exploring, observing, predicting and making inferences. The questions allowed them to use previous knowledge to think about the production of paper.
2. The lesson development activities that helped to explain how events are sequence by the learner are (a) students do group work to sequence set of artifacts in the paper making process. (b) Students were asked to sequence the pictures of the eight steps in the paper making process.
3. The teacher help students to expand on their more developed abilities by giving students the chance to think and the teacher also ask students “Where do we buy paper? And the students will realize the importance of the paper- making process.
4. The teacher “wraps up” the lesson by allowing students to help summarize the sequence of activities and students will be doing a summative evaluation.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteSamanta Soberanis, Saturday Morning
ReplyDelete1. The key question in the exploratory introduction ties into the phases of the lesson because they all provide information on how the paper making process goes. It also included all the materials for the process which ties into the phases of the lesson because students had all materials to work with. The questions were all based on information about paper and how paper should be sequenced in order. However, the key questions ties into the phases of lesson because the entire lesson is based on paper sequencing and the question are asking students to sequence how paper is made through experiment after observing. The sequence being first, second or last. It also helps the students to figure out how the sequence should be when looking at the position of the items in the papermaking process. Moreover, the students were able to make predictions as to how tree is being developed into paper.
2. The lesson development activities which help to explain how events are sequenced by the learner are: the teacher having students do a group work to check their three artifacts and rearranged them in sequence as noted in the book and having them place the items on the chalk tray under first, second and last. Another activity is when the teacher gave each group a set of pictures showing the steps in the papermaking process and then rereads the book, stopping at appropriate places so the students can put their pictures into the sequence described in the book. Also, when the teacher had each group describe the picture sequence they developed as pertaining to the sequence in the book and then having them sequence the pictures constructed during the discussion and labeling them from first to last on the chalk tray under their respective labels making sure that they are sequenced in order by time.
3. During the expansion phase of the lesson, the teacher help students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson by having students answering the question, “where do we buy the paper after we use? This helps them to expand on their abilities because it allows students to think and see that the papermaking process needs something added on to it to make the process complete and if there needs to be change in the label since something is added on.
4. The teacher “wraps up” the lesson by having students go over the sequence of activities they have done in the lesson. The students draw three events in sequence of how the paper will get from home to the students’ desk at school and they must label the events in which they occur and in order as first, second and last. the teacher also did a summative evaluation
Nicole Yarde, Saturday Afternoon
ReplyDelete1. The key question asked in the exploratory introduction tie into the phase of the lesson because it is asking students to sequence the making of the paper through an experiment. The question also help students to determine how the sequence would occur (first, second or third) from the set of artifacts to their position in the papermaking process.
2. The lesson development activities which help students to explain how events are sequenced by the learner are the picture sequence for the paper making process as they are described in the book as placing it on the chalk tray underneath “first” which goes under “second” and “last”.
3. During the expansion phase of this lesson, the teacher help students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson by helping students to identify where they can purchase paper after it went through the paper making process. Students will need to change or add to the chalk tray because the label most be added to the sequence of events.
4. The teacher “wraps up” the lesson by letting students sequence the activities they have done in the lesson. Students were also asked to find out how the paper will get from home to the students desk at school. A summative rubric was also used to evaluate students.
1.) The key questions that were asked in the exploratory introduction tied into the phases of the lesson because it allowed the students to use their previous knowledge to identify things made of paper or book like its made of paper like material. (Children may know pages, paper towel, toilet paper, shop paper are paper like material).
ReplyDelete2.) the activities that help the learner are:
i.) observation of discarded classroom paper
ii.) questioning of whether items collected
from materials of paper or not.
iii.) listing of products they use that are
made of paper.
iv.) discussion on the fact that paper is made
from trees.
3.) The teacher had children list all the things
they previously used that they believed are
made of paper. Then they go into group
discussion on the question, "what is all of
this paper made from?" This question allow
the students will use tree artifacts,
discuss and should be able to identify, that
paper is made from trees.
(The teacher allowed children to follow instructions, discuss findings and arrive at a solution-DISCOVERY METHOD)
4.) The teacher wrap-up the lesson by arranging
in order the steps of how paper is made.
Then closed off with discussion on why
children think wood chips are in artifacts set.
