Lesson Planning Chatboard

Mar 9, 2015

Wait for It… (to Nurture Stduent’s Curiosity) by Abigail Flesch Connors in the March issue of Teachers.Net Gazette

If your teaching style were a movie genre what would it be? Try this one...

Writing/discussion prompts, newsletter fillers for this week

Happy New Year! This week's writing prompts by Jim Wayne are ready for you. They're great discussion starters and fillers for your classroom and school newsletters, too.

Here's a sample: In 45 B.C., the Romans began celebrating New Years on January first. Before that, they celebrated New Years on March 21, which their mythology said was th...See More

Jan 4, 2015

Student-Centered Learning – Where Do You Fit In?

In the article, Tina Bacolas writes:

One of the best viral YouTube sensations I’ve caught in the past few years, “The Difference Between Cats and Dogs” features a Golden Retriever and its puppy. While this video has nothing to with education, it has everything to do the student-centered learning I saw taking place in a high school sc...See More

Dec 4, 2014

Upload a lesson?

by Doug Lewis

Sep 5, 2014

How do you upload a lesson to this site? I filled out all the required info, but could not figure out how to actually upload the lesson. In addition, I would like to add attachments to my lesson. Is that possible?

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Bob R/CA On 9/05/14, Doug Lewis wrote: > How do you upload a lesson to this site? I filled out all > the required info, but could not figure out how to actually > upload the lesson. In addition, I would like to add > attachments to my lesson. Is that possible?

Hi Doug - thanks for the question, and the heads up. The HTML submit button w...See More

Sep 5, 2014

The Eyes and Ears of Writing. Warm-ups & mini-lessons

Sep 2, 2014

Her students came to her hating writing, but these warm-ups and mini-lessons have turned teacher Julie Bey's students on to the process of writing. Take a look, and be sure to share the link with colleagues!

Differentiated Instruction Not Dependent on Ability Grouping

Aug 30, 2014

Cheryl Sigmon wrote: There is no evidence that ability grouping is necessary for Differentiating Instruction. Here’s how teaching all children to read, write and grow in literacy can be accomplished.

Danger! Assuming Students Understand Our Words Fails Them

Aug 12, 2014

Assuming That Students Understand Our Words Fails Them

"I thought I understood. I really did! I thought they understood what I was saying."

gazette.teachers.net/gazette/wordpress/susan-fitzell/assuming-students-understand/

The U.S. Census Bureau needs your feedback on classro

by Melissa

Jun 2, 2014

The U.S. Census Bureau invites you to join the vanguard of a new effort to boost students' data literacy-a crucial capability for success in every academic field and lifelong careers. We'd like you to test materials that aim to strengthen your lesson plans and improve your students' achievement.

Teachers know best what works for their stud...See MoreThe U.S. Census Bureau invites you to join the vanguard of a new effort to boost students' data literacy-a crucial capability for success in every academic field and lifelong careers. We'd like you to test materials that aim to strengthen your lesson plans and improve your students' achievement.

Teachers know best what works for their students. That's why we need your feedback to launch Statistics in Schools (SIS), an innovative program to improve students' data literacy and familiarize them with valuable Census resources.

This summer, SIS will provide exceptional K-12 math and social studies teachers like you with activities and materials to use in their classrooms in the fall. We're offering videos, interactive maps, games, supplemental activities, and discussion prompts based on real-life data and examples.

Through this SIS Early Adopter program, you will be among the first teachers to try SIS materials in your classroom, and your feedback will help shape the program before it is rolled out in schools nationwide.

Why should you participate? As an early adopter you will: - Have exclusive access to new materials aligned with Common Core State Standards. - Receive an informational toolkit and biweekly emails with updates on the program and tips on how to incorporate SIS resources into your classroom. - Stand at the forefront of a movement to improve data literacy among students and influence a program for teachers and students nationwide. - Be a voice for your fellow teachers on the types of resources you need to empower your students to succeed.

To be eligible to serve as an early adopter, we ask that you: - Teach math or social studies (including related electives) to K-12 students. - Plan to teach from the beginning of the 2014-2015 school year until at least Nov. 30, 2014. - Be able to incorporate SIS materials into your classroom as much as possible from August through November. - Participate in an early adopter kickoff webinar in August. - Provide us with feedback about your experience using the SIS materials and website.

We're still adding the finishing touches to the SIS website, and we will share it with you as soon as it's complete.

