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- EdTPA Planning
- task 2 - part b - instruction commentary
- spec educ task-1b planning commentary
- Task3 Assessment Commentary
- Lesson Plan Template EdTPA
- task 3c - special education assessment commentary - morgan
- EdTPA SES Instruction Commentary Danielle Wilson
- Danielle Wilson EdTPA SES Assessment Commentary
- 01 task 2b - special education instruction commentary - morgan
- EdTPA SPE Planning Commentary.
- EdTPA SES Planning Commentary Danielle Wilson
- Revised XB9YPkkz EdTPA EAL Instruction Commentary (2)
- Assessment Commentary
- 9NChQAzP EdTPA EAL Context for Learning (1)
- iep meeting notes
- task 1e - special education planning commentary - morgan
- E11-5 Special Educational Needs Policy June 2013
- program-planning-process parents
- inclusion school questionnaire
- kulsummathslesson plan template edf5923 1 copy 2

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(edTPA Aligned)

LESSON 1

Unit/Subject:

Math

____________________________________________________

Instructional Plan Title/Focus:

Telling Time

_____ _________________

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: The purpose of this lesson is to further introduce time to

the students in the classroom. They have had minimal experience with telling time in the

classroom to this point. This lesson will help students understand how to tell time on

both an analog clock and a digital clock to the hour. The focus of this lesson will be

telling time to the hour.

b. Alignment to State Learning Standards:

1.MD.3 Tell and write time in hours and half-hours using analog and digital

clocks.

c. Content Objectives:

SWBAT tell time to the hour using an analog clock. 1.MD.3

SWBAT draw the hands on an analog clock to match a given time. 1.MD.3

SWBAT write on a digital clock correctly to match a given time. 1. MD.3

SWBAT match a digital clock and an analog clock to the hour. 1.MD.3

d. Previous Learning Experiences: Prior to this lesson, students have been introduced to

telling time during their calendar time. Students have had practice with making an analog

clock match a digital clock to the hour. Most of the students are capable of matching an

analog clock with a digital clock to the hour, but they have not had practice drawing the

minute and hour hands on an analog clock. In this lesson, the students will be using their

prior knowledge of being able to match digital and analog clocks to the hour to help them

draw the correct hour and minute hands on an analog clock.

e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences): Students with visual impairment will be placed at the front of

the class near the white board and projector. I will use the document camera to display

the worksheet that we will be completing together to make sure everyone can see and

follow along. The students in our class that are considered highly capable will have more

challenging activity centers that they complete after the introductory part of the lesson.

The two students in the class with IEPs will be meeting with their Special Education

teachers at this time. Students receiving ELL services are placed next to strong readers

to help them understand the academic language on their papers. Students that are

struggling readers will also be placed next to the highly capable readers. I will also read

the instructions of all materials while having a copy under the document camera for all

students to hear and see.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives

SWBAT identify and tell time to the hour

using an analog clock. 1.MD.3

Assessment Strategies

Informal: During the lesson, I will be asking students to

write on their white board in a digital format the time

clock to the hour. 1.MD.3

see which individual students are comfortable matching

digital and analog clocks to the hour. This will also show

if they can tell time with an analog clock and with a

digital clock.

Formal: During the lesson students will work on a

handout. At the end of the lesson I will collect all of their

papers and grade them on a right or wrong basis. This

will help me to see which students are ready to move

on to telling time to the half hour and which students will

need some re-teaching. From this assessment I will be

able to see if the students can tell time on an analog

clock and on a digital clock to the hour. The end of the

unit assessment will also show if they have mastered

this learning target or not.

match a given time. 1.MD.3

SWBAT draw the hands on an analog clock

to match a given time. 1.MD.3

call on individual students to tell me how I should draw

the hands on the analog clock to tell the correct time. I

will also call on students to tell me how to write the time

on the digital clock. I will have them give a thumbs up or

down for understanding.

Formal: I will grade their papers on a right or wrong

basis. From their individual work I will be able to assess

if they can draw the hands on an analog clock to match

a given time and if they can write on a digital clock to

match a given time. The end of the unit assessment will

also show if they have mastered this learning target or

not.

g. Student Voice

K-12 students will be able to:

targets and what is required

to meet them (including why

they are important to learn).

progress toward the

learning targets using the

Student-based evidence to be

collected (things produced by

students: journals, exit slips, selfassessments, work samples,

projects, papers, etc.)

At the beginning of the lesson, the

students will produce an I Can

statement describing the learning

target. The students will also

complete an exit slip with multiple

questions on it that will help them

reflect on their learning.

The students will complete an exit

slip with a scale on it that will help

them monitor their progress

will reflect on their learning.

learning by describing their

own learning target.

Students will reflect on their

learning by either writing a

sentence, a key word, or

verbally explaining why it is

important to be able to tell

time.

The students will circle a

smiley face with an open

mouth if they feel really

rubrics, etc.).

resources and additional

support when needed (and

how/why those resources

will help them).

time games as additional

resources for practice.

doing, students will circle the

closed mouth smiley face if

they feel pretty good about

their understanding, or

students will circle the

straight lined mouth (or

neutral mouth) if they feel

they need some more help

towards the learning target.

Students will play the time

games and verbally explain

to the teacher how the

games help them practice

telling time.

For the warm-up and the lesson, students will participate in whole group instruction. After

the first few problems that we do together on the worksheet, students will then complete

the worksheet individually. I will walk around and help students as needed and re-teach

as necessary. After the students complete the worksheet, they will get in partners or

groups to play time games that are leveled by the hour, half our, and quarter.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: I will begin the lesson by doing a warm-up activity. Every student will have

a whiteboard and a whiteboard marker. I will stand at the front of the class with a big

analog clock and set the clock to various times to the hour. I will have students write the

time digitally on the whiteboard and then hold it up for me to see. At this time I will

introduce the terms of analog clock and digital clock. During this time I will ask the class

guiding questions for the rest of the lesson.

o Questions:

Which hand is the minute hand?

Which hand is the hour hand?

What time is shown on the analog clock? (They will write their answer on

their whiteboard and then when I see everyone has had time to think

about the question, the class will say the answer.)

How do we know if it is oclock or not?

2. Learning Activities:

The warm-up activity will help the students connect the lesson with their prior

knowledge they have about time.

The whiteboard activity serves as an informal assessment to see the level of

individual understanding.

At this time I will explain to students that there are 60 minutes in one hour.

Students will have a discussion about why it is important to be able to tell time.

I will write on the white board the vocabulary terms necessary for the lesson so

they may refer back to them: analog clock, digital clock, hour hand, and minute

hand.

After the warm-up activity, I will begin the second part of the lesson by showing

the students a good way to remember which the hour hand and which is the

minute hand on the clock. The hour hand is the short hand because it is the short

word. The minute hand is the long hand because minute is the long word.

Students will then produce their I Can statement, which I will put up on the

board for the whole class to see.

I will then pass out the 15-2 handout to students.

I will read the learning bridge across the top of the handout with my own copy

under the document camera. I will ask the following questions as I read the

learning bridge.

i. How do you know that the clock shows 7 oclock?

ii. On the digital clock, what does the number before the two dots mean?

iii. What does the number after the two dots mean?

iv. When do you say oclock for the analog clock?

v. When do you say oclock for the digital clock?

I will do the first few problems with the students calling on people to tell me the

answers to the questions and explaining their thinking.

I will ask the students to give me a thumbs up if they feel confident in completing

the rest of the worksheet by themselves. Based off their answers, I will decide if I

want to continue to do it with them, or have them do it on their own and help

students as needed.

Students will continue to do the rest of the worksheet individually.

Students will check their answers with a partner before turning their work in to be

graded by the teacher.

Multiple means of access:

i. Students will be able to listen to instruction as well as follow along on the

document camera. Students will be able to actively engage in the lesson

by writing the time on the whiteboard and drawing the hands on the

analog clock. Students can access content through verbal explanations,

visual explanations, and modeling examples.