(1) The key questions in the Explanatory Introduction help to focus the interest thought process on the particular product which is paper, and set their minds to think deeper into how the paper is obtained. The questions allow students to make connections with the paper and concentrate on how it was made. They are stimulated to use their reasoning skills and use evidence that is in their scope of sensory awareness. This in turn stimulates the imagination.
ReplyDelete(2) (a) The teacher reads to the children, giving the information about the sequence of events involved in making the paper.
(b) The students use the information to sequence the events involved in making the paper.
The students use the information to sequence the artifacts. The teacher gives prompts or clues by asking guided questions as children process the information. The instruction give the students a strategy to think logically 1st, 2nd, 3rd, etc. or start with……, end with…. (paper). The guided question about what do we look for stimulates children to look for clues they may not have been thinking about before.
(c) The teacher reinforces the knowledge by repetition of important points as well as having the students manipulate the pictures as he or she reads. This is allowing for the concrete operation of seeing, hearing, doing, which makes the information more alive and meaningful.
(d) Even more important, students feel more empowered when they can explain what they have thought out to others. Varying the facts from group to group also increase the learning process as different people are able a common end product from different angles and help each other get enhanced information. They may all have had to work things out using different skills.
(3) In the expansion phase, the teacher helps the students to internalize the information by showing there is a new connection process involving the product paper. This leaves the opportunity open for students to keep thinking about how the things affects their lives.
(4) The teacher does a summative evaluation in which the students are given the opportunity to reflect on what they learned and have them logically order the events they thought about. He or she has a Summative Evaluation Rubric that gives clear guidelines what students are expected to do and how they will be rated. This will be a good way to challenge students to achieve knowledge and display their abilities to learn.
Lloydia Logan
Saturday 26, 2009
1.The key question ask in the exploratory introduction tied into the lesson good. It had the children do critical thinking and they had the opportunity to use their previous knowledge and personal experiences.
ReplyDelete2.The lesson development activities that help to explain how events are sequence by the learner occurred in activities 2,3 and 4. They had to use the artifacts and place them in sequence using critical thinking and visual formation skills.
3. The expansion of the lesson helps the students to extend on their more develop abilities sequencing events on what was done earlier in the lesson by having them critically brainstorm and add another process after the last.
4. The teacher rapped up the lesson by having the student further more do critical brainstorming and use their personal experiences to describe in sequence what processes occur with the paper from how to school.
Saturday classes
. The key question in the exploratory introduction ties into the phase of the lesson by allowing students to observe, to brainstorm, and to create ideas that occur throughout the lesson. It also allows students to make connection and set each in order of the paper making process. Students will also realize how paper is made.
ReplyDelete2. The lesson development activities that help to explain how events are sequence by the learner are 1.) the students will engage in discussion on how to sequence artifacts and rearrange pictures as they occur, first, second, and last and 2.) The students will write the statement on chart paper to be posted.
3.) During the expansion phase of the lesson the teacher will help students to think critically to prompt their knowledge on the subject by having students think about where they get paper from.
4.) The teacher wrapped up the lesson by having students briefly describe how to sequence activities and by having students say what they do to put things that occur in sequence. The teacher also use a summative evaluation to score the assignment.
1. The key questions asked in the exploratory introduction ties into the phases of the lesson because it sets the pace for the development stage of the lesson for them to be able to place the items into the sequence of the stages of how paper is made and how it is processed by having them explore different materials that are made from tree and their uses.
ReplyDelete2. The activities which helps to explain how events are sequenced is by reading a book to students from wood to paper and whereby the teacher calls their attention to the sequence which describes in the reading.
3. The teacher help students expand on their more developed abilities of sequencing of events by having student give ideas of where paper are bought and adding their drawing to sequence that already exist in the paper process.
4. To wrap up lesson the teacher had them create a consensus statement and have them write it on a chart paper whereby they will need to post it in a visible area. It describes how things can be placed into sequence to show first, second, third and last.
Stephanie
ReplyDeleteSaturday Classes
1. The key questions asked in the exploratory introduction ties into the phases of the lesson because it sets the pace for the development stage of the lesson for them to be able to place the items into the sequence of the stages of how paper is made and how it is processed by having them explore different materials that are made from tree and their uses.
ReplyDelete2. The activities which helps to explain how events are sequenced is by reading a book to students from wood to paper and whereby the teacher calls their attention to the sequence which describes in the reading.
