TEACH CHEAP

includes 3 parts: preparation, procedure, and professionalismliterally work down page to accomplish all expectationseditable for preferencesexamples of lesson plans available in "11 OTES Lesson Plans" on this site1 double-sided sheet

COVERS AMERICAN ENGLISH: AIN'T I A WOMAN: SOJOURNER TRUTH'S PERSUASIVE SPEECHCOVERS BRITISH ENGLISH: BEOWULF (EPIC), TO ALTHEA FROM PRISON (POEM), and INVICTUSWORLD LITERATURE: A FABLE (THE ANT AND THE DOVE)ANALYSIS OF LOGICAL FALLACIES, PARALLELISM (GRAMMAR), SUBJECT-VERB AGREEMENT (GRAMMAR), PRONOUN-ANTECEDENT AGREEMENT (GRAMMAR), FIGURATIVE LANGUAGE (ALLITERATION, SYMBOLISM, PERSONIFICATION), etc.)CHARACTER ANALYSISFREE WRITINGANSWER KEY INCLUDED

double-sided to save paper. Provides students with a chance to self-regulate their behavior.Provides a way for students to see their own progress.Allows students to give teacher signals for help without drawing attention to themselves. Provides built-in understanding checks by setting a standard and concept overview goal.general enough for most grades and subjectsprovides homework completion motivation

includes example relating to pesticidesincludes 7 types of HOOKS with examplesQuestion: How many ways are there to kill a bug? Facts: Studies done by Ms. Hamby show that pesticides cause autism, cancer, and death in humans.Statistics: see example inside Quotes: see example inside Shocking Statements: see example inside Jokes: Did you hear the story about a roach almost sprayed to death by a tenant. He argued, “But this is going to hurt you more than it’s going to hurt me.”Onomatopoeia: Splat! T

Stop-Think-Act can be useful for all students as well as students on an IEPFun Metaphors used to teach extended metaphors while teaching the behavioral skillColor-coded to assist visual learnersExamples of each of 5 choices of formatsInspirational and MotivatingEngaging writing opportunities that can be made optionalUse as graphic organizers to develop character analysis in reading textsUse to encourage positive peer selectionIncludes a reflection option (S.T.A.R.) with additional suggestion for

use to help students identify their own moodsuse to help students regulate their behavior by identifying their triggersuse to help students develop connection between behavior and moodsuse to teach empathy by discussing how someone else's mood machine might look (For instance, how did the brother feel before he ate the cereal?)Ask, "What is your mood machine today?" Offer cue prompting such as a thumps up or down, a smile or frown. Use for staff development of reflection on teaching methods and

Encourages self-regulation and self-reporting on progress regarding the use of the Stop-Think-Act strategy to promote positive behavior and emotional-social wellness

structures goalsstudent self-monitoring providedstudent-centered tools provided forms on one sheet for time and space managementvisual cues reduce wordiness