No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing.
Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class.
They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Challenge each parent to identify his or her child's hand. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.
As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them. Then use an overhead projector or another source of bright light to create a silhouette of each student's profile; have each student sit in front of the light source as you or another student traces the outline of the silhouette on a sheet of by inch paper taped to the wall.
Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity.
Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage. Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home.
As a final bit of information, ask the student to write a headline that best describes him or her! This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz. Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes. Who got the highest score? It seems as if parents are contacted only if there is a problem with students.
At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip. You can repeat some of the questions.
Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside.
Contributor Unknown Fact or Fib? This is a good activity for determining your students' note-taking abilities. Tell students that you are going to share some information about yourself. They'll learn about some of your background, hobbies, and interests from the second oral "biography" that you will present.
Suggest that students take notes; as you speak, they should record what they think are the most important facts you share. When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.
Then provide each student a chance to present the second oral biography and to test the others' note-taking abilities by presenting his or her own "fact or fib quiz. Mitzi Geffen Circular Fact or Fib? Here's a variation on the previous activity: Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group.
Give the facing pairs of students two minutes to share their second oral "biographies. After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.
The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem.
Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait. Invite students to share their poems with the class.
This activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus. You might also vary the number of words for each letter, according to the students' grade levels. Bill Laubenberg Another Poetic Introduction. Ask students to use the form below to create poems that describe them. This activity lends itself to being done at the beginning of the school year and again at the end of the year.
You and your students will have fun comparing their responses and seeing how the students and the responses have changed. Contributor Unknown Food for Thought To get to know students and to help them get to know one another, have each student state his or her name and a favorite food that begins with the same first letter as the name. Watch out -- it gets tricky for the last person who has to recite all the names and foods!
Here's a challenging activity that might help high school teachers learn about students' abilities to think critically. Send students into the school hallways or schoolyard, and ask each to find something that "is completely the opposite of yourself. To widen the area to be explored, provide this activity as homework on the first night of school. When students bring their items back to class, ask each to describe why the item is not like him or her.
You'll get a lot of flowers, of course, and students will describe how those flowers are fragrant or soft or otherwise unlike themselves. But you might also get some clever responses, such as the one from a young man who brought in the flip-top from a discarded can; he talked about its decaying outward appearance and its inability to serve a purpose without being manipulated by some other force and how he was able to serve a purpose on his own. Joy Ross Personal Boxes In this activity, each student selects a container of a reasonable size that represents some aspect of his or her personality or personal interests, such as a football helmet or a saucepan.
Ask students to fill that object with other items that represent themselves -- for example, family photos, CDs, dirty socks, a ballet shoe -- and bring their containers back to school. Students can use the objects in the containers as props for three-minute presentations about themselves. The teacher who provided this idea suggests that you model the activity and encourage creativity by going first -- it's important for students to see you as human too!
She included in her container a wooden spoon because she loves to cook, a jar of dirt because she loves to garden, her son's first cowboy boot, a poem she wrote, a rock from Italy because she loves to travel, and so on. You'll learn much about each student with this activity, and it will create a bond among students. As each student gives a presentation, you might write a brief thank-you note that mentions something specific about the presentation so that each student can take home a special note to share with parents.
It might take a few days to give every student the opportunity to share. Getting to Know One Another Volume 2: Who's in the Classroom? My Classmates and Me Volume 4: Activities for the First Day of School Volume Back-to-School Activities Volume 5: Be sure to see our tips for using Every-Day Edits in your classroom. See our idea file. Run out of Every-Day Edit activities for the month of September? Check out our Xtra activities for any time of year. This course is designed for all K educators looking for a fun and engaging way to help students take control of their own learning by using gamification.
It can be used for all subject areas at any level. This course is designed to teach you how to better engage learners by using gamification in their lessons. You'll discover how intrinsic and extrinsic motivations work, and how gamification can foster a growth mindset towards learning.
Ultimately, you will learn how to use gamification as fun, non-threatening built-in assessment for any class content where students get to use choice and voice in their learning.
You will also get to view gamified lesson content samples that are already in use by teachers around the world. On completion of this course, learners will: Have explored how to use gamification as an assessment tool. Understand how to maximize student engagement and foster a growth mindset culture. Gain the competence and confidence to create their own gamified activities, lessons, units, or even full-year themes.
Need to get your Professional Development Credits approved by your administration? Download the course description here. He was also the community champion award winner for his school district. Many of our subscribers and readers are required to obtain continuing education and Professional Development hours throughout their careers.
Time, relevancy and quality are the concerns we hear across all industries in regards to Professional Development available, so we wanted to help change that. As we head into our third year of offering Professional Development services, we are proud to say we've helped over professionals with their online PD needs so far.
FAQs When does the course start and finish? Most courses available start as soon as you enroll and can be taken at your pace. We suggest trying to have it done within weeks. Graduate level courses operate like a normal college level course and have a start and end date.
Refer to the course you are interested in or contact us for a list of start dates. What type of payment is accepted for this course? Hey, Get a Job! Students learn the purpose of a resume and the basic rules for writing a resume. They will then begin to create a resume of their own.
Section 3 — Hey, Get a Job! Language Arts teachers may choose to have students write a resume for a character in a novel or story instead or as a warm-up for students writing their own resume. For example, what if Beowulf had to apply for a job? What would his resume look like?
Social Studies teachers might assign students the task of creating a resume for an historical figure at a certain time in their life. They could compare resumes of presidents before they were elected. What famous person was a haberdasher and who was a house painter before they stepped on the world stage? List what a resume is used for: Discuss which are good and which are not. There are some good ones from teens on www. This should lead into a discussion of the basics of resume writing.
Resumes must be typed Print resumes on high quality paper — office supply stores call it resume paper Keep your resume to one page Use a proper format — use a template Write in the active voice No: I have written Yes: I wrote Focus on these three skills — point out to students that even if they have no work experience, they should have skills to put in a resume communication skills problem solving skills technical skills Pay attention to words Brainstorm a list of words with students to use on resumes.
They should come up with to get the idea of work-oriented action words. Check, check and double check and then have someone else proof it Create a worksheet or some questions that include things teens can put on a resume.
Things to be included: Work experience if they have any. Most recent job, what they did and for whom, list of duties remind them of the words you brainstormed earlier.
Lesson Plan 4 RESUME WRITING OBJECTIVE: Upon successful completion, students will be able to create a complete resume representing their skills, experience.
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homework helpers word searches Custom Resume Writing Lesson Plan middle country public library homework help dissertation meaning of the word. Guide to Writing Lesson Plans; Topics. Back To School; Cultural Heritage & Diversity; Elections; Field Trip Fun; Resume Writing for Teens By – Jennie Withers Language Arts teachers may choose to have students write a resume for a character in a novel or story instead or as a warm-up for students writing their own resume. For example.
This lesson plan introduces the resume basics. Although the cover letter is a part of the video, this lesson specifically targets the resume. Review students’ printouts for The 3 Fs of Resume Writing, My Resume Ideas: Getting Started, Visualizing Your Resume: Graphic Organizer, Visualizing Your Cover Letter: Graphic Organizer, and Steps to Creating a Cover Letter after each lesson in which they are used or collected.