3. The teacher help students expand on their more developed abilities of sequencing of events by having student give ideas of where paper are bought and adding their drawing to sequence that already exist in the paper process.
4. To wrap up lesson the teacher had them create a consensus statement and have them write it on a chart paper whereby they will need to post it in a visible area. It describes how things can be placed into sequence to show first, second, third and last.
1. The key questions asked in the exploratory introduction ties into the phases of the lesson because it sets the pace for the development stage of the lesson for them to be able to place the items into the sequence of the stages of how paper is made and how it is processed by having them explore different materials that are made from tree and their uses.
ReplyDelete2. The activities which helps to explain how events are sequenced is by reading a book to students from wood to paper and whereby the teacher calls their attention to the sequence which describes in the reading.
3. The teacher help students expand on their more developed abilities of sequencing of events by having student give ideas of where paper are bought and adding their drawing to sequence that already exist in the paper process.
4. To wrap up lesson the teacher had them create a consensus statement and have them write it on a chart paper whereby they will need to post it in a visible area. It describes how things can be placed into sequence to show first, second, third and last.
Mona Ramos
ReplyDelete1. The key questions asked in the exploratory introduction ties into the phases of the lesson because it sets the pace for the development stage of the lesson for them to be able to place the items into the sequence of the stages of how paper is made and how it is processed by having them explore different materials that are made from tree and their uses.
2. The activities which helps to explain how events are sequenced is by reading a book to students from wood to paper and whereby the teacher calls their attention to the sequence which describes in the reading.
3. The teacher help students expand on their more developed abilities of sequencing of events by having student give ideas of where paper are bought and adding their drawing to sequence that already exist in the paper process.
4. To wrap up lesson the teacher had them create a consensus statement and have them write it on a chart paper whereby they will need to post it in a visible area. It describes how things can be placed into sequence to show first, second, third and last.
From: Mirna Gomez
ReplyDeleteSocial Studies for Primary Teacher (SOST 304) Post #1
1. How do the key questions asked in the exploratory introduction tie into the phases of the lesson?
The key questions in the exploratory introduction ties into the phases of the lesson because the children collected data such as used papers and they were provided with several materials that connects to their previous knowledge of paper making. They were assigned to small groups to make observation of a set of items to determine if they were made from paper and make list of the items that are paper and those that are not and explain why or why not an item is paper which incorporates the guidelines and the students’ past experiences. During this phase the children raised questions that need to be solved, which provides the students with the opportunity to try out their prior knowledge in the new setting. The students make public their prior knowledge by asking key question such as, “What is all of this paper made from?” They shared their ideas by creating a list on chart paper. Finally, the children were asked to sequence the items in the correct order of paper making process: first, tree; second, wood chips and third, paper. In the last step they confront their prior knowledge with the outcome that was proposed in the lesson introduction.
2. What lesson development activities help to explain how events are sequenced by the learner?
The lesson development activities that help to explain how events are sequenced by the learner are the materials used such as artefacts from the exploratory introduction, pictures of the paper making process such as: tree, pieces of logs, strips of bark, ground wood chips, and mixed with pulp, poured on to a screen, ironed and packaged. A book, “From Wood to Paper” is used to describe the sequence to the papermaking production process which provides clear explanation to reconstruct their prior knowledge. Children are instructed to rearrange the sequence based on the information in the book. Students along with teachers’ guidance will indicate accurately which artefact is first, second and last. Furthermore, the teacher gives each group a set of pictures showing steps in the papermaking process. The book is re-read and stops at appropriate places for children to put the pictures into the sequence described. This specific activity emphasises on the need to be certain that the events are ordered by time. At the end each student writes or draw the first and last event and accurately identifies the fourth and fifth events posting it where it can be seen.
3. During the expansion phase of the lesson, how does the teacher help students expand on their more developed abilities sequencing events beyond what was done earlier in the lesson?
In the expansion phase the teacher have students identify stores that purchases papers which have been processed. This phase is the additional event to the sequence. The children will determine whether this event should be added or removed. Groups will also identify another event to add to the end of the chain. In this phase there is less guidance so children are to apply and transfer their newly reconstructed ideas in new situation and to make connections to the real world experiences.
