Toxic culture of education: Joshua Katz /Minilessons
Toxic culture of education: Joshua Katz
1. Volume: III
2. Subject: Physical Education
3. Level: Senior
4. Grade: 10th Grade
5. Component: Introduction to Physical Fitness
6. Objective (s): Define Physical Fitness (PE.B.1.4.1), Describe the relation between individual lifestyles and health related fitness (P.E.A.3.4.4.) List specific benefits of achieving and maintaining an optimal fitness level through participation in a regular program of physical activity, state the reasons why fitness is a greater national concern in today’s society than in previous years
7. Competency: The student can describe physical fitness as it relates to a healthy lifestyle (P.E.A.3.4.6), The student can give 5 reasons why it is a greater national concern today
8. Materials: padlet, presentation, break-out rooms
9. Activity:
Warm-up: Since our focus today is Physical Education, for the warm-up I want everyone to embody their favorite athlete whether it be a basketball player, a dancer, or anyone who has inspired you to be active and achieve your goals. For the warm up we are going to stretch and I am going to play a motivational song. (Eye of the Tiger) Then we will meditate for a minute to center ourselves and prepare for class.
Activity: First we will use the padlet to collaborate and each student will say a few words as to what fitness means to them. Then I will talk about the difference between individual lifestyle fitness and health-related fitness via the presentation and ask them a discussion question about their favorite activity from each category. Then I will have students go out into breakout rooms and do some research and gather their opinions on 3 focus questions. Then we will have a group discussion.
10. Assessment: For the assessment, I would like everyone to write on the discussion board 3 goals they have for themselves and they can be a combination of individual lifestyle and health-related goals, and how they plan to achieve them and hold themselves accountable.
Grade 3 Cinematic lesson plan:
Objective: Allow students to improve some creative thoughts and write down their expressions after watching the movies.
Competency: After watching small part of movies, students are able to improvise the writing their opinions about the part of the movie. Then, every student could share their opinions, it is an excellent way to help them understand more. Besides, students are divided in several groups and they could follow the instructions to make their personal small movie.
Activity: I will broadcast some educational movies to my students, and require comments after they watch the movie, not only they can improve writing skills and improve their creativity, but also it is great way to be a learner.
Assessment: each student should submit their comments as a small paragraph, they can read their comments in front of the class. It is a great way to ensure the engagement of students. After, when students divided in group, they are assigned the work to organize a small movie, it also could promote relationship.
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TAL 324 G
Ashley Reed
I. Title: Introduction to Spanish
Foreign Language (Spanish as a Second Language) Grade 1 & Grade 2
Ashley Reed
Volume II
II. Date
11/08/21
III. Objective
● The objective of this 20 minute mini lesson is to teach students a small set of basic phrases in Spanish, including how to say hello, ask someone’s name, and ask how
someone is doing. These will allow students to introduce themselves to the people around them, and to carry on simple conversations.
Demonstrates comprehension by reacting to situations dealing with selected content that reflects themes such as greetings, farewells, expressions of courtesy, personal data, etc. (Florida standard: Component I, Objective 1)
IV. Standards (At least one Florida standard)
The student will demonstrate the ability to initiate simple oral communication using basic
structures and vocabulary presented in familiar situations by starting a conversation with peers (Florida standard: Component I, Competency C)
V. Plan (Beginning, Middle and End) Warm Up (Anticipatory): 4 minutes
Students will participate in an activity that requires them to brainstorm places around the world where they know people speak Spanish. After hearing all ideas, the instructor will put a world map on the board and point out the locations that were mentioned, making sure to explain the significance.
b) Lecture: 6 minutes
Students will be introduced to the key phrases and words of the day. The instructor will say each phrase out loud and have the class repeat the pronunciation. After this has been reviewed, two short videos will be played to reinforce the learning.
Videos that will be played: Hola Hola, ¿Cómo estás?
c) Activity: 7 minutes
Students will be provided with a worksheet where they are asked to work with someone sitting near them. There are three questions and statements written in Spanish, and each person must
take turns to ask their partner the question and write down their partner’s response on their own paper.
d) Assessment: 3 minutes
The instructor will ask for volunteers to share what their partner said for each of the three questions. If no students volunteer, the instructor may ask some of the students randomly to share what was discussed. The instructor then wraps up the lesson with restating the significance of learning simple phrases and introductions in Spanish.
VI. Assessment
By sharing their answers for the class at the end of the lesson, students will demonstrate their retention of the terms and their active participation in conversation.
VII. Homework
No formal homework will be assigned, however, students will be encouraged to go home and teach their parents or guardians about what was learned in class to continue with their application of Spanish,
VIII. Cross-Curriculum Standards
Students can use Music to create simple lyrics to songs using the Spanish vocabulary they learned, providing a catchy way to remember each term.
Music Standard: Make up and/or write original lyrics for existing songs.
IX. Differentiation
Students with disabilities will be provided with notecards with each term written on them. Additionally, one on one instruction will be provided to assist in the active learning process for these students.
X. Technology
Students will have the ability to watch two interactive videos that incorporate the new terms as well as songs to make retention easier.
XI. Written Component
Students will be given the opportunity to write down what they hear their peers say during the activity portion of the lesson. This allows them to practice writing in Spanish in addition to speaking it.
XII. Career Skills
Knowing a second language in addition to English is essential in a diverse world. Having basic conversational Spanish skills can give those who speak English or another language as their first language a leg up in résumé building and in communicating with colleagues in future jobs.
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