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Lesson Plan Special Senses 1 1-22-13Lesson Title: Structures of eye Grade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.15 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.15- that students will describe the principle anatomical structures of the eye. Indicators- Are that students will be able to identify the anatomical structures of the eye. Students will also be able to understand the function of the structures of the eye and learn how vision works in the human body. Narrative and Rational: The reasons that students need to understand this lesson is because they need to understand how the special sense of vision works. This allows the students to see how unique this special sense is and marvel at the complexity of the human eye. Each student will then be able to view the world a little different with a new appreciation for the sense of vision. Students will also be able to apply the lesson to their own body and notice how they are able to view the world. Purpose for Enduring Understanding: Students need to understand the concept of vision because it applies specifically to themselves or others they know. Understanding how this unique special sense works will help students prevent unnecessary issues with their eyes in the future and will help them learn more about their own body and what is happening with it throughout their life. Essential Questions: What are the structures and functions of the eye? How is pupillary diameter controlled by the Iris? How does the ciliary muscle cause lens accommodation? Skill Focus Objectives: The skills that students need to have after this lesson are to have skills that can help them to better understand how their own eye works or what can go wrong with their eye. Understanding how each structure of the eye works and where they are allows the students to appreciate all of the different parts of the eye that have to come together in order to produce the special sense of vision. By understanding how the eye works students should be able to create hypothesis based on the data gathered and be able to make predictions about future applications dealing with the content they learned. They should finally develop the skills to make conclusions based off of evidence gathered and make ethical decisions in society. Language Objectives: Have students practice reading, writing, listening, and speaking skills in English. Acquiring a second language is a process and these language objectives should vary depending on the level of the individual and go from simple to more complex requirements. To practice these skills the student will engage in reading words on the board such as lens and retina and practice their listening skills by interpreting what the teacher is saying. The student will then be able to practice their speaking skills by working in a group when they label and color the eye where they will have a chance to interact with their peers. The student will then practice their writing skills by answering the discussion questions. To aid in the students development in learning the language many visual aids will be demonstrated such as showing images from an Anatomy Cadaver cd where students will be able to see some of the structures of the eye they are learning about on a real human body. Students will also be shown an anatomy lecture cd that has the images of the structures discussed where they can visually look at pictures of the structures. These visual aids will help the students be able to focus on the concept more than the wording which can allow them to understand the content more. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: conjunctiva, lacrimal apparatus, extrinsic muscles, sclera, cornea, choroid, ciliary body, iris, lens, pupil, retina. Preparation and Materials: Create notes about eye structures. Make 35 eye structure copies. Have slides and images of cadaver and pupil ready to go on the computer. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Label the structures of the eye with the students. (15 minutes) Have students write down the definitions to some of the eye structures. (15 minutes) Have students draw a slide showing how pupil diameter is controlled. (5 minutes) Have students draw a slide showing how the ciliary muscle causes lens accommodation. (5 minutes) Have students take notes on slides 107-114 from the Medical Anatomy and Physiology CD from the Utah State Office of Education made. (20 minutes) Explore: Show students images of a cadaver’s eye and allow students to guess the parts they are looking at. (5 minutes)Allow students to color their eye sheets to separate the structures (10 minutes) Explain/Summarize: Wrap up and go over the key ideas of the lesson with the students. (4 minutes) Elaborate/Extend/Apply: Ask students to notice how their eye works this week while they read a book versus look far away. (1 minute) Evaluate/ Assessment: Test students understanding by asking them the three discussion questions to see if they were paying attention. Then give them questions on the exam involving concepts covered in the lesson.Lesson Plan Special Senses 21-24-13Lesson Title: Structures of the Fibrous, Vascular, and Nervous Tunics of the eye Grade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.15 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.15- that students will describe the principle anatomical structures of the eye. Indicators- Are that students will be able to identify the anatomical structures of the eye. Students will also be able to understand the three layers of the eye and what structure is in each layer of the eye. Students will also be able to understand the specific types of receptors and muscles associated with the eye. Narrative and Rational: The reasons that students need to understand this lesson is because they need to understand how the special sense of vision works. Specifically students will be able to understand that the eye has three layers and each layer is different and has unique structures associated with that layer. This allows the students to see how unique this special sense is and marvel at the complexity of the human eye. Each student will then be able to view the world a little different with a new appreciation for the sense of vision. Students will also be able to apply the lesson to their own body and notice how they are able to view the world. Purpose for Enduring Understanding: Students need to understand the