4. How does the teacher “wrap- up” the lesson?
To wrap- up the lesson the teacher had the students create a consensus statement that describes how things can be placed in order it occurs. They will draw the first and the last event and then the fourth and the fifth event. The teacher examines the students work to see if they identify the fourth and fifth events accurately. This final stage will evaluate children’s understanding of the major lesson concepts.
Christine Neal
ReplyDelete1. They key questions asked in the exploratory introduction ties into the phase of the lesson because the lessons main focus is on items that are made from paper and the sequence of how it’s been made. The first question that was ask by the teacher, was to know if all the groups knew items that are made from paper. This gives the children an idea that they will learn about paper.
2. The lesson development activities that help to explain how events are sequence by the learner when the teacher had the groups check their three artefacts and rearrange the sequence as needed base on the information. The children were told to write first, second, and last on the board. They were also asked what were they to look for when putting things in order.
3. During the expansion phase, the teacher helped the students to expand on their abilities with sequencing events beyond what they did earlier in the lesson by having the groups identify another event to add to the end of the chain.
4. The teacher wrapped up the lesson by having the children help him/her to briefly describe the sequence of activities in the lesson. The children were also ask to identify and state,” what we do when we put things that happen in a sequence.
Saturday Classes
1. How do the key questions asked in the exploratory introduction tie into the phases of the lesson?
ReplyDeleteThe key questions asked in the exploratory introduction tie well into the phases of the lesson. These questions allowed students to critically think about the various materials that are needed to manufacture paper. In so doing, students were able to brainstorm and formulate ideas as a group. It also allowed students to make observations based on materials given. This enabled students to think about the different processes that are done in order to produce paper.
2. What lesson development activities help to explain how events are sequenced by the learner?
The development activities assisted students to sequence the events of the papermaking process. The activity where teacher wrote first, second and last on the board enabled students to sequence the papermaking process. Students should have told the teacher under which category the pictures should be placed. After the story was reread, teacher stopped at appropriate places so that students could have put their pictures into the sequence accurately. Next, groups would describe the picture sequence and construct a sequence of pictures on the chalkboard emphasizing the correct order.
3. During the expansion phase of this lesson, how does the teacher help students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson?
The teacher had students think about an additional step in the papermaking process. Students were asked to think about where paper goes after it is made. Next, students were asked to add the label “store” to the papermaking process. Students were also asked to add another event to the chain of events stating what they did with paper after it was purchased.
4. How does the teacher "wrap-up" the lesson?
The teacher wrap up the lesson by having students describe the various activities that were conducted. Students were also asked to state the processes needed in order to put things into sequence.
Kiera Maheia, Saturday class
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ReplyDelete1-The key questions asked in the exploratory introduction tie into the phases of the lesson in a very creative and thoughtful manner, because the students will be able to think, reason, put pieces together, and be creative. Since the topic main point is "paper", then the introductions fits just fine, and in the right place, occasion, and time.
ReplyDeleteDuring the introduction the students will be able to have a physical and mental contact with the objects that will be used during the lesson. This will allow them to be active participants, and better learners during classes.
2-The lesson development activity that helps explain how events are sequenced by the learner
is the activity number four, because the students will be able to reread their books, reason on what they have red, look at the pictures, connect it with the text and place them in the correct order/ sequence.
3- During the expansion the teacher help the students to sequence events beyond what was done in the lesson earlier by asking the students
" Do we need to change or add" .
This question allows openness, and students are practically motivated to think about the possible answers, and comments; apart from that they will also be able to display their thoughts, and say what they believe to be the correct answer.
4- The teacher wrap up the lesson in a review way. The children will be able to say what they have learned, and at the same time it allows the teacher to know if the lesson was effective or not. Doing this also allow students that are slower to learn from their peers while they explain to the class
Francisca Lacayo, Sat
1. The key questions asked in the exploratory introduction tie into the phase of the lesson by allowing students to make connections with the objects and paper. Students had to name products made from paper and had to use critical thinking to find out where paper comes from. They also had to sequence the items from first to last. This would later be developed in the lesson when the teacher reads from Wood to Paper and allow students to sequence the items.
ReplyDelete2.The teacher reads from Wood to Paper which explains paper production sequentially. The students placed the items in order of first, second and last. The teacher had the students place pictures of the paper making process in sequence and students had to describe it. The teacher emphasized order of time so that he students could place pictures in order.
3. During the expansion phase of the lesson, the teacher help students expand on their more developed abilities by taking the paper making process a step further. The teacher challenged the students to think about where the paper goes after it is made and what happens after it goes to the store. In this way, the teacher, helped the students to make new connections in the paper making process.
4. The teacher wrap up the lesson by reviewing the activities in the lesson and allowing students to state the purpose of sequencing.
Sherane Belisle, Sat.
1) The key question in the introductory lesson tie into the phrases of the lesson developed and the expansion appropriately. The question allow students to brainstorm, observe, create idea and reflect on what will be done through out the lesson.
ReplyDelete2) Students were placed in groups to sequence the production process of paper and also were able to place pictures as they developed a book. Student then engage in discussion of the construction of pics and place them in their category and then a report was made on a chart paper.
3)The teacher helped the students expand on their more developed abilities by asking questions that they have previous knowledge on. They identify and develop skills, processes and concept. This activity allow individuals to work with manipulatives to gather their information. This technique is a good way for helping students to learn the materials.
4) The teacher "wrap-up" the lesson by having students share/describe the events of tree to paper from their own perspective from what occured first until they reach the final step.
The question come together because the groups needed to know what items are made from paper and what are some paper products. The students needed to know where paper comes from in order to understand the product. In the lesson development activities that help to explain the events is that it is sequenced from first to last. This helps the learner to fallow the steps in order so that they can get a clear understanding of what will happen next. The teacher had students identify different was how they can brainstorm different ways they can add to the food chain. The teacher had them wrap up the lesson by having the children describe in sequence the lesson and also by having them list the sequence.
ReplyDeletellll
ReplyDelete1. The key questions tie in because it gives students the opportunity to stimulate the thought process and to think critically and to give a rational behind their reasoning. Students will be able to brainstorm and predict the lesson as it progresses throughout.
ReplyDelete2. Activity in the lesson development that explain how the events are sequenced are the three artifacts they will rearrange by writing first, second and last on the board and deducing from children the sequential order in the chalk tray. This will show that the students are able to gather their thoughts and ideas sequentially.
3. The teacher plays a big role in helping students to expand on their abilities and sequencing beyond the lesson by asking questions pertaining to real life such as “where do we buy the paper we uses?” This question which relates to the topic will give the students a better understanding of the paper making process as they see it and use it everyday around them. This will also stimulate critical thinking and will motivate them to maybe do farther research on the topic.
4. The teacher wraps up the lesson through summarization where the students will briefly describe the sequence of activities throughout the lesson and gather feedback from the children on placing things in sequential order. The teacher uses an evaluation rubric to assess their performance.
Keisha westby Saturday class
1. The key question asked in the exploratory introduction tie into the phases of the lesson because the questions help the students to better understand the paper making process, from the key question the students can imagine and understand the paper making process from begin to end.
ReplyDelete2. The lesson development activities that help to explain how events are sequenced by the learner are; having groups check their three artifacts and rearrange the sequence as needed based on the information in the book, have students tell you which artifact picture should be laid on the chalk tray underneath first, second and last, reread the book stopping at appropriate places so students can put their pictures into the sequence described in the book, have each group describe the picture sequence it developed, referring to the book as needed during this discussion, construct a sequence of pictures on the chalk tray with labels on the board from first to last. Emphasize the need to be certain that the events are ordered by time and create a consensus statement that describes how we can place things into a sequence that shows which occur first, second, and so on.
3. During the expansion phase of the lesson the teacher help students expand on their more developed abilities, sequencing events beyond what was done earlier in the lesson by asking question like what happens next and adding more to the sequencing like going to the store (retailer) that the people that want that paper will buy it, in the expansion you go beyond just the paper making process you follow the paper process from being to end.
4. The teacher wrap-up the lesson by having a lesson summary, the teacher have student help briefly describe the sequence of activities in this lesson and the teacher gives the students assignments that he or she checks.
1.How do the key questions asked in the exploratory introduction tie into the phases of the lesson?
ReplyDeleteThe key questions asked in the exploratory introduction tie into the phases of the lesson
very well in that it allows the students to use more than one skill such as observing, thinking critically, applying previous knowledge, making connections, predicting and sequencing. These skills help them to discover on their own, the stages in the production of paper.
