Kriscia Tomasino Sanchez Lesson Plan- NNA1 Task 4 (1)
docx
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
NNA1
Subject
Mechanical Engineering
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by AgentField13091
Kriscia Tomasino Sanchez NNA1 Task 4 Lesson Plan
Content Area Lesson with Use of Nonlinguistic Strategies Lesson Plan Template – NNA1 Task 4
General Information Lesson Title: Compare and Contrast: Comprehension using a Venn-Diagram
Academic Content Area: English Language Arts
Nonlinguistic Strategies: Venn diagram to compare and contrast information
Grade/Level: 1st grade
Students’ Language Proficiency Levels: Emerging to Developing
Standards and Objectives English Language Proficiency Standard(s):
ELD CA Grade 1: Part 1: Interacting in Meaningful Ways: A. Collaborative: 3. Offering and supporting opinions and negotiating with others in communicative exchanges.
Content Area Standard(s):
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Content-Area Objective:
Given a specific text, students will provide three similarities and three differences from life now and the past using Venn diagram with 90% accuracy.
Language Objective:
Students will be able to orally retell three similarities and three differences to a partner using a Venn diagram with 90% accuracy.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Kriscia Tomasino Sanchez NNA1 Task 4 Lesson Plan
Activity Description/Teacher
Student Actions
Students will review vocabulary: alike, different, compare, and contrast.
Teacher reads vocabulary cards.
Students review vocabulary words with teacher.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Teacher demonstrate difference and similarities examples. Teacher does this by showing two apples, one green and one red to show similarities. A book and notebook to show differences.
Teacher models how to look for details in text
to use in Venn diagram.
Students observe teacher’s demonstration of compare/contrast examples.
Students find more thinks that are alike or different in school as text lists.
Guided Practice:
Activity Description/Teacher
Student Actions
Teacher gives students a copy of book: Then and Now by Trace Sato.
Teacher gives students a copy of a Venn diagram.
Students work in pairs to compare and contrast life now and in the past.
Students write details found in Venn diagram.
Independent Student Practice:
Activity Description/Teacher
Student Actions
Teacher provides new copy of Venn diagram to use when comparing two texts: Then and Now y Tracy Sato and Then and Now by Charles Hope.
Students use both texts to write similarities and differences between life now and in the past.
Kriscia Tomasino Sanchez NNA1 Task 4 Lesson Plan
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
Teacher uses Venn diagram on board for students to take turns writing similarities and differences to assess for understanding and provide feedback.
Students sit and wait for their turn to participate in class discussion and writing their details on the board’s Venn diagram.
Content-Area Activity That Supports Development of Academic Language
This lesson provides scaffolding for students on Emerging and Developing proficiency levels by using sentence frames and vocabulary cards.
These activities will support students in recalling academic vocabulary and properly use it during class and group discussions.
Activity That Uses a Nonlinguistic Strategy to Teach Lesson Content
Students will use Venn diagram to demonstrate similarities and difference from each text to compare life now and in the past.
This nonlinguistic strategy will provide students with a physical demonstration in written form to use during the end of class discussion to show their comprehension of the lesson content.
Paired or Small-Group Activity Students will work in pairs or small groups when comparing and contrasting ideas from the texts.
This activity allows students to lower their affective filter because they can use academic language and ideas they already learned or reviewed. Assessment
Teacher will use Venn diagrams to assess students’ understanding of the text and their ability to provide
details when comparing and contrasting information on a given text which helps measure the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Kriscia Tomasino Sanchez NNA1 Task 4 Lesson Plan
comprehension skills that support the content area and language objectives of this lesson.
Related Documents
Related Questions
Help!!! Please answer part b correctly like part A. Please!!!!
arrow_forward
LESSON: AUTODESK AUTOCAD
Choose from the choices:
arrow_forward
Learning Goal:
To describe the shape and behavior of cables that are subjected to concentrated and
