81. Setting Goals Brainstorm traits needed to set and reach personal goals would interfere with completion of these goals or be This lesson plan comes from the Keeping Kids Safe http://www.mcgruff.org/mcgruff/mcgruff/?pg=14796-14812-14834

82. For Teachers Personal Plannning Center lesson Plan Managing My Money Go to My Money It gives suggestions for setting financial goals, analyzing net worth in terms http://www.moneyopolis.com/teachers/answers/teachers_lpppc.asp

Teacher Login Teacher Registration Back To For Teachers Personal Planning Center Lesson Plan ... City Hall Lesson Plan Personal Plannning Center Lesson Plan The Starting Place in Moneyopolis Students will automatically come to the Personal Planning Center upon registering or re-entering Moneyopolis. In order for students to proceed to the Math Challenges of each Center, they must "unlock" each Center by learning about some very important money concepts. Vocabulary terms relating to financial planning are presented for students to read and study. Then they are to answer three short sets of questions about money concepts that will "unlock" the Center. A puzzle piece is awarded for each set of concept questions. Setting Financial Goals One of the first things to do to prepare for a comfortable financial future is to set reasonable goals. Discuss these three questions with students: What you need or want in the future? How much will your needs or wants cost? When will you need the money? Can some of your goals be accomplished in less than 1 year?

83. Teacher's Features For a more intense lesson plan on Gettysburg, sponsored by goal To get students to think about the purpose Gettysburg Address and how it was set goals for the http://www.nps.gov/gett/getteducation/teach~2.htm

TEACHER'S FEATURES LESSON PLANS GETTYSBURG AND THE CIVIL WAR (A SAMPLE LESSON PLAN PURPOSE : To guide students through a brief history of the Battle of Gettysburg and its place in the American Civil War. GOAL : Students will understand the causes of the Civil War, how the military and governments functioned during the war, and how the Gettysburg Campaign was a central deciding element for the Southern cause. Causes of a "Civil War" Hard feelings over equal representation in congress. Unequal trade and tariffs between Northern products and Southern goods. Slavery issue in the territories. QUESTIONS: How did the war between the states begin and what events caused the southern states to secede? How did the idea of "State's Rights" collide with Federal authority? The Confederacy and the Union go to war The first battles in 1861 at Fort Sumter and Bull Run. North and South determine strategy for "campaigns" in Tennessee, the Carolinas, and in Virginia in 1862. Northern strategy to take Richmond and blockade important Confederate sea ports. Southern strategy is to use foreign influence and defend their borders. WEST: Battle of Shiloh, Tennessee, April 1862.

84. Multicultural Lesson Plans and each group should have their own tentative goals and objectives set. Set New Challenge Links to many lesson plans about cultural heritage and multiculturism http://www.coe.uh.edu/archive/sstudies/sstudies_lessons/ssles3.htm

Back to the Social Studies Lesson Plan Menu Title of Lesson: Unite the School Grade Level: Subject Area: Multicultural/Interdisciplinary/Social Studies Instructional Goal: To increase and celebrate the cultural diversities of our campus. Submitted By graphic goes here Rationale Supply List Learning Strategies Communicate Results ... Career Connections Rationale: Fly every nationality's flag that is represented by students attending that particular school and then start the fun of learning together! World Flag Database: http://flags.mmcorp.com/ Performance Objectives: Schools are "melting pots" of nationalities. The students in each school spend about 185 days together each year and need a peaceful atmosphere to "live" and learn at school. Respecting each other is important. Peer group pressure is a big problem. This interdisciplinary school project will help unite the feelings and make each student feel a very special part of their school. This project would be a great beginning of the school "opener" for students and their teachers. History, geography, art, music, drama, homemaking theater arts, physical education, computer, language departments and math are all integrated into this project. There are lots of "challenges" integrated into the project "Unite the School" and very many directions for creativity. Every teacher will work with her classes to brainstorm the possibilities of each concept that has been suggested by that teacher. Nationalities represented by the students at the school must be identified. Contacts through the Internet established easily by e-mailing and using the World Wide Web. "Sister Schools" are identified and contacts for student e-mailing are made. Each student should have a foreign-culture e-mail partner from one of the countries represented by the study. The teachers may want to establish other foreign-culture "teacher resources" as well.