2. What lesson development activities help to explain how events are sequenced by the learner?
The activities in the lesson development help to explain how the events are sequenced by the learner are:placing students in groups; reading the book -From Wood to Paper- which enabled them to identify the described sequences in the process of paper production; sequencing their three artifacts in order of the stages of paper production as it appears in the book; prompting questioning from the teacher so children could apply previous knowlege; rereading the book to make necessary corrections so they can describe fully the process in a sequential order; discussing and constructing a picture sequence,emphasizing each event as they occur to time and creating a consensus statement describing the placement of things in a sequential order.
3. During the expansion phase of this lesson, how does the teacher help the students to expand on their more developed abilities sequencing events beyond what was done earlier in the lesson?
In the expansion phase, the teacher helped the students to expand on their more developed abilities of sequencing events beyond what was done earlier in the lesson by challenging them to add a new event or more events to their eight sequenced data and reinforcing what they have learned earlier. This challenge helps them to think critically, practice and apply what they already know, whether they are going to change the places of each events in the order or just add the new event to the list to make nine and so forth until they make drawings of their final event.
4. How does the teacher "wrap-up" the lesson?
The teacher ends the lesson by having students make a brief description of the sequence of activities in the lesson, gathering feedback through questioning and completing an assignment as a reinforcement activity to be graded.
1. The key questions connected well to the phases of the lesson. Students practiced the skills of observing, analyzing, brainstorming and investigating. Students wondered about where paper come from and reflected on how they use paper at home and at school. This captured their interests and made them eager to find out how papers are produced. One of the questions in step 5, guided students to look out for evidence to prove that paper comes from trees, therefore, prepared them for the next phases of the lesson.
ReplyDelete2. The development activities that helped the learner to sequence events were:
i. step 1 where students read the sequence described in paper processing
ii. step 2 where students placed events under the headings "first", "second" and "last" which gave them a sense of ordering
iii. step 4 where students return to their books stopping at appropriate places to check if their pictures were placed correctly.
3. The teacher expanded on students' developed activities by asking critical thinking questions about processes that are left out and perhaps recycling.
4. The teacher 'wrapped up' the lesson by having students briefly describe the sequence of paper processing and to summarize main concepts. The teacher asked each student to draw and sequence three events to show how papers reach rom their homes to their desks. This was a very good way to reinforce sequencing.
1)These key questions that were asked served their purposes quite well as they set the children's minds towards the topic, getting them interested and motivated to learn more about what these paper like substances actually are and think of ways how they were used and how they can be used otherwise.
ReplyDelete2) lesson development activities that help to explain how events are sequenced by the learner included:
a) students were asked to sit in a circle in which a large bag filled with dicarded classroom paper was dumped out in the middle of and students were asked to expalin the contents.
b) students were then placed in small groups in which they were shown and given a rough newsprint in which some traces of wood were noticeable. they were also given three to five other paper items to compare along with the sheet of paper and write down which ones they actually believe are made of paper.
c) Students were then asked to relate back to the list of paper substance in which they used both in the classroom and in their households.
d) students were asked the key question 'what is all this paper made from?' they were given the task to discuss each other's ideas amongst the groups and make a list of each on charts.
e) the groups were asked to go to the tables and ahve their materials manager to arrange a set of three artifacts. The groups were explained to that all paper is made from trees. students were then given the task to sequenciate between the artifacts choosing between the sequence; first, second or last with an explanation for each chosen sequence answer. they were also give the question that followed 'why do they think that wood chips are in this artifact set?'
3) The teacher helps the students on expanding on their more developed abilities, sequencing events beyond what was done earlier in the lesson by; asking them questions that pertained to their real life such as; “where do we go to buy the paper we use?” This question threads directly from the topic and gives the students a better understanding of the paper making process as they see and use paper everyday in their everyday lives. This also motivates critical thinking and will give them a drive to maybe do further research on the topic.
