LESSON PLAN Lesson Title: march, wheel, halt and step short in quick time | Training Objective: | References: Manual of Land Warfare Part 3 Volume 3 Pam 1. | Stores/Aids: nil | Location: parade ground | Date/Time: week 9, 9th of September 2013 | Safety Precautions (if applicable): nil | Layout: cadets formed up in ranks | Dress: dpcu | Additional Points: - length of the pace when: * stepping out 80cm * stepping short 50cm * quick time 75cm | Introduction: | Preliminaries: during this period of instruction you will be taught how to, march, wheel, halt and step short in quick time, the reason you are taught this is so you can effectively perform the required drill movement when required. at the end of this lesson you will be able to : * march and halt in quick time * change direction (wheel) and change step in quick time * be able to step out and step short in quick time | Revision: revise cadets on previous drill lessons: * saa * sae * forming ranks * stand easy * right dress | Approach (Reason for learning): During this period, you will be taught how to march halt change direction and step short in quick time The reason you are taught this is so you can effectively and perfectly perform the required drill on parade and where needed. | Statement of Objective: at the end of this period, you will: * march and halt in quick time * change direction (wheel) and change step in quick time * be able to step out and step short in quick time | BODY | Stage | Teaching Points/Conduct | 12345 | marching and halting in quick time.-commander demonstrates what happens on the command quick march.the commander will then explain that you step of with your left foot and your right arm comes out parallel to the ground with no kinks in the elbow and the left arm goes out behind the body then so on with the right foot. every pace including the first is to 75 cm. the fists are to be clinched and straight with the thumb locked over the second joint of the finger.shoulders are to be square to the front.haltcommander demonstrates what happens on the command halt.he then explains that the command is given when the right foot hits the ground then a check pace is taken with the left foot (75cm) then the right foot will be brought 15 centre metres above the ground then at the same time your arms will cut down beside you and your right foot will smack down on the ground into the attention position.commander will then give the command “quick march then holt” change direction, wheel.Instructor explains that whether marching file, threes or sixes, the inner cadet is to wheel on the circumference of a circle with a radius of 60 centimetres and change direction through 90 degrees. The inner cadet is to use his peripheral vision and step short to the required pace and the outside cadet is to step out and stay in line with the ranks the left. Instructor explains that whether marching file, threes or sixes, the inner cadet is to wheel on the circumference of a circle with a radius of 60 centimetres and change direction through 90 degrees.Commander gives the command quick march then squad change direction right/left, right/left turn! change step, step short, step outInstructor demonstrates 'CHANGE - STEP'Instructor explains that this command 'CHANGE' is given as the left foot reaches the ground and 'STEP' as the right foot reaches the ground on successive movements. Complete a pace with the left foot. Bring the right…
will be corrected together.
To initiate the lesson a video clip of coauthor, Craig Hatkoff will be showed. After the book cover of Owen and Mzee will be showed to the class online and then compare the animals from the real life story of the tortoise and the hippopotamus, to the story Mrs Frisby and the Rats of NIMH, and the aid of the crow, Jeremy, by Mrs Frisby, the mouse.
1. To start the lesson we will go over punctuation and its uses.
“Which punctuation marks…
EDU352: Foundations of Educational Technology
March 31, 2014
Page 1 of 1
In the following paragraphs I will be sharing with you three lesson plans. I will also be answering some questions pertaining to those lesson plans.
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Elementary Level Grade 2 Age 8
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Objectives Students Will Understand
A mammal is…
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Class periods are an hour each. All of the following lesson plans will take place during one class period in consequent days. Included here are lesson plans for four days, but this is part of a larger unit. Because of the varying levels of ability in the classroom, students should be encouraged to use their personal creativity. Students in this classroom all are working on different…
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I. Review of Prior Class: Ten Economic Principles
Questions or concerns on Course Administration ??
Syllabus and Text
Aplia and Quizzes
How People Make Decisions.
Principle #1: People Face Tradeoffs.
Principle #2: The Cost of Something Is What You Give
Up to Get It.
Principle #3: Rational People Think at the Margin.
Principle #4: People Respond to Incentives.
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Lesson Plan: Balance Beam
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Instructor: Thad Walker
December 15, 2014
Running Head: Balance Beam
1st Grade/age 6!
Developmental level will begin with cognitive, associative and progress to autonomic!
The fundamental skill is walking on a balancing beam/one foot in front of the other!
The state standard: The state of Texas requires…
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NYS Family and Consumer Science Standards
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
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A. Latin America: Mexico, South America, and the Caribbean
B. Flags of Latin America
C. Learning Objectives: TSW
A. Audience: 6th Grade Geography Class
B. Behavior: Bloom’s Taxonomy
1. Examine and record basic facts about a Latin American country
2. Learn the significance of a country’s flag
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key ideas and details
1. With prompting and support ask and answer questions about key details in a text. RI.K.1Speaking and listening Standards
Comprehension and collaboration
1.Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed upon rules for discussion. SL.K.1.a.
Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Miranda Peterson Date: May 14, 2015
# of Students: 28 Age/Grade Level: 4th Grade Content Area: Math
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Lesson Alignment to Unit
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As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes…