Writing a Lesson Plan Closure and Context

A lesson plan is a guide for teachers to present objectives that students will accomplish throughout the day. This keeps the classroom organized and ensures that all material is covered adequately. That includes concluding a lesson plan, a step that many teachers may overlook, especially if they are in a rush. However, developing a strong closure, which is the fifth step in writing a strong and effective eight-step lesson plan for elementary school students, is the key to classroom success. The objective, anticipatory set, direct instruction,  and guided practice, are the first four steps, leaving the closure section as a method that provides a fitting conclusion and context for student learning that has taken place. The Role of Closure Closure is the step where you wrap up a lesson plan and help students organize the information in a meaningful context in their minds. This helps students better understand what they have learned and provides a way in which they can apply it to the world around them. A strong closure can help students better retain information beyond the immediate learning environment. A brief summary or overview is often appropriate; it doesnt have to be an extensive review. A helpful activity when closing a lesson is to engage students in a quick discussion about what they learned and what it means to them. Writing an Effective Closure Step It is not enough to simply say, Are there any questions? in the closure section. Similar to the conclusion in a five-paragraph essay, look for a way to add some insight and/or context to the lesson. It should be a meaningful end to the lesson. Examples of real-world usage can be a great way to illustrate a point, and one example from you can inspire dozens from the class.   Look for areas of confusion that students might experience, and find ways in which you can quickly clarify them. Reinforce the most important points so that the learning is solidified for future lessons. The closure step is also a chance to do an assessment. You can determine whether students need additional practice or whether you need to go over the lesson again. It allows you to know that the time is right to move on to the next lesson. You can use a closure activity to see what conclusions the students drew from the lesson to ensure they are making the appropriate connections to the materials. They could describe how they can use what they learned in the lesson in another setting. For example, ask students to demonstrate how they would use the information in solving a problem. Ensure that you have a selection of problems ready to use as prompts.   Closure can also preview what the students will learn in the next lesson, providing a smooth transition. This helps students make connections between what they learn from day to day.   Examples of Closure Closure can take a number of forms. For example, for a lesson about plants and animals, tell students to discuss new things that they have learned about plants and animals. This should produce a lively conversation where students can meet in small groups or as an entire class, depending on what is best for your particular group.   Alternatively, ask students to summarize the characteristics of plants and animals and explain how they compare and contrast. Have students write examples on the board or in their notebooks.  Other possible closure activities include: Asking students what information from the lesson they think they will find important three years from now and why. This would work better with upper-primary-grade students.Using exit tickets. Have students write what they learned, as well as any questions they might still have, on a slip of paper with their name. As they leave the class, they can place their responses in bins labeled as to whether they understood the lesson, need more practice or information, or need more help. You can label these bins: Stop, Go, or Proceed with Caution.Asking students to summarize the lesson as they would explain it to a classmate who was absent. Give them a couple of minutes and then either have them turn in the summaries for you to read or have a few present their writings to the class. You can also have students write several yes/no questions of key points from the lesson, then pose the questions to the class for a quick thumbs up or thumbs down for each one. These yes-no questions will show how well the class understood those points. If there is confusion, you will know which points of the lesson you need to clarify or reinforce.

