3. Brings learners together. Write 2 questions that you must answer in the form of a note. To accelerate the learning curve, here are eight questions to “think out loud” when preparing for the course. The answers will help you create high-quality targeted plans. Your daily lesson plans should detail the specific activities and content you will be teaching in a given week. These usually include: At the beginning of the year, you`ll probably refer to frequently asked questions, but after several months of planning, you`ll be a genius. The process becomes automatic! OBJECTIVE: At the end of the lesson, the learner should be able to: Shop by class, topic or format to make sure your students have the resources they need 3. Use names formed from suffixes in sentences. As with any planning, the format of lesson plans varies from school to school. Many school districts offer lesson plan books, while others allow teachers to develop their own format.

Whatever the format, here are the key elements of a successful lesson planning: 4. Adds a word and uses the phrasal verb formed in its own sentence. (c) Correct use of pronouns in different forms of case 3. Encourages students to use different forms of pronouns in their own sentences. T/L RESOURCES: Flashcards with different forms of pronoun cases (a) Correctly form nouns with common suffixes forming nouns. (c) Tell them that they will learn how to form names. (b) Identification of the transition words used when adding information. Prepare for the avalanche of lesson planning with these targeted tips. 3. Invites students to form names with the suffixes displayed in their own sentences.

3. Brings learners together. Tell them to formulate three questions, the answers to which will probably be found in the passage. Even though you`ve had a lot of hands-on writing classes during your teacher training, it`s hard to be prepared for the avalanche of lesson planning you need to do after you start your first year of teaching. 2. Invite students to share the passage in their own words. 4. Ask learners to take turns reading the passage and checking that the answers to their questions can be found in the passage. 2. Explains the meanings of alliteration and assonance and their difference. .

4. Invites individuals to distinguish fact from opinion in the given passage. T/L RESOURCES: Flashcards with quantifiers little, a few, a little and a little, the graph shows the quantifiers a few, a few, a few and a little. . These guides for first-grade teachers provide important tips for managing the classroom, students, curriculum, communicating with parents, and, of course, time. (a) Describe the situations in which instructions may be given. . T/L RESOURCES:Posters, blackboard demonstration of sitting postures. . 2. Tell them that they would learn to critically read the identification evidence. .

SUB-TOPIC: About the author, title, setting and synopsis:. . 4. Have learners read some of the memories aloud. . (b) give clear and effective oral and written instructions. . c) Tell them that they are about to learn how to use substitution to eliminate repetition. b) Show recognition that stress contributes to its importance. . SCHOOL: ______ Ask them to write a reminder of the specified topic… 3.

Ask learners to read it using the techniques explained and identify the main points as well as the support material. b) Use up and down intonation in sentences appropriately. . b) Correctly use nouns with suffixes in sentences. . T/L RESOURCES: Novel to read, sample context and essay questions (b) Identifying the characteristics of etiological narratives T/L RESOURCES: Flashcards with gender-sensitive words and terms. . 3.

Ask students to use the gender-sensitive terms they have learned in their own sentences. Buy the best-selling, new, classic and award-winning books and toys for children of all ages (b) Let students know they will read chapters one and two… 3. Brings learners together. Give them another poem and tell them to identify the characteristics of the rhythm in the poem… RESOURCES T/L: Flashcards with demonstratives, graphic with demonstrative SUB-TOPIC: Using hyphen, parentheses and writing diaries (c) Tell students the passage they are about to read and ask them to open their course books. . 2. Write the transition words in their workbooks. . 2. Systematically analyzes the poem and identifies the characteristics of the poem for learners.

. T/L RESOURCES: Sheets with transitive and intransitive verbs, diagram with transitive and intransitive verbs. 2. Ask learners to explain what infinitive is. 2. Explains the characteristics and functions of a dilemma story. . 4. Gathers learners and shows them the flashcards. b) Ask learners to explain the importance of gender-sensitive language. (b) Follow the steps outlined in written condolence messages. .

