will apply this Student made data. Data chart is knowledge and random 2 organized and develop guesses. generalizations supports generalization Student are correct. generalization. concerning the topic provided no Student made Student of tribes. illustrations. few spelling provided 0-1 and grammar illustration for generalizations mistakes. each of the are correct. three Student made generalizations. many spelling Student used and grammar correct spelling mistakes. and grammar. 4. PURPOSE (5 points) Have a clear definition in your own mind of the reason (the WHY) for teaching this lesson. Where does this fit into the overall curriculum? script, in words you will use with the children, why it is important for each student to learn this lesson. How does this affect a student’s lifelong learning? Why will the student benefit from this learning? and the reason we are learning some of the generalizations about tribes is because it “Boys is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ 5. ANTICIPATORY SET/Motivation for Learning (5 points) You begin by doing something to get the students’ interest hooked into what you are about to teach. Ask leading questions. Describe related activities or experiences they have had before. Remind them of previous learning. Use artifacts, hands-on math or science activities, photographs, costumes, hats, sounds, music, videos, books, etc. and the reason we are learning some of the generalizations about tribes is because “Boys it is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ LESSON BODY (25 points) Justify for your choice of strategies. Students will apply their background knowledge on the topics about Native American Tribes. In addition, students will use prior knowledge or their own experiences to consider present day examples of tribes/Native American tribes which influence one another. Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying their own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding specific examples that support its truth. The learners
will apply this knowledge and develop generalization concerning the topic of tribes. Student made random guesses. Student provided no illustrations. 0-1 generalizations are correct. Student made many spelling and grammar mistakes. data. 2 generalizations are correct. Student made few spelling and grammar mistakes. Data chart is organized and supports generalization. Student provided illustration for each of the three generalizations. Student used correct spelling and grammar. 4. PURPOSE (5 points) Have a clear definition in your own mind of the reason (the WHY) for teaching this lesson. Where does this fit into the overall curriculum? script, in words you will use with the children, why it is important for each student to learn this lesson. How does this affect a student’s lifelong learning? Why will the student benefit from this learning? “Boys and the reason we are learning some of the generalizations about tribes is because it is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ 5. ANTICIPATORY SET/Motivation for Learning (5 points) You begin by doing something to get the students’ interest hooked into what you are about to teach. Ask leading questions. Describe related activities or experiences they have had before. Remind them of previous learning. Use artifacts, hands-on math or science activities, photographs, costumes, hats, sounds, music, videos, books, etc. “Boys and the reason we are learning some of the generalizations about tribes is because it is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ LESSON BODY (25 points) Justify for your choice of strategies. Students will apply their background knowledge on the topics about Native American Tribes. In addition, students will use prior knowledge or their own experiences to consider present day examples of tribes/Native American tribes which influence one another. Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying their own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding specific examples that support its truth. The learners
edu_512_e-unit_format__spring_2017__repaired_.docx