4) The teacher wrapped up the lesson by; having the students briefly describing what went on in the lesson in a sequencial format.(step by step) then have the students give you the overall concept of what they learned about what happens when we put things in sequence. as an assignment; students were asked to draw three events in sequence that occurs while getting paper from home to students' desks at school and to label the events as "first, second, and last." Teachers are to use the Summative Evaluation Rubric to score the assignment.
aretha Witty (saturday class)
ReplyDelete1. The key questions ties into the phase of the lesson because the lesson focuses on items that are made from paper and the sequence of how it’s being made. The first question that was asked was to know if all the groups’ new items are made from paper. So it gives the children an idea about what they will learn about. It will also involve the children in the participation in the lesson. The teacher begins with what the children know which ids their previous knowledge.
2. The lesson development activities helps to explain how events are sequenced by the learner was when the teacher have the groups check their artifacts and rearrange the sequence as needed based on the information. They were told to write first, second, and last on the board, and the children were also asked what they to be looking for when putting things in order.
3. The teacher help students to expand their abilities with sequencing events beyond what they did earlier were to have the groups identify another event to add to the end of the chain.
4. The teacher wrap up by having children write or draw the first and last event and then the fourth and fifth event. Examine their work indicating on a checklist that students accurately identified the fourth and fifth events.
Denise Bucknor
ReplyDelete1. The key questions asked in the exploratory introduction ties into the phases of the lesson by allowing students to get an incite as to what the lesson will be about. It also allows students to think about the phases and processes as to how paper is made. It also allows students to participate in activities that is fun and interesting doing things that would not normally consider.
2. The lesson development activities used allows the students to sequence artifacts placing them as fist, second and last according to their paper making process. The activity in which the students also placed the pictures in sequence further enhance the cognitive learning process of identifying the tree-paper process.
3. The teacher help students expand on their more developed abilities by having them identifying and thinking beyond what they previously did.They were putting the processes into perspective by actually becoming aware of what actually takes place with paper after it is made and how it is used.
4. The teacher wraps up the lesson by reinforcing the concept having students drawing three events and sequencing what happens when the paper comes from home and reaches school. Students labeled the events as first, second and last.
Pamela said:
ReplyDelete1. The key questions connected well to the phases of the lesson. Students practiced the skills of observing, analyzing, brainstorming and investigating. Students wondered about where paper come from and reflected on how they use paper at home and at school. This captured their interests and made them eager to find out how papers are produced. One of the questions in step 5, guided students to look out for evidence to prove that paper comes from trees, therefore, prepared them for the next phases of the lesson.
2. The development activities that helped the learner to sequence events were:
i. step 1 where students read the sequence described in paper processing
ii. step 2 where students placed events under the headings "first", "second" and "last" which gave them a sense of ordering
iii. step 4 where students return to their books stopping at appropriate places to check if their pictures were placed correctly.
3. The teacher expanded on students' developed activities by asking critical thinking questions about processes that are left out and perhaps recycling.
4. The teacher 'wrapped up' the lesson by having students briefly describe the sequence of paper processing and to summarize main concepts. The teacher asked each student to draw and sequence three events to show how papers reach rom their homes to their desks.
Melanie Torres, saturday classes
ReplyDelete1.)The key questions asked in the explanatory introduction tie into phases of the lesson because it focuses on the students previous knowledge about the topic of paper. Questions were set in a way that lead from one idea to another. For example: the first set of questions ask about the topic of "paper". Then in the other phases of the lesson it went a little bit further into the process of making paper and then the sequencing of the paper process. The key questions asked allowed children to use their critical thinking skills and provided them the opportunity to analyze and interpret information that was given to them. In addition, they were able to observe, manipulate and sequenced in various activities and the key questions assisted them in completing the activities successfully.
2.) The lesson development activities that help to explain how events are sequenced by the learner are: 1st activity- when the teacher read for the students information about the paper making production process and its sequence. 2nd activity - when the teacher grouped the students and provided them with three artifacts and had them sequenced from 1st to third based on information from the book. third activity- when the teacher provided students with pictures displaying the steps in the papermaking process and referring to the book allowing students to place their picture into sequence based on information in the book.
3). The teacher, during the expansion phase helped students expand their more developed abilities of sequencing events beyond what was done in the lesson by asking key questions that would stimulate students thinking by having them suggest their own ideas based on their own experiences and adding those same ideas to the whole paper making process but at the same time ensuring that proper seqencing had taken place. It allowed students to think above and beyond what was first introduced to them.