2. Publishes a document with poems to analyze for tone and posture. . 3. Discuss and write sentences with transition words. 2. Explains how to give and receive instructions effectively. . 4. Ask individuals to read another passage and identify critical evidence.

2. Ask students to explain the author, title, attitude, and summary…. 3. Brings learners together. Ask them to use the transition words given in their own sentences. . 4. Ask individuals to write notes using the dots designed in step 3 above…

3. Discuss the poem and write down the keywords. SUB-THEME: Restoring integrity in the public sector. . b) Identify alliteration and assonance in a particular poem. . 2. Identifies the keywords in the poem and explains their meaning. b) Ask learners to identify the name and suffix. .

T/L RESOURCES:Diagram with transition words, table. . . a) Specify the steps to follow to write an imaginative composition. . b) Use transitive and intransitive verbs in their own sentences. . 3. Brings learners together. Gives learners a narrative etiological example.

Asks learners to identify the characteristics of an etiological narrative in it. (b) Indicates to learners that they will learn alliteration and assonance. . (b) Demonstrate proficiency in the use of the colon and semicolon. . . . 2.

Explains more about the different cases of pronouns. . SUBTOPIC:Transition words that show the consequences, cause and effect… b) Told them that they would learn to develop good learning techniques. . (a) Explain the meaning of phrasal verbs and idiomatic expressions. . 2.

Explains how to identify stressed syllables in words and how to switch to words that have more than one meaning. a) Correctly emphasize the appropriate syllables in words. . 3. Tell them that they will learn phrasal verbs. . SUBTOPIC:Quantifiers: a few, a few, a few and a little.. 4. Summarizes the points to consider when preparing for private study.

. This article was adapted from The New Teacher`s Complete Sourcebook: Grades K–4 by Bonnie P. Murray (© 2002, Scholastic). SUB-THEME: Plot Analysis: Chapters Eleven and Twelve. . 2. Ask students to explain the attitude and character traits of the chapter. 2.

Explains situations in which rising and falling intonation is used in sentences. . b) Explains the functions of the hyphen and parentheses. . 4. Specifies the meaning of words and uses them in their own sentences. RESOURCES T/L: Example thank you and congratulations. . 3.

Brings learners together. Ask learners a question. Ask learners to discuss the issue and write good instructions based on the question. 3. Brings learners together. Write sentences on the board. Ask learners to identify the appropriate intonation. . 2. Ask learners to explain the importance of quantifiers little, little, little, and a little.

. 4. Identify new words and ask students to indicate their meaning and use in each of their own words… c) Tell them that they are about to learn the transition words. SKILL/SUBJECT: GRAMMAR/Phrasal verbs and idiomatic expressions (a) Specify the steps for writing thank you and congratulation messages. . 2. Refer to the passage The Bitter Forbidden Fruit to neglect. .

3. Ask them to discuss the topics and style of the chapter in groups. . (a) Use the quantifiers a few, a few, a few and a little wrong in their own sentences. . SUBHEADING: Using colons, semicolons, and writing callbacks. . T/L RESOURCES: Image on the student`s book/dictionaries (b) Replace words for others to eliminate clumsiness and repetition…

2. Ask students to list the items of the reminder. T/ L RESOURCES: Flashcards with phrasal verbs and idiomatic expressions, diagram with phrasal verbs and idiomatic expressions (a) Explain the meaning of transitive and intransitive verbs. . b) Use phrasal verbs and idiomatic expressions in their own sentences. . 2. Explains the setting, properties, themes, and style in the chapter. 2. Brings learners together. Ask them to replace repeated words with simple words. b) Identify contrasting transition words.

. 2. Ask learners to explain the difference between transitive and intransitive verbs. SKILL/THEME: INTENSE READING/flowering of the savannah. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. . . . .

. . . . . . 3. Brings learners together. Tell them to underline the stressed syllables in the given words. .

(c) Tell them that they are about to learn how to write thank you and congratulation messages. . DEXTERITY/SUBJECT: LISTENING AND SPEAKING/Oral literature. .