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    11th Grade IB English Language and Literature

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    Arthur Braga
    The 11th grade IB English Language and Literature class began with a revision game to review stylistic devices. Students then discussed chapters from The Things They Carried in small groups, answering questions on a PowerPoint. The teacher monitored and facilitated the discussion. In the next class, students will present passages from the text. The 7th grade Mathematics class started with a warm-up involving inequality problems. The teacher then explained how to solve two-step inequalities through examples, noting common mistakes. More inequalities were given as an exit ticket. The 7th grade World History class watched a 12-minute video on the spread of Islam. The teacher reinforced key aspects to understand about the topic and had students locate regions

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    11th Grade IB English Language and Literature

    Uploaded by

    Arthur Braga
    124 views1 page
    The 11th grade IB English Language and Literature class began with a revision game to review stylistic devices. Students then discussed chapters from The Things They Carried in small groups, answering questions on a PowerPoint. The teacher monitored and facilitated the discussion. In the next class, students will present passages from the text. The 7th grade Mathematics class started with a warm-up involving inequality problems. The teacher then explained how to solve two-step inequalities through examples, noting common mistakes. More inequalities were given as an exit ticket. The 7th grade World History class watched a 12-minute video on the spread of Islam. The teacher reinforced key aspects to understand about the topic and had students locate regions

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    The 11th grade IB English Language and Literature class began with a revision game to review stylistic devices. Students then discussed chapters from The Things They Carried in small groups, answering questions on a PowerPoint. The teacher monitored and facilitated the discussion. In the next class, students will present passages from the text. The 7th grade Mathematics class started with a warm-up involving inequality problems. The teacher then explained how to solve two-step inequalities through examples, noting common mistakes. More inequalities were given as an exit ticket. The 7th grade World History class watched a 12-minute video on the spread of Islam. The teacher reinforced key aspects to understand about the topic and had students locate regions

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    124 views1 page

    11th Grade IB English Language and Literature

    Uploaded by

    Arthur Braga
    The 11th grade IB English Language and Literature class began with a revision game to review stylistic devices. Students then discussed chapters from The Things They Carried in small groups, answering questions on a PowerPoint. The teacher monitored and facilitated the discussion. In the next class, students will present passages from the text. The 7th grade Mathematics class started with a warm-up involving inequality problems. The teacher then explained how to solve two-step inequalities through examples, noting common mistakes. More inequalities were given as an exit ticket. The 7th grade World History class watched a 12-minute video on the spread of Islam. The teacher reinforced key aspects to understand about the topic and had students locate regions

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Arthur Braga –Assignment Drop In

    11th Grade IB English Language and Literature – Teacher - Richard Young.

    The teacher began the lesson by playing a quick revision game in which he asked the students to
    stand up. If they were able to say a stylistic device (e.g. hyperbole, euphemism, metaphor) then
    the student could sit down. The second activity was check students homework. In this
    homework, the students had to identify different stylistic devices from the text (The Things They
    Carried) and then explain what their significance and how its usage effects the audience.
    The students were then placed in groups of 3 or 4 in which they had to discuss one of the
    chapters of reading which had been assigned for homework. The teacher had placed the
    questions on a PowerPoint. The students answered the questions and took notes. The teacher
    monitored and facilitated.
    After 20 minutes, the teacher led a whole class discussion on the texts and wrote some of the key
    words or phrases on the white board. At the end of the class the teacher ask the students to pick a
    passage from the text in which they would have to perform in front of the class in the next class.

    7th Grade Mathematics - Teacher – Paula Machado.

    The teacher began with a warm up writing down on the board three one step inequalities. After
    five minutes, she asked who was able to solve them on the board. Many students raised their
    hands and almost everybody wants to participate. She selected three and they were able to solve
    all the inequalities. After that she asked the students to open the book on page 116 and read the
    objectives of the lesson and the part “Check the skills you’ll need”. She went over to how to
    solve two step inequalities and did several examples. In each one she was able to explain the
    main idea and the common mistakes that students used to do. At the end of the class, she wrote
    three more new inequalities on board and another group of students was selected and once again
    they had no problem to find the correct answer.

    7th Grade World History – Teacher Paul Strootman

    Paul began showing his students a twelve minutes video about the spread of Islam. At the end the
    teacher reinforce some main aspects that the students should know about the topic like:
    -Relate the spread of Islam to historical events and process of historical changes
    -Trace the spread of Islam chronologically and regionally
    -Evaluate the importance of shifts in economic and political power and accompanied the spread
    of the Islam.
    -Identify and locate regions using a map.
    After that students discussed and asked him a lot of questions about economic, political and
    religious aspects. It was very difficult some religious and moral issues ignited the debate but the
    teacher was able to calm the waters by the end of class. The debate would continue in the next
    lesson because there was still much to be discussed.

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