Argument Essay Random Drug Testing - 859 Words

ARGUMENT ESSAY RANDOM DRUG TESTING Drug abuse has always been a very delicate question as it always it deals with the health, well-being and even lives of human beings belonging to any country. Many people have argued that mandatory drug testing is a violation of their civil rights guaranteed by the Constitution. The Fourth Amendment grants you the right against unreasonable searches and seizures, otherwise known as a persons right to privacy. However, employers have the right to know whether or not the people working under them are stable to do their jobs. Indeed, for safety of all the humans randomly drug testing is the best way to maintain the quality of the employees. Legalizing drug testing has provoked quite an upheaval.†¦show more content†¦Countless people could be using drugs and alcohol on a regular basis that no one would even know about. Not more than one month goes by before you hear about some teenager dying in a car accident because of alcohol and his parents being shocked, or about neighbors that were stunned by a murder that happened in their neighborhood by a man who seemed to be just like everyone else. The truth is nobody can really know what someone is doing behind closed doors, and it could end up hurting someone else. Drug misuse is associated with domestic violence, increased involvement with crime and police and decline in work quality. Obviously these characteristics would not even make a close to feasible argument as to why a person like that would be a candidate for any job(Terry). Because no person in their right state of mind would describe themselves in that manner during an interview, a simple drug test would show that information without anyone being hurt. It may vary depends on the situation because of that being prejudice about this topic may be conclude with the fire of your innocent and hard worker employee. Drug abuse is getting increase day by day and it brings many concerns for parents ,employers and school directors. Because of all the responsibility of the safety is on the leaders shoulders, we should accept all the things that they have been doing for the maintenance ofShow MoreRelatedBenefits of Drug Testing for Welfare Recipients Essay1330 Words   |  6 PagesIntroduction Random drug screening involves the experimental analysis that utilizes specimens such as saliva, hair, blood or urine in order to determine the presence of certain drugs or their metabolites. These tests are usually done to ascertain the presence or absence of prohibited drugs or steroids. 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This essay will describe and analyze what marijuana is, how it affects the body, what happens to the body when an overdose happens, the dangers of using just a small amount of this drug, and whereRead MoreErving Goffman Stigma6568 Words   |  27 Pagescognition-enhancing drugs in significant numbers—but is their enhancement a form of cheating? The answer should hinge on whether the activity subject to enhancement is zero-sum or non-zero-sum, and whether one is more concerned with excellence in process or excellence in outcome. Cognitive enhancement should be especially tolerated when the activities at stake are non-zero-sum and when the importance of process is outweighed by the importance of outcome. 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Jr., University of Nevada Las Vegas Far too many authors of contemporary texts in informal logic – keeping an eye on the sorts of arguments found in books on formal logic – forget, or underplay, how much of our daily reasoning is concerned not with arguments leading to truth-valued Read MoreRisk Pooling in Health Care Finance18578 Words   |  75 Pagesfrom the healthy to the sick, and from the productive to the unproductive stage of the life cycle. The arguments in favour of risk pooling in health care reflect equity and efficiency considerations. The equity arguments reflect the view society does not feel that it is fair that individuals should assume all the risk associated with their health care expenditure needs. The efficiency arguments arise because pooling can lead to major improvements in population health, can increase productivityRead MorePopulation Problem in Bangladesh14871 Words   |  60 PagesThe Bangladeshi English Essay Book An Analysis by Robin Upton, January 22nd 2006 Public Domain under (cc) http://creativecommons.org/licenses/by-nc-sa/2.0 Jan 2006 - Robin Upton - http:// www.RobinUpton.com/research Contents Purpose........................................................................................................... 1 Introduction to Essay Books .......................................................................... 1 Impact of Essay Books .................Read MoreConformity and Obedience Essay3326 Words   |  14 PagesObedience Task: outline and evaluate findings from conformity and obedience research and consider explanations for conformity (and non-conformity), as well as evaluating Milgram’s studies of obedience (including ethical issues). The following essay will be about understanding what is meant by and distinguishing the differences between the terms conformity and obedience. It will show the evaluation of two key psychological studies which seek to explain why people do and do not conform, also with

Brief History of the English Language Free Essays

Brief History of the English Language OLD ENGLISH 5th Century —three Germanic tribes —-the Angles, Saxons, and Jutes arrived in the British Isles. The Angles were named from ENGLE, their land of origin. Their language was called ENGLISC from which the word, English is derived. We will write a custom essay sample on Brief History of the English Language or any similar topic only for you Order Now The Angles, Saxons, and Jutes became known as the Anglo-Saxons. The Angles, Saxons, and Jutes became known as the Anglo-Saxons. Some words such as church, bishop, baptism, monk, eucharis, and presbyter came indirectly through Latin and Greek. The VIKINGS, also known as Norsemen, invaded England by the 8th century , which in turn, gave English a Norwegian and Danish influence. MIDDLE ENGLISH When William the Conqueror, the Duke of Normandy, invaded England, he became its king. French became the language of the court, administration, and culture. It was the language used in schools. The English language became mostly the language of the uneducated classes and was considered a vulgar tongue. Similar article: Failure in English Language Most of the English words rooted in French are words that have something to do with power, such as crown, castle, parliament, army, mansion, gown, banquet, art, poet, romance, duke, servant, peasant, traitor, and governor. MODERN ENGLISH Modern English developed after Johann Gutenberg invented the printing press in Germany around 1450 and William Caxton established England’s first printing press at Westminster abbey in 1476. Printing also brought standardization of English. Between the 18th to 20th centuries, the English language continued to change as the British Empire moved across the world—- to the USA, Australia, New Zealand, India, Asia, and Africa. American and British variants are the INTERNATIONALLY accepted variants of the English language. Differences of AE and BE Spelling center—– centre program— programme color—— colour How to cite Brief History of the English Language, Essay examples

