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**EDUC 342: Professional Clinical Practice
**

Reflective Lesson Plan Model

Name: Alexanderia Croslen , Valaria Frazier,

Date:

PART I: PLANNING

Title of Lesson

Is this lesson original idea? If not, from what source did you borrow this lesson?

Pre-Algebra- ww.mathsisfun.com/algebra/proportions.html

Source

Subject Area (s)

**Pre-Algebra, Physical Science, English Language Arts, and
**

Social Studies

8th Grade

Grade Level

Curriculum Standards

Description and

Background Information

Lesson Objectives

**Pre-Algebra Standard 8-2:8-2.7 Apply ratios, rates, and
**

proportions.

Physical Science Standard 8-1: 8-1.3 Construct explanations

and conclusions from interpretations of data obtained during a

controlled scientific investigation.

English Language Arts Standard 6-8.4: Determine the

meaning of words and phrases os they are used in text.

Including vocabulary specific to domains related to history/social

studies.

Social Studies Standard MWH-6: MWH-8.5 Analyze the

successes and limitations of movements for national unity,

including the unification of Germany and Italy and the American

Civil War.

Describe the lesson’s activities and content to provide a clear overview of the lesson.

Pre-Algebra- First students will complete a “Starter Assignment: Warm Up”. Then, a “Refresher”

to refresh their mind of last class period. Next, we will begin the new lesson, which will include

example problems and definitions. Finally, we end class with a “Quick, Fast and in a Hurry

Worksheet”, which will be turned in.

Physical Science- First, students will get a refresher on the terms mass, weight, and gravity

which they should have previously learned. Next,we will begin the new lesson by talking about

how to incorporate all three terms with the planets. Finally, the students will complete a “Weight

Chart” worksheet and we will share by doing some scenarios on the board.

Social Studies- students will be able to understand the importance of pets. The background

information will come from previous lessons on te actual war and why we it was a civil war.

1. I will ask the class what type of pet many people today have in America.

2. Watch a video of the matter.

3. Discuss the expressions of the soildiers.

4. Read

English: Students will follow along with Prezi Presentation to review the vocabulary words given

last class. I will give the students a quiz on the Vocabulary and introuduce to them new words

pertaining to what they will cover in their social studies class.

What will students be able to do at the conclusion of this lesson? Make sure that your

objective(s) are measurable.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

**Pre-Algebra- Carry out a procedure using the properties of real numbers (including commutative,
**

associative, and distributive) to simplify expressions.

Apply proportional reasoning to solve problems.

Physical Science- Students will practice multiplication skills and will discuss prior knowledge

about mass, weight, and gravity.

Social Studies- Students will be able to compare and contrast the benefits and disadvantages

of having different animal pets. Students will be able to identify how having a pet would have

made the soldiers feel more at home on the battlefield.

English- Students will be able to identify vocabulary words associated with the Civil War.

**Varying Objectives for
**

Individuals Needs

(Differentiated Instruction-content;

Process; Product; or Environment)

Statement of Purpose

Materials and Resources

Anticipatory Set

**How will you vary these objectives for students who do not understand the material?
**

Pre-Algebra- For students who do not understand the material I will play videos that

demonstrate the problem in a simpler form.

Physical Science- I will show a video or diagrams to better explain the content of the three

terms.

How will you vary these objectives for students who have already mastered the concept?

Pre-Algebra- I will call different people to the board to complete problems, who have

already mastered the concept. Mainly, because some children learn better from their

peers.

Physical Science- The students who mastered the concept will complete the worksheet

and go up to the overhead once called upon to display that they mastered concept in front

of the class.

How will you vary these objectives for students who are presently learning English?

Pre-Algebra- I would try to accommodate them as well, by playing different things in

Spanish or something of the sort. Also, I might try to go into more detail when explaining

problems.

Physical Science- I could try to explain the content slow, so the students can comprehend

better and also give multiple repetitive examples of what those students are not

understanding.

English- For students who did not understand I will set aside time in class for me to work

on the words with them. I would also put them in study groups so they can work together

to better understand the vocabulary.

Why is it important for the students to learn this content?

Pre-Algebra- Proportions are used in scale modeling; in changing recipes to feed more or

less people, in designing buildings, landscapes, vehicles, just about anything! Students

can actually use the concepts of proportions in their everyday life.

Physical Science- Students do not necessarily need this content for everyday life.