4). The teacher wrap up the lesson by having the students orally describe activities in the lesson as it pertained to sequencing. The teacher used the oral questioning technique as a means of reviewing the lesson. In addition, she gave them an assignment whereby they were asked to draw three events in sequence based on how to get paper from home to school and they were responsible for labelling the events from first to last. This is an act of reinforcement of the topic being thought. The teacher would assess this assignment with the use of a summative evaluation rubric which would indicate if students grasp the concept that was taught.
1. The key questions asked in the exploratory introduction tie into the phases of the lesson by allowing students to have an idea about what the lesson is about. It also allow students use their critical thinking at all phases involving sequencing of events of paper making.
ReplyDelete2. The activities that help to explain how events are sequenced in the lesson development are when the teacher had the groups check their artifacts and rearrange the sequence stating which came first,second and so on. Another activity that help to explain how events are sequence is when they had to use pictures to show the steps in the paper making process.
3. The teacher help the students expand on their abilities by having the students adding another event to the end of the already existed chain; then they had to evaluate the new chain and see if they will need to rearrangeg any labels if yes, explain why.
4. The teacher wrap up the lesson by having the students add to the end of the chain and have them draw out the process have them review the added events and state the sequence of the process.
1. The key questions asked in the exploratory introduction tied into the phases of the lesson when the children had to evaluate different products and determine which were paper/nonpaper products.
ReplyDelete2. The activity helping the children arrange artifacts in order based on the information heard from the story read and arranging pictures of the papermaking process. Steps had to be in order.
3. They discussed and liost places they purchase paper. Draw pictures of the places they purchase paper and add it to the sequence of events changing labels to suit the addition of a final step.
4. Teacher holds discussion to describe the sequence of activities they completed in the lesson and tell the steps involved in sequencing the events.
i know iam very very late with this blob. please check mine. thanks. kimberly pineda. Saturday class.
thank you sir
1. the key questios in the introductory lesson tied into the phase of the lesson by allowing students to observe, predict and make inferences before using facts presented in the second lesson to learn about the process of tree making. it also allowed them to say what they know an what they wanted to learn. process
ReplyDelete2. the teacher allowed the students to conduct and activity that was based on equensing. the children were asked tp arrange teir artifacts in order of how they might appear.
another activity involved the use of pictues to show the paper making process.
3. buid on thduring the epansion phase of the lesson the techer expended on the more developed abiltiesof the children.
the teacher asked the children to think about where the paper goes once it has been made.after that the teacher continued to challenge the students by asking wht happens when the paper gets to the stores. the students were able to ze sequencing skills.
4. the teacher wraped up the lesson be reviewing wht was done and allowing the students to state the purpose of sequencing.
Sorry but I had difficulty to blog.
ReplyDeleteThe key questions asked in the exploratory introduction tie into the phase of the lesson
because it allow for students to use criticaly thinking, drawing inferencing and making prediction. It also sllows for children to think of ways they can use paper productively.
The events in the lesson development that tells how events were sequenced are:
first they call for students attention that the information are sequenced, then they asked for children to chech and arrange their artifacts in sequence after which children are asked to write first, second and last on the board. the techer then ask children to describe the picture sequenceand children are to creat a consenses to show the order of things.
During the expansion phase the teacher help the students expand and develop on their sequencing by asking children basic questions.
The teacher wrap up the lesson by reviewing, asking children to draw three events in sequence about how to get paper from home to school ;label events, first, Second last.
Deshawn said:
ReplyDelete1. The key questions asked in the explanatiory introduction ties into the phases of the lesson where by the teacher have the students read from a book "Wood to paper"; then followed by a squencing activity with the use of pictures.Doing this activity students will be able to retain the process of makking paper.
2. The development activities which helps to explain how events are sequence by the learner starts with the reading of a text and through the reading students get an insight of paper making; but to prove to the teacher that they retained information. Teacher gives students apicture activity to sequence the events to have them observed and retain the order in time during which the events occured.
3. The teacher help students expand by having them now add "store" to their list and other places where they think the paper ends up after the paper making process. At this point some students would have found it difficult to add and make changes; but with teacher's probing and guided question they would be able to decide and state if the events added to the end of the chain could be finalized as last events or if other events from the chain comes before what is the final events.
4. The teacher"wraps-up" the lesson by having students now explain and describe to her briefly the sequences of the activities in the lesson and what is done when things are put in order.