All Lesson Plans

UNLV Student: Liliana Vega PSMT: Mrs.
AnnaMaria Behuniak
Lesson Plan Title: Fables Lesson Plan Topic: Reading
Date: 09/18/2016 Estimated Time: 30 minutes
Grade Level: 1 School Site: Doris Reed ES
1. State Standard(s):
RL.1.2 Retell stories, including key details and demonstrate understanding of their
central message or lesson.
2. Teaching Model(s):
Direct Instruction: Teacher led, student generated ideas.
3. Objective(s):
Students will be able to retell the story to show understanding of the central message.
Students will be able to complete the Fable Organizer by adding key details to their
pictures.
4. Materials and Technology Resources:

Medio Pollito
Engaged NY Anthology and Pictures
Elmo
Anchor Chart, Markers
Fable Organizer
Lemov, D. & Atkins, N. (2010). Teach Like a Champion (pp. 111-125). San
Francisco, California.
5. Instructional Procedures:
a. Motivation/Engagement: Lemov, D. & Atkins, N. (2010). Teach Like a Champion (pp.
111-125). San Francisco, California.
Technique 22 Cold Call: Instead of always calling on students who raise their hand, any
student should be called on regardless of whether or not they raised their hand. This
technique allows for checking a students mastery of understanding.
Kagan: Time, Pair, Share (Turn and Talk): Students will turn to partners and discuss
questions asked by the teacher to ensure deep thinking is engaged.
b. Developmental Activities or Learning Experiences:
Introduction (7 minutes): Teacher will introduce fable and will model vocabulary
words.
Students will Time, Pair, Share each vocabulary word by modeling it or explaining it to
their partner.
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Student will also look at the Fable Picture and make predictions about what will happen
in the fable.
Reading and Activity (10 minutes): Teacher will read the fable aloud.
While reading if a vocabulary word is heard teacher and students will point to their ear.
When a vocabulary word is heard student will turn to their partner to time, pair, share
about it.
After students share with each other. Teacher will have students share whole group what
they or their partners said. Cold Call will be used by calling on various students.
After Reading: Teacher will have student turn and talk with their partner about the fable.
Students will take turns talking about title, setting, characters, and moral.
Teacher will fill out anchor chart with students help.
Independent Work (10 minutes): Students will go back to their seats to work on the
Fable organizer with their shoulder partner at their table.
Students will reference back to the anchor chart if they need help filling out their
organizer.
c. Closure: Teacher will have students come back over to the carpet to talk about the lesson of
the fable.
d. Extension/Contingency Plan: If time remains during the lesson, the teacher will have
students sit with partners and talk about what they drew.
If time is cut short due to an assembly, school event, or fire drill, the fable organizer can be
omitted. This omission will not change the learning outcomes because the organizer is done for
each fable and be completed during Intervention/Enrichment.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
ELL students, go over the information and key words the day before. Students who need a
particular place to sit on the carpet will sit next to the teacher. Students with IEPs will follow
their IEP plan. Students who need additional help will sit at teacher table for further instruction.
7. Assessment Evaluation of Learning:
a. Formative Assessment: Graphic Organizer/Observation. Formative Assessment, students will
complete the organizer. Their completion will be checked for understanding relating to their
picture they drew. The picture must contain the setting and characters.
b. Summative Assessment: None
8. Homework Assignment: No homework will be assigned for this lesson.
9. Reflection:
a. Strengths: Compared to previous lesson taught, I felt this was lesson went better. A lot of
the students related to the story. I had the students also share their thoughts with each,
especially, when it came to explaining vocabulary terms. Students at times were standing
up to show their partners what the word meant. Students were creating their own meaning
to the topic.
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b. Concerns: I definitely I could create more, deeper meaning with questions asked. I feel I
dont ask as many open-ended questions. The point of the lesson to have students make
connections and inferences. More planning with differentiation and deep thought will
take place for future lessons.
c. Insights: I was able to see that my students connected to the lesson more because of the
title being in Spanish and I had students make some connections throughout the story.
This is definitely something I need to consider for future planning. I will see what my
students connect with and bring that the lesson.
UNLV Student: Liliana Vega PSMT: Ms. AnnaMaria

Behuniak
Lesson Plan 5 Senses with the Lesson Plan Writing
Title: Pumpkin Topic:
L.1.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
3. Objective(s):
Students will be able to understand the use of their five senses.
Students will be able to use the five senses by connecting them with a pumpkin.
Students will be able to write a sentence about the senses in their book using proper
capitalization, punctuation, and spelling.
Students will be able to generate ideas and engage in discourse among their peers to add
details to their writing.

Pumpkin
Pumpkin Senses Anchor Chart (to be made as a class)
Elmo/SmartBoard
My Senses Pumpkin Book
Knife
Pencils/Crayons
Pumpkin Pie
Forks/Plates/Napkins
Lemov, D. & Atkins, N. (2015). Teach Like A Champion 2.0: 62 Techniques That Put
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Students On The Path To College. San Francisco, CA: Jossey-Bass.
a. Motivation/Engagement: Lemov, D. & Atkins, N. (2015). Teach Like A Champion 2.0: 62
Techniques That Put Students On The Path To College. San Francisco, CA: Jossey-Bass.
Technique 32 Wait Time: When a question is asked, instead of calling on students right
away, wait time can be added. If a teacher uses strategic seconds after the question is
asked, the answers are more likely to be correct, student response is likely to increase,
and the use of evidence for answers will increase.
Kagan: Rally Robin (Turn and Talk): Students will turn to partners and discuss questions
asked by the teacher to ensure deep thinking is engaged. A student will say one thing and
then the next student will one things. They will keep going back and forth.
Introduction (5 minutes): Students will be sitting at the carpet. Teacher will go over
anchor chart and previous senses that were taught (sight, hear, smell, and touch). Teacher
will explain that the 5 senses are used daily and that we will go over taste today.
Teacher will go over CHAMPS on how to behave while the pumpkin is tasted. Students
will know to have serious fun and not to go above a voice level 2.
Activity (20 minutes): (Pumpkin pie will already have been sliced and passed out on the
desks) Students will go back to their seats and eat the pumpkin. (No allergies present at
the time, no accommodations needed)
As students eat the pumpkin, teacher will remind students to start thinking of adjectives
as they have done previously to describe how the pumpkin tastes.
Students will be reminded that they cannot use good or bad, because if I were a purple
alien who did not know something their descriptive words will help explain it.
After students have eaten the pie and cleaned up their area, they will come back to the
carpet.
The teacher will show the anchor chart and write the sentence frame:
The pumpkin tastes _____.
Teacher will ask the question: The pumpkin tastes ____. After the teacher asks the
question, Wait Time will be allotted.
After Wait Time, students will turn to their partner to Rally Robin adjectives for the
sentence frame. Students will take turns saying: The pumpkin tastes _____. One partner
goes and then the next partner goes. Both partners will go back and forth saying the
sentence frame and filling it in with their adjectives.
Teacher will give the quiet signal and students will face forward toward the anchor chart.
Wait Time, will be given again for students to gather their thoughts of they or their
partner said.
Volunteers will share their adjectives to add to the anchor chart.
Once volunteers have finished sharing, teacher will show the 5 Senses with the Pumpkin
Book on the Elmo. On the SmartBoard the teacher will write the sentence frame: The
pumpkin tastes ____.
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Teacher will ask: What adjective will you write with your sentence? Wait Time, will be
given again. Teacher will have students return to their seats.
Students will take out their senses book to write in their sentence. After students finish
writing their sentence, they will color their pumpkin.
c. Closure: Teacher will have students come back over to the carpet to talk about how the 5
senses are used daily.
students sit with partners to read their sentence they wrote. Students must also talk about why
they chose the adjective to describe how the pumpkin tasted to them.
If time is cut short due to an assembly, school event, or fire drill, the Rally Robin sharing about
how the pumpkin tastes can be omitted. This omission will not change the learning outcomes
because this strategy was conducted for the other senses.
their IEP plan. Students who need additional help will sit at teacher table for further instruction.
a. Formative Assessment: Sentence Writing/Observation. Formative Assessment, students will
complete the sentence frame. Their completion will be checked for understanding relating to
conventions of standard English capitalization, punctuation, and spelling. The adjective chosen
must be descriptive and cannot be good or bad.
9. Reflection:
a. Strengths: I have found writing to be very difficult. I guided this lesson very much by
providing a sentence frame. Students were able to write their sentence as well as fill in
their adjective. A lot of the students related to the pumpkin because they talked about
what they traditionally do at home. I had the students eat pumpkin pie, it was very funny
seeing their reactions. Some loved it, others did not like at all. I was happy the students
were able to talk about their experience collectively to gather their thoughts for writing.
b. Concerns: I definitely I could create more explain their transitions a bit better. For
example, maybe write it down with picture to have the students become more
independent. The transition did have to be repeated a few times. Especially, when it came
to eating the pie, throwing their things away, and coming back to write their sentence. I
feel I can make that be smoother.
c. Insights: I was able to see that I need to keep modeling my lessons out completely. So
students are able to understand. Since not everyone learns the same, modeling will
definitely help students understand the expectations for transitioning.
5
UNLV Student: Liliana Vega PSMT: Mrs. AnnaMaria Behuniak
Lesson Plan Title: Addition Game Lesson Plan Topic: Math
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
3. Objective(s):
Students will be able to count to 120.
Students will be able to use addition to add within 20.
Students will be able to use addition strategies to play addition games.