To confirm your participation as an early adopter or to learn more, contact Melissa Schaffer at [email removed]:

Full name School name and full mailing address Type of school (e.g., public, private, charter, tribal, parochial, IB, Title I, alternative, home school) Grade(s) and specific subject(s) you teach Email address and phone number to reach you this summer and during the school year

If you know other teachers who might be interested in becoming early adopters, please forward this information to them.

Welcome to the Lesson Planning Chatboard!

by Bob Reap (Teachers.Net)

Jun 29, 2011

Welcome to the Lesson Planning Chatboard. This chatboard is for teachers to discuss discuss lesson planning - developing lesson plans, national standards, sharing and refining lesson plans and lesson ideas and curriculum.

Bookmark this resource and contribute often!

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parents talk On 6/29/11, judy5ca wrote: > Thanks, Judy! Now what exactly do you put in your plans to make it so detailed? Lesson plan books have such small boxes to get all your information in.

First, great idea for a board, Bob! When I saw it, I thought: another > board for me! I love planning, really love it; in fact, planning is > second o...See More

Jun 29, 2011

judy5ca LOL, you're right, the boxes are small! I write the lesson topic and essentials in my plan book, but I also write longer plans for many lessons. I keep these in binder sleeves in a binder for the appropriate unit (eg, I have built units for all of my writing units and science units. I need more info to teach well than one small box). Judy

...See MoreLOL, you're right, the boxes are small! I write the lesson topic and essentials in my plan book, but I also write longer plans for many lessons. I keep these in binder sleeves in a binder for the appropriate unit (eg, I have built units for all of my writing units and science units. I need more info to teach well than one small box). Judy

On 6/29/11, parents talk wrote: > On 6/29/11, judy5ca wrote: >> Thanks, Judy! Now what exactly do you put in your plans to make it so > detailed? Lesson plan books have such small boxes to get all your > information in. > > > First, great idea for a board, Bob! When I saw it, I thought: another >> board for me! I love planning, really love it; in fact, planning is >> second only to teaching for me. >> >> I loved the thoughtful comments on this thread. But then, >> unfortunately, it seems someone appears from the main board with "THE >> ANSWER." I so resent posts like this: "Setting high expectations even >> when you are not there will elicit responsibility and respect." IMO, no >> one should be allowed to make remarks like this to others. Good >> teaching is much too dependent on variables to come to a blanket >> conclusion like this. I strongly believe it is our mandate to support >> and help each other, not make people who are reflecting on weaknesses >> feel that they're not doing enough. Boy, this really ticks me off. >> >> For those of us who always struggle with some aspect of our teaching, >> hooray! We are learning. >> >> Now, back to the question, I, too, write entirely different plans for a >> sub than I do for myself. For myself I'm concerned about following all >> the steps I've built in the lesson and having the materials I need. For >> a sub, I must consider that they won't be able to do everything I do. >> That's a fact. So I write quite different plans, very detailed and >> often review, with lots to do. >> >> Our admin all all sub 3 days a year. The superintendent asked to sub in >> my room. You'd better believe those were some of the most detailed >> plans I've ever written, LOL. And I know from talking to her that I >> could have been even more clear in a few places. >> >> I love the topic of plans and I respect subs for the difficult job they >> do. I think we need to speak respectfully to each other. >> >> Judy

Jul 1, 2011

Language Arts/Communication Arts

by Patti O'Connell

Jun 29, 2011

I'm wondering how middle school teachers give a grade (report card) for reading, spelling, vocabulary, writing, and English grammar. Do you have just one grade for Language Arts? Or do you give a separate grade for reading, spelling, etc.?

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MaryB/MS ESL Our MS handles it the same way as Teri's. As the ESL teacher (I'm stationed in the sixth gr pod and follow their curriculum), I have level 2&3 English and also reading (separate classes), Level 4 English and reading (separate), and level 5 English. (the L5 have mainsteam reading). By the way, my classes have 6th, 7th, and 8th gr students in the...See More

Jun 29, 2011

Melissa One for reading and one for English On 6/29/11, Patti O'Connell wrote: > I'm wondering how middle school teachers give a grade > (report card) for reading, spelling, vocabulary, writing, > and English grammar. Do you have just one grade for > Language Arts? Or do you give a separate grade for reading, > spelling, etc.?

Jun 29, 2011