However, this content is vital for students because a future lesson about Isaac Newton’s

Laws of Gravity is bound to come up. Students will be able to assess prior knowledge.

Social Studies- understand the important roles animals had on soildiers.

English- It is important for students to build their vocabulary and understand the

meanings of words during this time period.

What materials and supplies are needed to help your students achieve the stated

objectives?

Pre-Algebra-Objectives: Solve equations involving proportions. Basically the internet,

paper, and pencils.

Physical Science-Objectives: Practicing multiplication skills and learning about mass,

weight, and gravity. Paper, pencils, and a calculator

What will the teacher need? Pre-Algebra-Objectives: Solve equations involving

proportions. Basically the internet and the participation/feedback of the students.

Physical Science-Objectives: Practicing multiplication skills and learning about mass,

weight, and gravity. I will need a marker, overhead projector, Microsoft office, and internet.

What will the students need? Pre-Algebra-Objectives: Solve equations involving

proportions. Basically the students will need paper, and pencils. (calculator is optional)

Physical Science-Objectives: Practicing multiplication skills and learning about mass,

weight, and gravity. Students will need paper, pencils, and a calculator.

What other resources are needed? Pre-Algebra-Objectives: Solve equations involving

proportions. Students can bring the information from their previous math class such as:

notes.

Physical Science-Objectives: Practicing multiplication skills and learning about mass,

weight, and gravity. No other resources are needed.

Will you use resource speakers? Pre-Algebra-Objectives: Solve equations involving

proportions. No, I will not be using resource speakers.

Physical Science-Objectives: Practicing multiplication skills and learning about mass,

weight, and gravity. No I will not use resource speakers.

Social Studies- Assesments, handouts, mascot list,and video

English- Prezi presentation, highlighter, flashcards,worksheets

What will you do to motivate the students and get their attention? Pre-Algebra- To

motivate my students I will show fun fact videos or just encourage them in some way.

Physical Science-I will do some examples of famous people or objects that interest my

students.

What is the “hook” that will serve as a focus for the lesson’s activities? Pre-Algebra- The

“hook” of my lesson is that I proportions are most defiantly used in our everyday life.

Physical Science- The “hook” of the lesson is to give students knowledge about their

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

**weight on other planets besides Earth.
**

Social Studies- to gain there attention I woud first talk about our mascot, and give a little

background.

English- I will make the learning process fun by doing different games with the students

so they are not just memorizing the words.

Part II: IMPLEMENTATION

Pre-assessment

Teacher Modeling or

Demonstration

Guided Practice

Checking for

Understanding

Independent Practice

Closure

Assessment

(Give a description and attach to

**How will you find out what students already know about this topic?
**

Pre-Algebra- At the beginning of the lesson I will assign a “Warm up” which will indicate

how much knowledge each student has on the concept.

Physical Science- I will ask the students as a whole what do the terms mean in their own

words assessing their prior knowledge.

Social Studies- I will have a discussion first then quiz them on the subject.

English-I will give a short quiz to see if students recognize some of the vocabulary.

What will you do to show students what is expected?

Pre-Algebra- I will just read and explain both the standards and objectives of that

particular subject.

Physical Science- I will read the purpose of the lesson to them so they can know what I

expect them to learn by the end of the lesson.

Social Studies- I would tell them back in this time, at there age, they would be participating

in the war.

English- I will give them a general background of the standard and what is expected.

What will we do together as they learn how to succeed at the new task?

Pre-Algebra- We will all go through each example problem then I will later reveal the

answers after I have seen that every student has tried the problem shown.

Physical Science-We will all use my weight as an example and do some of my weights on

different planets.

Social Studies- Ask a starter topic from another class, to activate your topic.

EnglishWhat questions will you ask to determine if students understand so far?

Pre-Algebra- “Does anyone have a question?” “Who wants to come to the board to try the

next problem?”

Physical Science-“Is anyone having trouble understanding how to convert their masses?”

“Would anybody like to share their weight on a specific planet?”

What techniques or strategies will be used to determine if students understand so far?

Pre-Algebra- The technique of engaging each student, giving them opportunity to come up

to the board for demonstration.

Physical Science- I would put the students into groups and compare their results they

got from doing an example.

Social Studies- “Who is your favorite mascot?” “What were the mascots listed?” “When

was the Civil War?” “Where did the civil war take place?” “Why did the war take place?”