Investigations Teacher Edition pg. 56-61
Number Lines
Anchor Chart
Roll and Record WS (M14)
Five-in-a-Row WS (M16)
Dice
Buttons
White Boards/Markers
Elmo/SmartBoard
Number Talk Dot Cards
Technique 34 Call and Response: Teacher will have the class answer questions asked in
unison. This will build energy and positive engagement. Students will repeat what the
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teacher asks, for those who solve the problem fast will be asked to report their answer to
a different question. Review will be initialed after multiple questions are answered, then
another question will be solved in unison.
Kagan: Time, Pair, Share (Turn and Talk): Students will turn to partners and discuss the
strategy they will use when they are solving the addition problem.
Introduction (20 minutes): Teacher will have the leader start the number of the day. The
leader will ask: Are we in school today? How many days are we in school? Students will
show how many days of school on their fingers.
Students will whisper the number when asked. The teacher will write the number, switch
it, and add a stick.
Students will count the sticks.
The teacher will ask: What is today? What is yesterday? What will tomorrow be?
Students will take turn sharing, the leader will choose a student to answer.
Today song and the month song will be sung.
Students will move on to counting from 1-120.
Number Talks: Teacher will show students cards with dots on them. Students will count
at a voice level 0. When they know how many dots on the cards they will give a silent
thumb on their chest. The leader will first count on the cards and then show the dot card.
The leader will call on a friend to share. After a friend shares we will all practice their
counting strategy.
Addition Games Activity (40 minutes): Teacher will say: The last time you played these
games, you used 2 dot cubes. Today, you are going to use 2 cubes again, but this time one
cube will have dots and the other cube will have numbers.
Teacher will show a number line on the anchor chart. Teacher will roll the cube with
numbers on it and then roll the cube with dots on it.
Teacher will model how to use the count up strategy. Teacher will repeat 2 more times.
After the teacher repeats, the students will practice whole group. The Call and Response
strategy will be used. Teacher will roll the cubes and students will count at a voice level 0
and teacher will say: What is the answer? Students will answer in unison.
Teacher will repeat 2 more times. One the 4th try, students will Time, Pair, Share: Teacher
will roll again and give think time, after student with shorter hair will share their answer.
Person with hair will give a thumbs up if they agree or disagree. If a thumbs down is
given, the long hair person will show the short hair person their strategy.
Silent signal will be given by the teacher. Call and Response will be used and the answer
will be shared in unison.
Students will go back to their seats and work on the Roll and Record WS (M14) with a
partner.
After 10-15 minutes of playing. Students will be called back to the carpet to learn how to
play Five-in-a-Row.
Teacher will show students how to roll one dot cube and one number cube to find the
sum. They will use buttons to cover the number on the game board.
Once the teacher rolls, teacher will ask: How could I find the sum?
Different strategies will be shared by students who volunteer.
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Teacher will show different ways to fill up a row (vertical, horizontal, diagonal).
Teacher will inform students that we are practicing and everyone wins.
Students will go back to their seats to play the game with their same partners.
c. Closure (10 minutes): Teacher will have students come back over to the carpet with their
white board and marker to work on the word problem: Max and Kim were playing with the
geoblocks. Max had 4 blocks and Kim had 5 blocks. They worked together to make a building
with all the blocks. How many blocks did they use? Students will make a movie in their head and
discuss different strategies to solve the problem.
students sit with partners and talk about 2 different ways to make 10.
If time is cut short due to an assembly, school event, or fire drill, the Five-in-a-Row game can be
omitted. This omission will not change the learning outcomes because the initial game is
showing students the same strategies. The second game can be done on a different day.
their IEP plan. Students will be placed strategically with partners who will help them understand.
Students who need additional help will sit at teacher table for further instruction.
a. Formative Assessment: Word Problem/Observation. Formative Assessment, students will
complete the word problem at the end. Their completion will be checked for understanding
relating to a math strategy that was used. The teacher will write down notes to provide further
support for student needs.
9. Reflection:
d. Strengths: The games were greatly enjoyed by the students. My modeling the games I felt
had the kids understand how to play each game. I did have to remind a few students on
how to play, but everyone understood. The purpose of the games is to learn how to add
and apply that later to the story problems. I did see that reflected at the closure of the
lesson when students were completing the story problem.
e. Concerns: I did have a big concern with the number line. We had not gone over it as
much and I wanted to do little by little daily for students to have a different strategy to
use when it comes to adding. The counter did help, so I will have small groups for my
next lessons and have the number line integrated.
f. Insights: I can see that students need materials to touch to connect with because that is
how they learn. This will also help me with other subjects to have different things
integrated to have them touch and connect with. My kids are kinesthetic learners.
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Lesson Plan Title: Addition Game Lesson Plan Topic: Math
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
1.OA.A.2 Represent and solve problems involving addition and subtraction.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
3. Objective(s):
Students will be able to count to 120.
Students will be able to use addition to add within 20.
Students will be able to make different combinations.