85. Practical Money Skills - For Teachers - College - The Art Of Budgeting personal and financial goals, create a plan to achieve those goals, and provide practice setting up and maintaining a personal budget. lesson 1 objectives. http://www.practicalmoneyskills.com/english/teachers/lesson.php?id=502&o=1

86. Practical Money Skills - For Teachers - Teens - The Art Of Budgeting personal and financial goals, create a plan to achieve those goals, and provide practice setting up and maintaining a personal budget. lesson 3 objectives. http://www.practicalmoneyskills.com/english/teachers/lesson.php?id=414&o=1

87. January 03 Teacher Issue why they chose those goals and how they plan to accomplish them parent, guardian, grandparent, or other caregiver) about a goal he or she set and achieved http://www.teachernet.com/literacylights/jan03_teachers.htm

Lounge About Us TeacherNet FAQ's TeacherNet News ... WebRing Members Literacy Lights Setting Goals by Carolyn Groff, Rutgers University January usually is a time when we make resolutions in order to improve the quality of our lives. However, most resolutions are easily forgotten a few months later. This occurs, perhaps, because resolutions involve changing a behavior immediately rather than gradually. Goals, on the other hand, allow us to accomplish an objective by working toward the desired outcome slowly and monitoring our progress along the way. The earlier children learn how to set goals for themselves, the more natural the process will become for them as they continue through school and careers. We can teach children to set goals both at home and at school. Oral and Written Language: First, discuss with your students what it means "to set a goal." Combine the students' answers into a meaningful definition and post it on a bulletin board. Have each student brainstorm a personal list of goals he or she would like to achieve in school. Goals may pertain to academic and/or social activities. Each student should then select one goal from his or her list as the primary goal to be reached by June. Have the students write short essays about their goals, including why they chose those goals and how they plan to accomplish them (adjust the number of sentences in the essay to the needs of individual students). Display students' essays on the bulletin board. Parent Involvement: Have each student interview a family member (parent, guardian, grandparent, or other caregiver) about a goal he or she set and achieved while attending school. It might be helpful to make up a list of questions as a class and send a copy home with each student prior to the interview. Have the child write about what was learned from the family member/caregiver. After conducting the interview, invite parents to talk to the class about goals they have achieved or are in the process of reaching.

88. REEP LESSON PLANNING FORM needs and set class learning goals. Note This lesson also helps the teacher get to know the students and their needs better and to plan course instruction http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/reepcurriculum/300gsl

REEP LESSON PLAN (Contributed by Trish McLaurin) LEVEL: LIFESKILLS UNIT: Getting Started LESSON OBJECTIVE: Students will assess individual learning needs and set class learning goals. Note: This lesson also helps the teacher get to know the students and their needs better and to plan course instruction accordingly. TECHNOLOGY PRE-REQUISITE SKILLS: These are technology skills that students should know prior to conducting this lesson. Go to REEP Technology Curriculum on side bar for objectives, activities, and materials. LANGUAGE SKILLS TO BE PRACTICED AND ASSESSED IN THIS LESSON: Focus on reading and writing EFF NON-LANGUAGE SKILLS PRACTICED IN THIS LESSON: The following EFF non-language skills are practiced in this lesson. Go to EFF website ESTIMATED TIME: 3 hours plus SUGGESTED RESOURCES AND MATERIALS NEEDED: This indicates the type of resources and materials needed to conduct the lesson and provides suggestions for specific resources. If you do not have access to a specific resource, use a resource that you have access to and that covers the same or similar content. Type of resources needed: Flip Chart paper or overhead transparency sheets and markers, course description