English- I will ask students if they have any questions. Do they need help with

understanding some of the words.

What will students do by themselves to show that they have internalized the knowledge?

Pre-Algebra- At the end of class each student will a complete a mini worksheet that will be

turn in.

Physical Science- The students will convert their masses on the worksheet that will be

given to them at the end of the lesson.

Social Studies-The students will take a quiz at the end of class.

English- Students will complete a quiz and turn in a homework assignment dealing with

the vocabulary.

How will you conclude the lesson and relate it to future experiences?

Pre-Algebra- I will do a quick review of today’s assignments and objectives and challenge

the students to apply the concepts they have learned to real life experiences.

Physical Science- I will do a quick overview of the terms taught and tell students to apply

them when looking at objects in the world.

How will you wrap up the lesson to reinforce concepts taught during the lesson? Physical

Science- I will ask the students if they have a better understanding of mass, weight, and

gravity after the lesson. I will reinforce information that was given if no better

understanding is present.

Social Studies- I will conclude it with a quiz, then to relate to future experiences, when

they see a mascot at a future school they will ask the question why that mascot.

English- I will conclude with a quiz and make sure that the vocab is used in future lessons.

What will students do to demonstrate what they have learned?

Pre-Algebra- At the end of class each student will a complete a mini worksheet that will be

turn in.

Physical Science- They will complete the Weight Chart worksheet that will be given to

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

lesson plan)

Extension Activities

Technology

**Connection Across the
**

Curriculum

**them at the end of the lesson.
**

English- Worksheets and a quiz.

What can students do at home or in the classroom to apply the knowledge or skills? How

could you use your colleagues or community agencies to improve student performance?

Pre-Algebra- I will challenge the students to apply the concepts they have learned to real

life experiences and my colleagues may help improve the students’ performance by just

encouraging he students and reward them in a way, to show that they are noticed for

doing a great job.

Physical Science-Students can gather their families’ weights for Earth and show their

families how to figure out their weights for other planets. My colleagues could possibly

boost the students’ confidence by giving them encouragement. They could ask what their

weight would be on a random planet and my students would be able to tell them.

English- They can have a family member quiz them at home with flashcards, and complete

the homework that was given relating to the vocabulary.

How will you use technology to assist students with learning the concepts? What technology will you

use to enhance the delivery and comprehension of your content?

Pre-Algebra- Mainly, I will be using he Smart Board and computer system, by playing different

instruction videos and allowing the students to come write out and demonstrate different problems.

Physical Science- I will use Microsoft PowerPoint to discuss the terms. I will use the overhead

projector to have examples written by my students and me. I will use the calculator to help convert

the masses to weights depending on the gravity for each planet.

Social Studies- I will use a video to enhance the delivery and comprehension. It will assist me because

of the different learning styles in the classroom.

English- I will use the Smartboard to show the Prezi presentation

How will you connect this lesson with other content areas across the curriculum? Include the

content areas as well as the arts, PE and Health.

Pre-Algebra- I could just make up different word problem that evolve different content areas.

Physical Science- I could connect it with a similar math lesson of multiplying numbers and finding

products.

Social Studies- I will connect it to sports in gym by making them come up with their own mascot.

English- I will connect it to their art class by having them draw out some of the vocabulary words.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for

Improvement

**Describe the strengths of your instructional techniques, strategies and classroom management.
**

Describe the strengths of student engagement.

Pre-Algebra- I know how to grasp the attention of my students and keep them interested. I know

how to be entertaining, yet professional. I am a will rounded person.

Social Studies- my topic is an easy attention grabber. The students will become interested.

Describe the weaknesses of your instructional techniques, strategies and classroom management.

Describe the weaknesses of student engagement.

Pre-Algebra- Sometimes I explain too most, I talk too much sometimes. I take long ways around

instead of short cuts which make the lesson seem a little unclear at times. I have somewhat of a soft

spoken voice so sometimes people have a hard time hearing my in large areas.

Social Studies- students wont care for history as much

What would you change when teaching this lesson again?

Pre-Algebra- I probably would change the technique of speaking clearly and not overly explaining a

particular problem.

Social Studies – I would have less material.

Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

CLAFLIN UNIVERSITY

SCHOOL OF EDUCATION

REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

INTRODUCTION

(Title, Source, Subject

Area, Grade Level)

ACEI .1.0

NAEYC 1a

CURRICULUM

STANDARDS

2.1-2.7

NAEYC 4c

DESCRIPTION AND

BACKGROUND

INFORMATION

ACEI 1.0; 3.1

NAEYC 1a

LESSON

OBJECTIVES

2.1-2.7

NAEYC 5c

DIFFERENTIATION

OF OBJECTIVES

ACEI 3.2

NAEYC 1b; 5c

Target

(5 Points)

Highly Acceptable

(4 Points)

Acceptable

(3 Points)

**The candidate includes all
**

introductory components

and all components are

appropriate to the lesson

**The candidate includes
**

most introductory

components that are

appropriate to the lesson

**The candidate includes
**

some introductory

components that are

appropriate to the lesson

**The candidate identifies all
**

appropriate standards for

the lesson.

**The candidate identifies
**

some of the standards that

are appropriate for the

lesson.

**The candidate lists
**

standards, but standards

are inappropriate for the

lesson.

**The candidate describes
**

the lesson’s activities and

content in a detailed

manner.

**The candidate describes
**

the lesson’s activities and

content in a manner that

provides a clear overview

of the lesson

The candidate includes

measurable performance

objectives, but objectives

are not clearly or concisely

written for the lesson

The candidate varies most

of the objectives to

promote rigor and a

challenge for all students,

including diverse students,

and identifies teacher

actions that accommodate

diverse students’ needs

**The candidate identifies
**

some appropriate

standards and some

inappropriate standards

for the lesson.

The candidate identifies

the lesson’s activities

and content but fails to

provide a clear overview

of the lesson

The candidate includes

clearly written

objectives that are not

measurable

**The candidate includes
**

objectives that are not

measurable or clearly

written

**The candidate fails to
**

include objectives for

the lesson

**The candidate varies
**

some of the objectives to

address diverse students’

needs and includes some

teacher actions that

accommodate those

needs

**The candidate does not
**

vary the objectives, but

the candidate identifies

teacher actions that

accommodate diverse

students’ needs.

**The candidate fails to
**

differentiate objectives

**The candidate includes
**

concise, clearly written,

measurable performance

objectives for all standards

The candidate varies all

objectives to promote rigor

and challenge for all

students, including diverse

students, , and identifies

teacher actions that

accommodate diverse

students’ needs

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Moderately

Acceptable

(2 Points)

The candidate includes

only one introductory

component that is

appropriate to the

lesson

**The candidate identifies
**

the lesson’s activities or

the lesson’s content

Unacceptable

(1 Point)

The candidate fails to

include the

Introductory

components

**The candidate fails to
**

identify curriculum

standards.

**The candidate fails to
**

identify the lesson’s

activities and content

Score

STATEMENT OF

PURPOSE

**The candidate clearly
**

explains the importance of

the content for the student.

The candidate

appropriately explains the

importance of the content

for the student, but more

information is needed.

**The candidate makes an
**

adequate attempt to

explain the importance

of the content to for the

student.

**The candidate does not
**

explain the relevance of

the content for the

student.

**The candidate makes
**

no attempt to explain

the relevance of the

content for the student

**The candidate provides
**

comprehensive lists of

lesson materials and

resources with

explanations of how they

will be used by the teacher

and students

**The candidate provides
**

comprehensive lists of

lesson materials and

resources to be used by the

teacher and the students,

but no explanations

**The candidate provides
**

lists of some of the

materials and resources

to be used by the teacher

and the students for the

lesson

**The candidate provides
**

a list of lesson materials

and resources to be

used by the teacher or

the students, but not

both

**The candidate fails to
**

provide a list of

materials and resources

for the lesson

**The candidate clearly
**

describes a well-organized

student centered lesson that

reflects all organizational

issues: pre-assessment,

motivation (anticipatory

set), purpose,

modeling/demonstration,

guided and independent

practice, closure, extension

activities and other

instructional strategies.

The lesson plan reflects

differentiated instruction

**The candidate clearly
**

describes a studentcentered lesson that

reflects most of the

organizational issues:

pre-assessment,

motivation, purpose,

modeling/demonstration,

guided and independent

practice, closure,

extension activities and

other instructional

strategies. The lesson plan

reflects differentiated

instruction

**The candidate clearly
**

describes a studentcentered lesson that

contains few of the

organizational issues,

and addresses some

differentiated

instruction.

**The candidate describes
**

a lesson that is

somewhat studentcentered with few of the

organizational issues,

with no differentiated

instruction

The candidate

describes an ill-planned

lesson that is not

student-centered or the

candidate fails to

describe the lesson

**The candidate describes
**

specific assessments that

correlate to all of the

objectives and lesson

**The candidate describes
**

assessments that correlate

to some of the objectives

and the lesson

**The candidate includes
**

assessments that

correlate to the

objectives and the

lesson, but do not

describe them

**The candidate includes
**

assessments that do not

correlate to the

objectives and the

lesson

**The candidate fails to
**

include assessments

**The candidate describes
**

and lists specific strategies

and techniques and/or lists

questions to be asked to

check for understanding

**The candidate describes
**

and lists several strategies/

techniques and questions to

be asked to check for

understanding

**The candidate lists and
**

describes strategies/

techniques, but does not

list any questions

**The candidate lists
**

questions, but fails to

describe or list

strategies and

techniques

**The candidate does not
**

list or describe any

strategies/techniques or

asks questions to check

for understanding

NAEYC 5c

MATERIALS AND

RESOURCES

ACEI 1.0

NAEYC 4b

LESSON DESIGN

ACEI 3.1-3.5

NAEYC 4b

KEY ASSESSMENTS

ACEI 4.0

NAEYC 3b-c

CHECKING FOR

UNDERSTANDING

ACEI 3.1-3.5

NAEYC 5c

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

TECHNOLOGY

ACEI 3.1-3.5

NAEYC 4b

PRESENTATIONS &

CONVENTIONS

ACEI 5.1

NAEYC 6b

EXTENSION

ACTIVITIES

ACEI 5.3-5.4

NAEYC 4c

CONNECTION

ACROSS THE

CURRICULUM

ACEI 2.8

NAEYC 5c

REFLECTIONS

ACEI 5.1

NAEYC 4d

The candidate

meaningfully incorporates

and describes student used

technology in the lesson or

explains why technology

cannot be meaningfully

incorporated

The candidate

meaningfully incorporates

and describes teacher used

technology in the lesson

The candidate

incorporates and

describes technology in

the lesson in superficial

ways.

The candidate

incorporates technology

in the lesson in

superficial ways;

candidate does not

describe the use of

technology

**The candidate fails to
**

address the issue of

technology

The candidate

demonstrates a high level

of competence in spelling,

grammar and typing

The candidate

demonstrates competence

in spelling, grammar and

typing, but exhibits few

errors

The candidate

demonstrates sufficient

competence in spelling,

grammar and typing, but

exhibits several errors

The candidate

demonstrates little

competence in spelling,

grammar and typing,

through many errors

The candidate

demonstrates little

competence in spelling,

grammar and typing

through a significant

number of errors

**The candidate provides
**

more than one extension

activity to connect the

lesson with the home,

community and

community agencies

**The candidate provides at
**

least one extension activity

to connect the lesson with

the home and community,

but not community

agencies

**The candidate provides
**

extension activities that

connect the home, but

not the community and

community agencies

**The candidate provides
**

extension activities that

do not connect the

home, community and

community agencies

**The candidate fails to
**

provide extension

activities

**The candidate includes
**

connections to all of the

curriculum content areas

during the lesson.

**The candidate includes
**

connections to at least 5 of

the 7 curriculum areas in

the lesson

**The candidate includes
**

connections to the four

core content areas in the

lesson

**The candidate connects
**

the lesson to at least

two curriculum content

areas

**The candidate fails to
**

connect the lesson to

other curriculum

content areas

**The candidate provides
**

thorough information that

shows an understanding of

the effectiveness and

ineffectiveness of the

lesson; gives information

regarding changes for

future implementation of

the lesson

**The candidate somewhat
**

provides information that

shows an understanding of

the effectiveness of the

lesson; gives information

regarding changes for

future implementation of

the lesson

**The candidate provides
**

information regarding

the effectiveness and

ineffectiveness of the

lesson, but gives no

information regarding

future implementation

**The candidate provides
**

superficial information

regarding the

effectiveness and the

ineffectiveness of the

lesson, and gives no

information regarding

future implementation

of the lesson.

**The candidate fails to
**

provide information

regarding reflections

from the

implementation of the

lesson

T OT A L

Revised 1-2

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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