Investigations Teacher Edition pg. 76-80
Judy Clocks
Anchor Charts (CUBES/Strategies)
Post-Its
Investigations Student Activity Book Page 17-18 (1 copy of each)
Math Centers
White Boards/Markers
Elmo/SmartBoard
Number Talk Dot Cards
Silly Poem/Coin Poems
CHAMPS
Number Bonds
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Technique 21 Name the Steps: The most complex tasks are broken down to form a path
for student mastery.
Kagan Round Robin: Students will be in groups of 3-4 students and will be able find
different combinations.
Introduction (20 minutes): Teacher will have the leader start the number of the day. The
leader will ask: Are we in school today? How many days are we in school? Students will
show how many days of school on their fingers.
Students will whisper the number when asked. The teacher will write the number, switch
it, and add a stick.
Students will count the sticks.
The teacher will ask: What is today? What is yesterday? What will tomorrow be?
Students will take turn sharing, the leader will choose a student to answer.
Today song and the month song will be sung.
Teacher will read poems and students repeat after teacher.
Students will move on to counting from 1-120. After, students will be directed to go to
their seats. Teacher will count for students to go grab their whiteboard and markers.
Number Talks: Teacher will show students cards with dots on them. Students will be at a
voice level 0 making 2 equations and showing their work. When they have finished they
will show a quiet thumb. The leader will first count on the cards and then show the dot
card. The leader will call on a friend to share. After a friend shares we will all practice
their counting strategy. Students will do a round robin to share their strategies at their
tables. After teacher shows 1 card. Teacher will show 1 times.
After, students will sit at the carpet with their whiteboards and markers. They will have 5
seconds to make this transition. The teacher will sit students in partners. Once at the
carpet the students will set their whiteboards and markers in front of them to prevent
distraction.
Crayon Puzzles (20 minutes): Teacher will show the word problem on the anchor chart.
Teacher will say: Yesterday we found different combinations to make 12. Today we are
going to solve a new kind of problem called Crayon Puzzles. Heres an example: I have 5
blue and red crayons. There are more blue than red. How may crayons could I have?
Lemov Name the Steps: Teacher will use the CUBES strategy to reread the problem
for students to form the path to work on questions. Teacher will refer to the anchor chart
of addition and subtraction key words. Students know that the words are tricksters and we
will be able to beat them.
Students will turn to their partners to discuss CUBES. They will see that this problem has
an extra rule.
Once the strategy has been used. Students will think of different combinations to make
they can make and figure which ones have more blue than red.
After a few minutes, students will turn and talk to their partner. To share their answers.
Once sharing has completed, volunteers will share whole group. Teacher will provide
think time with each solution to see if the solution has 5 crayons total and if there are
more blue than red.
Small Group Activity (15 minutes): Teacher will show crayon puzzles on elmo. Once