distributed loads.
Part A
Structures often use flexible cables to support members and to transmit loads between
structural members. Because a cable's weight is often significantly smaller than the
load it supports, a cable's weight is considered negligible and, therefore, not used in
the analysis.
In this tutorial, cables are assumed to be perfectly flexible and inextensible. Thus, once
the load is applied the geometry of the cable remains fixed and the cable segment can
be treated as a rigid body.
Cables of negligible weight support the loading shown. (Figure 1) If W, = 85.0 N , W, = 510 N, YB = 1.40 m, yc = 2.80 m, yp = 0.700 m, and zc = 0.850 m, find zg.
Express your answer numerically in meters to three significant figures.
> View Available Hint(s)
VO AEoI vec
IB = 2.048
m
Submit
Previous Answers
X Incorrect; Try Again; 4 attempts remaining
Part B Complete previous part(s)
W2
O…
arrow_forward
Help!!! Answer all parts correctly!! Please
arrow_forward
I need GF,CF,CD asap please
arrow_forward
Help!!! Answer it correctly!!! Make sure you solve work on hand!!! Answer correctly Please!!!!!!!
arrow_forward
Help with this would be great, thanks!
arrow_forward
Learning Task 2:
Changes in momentum happen every time. A fast-moving car when suddenly stopped might have damaging effects not
only to the vehicle itself but also to the person riding it. Various devices have been installed in vehicles to ensure the safety of
the passengers. Can you think of some safety devices installed on vehicles (public/private)? Name at least five (5) of them.
arrow_forward
Please answer the 4th question
arrow_forward
Please give me the answers for this i been looking at this for a hour and my head hurts
arrow_forward
I need parts 8, 9, and 10 answered. Number 1 is an example of how it should be answered.
NOTE: Read the instructions, no where does it say any drawing is required. It is really frustrating when I wait all this time for an answer to a question and some tutor does even read the instructions and just declines it...its ridicilous.
arrow_forward
This is an engineering problem and not a writing assignment. Please Do Not Reject. I had other engineering tutors on bartleby help me with problems similar to this one.
This problem must be presented in a logical order showing the necessary steps used to arrive at an answer. Each homework problem should have the following items unless otherwise stated in the problem:
a. Known: State briefly what is known about the problem.
b. Schematic: Draw a schematic of the physical system or control volume.
c. Assumptions: List all necessary assumptions used to complete the problem.
d. Properties: Identify the source of property values not given to you in the problem. Most sources will be from a table in the textbook (i.e. Table A-4).
e. Find: State what must be found.
f. Analysis: Start your analysis with any necessary equations. Develop your analysis as completely as possible before inserting values and performing the calculations. Draw a box around your answers and include units and follow an…
arrow_forward
Help!!! Please answer all Correctly!!! Please
arrow_forward
I need parts 1, 2, and 3 answered pertaining to the print provided.
NOTE: If you refuse to answers all 3 parts and insist on wasting my question, then just leave it for someone else to answer. I've never had an issue until recently one single tutor just refuses to even read the instructions of the question and just denies it for a false reasons or drags on 1 part into multiple parts for no reason.
arrow_forward
Problem 1: You are working in a consulting company that does a lot of hand calculations for designs in
Aerospace Industry for mechanical, thermal, and fluidic systems. You took the Virtual engineering
course, and you want to convince your boss and the team you work to move to modelling and simulation
in computers using a certain software (Ansys, Abaqus, etc). Discuss the benefits and pitfalls of computer
based models used within an industrial environment to solve problems in engineering.
arrow_forward
Do not give answer in image and hand writing
arrow_forward
Learning Goal:
To be able to find the center of gravity, the center of mass, and the
centroid of a composite body.
A centroid is an object's geometric center. For an object of uniform
composition, its centroid is also its center of mass. Often the
centroid of a complex composite body is found by, first, cutting the
body into regular shaped segments, and then by calculating the
weighted average of the segments' centroids. An object is made
from a uniform piece of sheet metal. The object has dimensions of
a = 1.25 ft, where a is the diameter of the semi-circle, b = 3.71 ft,