Multiple means of expression:

i. Students can show their learning through the whiteboard activity, through

drawing on the analog clock on their individual handout, through verbal

explanation with the teacher, and through peer working/checking.

Students make academic connections by connecting the prior knowledge about

time that they have from doing calendar each day (where they match a digital

and analog clock). Students make personal connections by thinking about why it

is important to be able to tell time and how it can help them (example: knowing

when recess is). Students work both individual and in small groups to cater

towards a variety of learners (pedagogical connection).

3. Closure: At the end of the lesson, students will complete an exit slip. We will then review

the I Can statement that they created and reiterate why telling time is important.

Students will decide if they met their I Can statement. This will show if students think

they met the learning target.

4. Independent Practice: After students are done with their worksheet, they will find a

partner or small group to play one of the various time games. There are time puzzles,

time matching games, time flash cards, and time board games. The homework for the

week also helps students practice independently telling time.

5. Instructional Materials, Resources, and Technology: Document Camera,

whiteboards, handouts (see attached).

6. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, Grade 1

Topic 15, by Scott Forsmon, and the help of my cooperating teacher

(edTPA Aligned)

Lesson 2

Unit/Subject: ________Math_____________________________________________________

Instructional Plan Title/Focus: Telling time to the half hour and quarter hour

Section 1: Planning for Instruction and Assessment

f.

Instructional Plan Purpose: The purpose of this lesson is for students to build off

lesson one (telling time to the hour) and learn how to tell time to the half hour.

1.MD.3 Tell and write time in hours and half-hours using analog and digital

clocks.

h. Content Objectives:

SWBAT identify and tell time to the half hour. 1.MD.3

SWBAT write a digital time that matches an analog clock. 1. MD.3

SWBAT prove that a clock says a specific time through verbal reasoning.1. MD.3

i.

Previous Learning Experiences: Prior to this lesson, students have learned how to tell

time to the hour. Students will use their knowledge of how to tell time to the hour and

build upon it to tell time to the half hour. Students will be using their prior knowledge of

matching digital and analog clocks to write the time in a digital format that corresponds

to the analog clock.

j.

learning and experiences): Students with visual impairment will be placed at the front of

the class near the white board and projector. I will use the document camera to display

the worksheet that we will be completing together to make sure everyone can see and

follow along. The students in our class that are considered highly capable will have more

challenging activity centers that they complete after the introductory part of the lesson.

The two students in the class with IEPs will be meeting with their Special Education

teachers at this time. Students receiving ELL services are placed next to strong readers

to help them understand the academic language on their papers. Students that are

struggling readers will also be placed next to the highly capable readers. I will also read

the instructions of all materials while having a copy under the document camera for all

students to hear and see.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives

SWBAT identify and tell time to the half

hour. 1.MD.3

time through verbal reasoning.1. MD.3

Assessment Strategies

Informal: During the first part of the lesson I will monitor

student learning by looking at the answers on their

whiteboards when they write the digital time that

matches my analog clock. This will show me what

students will need more practice and what students are

starting to understand how to tell time to the half hour.

Students will also verbally explain to the teacher and

the class how they came up with their answer. This will

show me if they understand the reasoning behind how

to tell time.

Formal: I will collect, grade, and provide feedback on

the worksheet that the students will individually

complete after the whole group part of the lesson with

the whiteboards. This formal assessment will show me

if students are ready to move onto the next learning

target, or if I need to reteach telling time to the half

hour.

analog clock. 1.MD.3

see if students are able to write a digital clock that

matches my analog clock. If students are unable to do

this, I will re-teach as necessary.

Formal: The worksheet that the students complete

individually will show me if students are able to match a

digital clock with an analog clock. The end of the unit

assessment will also show if they have mastered this

learning target or not.

g. Student Voice

K-12 students will be able to:

targets and what is required

to meet them (including why

they are important to learn).

Student-based evidence to be

collected (things produced by

students: journals, exit slips, selfassessments, work samples,

projects, papers, etc.)