Jacques louis david Essay Example For Students

Jacques louis david Essay David was the virtual art dictator of France for a generation. Extending beyond painting, his influence determined the course of fashion, furniture design, and interior decoration and was reflected in the development of moral philosophy. His art was a sudden and decisive break with tradition, and from this break â€Å"modern art† is dated. David studied with Vien, and after winning the Prix de Rome (which had been refused him four times, causing him to attempt suicide by starvation) he accompanied Vien to Italy in 1775. His pursuit of the antique, nurtured by his time in Rome, directed the classical revival in French art. He borrowed classical forms and motifs, predominantly from sculpture, to illustrate a sense of virtue he mistakenly attributed to the ancient Romans. Consumed by a desire for perfection and by a passion for the political ideals of the French Revolution, David imposed a fierce discipline on the expression of sentiment in his work. This inhibition resulted in a distinct coldness and rationalism of approach. Davids reputation was made by the Salon of 1784. In that year he produced his first masterwork, The Oath of the Horatii (Louvre). This work and his celebrated Death of Socrates (1787; Metropolitan Mus.) as well as Lictors Bringing to Brutus the Bodies of His Sons (1789; Louvre) were themes appropriate to the political climate of the time. They secured for David vast popularity and success. David was admitted to the Acadmie royale in 1780 and worked as court painter to the king. As a powerful republican David, upon being elected to the revolutionary Convention, voted for the kings death and for the dissolution of the Acadmie royale both in France and in Rome. In his paintings of the Revolutions martyrs, especially in his Marat (1793; Brussels), his iron control is softened and the tragic portraits are moving and dignified. The artist was imprisoned for a time at the end of the Reign of Terror. David emerged to become First Painter to th e emperor and foremost recorder of Napoleonic events (e.g., Napoleon Crossing the Saint Bernard Pass, 1800; Coronation of Napoleon and Josephine, 1805–07; and The Distribution of the Eagles, 1810) and a sensitive portraitist (Mme Rcamier, 1800; Louvre). In this period David reached the height of his influence, but his painting, more than ever the embodiment of neoclassical theory, was again static and deadened in feeling. The Battle of the Romans and Sabines (1799; Louvre) vivified the battle by the use of physically frozen figures. During the Restoration David spent his last years in Brussels. As a portraitist he was at his most distinguished, although he belittled this painting genre. Using living, rather than sculptured models, he allowed his spontaneous sentiment to be revealed. In these last years his portraits, such as Antoine Mongez and His Wife Angelica (1812; Lille) and Bernard (1820; Louvre) are enormously vital and in them the seeds of the new romanticism are clear ly discernible. Jacques-Louis David was born into a prosperous middle-class family in Paris on August 30, 1748. In 1757 his mother left him to be raised by his uncles after his father was killed. He was never a good student in school- in his own words, I was always hiding behind the instructors chair, drawing for the duration of the class. When David was 16 he began studying art at the Acadmie Royale under the rococo painter J. M. Vien. After many unsuccessful attempts, he finally won the Prix de Rome in 1774, and on the ensuing trip to Italy he was strongly influenced by classical art and by the classically inspired work of the 17th-century painter Nicolas Poussin. David quickly evolved his own individual neoclassical style, drawing subject matter from ancient sources and basing form and gesture on Roman sculpture. His famous Oath of the Horatii was consciously intended as a proclamation of the new neoclassical style in which dramatic lighting, ideal forms, and gestural clarity are emphasized. Presenting a lofty moralistic (and by implication patriotic) theme, the work became the principal model for noble and heroic historical painting of the next two decades. It also launched his popularity and awarded him the right to take on his own students. After 1789, David adopted a realistic rather than neoclassical painting style in order to record scenes of the French Revolution (1789-1799). David was very active in the Revolution, being elected a deputy to the National Convention on September 17, 1792. He took his place with the extremists known as the Montagnards- along with Marat, Danton, and Robespierre. Polish Immigrants to the US EssayThe guillotine devoured many revolutionary leaders, and, indeed, David had declared he wanted to die with Robespierre, the principal architect of the Terror. But he survived, instead, and soon began fawning upon the young Napoleon. David was a turncoat and a sycophant, but a great painter. He was born into a world in which painting was for the privileged few, Wilson writes. His images showed the power of art to electrify even the commonest citizen.Bibliography:D. L. Dowd, Pageant-Master of the Republic (1948); J. Lindsay, Death of theHero (1960); Warren Roberts, Jacques Louis David, Revolutionary Artist (1989). Dorthy Johnson. Jacques-Louis David: The Art of Metamorphosis; Princeton University Press, November (1993)Friedlander, W. F, From David to Delacroix, Harvard University Press, Cambridge, (1952)Rosenblum R., Transformations in Late Eighteenth Century Art, Princeton University Press (1967)L. Eitner, Neoclassicism and Romanticism, 1750-1850 Sources and Documents, Vol 1 Prentice-Hall, Englewood Cliffs, 1970