and c = 2.30 ft. A hole with diameter d = 0.750 ft is centered at
(1.09, 0.625).
Figure
kd-
J = 0.737
Find y, the y-coordinate of the body's centroid. (Figure 1)
Express your answer numerically in feet to three significant figures.
View Available Hint(s)
ΑΣΦ
Submit Previous Answers
vec
3
X Incorrect; Try Again; 2 attempts remaining
?
ft
arrow_forward
Task 1
You are employed as a mechanical engineer within an unnamed research center, specializing in the
development of innovative air conditioning systems. Your division is tasked with providing computer-based
modeling and design solutions using computational fluid dynamics through ANSYS software. Your primary
responsibilities involve the analysis of horizontal channel dynamics to meet specific criteria. Under the
guidance of your immediate supervisor, you have been assigned unique responsibilities within an ongoing
project. As a member of the research team, your role includes constructing an appropriate model and
executing a sequence of simulation iterations to explore and enhance channel performance. Figure 1
provides a visualization of the horizontal channel under consideration. Consider 2D, incompressible, steady
flow in a horizontal channel at a Reynolds number of 150. The schematic below illustrates the channel flow,
not drawn to scale. For simplicity, neglect gravity. The…
arrow_forward
operations research - pert cpm
arrow_forward
I need soolutions for CD,CF,GF
arrow_forward
Help with this would be great, thanks!
arrow_forward
Enginooring Mochanics: Sutca (1
Fint Scitester, Firt yoat, Academic yer 2020-2021
Deputtane of Civil Engnoeg
Callege of Engincenng
Lasenaty ut Mis
Cm link on Miodle
Instructor: Dr. Murtada Abass
Mid-term Examination of E113 1 year
2020-2021
Date: March 5, 2021
Time: 20 Minutes
Answer one question only which is
assigned for you only
Your Question is assigned via Mloodle
in Ouizzes Section
Your answer to the question will be
submitted via Zoom
Question: Determine the reactions of the
truss shown in the Figure,
5 KN
lom
A
جميلة محمد
15
کشيش
lom
IDM
Page15
arrow_forward
The first photo is the question, where the 2nd shows some problem solving strategies
arrow_forward
Mech. Engg. Dept.
4th year 2022-2023
Solar Energy
Spring course MEC364
Dr. Mahmoud U. Jasim
Review/Recap Sheet
Q1- Answer with true or false and rewrite the false statements completely in
correct form, otherwise no mark will be put on the false statements.
1
2
To represent a location on earth surface you need to define its altitude and longitude
angles.
3
Solar zenith and solar incidence angles have the same value for horizontal surface.
At sunset time the value of solar altitude angle is maximum.
4
The angle which represents the inclination of a given surface is the zenith angle
5
6
7
8
When the absolute value of sun-wall azimuth angle exceeds 90' this means that the sun
rays are reaching the receiving plane.
The solar irradiance and the solar irradiation have the same physical meaning.
In the case of clear sky weather, the beam solar irradiation on a horizontal surface is less
than the diffused irradiation.
The total solar radiation received by a tilted surface is the same as that…
arrow_forward
Assignment 1: TIME VALUE OF MONEY
Objective: To further understand the concept of the time value of money.
INSTRUCTIONS:
In each problem,
a. Translate data given in problems into their respective graphical representations - i.e. draw
the correct cash flow diagram.
b. Write down all pertinent given information or data on your paper.
c. Calculate answers correctly.
3. A certain college graduate, Sallie Evans, has $24,000 in student-loan debt at the end of
her college career. The interest rate on this debt is 0.75% per month. If monthly payments
on this loan are $432.61, how many months will it take for Sallie to repay the entire loan?
arrow_forward
Learning outcome Fundamental.3 evaluation
For the problem related to Fundamental.3, a sketch of the boat showing its and the river's velocity and acceleration, including the frame of reference considered, is
mandatory. Its absence will automatically make the problem false.
VW
-0
DON
??
В
The boat can travel with a speed of 14km.h with respect to the water. The water is moving at 5km.h - down.
The boat is steered with an angle of 17 with respect to the direction of the flow while its effective, observed, direction of the boat is with an angle with the
direction of the flow...
Determine
1. The effective direction of the boat
2. The effective speed of the boat, this answer must also be (put the result in the cell bellow)
arrow_forward
LESSON: AUTODESK AUTOCAD
Choose from the choices:
arrow_forward
SEE MORE QUESTIONS
Recommended textbooks for you