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questions have been read, students will go back to their tables. Each table will be
assigned a question. (CUBE strategy) 1s will do the C, 2s will do the U, 3s will do the
B, and everyone will do the E. Students will find the different combinations the question
is asking.
Once students have finished finding 1-2 combinations they will do a Round Robin. Each
partner will share a strategy. After they shared with each other. Table by table will come
up to share their problem and share their 1 persons strategy.
Math Centers (10 minutes): Once sharing is completed students will be at their math
stations. Teacher will review CHAMPS for stations. While students are at their stations,
teacher will call students to small group table to work on number bonds.
c. Closure (5 minutes): Teacher will have students go back to their seats. Students must grab a
Post-It note. Number 4s will start first and then go to 3-2-1. TW display word problem on elmo:
Krystal has 7 apples in a basket. 4 are green and the rest are red. How many apples are red?
Students will solve the question and post it on the poster. Once all students are the carpet the
CUBE strategy.
students sit with partners to explain the CUBE strategy in their own words.
If time is cut short due to an assembly, school event, or fire drill, the math stations and sharing
the word problem whole group can be omitted. This omission will not change the learning
outcomes because the students are doing a Round Robin to share their strategies. Sharing and
stations can be done on a different day.
ELL students, go over the information and key words during small group time. Students who
need a particular place to sit on the carpet will sit next to the teacher. Students with IEPs will
follow their IEP plan. Students will be placed strategically with partners who will help them
understand. Students who need additional help will sit at teacher table for further instruction.
a. Formative Assessment: Word Problem/Observation. Formative Assessment, students will
complete the word problem at the end. Their completion will be checked for understanding
relating to a math strategy that was used. The teacher will write down notes to provide further
support for student needs.
9. Reflection:
a. Strengths: Having manipulatives and anchor charts are very important to help students
understand the concepts. Once students were pulled back to be retaught they understood
the purpose of the lesson. Having materials and resources readily available are a strong
point for all students. The ability to turn and talk to a partner about a strategy was also
11
rewarding, as I keyed into their conversations I saw the students use the chart and to help
with their conversations.
b. Concerns: I could have prewritten the word problems to save time. I thought I had, I kept
reading my lessons over and over again. However, I did not have it readily available.
Going through the book I taught it how it was scripted, but the students needed more
guided practice before going to their and finding combinations. My concern is not giving
enough guided practice.
c. Insights: I was able to see that my students connected more to the lesson once I brought
them back to the carpet to reteach. I will definitely stop them quicker, this way we will be
able to get through all of the material that is planned.

