Lesson Reflection Spelling Lesson My lesson reflection My lesson was based upon the spelling words for the week. I enlarged the letters of each word i.e: make. These letters were distributed between the students‚ I would call out a word and the students were to utilise cooperative learning to create the answer. The students with the corresponding letters stood up‚ they said each letter and then the word‚ from here the entire class would day and spell the word. Students worked well during
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VALUE BASED QUESTIONS 5 Marks 100 Words The Last Lesson Q. Franz’s feelings about M. Hamel and school changed gradually by the end of the text‚ though he had a great disliking for both the beginning of the story. It is said that first impression is the last impression. Is it true in context of “The Last Lesson”? Definitely not. Write a small paragraph of about 100 words penning down your views on‚ ‘A person can be best judged in his first appearance only’. Ans: A well-known dictum states
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LESSON PLAN Subject : EnglishTopic : Descriptive | CLASS/ SEMESTER: X/ 2DATE :PERIOD : 2 x 45 minutes | Standard of Competence :Reading11. Understanding meaning in a short functional text and narrative‚ descriptive and news item simple essay in daily life context to access knowledgeWriting12. Expressing meaning in a short functional written text and narrative‚ descriptive and news item simple essay in daily life context.. Basic Competency Reading : 11. 2 Responding
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Lesson Plan Course Title: Cosmetology I Session Title: Types of Haircolor Performance Objective: Upon completion of this assignment; the student will be able to state the difference between the five groups of haircolor. Specific Objectives: Student will be able to explain the action of a temporary color. Student will list examples of temporary haircolor. Student will be able to explain the action of semi-permanent color. Student will be able to list examples of semi-permanent haircolor
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SMART Goals Part A: Reflect on your results from the Career Interest Profiler Activity and the Career Plan Building Activity: Competencies. Building on your strengths and weaknesses‚ create five SMART goals to help you with your personal academic and career journey. Resource: University of Phoenix Material: Goal Setting Example: Take a writing workshop in the next 2 to 3 weeks to help me improve my writing skills in order to successfully communicate with others. 1. Earn My Bachelor’s
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Lesson Plan for Lesson III Subject Science Class Third class Date 25th of May 2013 Time Ten o’clock to seven minutes past ten Strand Living things Strand unit Human life Lesson Experiments on the heart. Materials/resources Colouring pencils‚ coloured paper‚ scissors‚ kitchen paper cardboard‚ sellotape‚ jar‚ balloon‚ skewer‚ two flexible straws‚ water‚ basin to collect water spills. Objectives The child should be enabled * to locate the position of the heart in the body and
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Setting goals in the proper fashion is key to increasing the motivation of employees. If goal setting is deployed in a clear and distinct manner‚ it can assist in increasing attendance‚ productivity‚ and ultimately motivate the employee to achieve higher goals. When setting goals for yourself or others‚ it is key to be specific and concrete. The explicit example of goal setting that I will be honing in on is the use of SMART Goals. This is the goal setting structure that Pratt & Whitney utilizes
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S.M.A.R.T Goals A S.M.A.R.T goal is a short‚ specific goal. My specific Science short-term goal is to get an 80% or higher in quizzes and tests. A short-term goal has to be done in a short amount of time. For example‚ at the end of a marking period. Finally‚ that is what S.M.A.R.T goal is. My specific Science short-term goal is to get an 80% or higher in quizzes and tests. My goal will be accomplished by working harder in class. After that
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Key Stage 3 Activity: GAMES ACTIVITIES Class: Yr 7 Number of pupils: 21 Title of Unit: Rounders Lesson Number: 2 Lesson Topic: Fielding and batting Date: 7/5/09 Time: 50 min Mark to indicate Knowledge‚ Skills & Understanding Acquiring and developing new skills Select and apply skills‚ tactics‚ideas Evaluate and improve performance Knowledge and understanding of fitness and health Areas of Activity Key Stage 3:
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Chapter 3 FORMULATING GOAL PROGRAMMING MODEL..………………………... | 10 | | | 3.1 WHAT IS GOAL PROGRAMMING?………………………………………………. | 10 | 3.2 ASSUMPTIONS………………………………………………….………………….. | 10 | 3.3 COMPONENTS………………………………………..……………………………. | 11 | 3.3.1 GOAL CONSTRAINTS………………………………………………… | 11 | 3.3.2 OBJECTIVE FUNCTION……………………………………………… | 11 | 3.3.3 GOAL PROGRAMMING TERMS……………………………………. | 12 | 3.3.4 GOAL PROGRAMMING CONTRAINTS……………………………. | 12 | 3.4 GOAL PROGRAMMING STEPS…………………………………………………
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