concept of vision because it applies specifically to themselves or others they know. Understanding how this unique special sense works will help students prevent unnecessary issues with their eyes in the future and will help them learn more about their own body and what is happening with it throughout their life. Essential Questions: What are the three tissue layers of the eye?What are the functions of rods and cones in the retina? What are the extrinsic eye muscles of the eye and what types of movement does each control? Skill Focus Objectives: The skills that students need to have after this lesson are to have skills that can help them to better understand how their own eye works or what can go wrong with their eye. Understanding how each structure of the eye works and where they are allows the students to appreciate all of the different parts of the eye that have to come together in order to produce the special sense of vision. Specifically, students should be able to identify what layer of the eye they are looking at and what structures are associated with that layer. By understanding how the eye works students should be able to create hypothesis based on the data gathered and be able to make predictions about future applications dealing with the content they learned. They should finally develop the skills to make conclusions based off of evidence gathered and make ethical decisions in society. Language Objectives: Have students practice reading, writing, listening, and speaking skills in English. Acquiring a second language is a process and these language objectives should vary depending on the level of the individual and go from simple to more complex requirements. To practice these skills the student will engage in reading words on the board such as rods and cones and practice their listening skills by interpreting what the teacher is saying. The student will then be able to practice their speaking skills by working in a group when they label and color the eye where they will have a chance to interact with their peers. The student will then practice their writing skills by answering the discussion questions. To aid in the students development in learning the language many visual aids will be demonstrated such as showing images from an Anatomy Cadaver cd where students will be able to see some of the structures of the eye they are learning about on a real human body. These visual aids will help the students be able to focus on the concept more than the wording which can allow them to understand the content more. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: Retina, rods, cones, extrinsic eye musclesPreparation and Materials: Have slides prepared about the retina and photoreceptors, characteristics of rods and cones, and the extrinsic eye muscles. Make 35 copies of the eye coloring sheet. Have video on eye prepared. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Show students a slide of the characteristics of what rods and cones look like and their functions. (10 minutes) Have students take notes on slides 116-131 from the Medical Anatomy and Physiology CD from the Utah State Office of Education made. (20 minutes) Explore: Show students images of a cadaver’s eye and allow students to guess the parts they are looking at. (5 minutes)Have students take notes from images of the extrinsic eye muscles. (5 minutes) Allow students to color the parts of an eye to notice the fine details of the structures. (10 minutes) Have students watch an eye video and record 10 notebook facts to allow them to become interested in the eye. (25 minutes) Explain/Summarize: Wrap up and go over the key ideas of the lesson with the students. (4 minutes) Elaborate/Extend/Apply: Ask students to notice if they are using their rods or cone cells this week while they go about their daily tasks. (1 minute) Evaluate/ Assessment: Test students understanding by asking them the three discussion questions to see if they were paying attention. Then give them questions on the exam involving concepts covered in the lesson.Lesson Plan Special Senses 3 1-28-13Lesson Title: Visual Pathway and eye refractive errors Grade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.17 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.17- that students will be able to identify the diseases and disorders associated with the special senses such as presbyopia, myopia, hyperopia, and astigmatism. Indicators- Are that students will be able to trace what structures light pass in the eye as it travels to the brain. Students will also be able to understand the issues causing the separate eye disorders. Narrative and Rational: The reasons that students need to understand this lesson is because they need to understand how the special sense of vision works. Specifically students will be able to understand what structures light passes as it travels to the brain and how eye disorders occur. Students will also be able to experience the parts of the eye for themselves by performing an eye dissection. This allows the students to see how unique this special sense is and marvel at the complexity of the human eye. Each student will then be able to view the world a little different with a new appreciation for the sense of vision. Students will also be able to apply the lesson to their own body and notice how they are able to view the world. Purpose for Enduring Understanding: Students need to understand the concept of vision because it applies specifically to themselves or others they know. Understanding how this unique special sense works will help students prevent unnecessary issues with their eyes in the future and will help them learn more about their own body and what is happening with it throughout their life. Essential Questions: What are the parts of the visual pathway? How do light, images, and lenses work? What are the different types of eye refractive errors? Skill Focus Objectives: The skills that students need to have after this lesson are to have skills that can help them to better understand how their own eye works or what can go wrong with their eye. Understanding how each structure of the eye works and where they are allows the students to appreciate all of the different parts of the eye that have to come together in order to produce the special sense of vision. Specifically, students should be able to trace the structures in the eye that light passes as travels to the brain. By understanding how the eye works students should be able to create hypothesis based on the data gathered and be able to make predictions about future applications dealing with the content they learned. They should finally develop the skills to make conclusions based off of evidence gathered and make ethical decisions in society. Language Objectives: Have students practice reading, writing, listening, and speaking skills in English. Acquiring a second language is a process and these language objectives should vary depending on the level of the individual and go from simple to more complex requirements. To practice these skills the student will engage in reading words on the board such as Myopia and Hyperopia and practice their listening skills by interpreting what the teacher is saying. The student will then be able to practice their speaking skills by working in a group when they dissect the eye where they will have a chance to interact with their peers. The student will then practice their writing skills by answering the discussion questions. To aid in the students development in learning the language many visual aids will be demonstrated such as showing images from an Anatomy Cadaver cd where students will be able to see some of the structures of the eye they are learning about on a real human body. Students will also be shown an anatomy lecture cd that has the images of the structures discussed where they can visually look at pictures of the structures. In addition students will be able to experience the structures of the eye in person as they perform their eye dissection. These visual aids will help the students be able to focus on the concept more than the wording which can allow them to understand the content more. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: Myopia, Presbyopia, Hyperopia, Astigmatism.Preparation and Materials: Crate visual pathway chart. Have slides of lenses and eye refractive errors. Have out 20 cows eyes with 20 scalpels and trays. Have a giant bag to dispose of the eyes. Copy 35 Eye dissection lab sheets. Have slides and images of cadaver and pupil ready to go on the computer. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Have students copy the visual pathway chart in their notebooks. (10 minutes) Show students a slide of how light and lenses work. (5 minutes) Have students write down the table of the eye refractive errors. (5 minutes) Show students images of a cadaver’s eye and allow students to guess the parts they are looking at. (5 minutes)Have students take notes on slides 138-140 and 177-181 from the Medical Anatomy and Physiology CD from the Utah State Office of Education made. (20 minutes) Explore: Go over safety procedures for dissections. (5 minutes) Have students dissect cow eyes and look for associated parts of the eye. (30 minutes) Explain/Summarize: Wrap up and go over the key ideas of the lesson with the students. (4 minutes) Elaborate/Extend/Apply: Ask students to think about the structures light passes as they view something. (1 minute) Evaluate/ Assessment: Test students understanding by asking them the three discussion questions to see if they were paying attention. Then give them questions on the exam involving concepts covered in the lesson.Lesson Plan Special Senses 41-30-13Lesson Title: Hearing and TasteGrade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.16 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.16- that students will describe the principle anatomical structures of the ear. Indicators- Are that students will be able to identify the anatomical structures of the ear. Students will also be able to understand the function of the structures of the ear and learn how hearing works in the human body. Narrative and Rational: The reasons that students need to understand this lesson is because they need to understand how the special sense of hearing works. Specifically students will be able to understand the structures and functions of the ear. Students will also be able to understand how sound travels through the ear and is interpreted by the brain. Students will also learn how taste works in the body and the different types of taste modalities. This allows the students to see how unique these special senses are and marvel at the complexity of the human ear and tongue. Each student will then be able to view the world a little different with a new appreciation for the sense of hearing and taste. Students will also be able to apply the lesson to their own body and notice how they are able to hear and taste in the world. Purpose for Enduring Understanding: Students need to understand the concept of hearing and taste because it applies specifically to themselves or others they know. Understanding how these unique special senses works will help students prevent unnecessary issues with their ears and tongues in the future and will help them learn more about their own body and what is happening with it throughout their life. Essential Questions: What are the structures and functions of the ear? What structures do sound waves travel through to get into the ear and be interpreted by the brain?What are the different types of taste modalities and how does your body interpret that taste?Skill Focus Objectives: The skills that students need to have after this lesson are to have skills that can help them to better understand how their own ear and tongue works or what can go wrong with these structures. Understanding how each structure of the ear works and where they are allows the students to appreciate all of the different parts of the ear that have to come together in order to produce the special sense of hearing. By understanding how the ear works students should be able to create hypothesis based on the data gathered and be able to make predictions about future applications dealing with the content they learned. They should finally develop the skills to make conclusions based off of evidence gathered and make ethical decisions in society. Language Objectives: Have students practice reading, writing, listening, and speaking skills in English. Acquiring a second language is a process and these language objectives should vary depending on the level of the individual and go from simple to more complex requirements. To practice these skills the student will engage in reading words on the board such auricle and stapes and practice their listening skills by interpreting what the teacher is saying. The student will then be able to practice their speaking skills by working in a group when they work on their review sheet of the special senses where they will have a chance to interact with their peers. The student will then practice their writing skills by answering the discussion questions. To aid in the students development in learning the language many visual aids will be demonstrated such as showing images from an Anatomy Cadaver cd where students will be able to see some of the structures of the ear they are learning about on a real human body. Students will also be shown an anatomy lecture cd that has the images of the structures discussed where they can visually look at pictures of the structures. These visual aids will help the students be able to focus on the concept more than the wording which can allow them to understand the content more. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: Auricle, auditory canal, tympanic cavity, tympanic membrane, auditory tube, auditory ossicles, bony labyrinth, membranous labyrinth, semicircular canals, vestibule, cochlea, organ of cortiPreparation and Materials: Create notes about ear structures. Make 35 special sense review worksheets, ear structures handout, and tongue handout. Have slides and images of cadaver and ear ready to go on the computer. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Have students label the structures of the ear. (10 minutes) Have students write down ear structure definitions in their journal. (10 minutes)Show students images of the overview of the ear on the cd so they can see the parts visually light up. (5 minutes) Show students images of a cadaver’s auditory ossicles. (5 minutes)Have students label the structures of the tongue. (10 minutes) Just show students the pathways of taste transduction and have students notice the different types of receptors and molecules involved. ( 5 minutes)Have students take notes on slides 160-162 from the Medical Anatomy and Physiology CD from the Utah State Office of Education made. (10minutes) Have students copy an image out of their book on p.271 that shows endolymph and perilymph. (5 minutes) Explore: Allow students to work together on their review worksheet. (15 minutes) Explain/Summarize: Wrap up and go over the key ideas of the lesson with the students. (4 minutes) Elaborate/Extend/Apply: Ask students to think about the structures sound waves pass as they listen to their music. (1 minute) Evaluate/ Assessment: Test students understanding by asking them the three discussion questions to see if they were paying attention. Then give them questions on the exam involving concepts covered in the lesson. Lesson Plan Special Senses 52-1-13Lesson Title: Ear disorders and careers in the special senses Grade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.17 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.17- that students will identify diseases and disorders such as deafness, middle ear infection, tinnitus, and vertigo. Indicators- Are that students will be able to identify the different types of ear disorders that can occur and why they happen. Students will also be able to see the different options of careers they could go into in the special senses. Narrative and Rational: The reasons that students need to understand this lesson is because they need to understand how disorders of the ear can occur. Specifically, students will be able to understand the different types of ear disorders and their associates symptoms and treatments. Each student will then be able to view the world a little different with a new appreciation for the sense of hearing. Students will also be able to apply the lesson to their own body and notice how they are able to hear in the world. Purpose for Enduring Understanding: Students need to understand the different types of ear disorders because it applies specifically to themselves or others they know. Understanding how this unique special sense works will help students prevent unnecessary issues with their ears in the future and will help them learn more about their own body and what is happening with it throughout their life. Essential Questions: What are the different types of ear disorders and their causes, symptoms, and treatments? What are the different types of careers in the special senses? Skill Focus Objectives: The skills that students need to have after this lesson are to have skills that can help them to better understand how their own ear works or what can go wrong with their ear. Understanding the different types of ear disorders allows students to appreciate all of the different parts of the ear that have to come together in order to produce the special sense of hearing. Specifically, students should be able to identify the causes, symptoms, and treatments of different types of ear disorders. By understanding how each ear disorder works students should be able to create hypothesis based on the data gathered and be able to make predictions about future applications dealing with the content they learned. They should finally develop the skills to make conclusions based off of evidence gathered and make ethical decisions in society. Language Objectives: Have students practice reading, writing, listening, and speaking skills in English. Acquiring a second language is a process and these language objectives should vary depending on the level of the individual and go from simple to more complex requirements. To practice these skills the student will engage in reading words on the board such as vertigo and tinnitus and practice their listening skills by interpreting what the teacher is saying. The student will then be able to practice their speaking skills by working in a group when they complete the study review worksheet. The student will then practice their writing skills by answering the discussion questions. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: Vertigo, tinnitus, middle ear infection, deafness.Preparation and Materials: Make 35 copies of review worksheet. Have slides about the different ear disorders and careers in special senses handout ready to go on the computer. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Have students take notes on slides 182-185 from the Medical Anatomy and Physiology CD from the Utah State Office of Education made. (10minutes) Go over handout of special sense careers with students. (10 minutes) Explore: Allow students to work together on their study guide and review worksheet. (55 minutes) Explain/Summarize: Wrap up and go over the key ideas of the lesson with the students. (4 minutes) Elaborate/Extend/Apply: Remind students to study over the weekend. (1 minute) Evaluate/ Assessment: Test students understanding by asking them the three discussion questions to see if they were paying attention. Then give them questions on the exam involving concepts covered in the lesson. Lesson Plan Special Senses 62-5-13Lesson Title: Special Sense Quest Grade Level: 9-12 Utah Standard and Indicators: The lesson covers principles from Standard 5 Objective 06.15-17 Standard 5- indicates that students will be able to describe the structures and functions of the nervous system and special senses. Objective 06.15- that students will describe the principle anatomical structures of the eye, ear and their associated disorders. Indicators- Are that students will be able to have shown that they have mastered all of the material that was went over in class. Narrative and Rational: The reasons that students need to take a test is to show that they have actually learned the material that was gone over in class and see if they can apply their knowledge to real life situations. Purpose for Enduring Understanding: Students need to understand that they need to study and learn material in school. A test is one way to demonstrate this. Students should also become prepared to take a number of tests and get practice in this type of environment so they can be ready for end of the year exams, college, and in the workplace. Essential Questions: Do students understand the special senses of the eye, ear, tongue, and associated disorders? Skill Focus Objectives: The skills that students need to have after this lesson are to gain practice at taking exams. Language Objectives: Have students practice reading and writing skills in English. References for second Language Acquisition- Ellis, Rod. 1994. The study of second language acquisition. Oxford Applied Linguistics. Oxford University Press. New York. P.2.Vocabulary Focus: All vocabulary covered in the special senses in class.Preparation and Materials: Make 35 copies of the quest. Starter/Review: Have students answer two journal questions that are written on the board from the previous day’s material. Have them write down these questions and their answers to them in their journal. After giving them a chance to answer, have students go over the answers in class to check for understanding. (5 minutes) Engage Launch: Tell students the news of the day in the world and ask about what is going on in the school or their lives (5 minutes) Review with students the big ideas from the unit that will help them on their test. (10 minutes) Tell students jokes or stories to make them feel comfortable and relieve test anxiety. (5 minutes) Explore: Allow students to take the exam and apply their knowledge to real world examples. (55 minutes) Have students that finish read pages 289-290 in their book on the next unit that will be studied in class and answer recall questions. (8 minutes) Explain/Summarize: Reassure students they did fine on the exam. (1 minute) Elaborate/Extend/Apply: Remind students to have fun and relax(1 minute) Evaluate/ Assessment: Students will be evaluated on their answers to questions on the exam. Lesson Plan Reflection covering 1-21-13 through 1-25-13So far I am doing a good job interacting and bonding with the students. I really think giving students the news of the day and talking with them about whets going on in their lives and in school have really helped the students get used to me. This not only has helped the students become more engaged, but has helped me get the students more willing to follow directions because they like me. I believe that my teaching went well in this class so far. The materials have been all prepared before class and the instruction has been satisfactory to where I believe the students were learning the content. The instruction overall I believe could be improved be relating the information to their body more. I could perhaps have students point to themselves or the structures we are talking about on their own body. Things I would do differently next time for the students is to make a PowerPoint and slides of the information I want them to know. I right now print my notes I want them to know and show them on an overhead. I believe it would be more organized and easier for students to read if the information was in PowerPoint form. I also need to improve on walking around the classroom more as I teach while the students take notes because I believe that this allows the students to feel more apart of the lesson and can get them to interact with the information easier instead of feeling like they are being lectured too. Lesson Plan Reflection covering 1-28-13 through 2-5-13I am amazed how much more I am learning the material. Some of this material I didn’t understand particularly well such as with the special sense of the ear, but as I teach the information it has started to really make sense. Other areas that have gone well is I believe the instruction has gone over well with students and is making sense to them. I have broken the topics down the best I could and am presenting big ideas to them so it is easier to understand. I have also found a number of tables that are a summary of the information they are learning and I think that has helped them a lot to compare and contrast information. The students have also really been bonding with me and are following directions when asked. I really like discussing the news of the day with them because I think it’s making my life a lot easier. I also have improved on walking around as I lectured which I think has improved student engagement. Areas that I believe need improvement is how some of the notes are printed and put on overheads. I keep fumbling the papers because there are a lot of them. I need to become more organized when I am by the projector and if I can get time make PowerPoint slides. I also believe that I could relate more of the topics to the students and to real life scenarios. This would allow them to see why the information is important and how they can apply it to their own life more. From my evaluation I learned that I can also improve on relating the activities that the students participate in to the objective of the day more. I can accomplish this by explaining this to the students at the start of each activity. Overall, I think this week was really effective. ................
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