Lesson Plan Title: Opinion Lesson Plan Topic: Writing
Date: 03/28/2017 Estimated Time: 50 Minutes
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense
of closure.
3. Objective(s):
Students will be able to write about a favorite food they like.
Students will be able write an opinion.
Students will be able to introduce the topic.

Being A Writer Teacher Edition Volume 2 pg. 494-500
White Boards
Smart Board/Elmo
Anchor Chart/Markers
OREO Graphic Organizer
Writing Journals
Writing Checklist
Pencils/Erasers/Crayons
CHAMPS
Sentences Frames
WA2
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Technique 42 Habits of Discussion: By setting a ground rules before discussion it allows

it to be productive, enjoyable, and connected.
Kagan Think-Pair-Share: Students will turn to a partner and talk, partner A talks first
then partner B. The topic will be teacher generated for students to generate ideas to
incorporate into their writing.
Introduction (2 minutes): Teacher will introduce lesson by review what was discussed
the day prior. The poem was read and it was analyzed. Teacher will inform students that
they will write opinion pieces about foods they think are best.
Teacher will share the anchor chart that was generated prior.
Reading the Poem (5 minutes): Teacher will read the title and authors name out loud.
Teacher will give think time before asking the question. Teacher will give students a
sentence frame to start their conversation.
Lemov Habits of Discussion: Teacher will go over CHAMPS to give expectations for
sharing and then provide the sentence frame.
Kagan Think-Pair-Share: What do you remember about the poem? Students will
volunteer to share their answers.
Generating Ideas (10 minutes): Teacher will give students think time before generating
ideas.
Lemov Habits of Discussion: Teacher will provide sentence frames to help students
generate ideas. What reasons might you give to explain why ____ the best food? Why do
you like it? What makes them delicious? Why are they good for you?
Kagan Think-Pair-Share: What food do you think is the best food? Volunteers will
share and teacher will put it on the anchor chart.
Modeling (10 minutes): Teacher will model how to write an opinion sentence. Teacher
will start by saying: I want to write about a food I think is best.grapes. I will start with
grapes, but now I need a reason to explain why it is the best food.
Teacher will model how to write on WA2.
Generating Ideas (3 minutes): Kagan Think-Pair-Share: What food will you write
about today? Why do you think that food is the best?
Specials: 1:40-2:30
Review (2 minutes): Teacher will have students sit at the carpet to go over OREO
graphic organizer and how to write their opinion sentence with reason. Teacher will
remind students to use the writing checklist.
Writing Time (10 minutes): Students will back to their seat to write about their favorite
foods.
Closing Sentence (5 minutes): Teacher will call students back to the carpet finish
writing their closing sentence. Teacher will write the sentence on WA2. Kagan Think-
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Pair-Share: What is another closing sentence I can write? Volunteers will share. Students
will go back to their seat to write their sentence.
c. Closure (5 minutes): Teacher will have students sit at their table and share with face partners
the opinion they wrote. Once finished students will come to carpet to share what they did to
show listen respectfully when their partner was sharing their opinion.
students proofread their writing and draw a picture that matches their writing.
If time is cut short due to an assembly, school event, or fire drill, adding the closing sentence can
be omitted. This omission will not change the learning outcomes because students can add the
sentence during a different time.
ELL students, go over the information and key words during small group time. Students who
need a particular place to sit on the carpet will sit next to the teacher. Students with IEPs will
follow their IEP plan. Students will be placed strategically with partners who will help them
understand. Students who need additional help will sit at teacher table for further instruction.
a. Formative Assessment: Writing/Observation. Formative Assessment, students will complete
the their opinion writing. Their completion will be checked for understanding relating to adding
reasons that support their opinion. The teacher will write down notes to provide further support
for student needs.
9. Reflection:
a. Strengths: Having anchor charts and sentences frames really helped the students grasp the
Habits of Discussion. They are also tools they can use for their future writing. Once I
modeled writing for the students and using the graphic organizer students are able to see
what they must write. Having materials and resources readily available are a strong point
for all students. The ability to turn and talk to a partner about a strategy was also
rewarding, because that is how they get ideas to use for their writing.
b. Concerns: I could have paced my time a little more between the partner discussions. I
thought I had good time, but time went to fast. This way I would have had more time to
model before specials, and have a quick reteach once coming back.
c. Insights: I was able to see that my students connected more to the as I provided sentences
frames for them to think of reasons why they like their favorite food. I will keep
including the tools to help them with their thinking and writing.
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UNLV Student: Liliana Vega PSMT: Mrs.

4. Materials and Technology Resources:

UNLV Student: Liliana Vega PSMT: Ms. AnnaMaria

L.1.2 Demonstrate command of the conventions of standard English capitalization,

4. Materials and Technology Resources:

4. Materials and Technology Resources:

4. Materials and Technology Resources:

UNLV Student: Liliana Vega PSMT: Mrs. AnnaMaria Behuniak

4. Materials and Technology Resources:

Technique 42 Habits of Discussion: By setting a ground rules before discussion it allows

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