Learn Korean Language (Introducing Yourself)

Christine's Intermediate Korean Conversation (Introducing Oneself in Korean)

First Aid Course Outline (for High School)

Duration: 8 hours (1 day)

Entry Requirements: Biology for High School

Number of Students: Minimum of 5, Maximum of 10

Topics:

1. Definition of First Aid

2. First Aid Kit

3. Wounds

4. Burns

5. Stress

6. Fracture

7. Drowning

8. Intoxication

9. Managing Unconscious Casualty

10. Cardio Pulmonary Resuscitation

11. Applying First Aid

12. Assessment

iPad Lesson Planning

Demonstration on How to Design and Use Lesson Plan Templates on iPad

by

The Dream Eater Videos

Lesson Plan for The Dream Eater
Adjective Lesson Plan For The Dream Eater
Long O Words Lesson Plan for The Dream Eater

Long O Words Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Pre-School/Kindergarten/Grade One
Subject: Long O Words
Story: The Dream Eater

I. Objectives:

A. Basic
1. To match pictures with long O sounds.
2. To rearrange letters to form long O words.
3. To complete phrases using the appropriate long O words.

B. Average
1. To complete phrases using the appropriate long O words.
2. To complete sentences using the appropriate long O words.
3. To answer comprehension questions about previously read sentences.

C. Fast
1. To complete sentences using the appropriate long O words.
2. To answer comprehension questions about previously read sentences.
3. To answer comprehension questions about previously read story.

II. Subject Matter:
A. Basic - mastery of long O words with CVC and CVCV pattern
B. Average - mastery of long O words with CVCV and CCVCV pattern
C. Fast - mastery of long O words with CVCV/CCVCV pattern

III. Procedure:

A. Basic

1. Oral Work: Picture Puzzle

The students will be divided into 2 groups. After the signal, a member will form a picture puzzle and choose the correct word that matches the picture puzzle. The first member who reads the word out loud, will get a point for their group. The members will take turns in completing the puzzles until everyone has participated. The group with the most number of points at the end of the game wins.

Picture Puzzle: doe, bone, nose, toe, cone, rose

2. Seat Work 1: Form That Word!

There are ten envelopes, each containing pictures and letters. The students will rearrange the letters to form the word that matches the pictures. They will make a sentence using the formed word and write it on their worksheets.

Words: doe, bone, nose, pole, mole, toe, cone rose, hose, hoe

3. Seat Work 2: Dragon Claws

There are 5 dragon feet with movable claws posted on one side of the room. There are incomplete sentences written on the dragon feet. The choices are written on the dragon claws. The students will choose the correct word that will complete the sentences.
a. He is the (sole, mole) owner of the car.
b. Her (mole, pole) is right beside her nose.
c. Drink milk to have strong (bones, notes).
d. Use the (hose, nose) to water the roses.
e. Slow down in the school (zone, tone).

B. Average

1. Oral Work: Boardgame

The students will be divided into two groups. There will be a board game with different colored steps. After rolling the dice, the students will pick a colored card that corresponds with the color they "landed on." Written on each colored card is an incomplete phrase. The students will choose the correct word that will complete the phrase and read it out loud, the first that will cross the finish line wins.
Phrases:
a._____ for the best (joke, hope)
b._____ a vase (wrote, broke)
c.make a _____ (joke, cope)
d. _____ a poem (phone, wrote)
e. used the _____ (phone, Rome)

2. Seatwork 1: Bamboo Leaves

There will be 5 bamboos with movable leaves on one corner of the room. Written on each bamboo is an incomplete phrase. The choices are written on the bamboo leaves. The students will write the completed phrase on their worksheets.
a. crack a (joke, robe, cope)
b. (broke, hope, cope) a promise
c. talk on the (phone, rope, Rome)
d. (Rome, rope, role) in Europe
e. (poke, cope, hope) in the eye

3. Seatwork 2: Baku Heads

There will be 4 baku heads posted on one side of the room. The mouth of each head can be opened. Written on the tongue of each baku is a sentence followed by a comprehensive question. The students will write their answers in phrases on their worksheets.
a. The pope lives in Rome. Where does the pope live?
b. You should not lose your hope. What should you not lose?
c. He bought a new phone yesterday. What did he buy yesterday?
d. He used a rope to tie the dog. What did he use to tie the dog?

C. Fast

1. Oral Work: Search the Aliens

The students will be divided into 2 groups. After the signal, the students will search the aliens to find the word that will complete the sentence. The first member who reads the completed sentence will get a point for their group.
a. _____ the door. (close)
b. When there is ____ there is fire. (smoke)
c. The church has a ____. (dome)
d. He____ a rope yesterday. (stole)
e. The____is rough. (stone)

2. Seat Work 1: Yukio Heads

There will be 5 Yukio heads posted on one side of the room. Each head
can be opened to reveal 2 sentences followed by comprehension questions.
The students will write their answers in complete sentences on their
worksheets.
a. The candidate spoke to the people. What did the candidate do?
He wanted them to vote for him. What did he want the people to do?
b. He chose the wrong answers. What did he do?
The room was filled with smoke. What was the room filled with?

3. Seat Work: Dragon Scales

There will be a dragon with removable scales posted on one side of the room. There will be a poem (My World by C.J. Heck) followed by comprehension questions. The students will write their answers on their worksheets.