Elements Of Electromagnetics
Mechanical Engineering
ISBN:9780190698614
Author:Sadiku, Matthew N. O.
Publisher:Oxford University Press

Mechanics of Materials (10th Edition)
Mechanical Engineering
ISBN:9780134319650
Author:Russell C. Hibbeler
Publisher:PEARSON

Thermodynamics: An Engineering Approach
Mechanical Engineering
ISBN:9781259822674
Author:Yunus A. Cengel Dr., Michael A. Boles
Publisher:McGraw-Hill Education

Control Systems Engineering
Mechanical Engineering
ISBN:9781118170519
Author:Norman S. Nise
Publisher:WILEY

Mechanics of Materials (MindTap Course List)
Mechanical Engineering
ISBN:9781337093347
Author:Barry J. Goodno, James M. Gere
Publisher:Cengage Learning

Engineering Mechanics: Statics
Mechanical Engineering
ISBN:9781118807330
Author:James L. Meriam, L. G. Kraige, J. N. Bolton
Publisher:WILEY
Related Questions
- Help!!! Please answer part b correctly like part A. Please!!!!arrow_forwardLESSON: AUTODESK AUTOCAD Choose from the choices:arrow_forwardLearning Goal: To describe the shape and behavior of cables that are subjected to concentrated and distributed loads. Part A Structures often use flexible cables to support members and to transmit loads between structural members. Because a cable's weight is often significantly smaller than the load it supports, a cable's weight is considered negligible and, therefore, not used in the analysis. In this tutorial, cables are assumed to be perfectly flexible and inextensible. Thus, once the load is applied the geometry of the cable remains fixed and the cable segment can be treated as a rigid body. Cables of negligible weight support the loading shown. (Figure 1) If W, = 85.0 N , W, = 510 N, YB = 1.40 m, yc = 2.80 m, yp = 0.700 m, and zc = 0.850 m, find zg. Express your answer numerically in meters to three significant figures. > View Available Hint(s) VO AEoI vec IB = 2.048 m Submit Previous Answers X Incorrect; Try Again; 4 attempts remaining Part B Complete previous part(s) W2 O…arrow_forward
- Help with this would be great, thanks!arrow_forwardLearning Task 2: Changes in momentum happen every time. A fast-moving car when suddenly stopped might have damaging effects not only to the vehicle itself but also to the person riding it. Various devices have been installed in vehicles to ensure the safety of the passengers. Can you think of some safety devices installed on vehicles (public/private)? Name at least five (5) of them.arrow_forwardPlease answer the 4th questionarrow_forward
- Please give me the answers for this i been looking at this for a hour and my head hurtsarrow_forwardI need parts 8, 9, and 10 answered. Number 1 is an example of how it should be answered. NOTE: Read the instructions, no where does it say any drawing is required. It is really frustrating when I wait all this time for an answer to a question and some tutor does even read the instructions and just declines it...its ridicilous.arrow_forwardThis is an engineering problem and not a writing assignment. Please Do Not Reject. I had other engineering tutors on bartleby help me with problems similar to this one. This problem must be presented in a logical order showing the necessary steps used to arrive at an answer. Each homework problem should have the following items unless otherwise stated in the problem: a. Known: State briefly what is known about the problem. b. Schematic: Draw a schematic of the physical system or control volume. c. Assumptions: List all necessary assumptions used to complete the problem. d. Properties: Identify the source of property values not given to you in the problem. Most sources will be from a table in the textbook (i.e. Table A-4). e. Find: State what must be found. f. Analysis: Start your analysis with any necessary equations. Develop your analysis as completely as possible before inserting values and performing the calculations. Draw a box around your answers and include units and follow an…arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
- Elements Of ElectromagneticsMechanical EngineeringISBN:9780190698614Author:Sadiku, Matthew N. O.Publisher:Oxford University PressMechanics of Materials (10th Edition)Mechanical EngineeringISBN:9780134319650Author:Russell C. HibbelerPublisher:PEARSONThermodynamics: An Engineering ApproachMechanical EngineeringISBN:9781259822674Author:Yunus A. Cengel Dr., Michael A. BolesPublisher:McGraw-Hill Education
- Control Systems EngineeringMechanical EngineeringISBN:9781118170519Author:Norman S. NisePublisher:WILEYMechanics of Materials (MindTap Course List)Mechanical EngineeringISBN:9781337093347Author:Barry J. Goodno, James M. GerePublisher:Cengage LearningEngineering Mechanics: StaticsMechanical EngineeringISBN:9781118807330Author:James L. Meriam, L. G. Kraige, J. N. BoltonPublisher:WILEY

Elements Of Electromagnetics
Mechanical Engineering
ISBN:9780190698614
Author:Sadiku, Matthew N. O.
Publisher:Oxford University Press

Mechanics of Materials (10th Edition)
Mechanical Engineering
ISBN:9780134319650
Author:Russell C. Hibbeler
Publisher:PEARSON

Thermodynamics: An Engineering Approach
Mechanical Engineering
ISBN:9781259822674
Author:Yunus A. Cengel Dr., Michael A. Boles
Publisher:McGraw-Hill Education

Control Systems Engineering
Mechanical Engineering
ISBN:9781118170519
Author:Norman S. Nise
Publisher:WILEY

Mechanics of Materials (MindTap Course List)
Mechanical Engineering
ISBN:9781337093347
Author:Barry J. Goodno, James M. Gere
Publisher:Cengage Learning

Engineering Mechanics: Statics
Mechanical Engineering
ISBN:9781118807330
Author:James L. Meriam, L. G. Kraige, J. N. Bolton
Publisher:WILEY