89. Set Lesson Goals Planning a lesson. Set lesson Goals. lesson goals are most usefully stated in terms of what students will have done or accomplished at the end of the lesson. http://www.nclrc.org/essentials/planning/lessongoals.htm

Planning a Lesson Set Lesson Goals Lesson goals are most usefully stated in terms of what students will have done or accomplished at the end of the lesson. Stating goals in this way allows both teacher and learners to know when the goals have been reached. To set lesson goals: 2. Identify specific linguistic content, such as vocabulary and points of grammar or language use, to be introduced or reviewed. These are usually prescribed by the course textbook or course curriculum. If they are not, select points that are connected in some significant way with the topic of the lesson. 3. Identify specific communication tasks to be completed by students. To be authentic, the tasks should allow, but not require, students to use the vocabulary, grammar, and strategies presented in the lesson. The focus of the tasks should be topical, not grammatical. This means that it may be possible for some students to complete the task without using either the grammar point or the strategy presented in the first part of the lesson. 4. Identify specific learning strategies to be introduced or reviewed in connection with the lesson. See

90. Concept To Classroom: Tapping Into Multiple Intelligences - Implementation Below each set of questions are blank boxes that coincide act as indicators to fill in the lesson Plan Format B. Your Goals and Objectives What do students want http://www.thirteen.org/edonline/concept2class/month1/implementation.html

In the final section of this Workshop, you will have the opportunity to apply multiple intelligences (M.I.) theory to your classroom. In particular, you will be provided with the framework necessary to develop your own M.I. lesson plan. Go over the key principles listed below and then spend some time exploring the three types of exercises we suggest as good tools for working M.I. into your classroom. Finally, print out the Lesson Planning Format and follow the online step-by-step guide to develop an M.I. focused lesson plan of your own. Key Principles Three Types of Implementation Exercises Learning Centers Simulations Presentations Step-by-step M.I. Lesson Plan Guide Wrap Up Key principles Key principles of multiple intelligences (M.I.) theory to guide curriculum structure and lesson planning include the following: It is important to teach subject matter through a variety of activities and projects. To this end, fill the classroom with rich and engaging activities that evoke a range of intelligences. Also, encourage students to work collaboratively as well as individually to support both their "interpersonal" and "intrapersonal" intelligences. Assessments should be integrated into learning. And students need to play an active role in their assessment. When a student helps determine and clarify the goals of classroom activities, his or her academic success and confidence increases.

91. Lesson Plan 8. lesson Plan. statistics are given to allow you to make choices as to what you need to work on and you make the initiative to set the goals and take the http://macinmind.com/MasterKey/WinHelp/pgs/8.htm

Master Key Help Topics 8. Lesson Plan It is not the aim or intention of this program to teach typing on a typewriter. Therefore, returns are only used to mark the ends of paragraphs as all computer automatically wrap type from line to line. To use returns for every line on a computer is to constrain your ability to easily format your text later. The delete key is allowed and even encouraged to some extent. Although it is optionional to disallow it in the Preferences and User options Master Key does not constrain your learning to a linear path. Enough statistics are given to allow you to make choices as to what you need to work on and you make the initiative to set the goals and take the drills you think will benefit you. That said, there are Drills which start with the very basic keys and introduce new keys incrementally in both the Learning QWERTY and Learning Dvorak Units. A beginner will want to start with the first numbered Drill in one of these Units and progress through the Drills by number. Not all Drills are available before Master Key is registered and the registration code is entered. See 10. Master Key is Shareware

92. ReadWriteThink: Lesson Plan Instructional Plan. They can also assess their writing and set goals for their next project (see To bring the lesson to a conclusion, have students read The Wide http://www.readwritethink.org/lessons/lesson_view.asp?id=111

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-92 of 92    Back | 1  | 2  | 3  | 4  | 5