Lesson Plan For The Dream Eater
Adjective Lesson Plan For The Dream Eater
The Dream Eater Videos

Adjective Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Kindergarten, Grade 1, Grade 2
Subject: Adjectives/Descriptive Words
Story: The Dream Eater

I. Objectives:

A. To identify words that describe people, places and things in sentences.
B. To give examples of sentences with descriptive words.

II. Materials:

sentence charts, food cut-outs, worksheets

III. Procedure:

A. Presentation

I have here some sentences from the story. Lets read them one by one.

1. Yukio is very helpful.
2. He lives in a peaceful village.
3. He saw a strange creature.

B. Discussion

1. Look at sentence number 1, who is very helpful? (underline nouns)
Look at sentence number 2, where does Yukio live?
Look at sentence number 3, what did Yukio see?

2. Look at the underlined words.
What kind of boy is Yukio? (encircle adjectives)
What kind of village does he live in?
What kind of creature did he see?
What kind of words do they describe?
What do you think these words are calle if they describe
people, places and things?

3. I have some more examples here.
Who can tell me the descriptive words?
Which words do they describe?
Sentences:
1. The book is heavy.
2. He lives in a big city.
3. She is very kind.

C. Assimilation

Sally Goes to Market
The class will be divided into two groups. There will be food cut-outs with sentences written on the back. After the signal and type of food to look for is given, a member of each group will pick up the basket, get the food and write the desriptive word on the board. The first member who writes the correct word will get a point for their group. The group with the most number of points at the end of the game wins.

Sentences:

1. The pie is delicious.
2. The room is clean.
3. She is an intelligent girl.
4. The class is very quiet.
5. He is a nice person.
6. She has curly hair.
7. The house is very big.
8. The bag is expensive.
9. He owns a shiny mirror.
10. His sister is pretty.

IV. Evaluation

Encircle the descriptive words in the sentences. Underline the words that they describe.

1. He carried a heavy stone yesterday.
2. She likes to eat sweet fruits.
3. Do not eat if your hands are dirty.
4. The monster is very strong.
5. He gave her colorful pillows.
6. The spider has long legs.
7. She baked a round cake.
8. Her son is very lazy.
9. The selfish boy does not have friends.
10. There is a tiny button on the dress.

Lesson Plan for The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos

Semi-Detailed Lesson Plan For The Dream Eater

Level: Pre-School/Kindergarten/Grade 1
Subject: Reading

I. Objectives:

A. To learn the value of helping others in need.
B. To learn the value of gratitude.
C. To describe Yukio through a character profile.
D. To describe the baku through a character profile.
E. To write a conversation between Yukio and the baku.
F. To make a chart comparing everybody's dreams.
G. To make an award for Yukio and the baku.
H. To appreciate the illustrator's beautiful drawings.

II. Selection:

The Dream Eater by Christian Garrison
Illustrated by Diane Goode
(Macmillan Publishing Company, 1978)

III. Materials:

book, flashcards for unlocking of difficulties,
activity posters, writing and coloring materials, timer

IV. Procedure:

A. Pre-reading

1. Unlocking of Difficulties

a. bamboo - This is a drawing of a bamboo plant. What can you say about this plant? Compare its parts with other plants.
b. tender shoots - The farmer planted the tender shoots of bamboo yesterday. What do we mean by tender shoots? How long does it take for plants to grow?
c. nightmare - After watching a horror movie, I had a nightmare. In my nightmare, I was being chased by monsters. What does nightmare mean? What kind of dream did I have?
d. bandits - The policemen are looking for bandits who stole a lot of money. What do you think bandits mean? What is another word for bandits?
e. terrible - I heard a terrible news last week. A lot of people died because of the storm? What do you think terrible means? What kind of news did I hear?
f. strange - The strange plant has violet leaves. What does strange mean? Do
plants usually have violet leaves?

2. Motivation Question:
What kind of dreams do you have when you sleep at night?

3. Motive Question:
Let's find out in the story what kind of dreams the villagers have.

B. Reading
What do you think Yukio and the baku will do? (page 10)

III. Post-Reading

A. Engagement Activities

1. Character Profile - the group should be able to describe Yukio's characteristics.
2. Character Profile - the group should be able to describe the baku's characteristics.
3. Speech Bubble - the group should be able to write the conversation between Yukio and the baku.
4. Chart - the group should be able to make a "Before And After" chart about the villagers' dreams.
5. Award - the group should be able to make an award for the baku and Yukio.

B. Discussions:

1. Where did the story happen?
2. What is the name of the little boy in the story?
3. What kind of dreams is he having?
4. Who else are having nightmares?
5. What did they tell Yukio?
6. What did Yukio feel?
7. What happened when Yukio went to the river?
8. What did he see?
9. What happened to the baku?
10. What did Yukio do?
11. If you were Yukio would you do the same thing? Why?
12. How did the baku feel after being helped by Yukio?
13. What did the baku say to Yukio?
14. What did Yukio want the baku to do?
15. When they crossed the river bridge, what did the baku do?
16. If you were the baku, would you do the same thing? Why?
17. How do you think the villagers felt when their nightmares disappeared?
18. Why is it important to help others who are in need?
19. When you help others, how do you feel afterwards?
20. When somebody helps you, what should you do?

Adjective Lesson Plan For The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos