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Daily Planning for Today's Classroom : A Guide to Writing Lesson and Activity Plans

by
Edition:
2nd
ISBN13:

9780534539146

ISBN10:
0534539149
Format:
Paperback
Pub. Date:
7/24/2002
Publisher(s):
Wadsworth Publishing

Questions About This Book?

What version or edition is this?
This is the 2nd edition with a publication date of 7/24/2002.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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Summary

1. Introduction. 2. Lessons and Activities: Which is Which. 3. Writing Objectives. 4. Lesson Plans. 5. Activity Plans. 6. Critical Teaching Skills. 7. Diversity Strategies. 8. Direct Instruction. 9. Informal Presentation. 10. Structured Discovery. 11. Concepts, Social Skills and Strategies. 12. Using Peers in Instruction.

Table of Contents

Preface v
Introduction
1(4)
Purpose of Book
1(1)
The Diverse Student Population
1(1)
Deciding What to Teach
2(1)
Deciding How to Teach
3(1)
The Content and Organization of This Book
3(1)
References
4(1)
Lessons Versus Activities
5(6)
Introduction
5(1)
Primary Differences between Lessons and Activities
5(1)
Lessons
6(1)
Activities
7(2)
Selecting the Appropriate Plan
9(2)
Writing Objectives
11(9)
Introduction
11(1)
Definition and Purpose
11(1)
State Standards: A Source of Objectives
11(1)
From General to Specific: State Standards to Objectives
12(1)
Components of Objectives
13(5)
Summary
18(1)
Practicing Writing Objectives: Study Suggestions
19(1)
References
19(1)
Lessons Plans
20(8)
Introduction
20(1)
Generic Components of a Lesson Plan
21(3)
Editing Tasks: Evaluating the Written Plan
24(1)
Steps in Writing a Lesson Plan
25(1)
Writing a Useful Plan
26(1)
Summary
26(1)
References
26(2)
Activity Plans
28(11)
Introduction
28(1)
Generic Components of an Activity Plan
29(3)
Editing Tasks
32(1)
Writing a Useful Plan
33(1)
Summary
33(6)
Tic-Tac-Toe Spelling
35(2)
Treasure Hunt
37(2)
Critical Teaching Skills
39(20)
Introduction
39(1)
Planning the Content to Be Taught
39(4)
Focusing Attention
43(9)
Monitoring Student Progress
52(2)
Managing Behavior
54(3)
Summary
57(1)
References and Suggested Readings
57(2)
Diversity Strategies
59(23)
Introduction
59(1)
Planning for Diversity
59(3)
In This Chapter
62(2)
Diversity Strategies by Planning Component
64(6)
Diversity Strategies by Problem or Difficulty
70(5)
Planning for Cultural Diversity
75(3)
Planning for English-Language Learners
78(2)
Summary
80(1)
References and Suggested Readings
80(1)
Cultural and Linguistic Diversity
81(1)
Preface to the Lesson Models 82(71)
Introduction
82(1)
Selecting a Model to Use
82(1)
Organization of Chapters 8-10
83(1)
References
83(1)
Direct Instruction
84(15)
Introduction
84(1)
Uses of Direct Instruction
85(1)
Key Planning Considerations
85(5)
Suggested Readings
90(9)
Summarizing What You Read
91(3)
How to Write a Cover Letter
94(4)
How to Get Help on In-Class Tasks
98(1)
Informal Presentation
99(15)
Introduction
99(1)
Uses of Informal Presentation
100(1)
Key Planning Considerations
101(5)
References and Suggested Readings
106(8)
Rosa Parks and the Civil Rights Movement
107(3)
Portion Distortion: Americans' Love Affair with Food
110(4)
Structured Discovery
114(13)
Introduction
114(1)
Uses of Structured Discovery
115(1)
Key Planning Considerations
116(4)
References and Suggested Readings
120(7)
Magnetic Attraction
121(3)
How to Punctuate a Series
124(3)
Concepts, Social Skills, and Strategies
127(22)
Introduction
127(1)
Teaching Concepts
127(3)
Teaching Social Skills
130(2)
Teaching Learning and Study Strategies
132(2)
References and Suggested Readings for Concepts
134(1)
References and Suggested Readings for Social Skills
135(1)
References and Suggested Readings for Strategies
135(14)
Polygon: A Direct Instruction Concept Lesson
137(3)
Polygon: A Structured Discovery Concept Lesson
140(3)
Social Skills Lesson: Standing Up for Someone
143(3)
Strategy Lesson: Designing Mnemonic Devices
146(3)
Using Peers in Instruction
149(4)
Introduction
149(1)
Planning for Using Peers in Instruction
149(4)
Summary
153(1)
References
153


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