At the beginning of the lesson, the

students will produce an I Can

statement describing the learning

target. The students will also

complete an exit slip with multiple

will reflect on their learning.

learning by describing their

own learning target.

Students will reflect on their

learning by verbally

reflect on their learning.

5. Monitor their own learning

progress toward the learning

targets using the tools

provided (checklists, rubrics,

etc.).

slip with a scale that will help them

monitor their progress towards the

learning targets.

resources and additional

support when needed (and

how/why those resources will

help them).

time games that focus on hour

and half hour as additional

resources for practice.

explaining why it is

important to be able to tell

more precisely (to the half

hour rather than the hour).

The students will circle a

smiley face with an open

mouth if they feel really

good about how they are

doing, students will circle the

closed mouth smiley face if

they feel pretty good about

their understanding, or

students will circle the

straight lined mouth (or

neutral mouth) if they feel

they need some more help

towards the learning target.

Students will play the time

games and verbally explain

to the teacher how the

games help them practice

telling time.

Students will remain as a whole class during the whiteboard activity and main instruction

of the lesson. Students will then work independently on their worksheet. Students will

complete their time games in either partners or whole groups.

Section 2: Instruction and Engaging Students in Learning

7. Introduction: I will introduce the lesson by having them recall about the previous days

lesson (telling time to the hour). I will ask them to remind me why it is important to be

able to tell time and how it can be helpful for them. I will then say that today we are going

to be learning how to tell time to the hour and the half hour.

8. Learning Activities:

I will begin the lesson by asking the class what their I Can statement is for

todays lesson. I will write the I Can statement on the board for everyone to see.

I will also write the vocabulary terms that they need for the lesson: analog clock,

digital clock, hour hand, minute hand, and half hour.

I will begin the lesson showing the students the big analog clock.

Questions:

o How many minutes are in 1 hour?

o How many minutes are in a half hour?

o What number does the minute hand point at when 30 minutes has

passed?

o How do we know this is 30 minutes passed?

If thirty minutes has passed, how many more minutes need to pass

before we can say oclock?

I will show the students how they can count by fives around the analog clock to

see how many minutes have passed.

I will show the students that the little marks in-between the numbers indicate

individual minutes.

Then will we do some practice problems as a class. I will set the clock to a half

hour time and I will count out the minutes with them.

After a few practice problems, I will pass out whiteboards and have the students

write the digital time that matches my analog clock.

I will ask random students how they go their answers and have them explain to

the class.

After the whiteboard problems, I will then pass out a worksheet to each individual

student.

I will put the worksheet under the document camera for everyone to see and read

directions and explain the task.

Students will then complete their work independently and I will help and re-teach

as necessary.

When they complete their worksheet, students will check their answers with a

partner and then turn it into the teacher.

After turning their work in, students will then choose one of the time games to

play to practice their newly acquired skills.

Multiple means of access:

o Students will be able to listen to instruction as well as follow along on the

document camera. Students will be able to actively engage in the lesson

by writing the time on the whiteboard and writing the digital time on their

paper that matches the analog clock on their paper. Students can access

content through verbal explanations, visual explanations, and modeling

examples.

Multiple means of expression:

o Students can show their learning through the whiteboard activity, through

writing the matching digital times on their paper, through verbal

explanation with the teacher, and through peer working/checking.

Students make academic conections by connecting to and building off of prior

knowledge. Students make personal connections by thinking about how it is

important to tell time and how it helps the through their day (daily schedule).

Students work individually, in small groups, and as a class to cater to multiple

learning styles (pedagogical connection).

o

9. Closure: To close the lesson, we will review, as a class, what we did during the lesson. I

will ask them if they think they proved that they can do their I Can statement. This will

show if the students think they met the learning target or not. At this time I will go over

the time games for independent practice.

10. Independent Practice: After students are done with their worksheet, they will find a

partner or small group to play one of the various time games. There are time puzzles,

time matching games, time flash cards, and time board games. The homework for the

week also helps students practice independently telling time.

whiteboards, handouts (see attached).

12. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, and the

help of my cooperating teacher

(edTPA Aligned)

Lesson 3

Unit/Subject:

Math____

_______________________

Instructional Plan Title/Focus:

Is it to the hour or half hour?

_________________

Section 1: Planning for Instruction and Assessment

k. Instructional Plan Purpose: The purpose of this lesson is for students to take what

they have already learned about telling time and be able to decide if it is a time to the

hour or a time to the half hour. Prior to this lesson they have been working on the two

concepts separately. Now they will be working on them combined and have to

distinguish between the two.

l.

1. MD.3 Tell and write time in hours and half-hours using analog and digital

clocks.

m. Content Objectives:

SWBAT tell time to the hour and half hour. 1. MD.3

n. Previous Learning Experiences: Prior to this lesson, students have learned to tell time

to the hour and to the half hour on both analog and digital clocks. Students will use these

previous learning experiences to further practice telling time and build off their prior

knowledge. In this lesson the students will be using their prior knowledge of telling time

to the half hour and the hour to continue telling time to the half hour and hour and

deciding which one it is when the problems are mixed.

o. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences): Students with visual impairment will be placed at the front of

the class near the white board and projector. I will use the document camera to display

the worksheet that we will be completing together to make sure everyone can see and

follow along. The students in our class that are considered highly capable will have more

challenging activity centers that they complete after the introductory part of the lesson.

The two students in the class with IEPs will be meeting with their Special Education

teachers at this time. Students receiving ELL services are placed next to strong readers

to help them understand the academic language on their papers. Students that are

struggling readers will also be placed next to the highly capable readers. I will also read

the instructions of all materials while having a copy under the document camera for all

students to hear and see.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives

SWBAT tell time to the hour and half

hour. 1. MD.3

1. MD.3

Assessment Strategies

Informal: I will look at the students individual white

board and see if their digital time matches my

analog time. This will help me to see if the

students can tell the difference between time to

the hour and time to the half hour when the

problems are mixed together.

Formal: I will grade their independent worksheet

on a right or wrong basis. The end of the unit

assessment will also show if they have mastered

this learning target or not.

g. Student Voice

K-12 students will be able to:

targets and what is required

to meet them (including why

they are important to learn).

progress toward the learning

targets using the tools

provided (checklists, rubrics,

etc.).

Student-based evidence to be

collected (things produced by

students: journals, exit slips, selfassessments, work samples,

projects, papers, etc.)

At the beginning of the lesson, the

students will produce an I Can

statement describing the learning

target. The students will also

complete an exit slip with multiple

questions on it that will help them

reflect on their learning.

The students will complete an exit

slip with a scale on it that will help

them monitor their progress

towards the learning targets.

will reflect on their learning.

learning by describing their

own learning target.

Students will reflect on their

learning by either writing a

sentence, a key word, or

verbally explaining why it is

important to tell if a situation

is a.m. or p.m.

The students will circle a

smiley face with an open

mouth if they feel really

good about how they are

doing, students will circle the

closed mouth smiley face if

they feel pretty good about

their understanding, or

students will circle the

straight lined mouth (or

neutral mouth) if they feel

they need some more help

towards the learning target.

10

resources and additional

support when needed (and

how/why those resources will

help them).

situational time games as

additional resources for practice.

explain how the times

games help them practice

telling if the time is to the

hour or to the half hour.

For the first part of the lesson the students will remain at their desks for whole class

instruction and discussion. Students will then complete their worksheet independently.

After they complete their worksheet, they will share what they wrote with their elbow

partner. Finally, the students will work in partners or small groups to complete the

time/situational game centers and activities. These activities will be leveled so that

students of all different learning levels can receive differentiated practice.

13. Introduction: I will introduce the lesson by first having a review of what they already

know from the first two lessons about time. I will then ask the students the following

questions to lead into a discussion.

How many minute are in an hour?

How many minutes are in a half hour?

What does the analog clock look like when it is an hour time? When it is a half

hour time?

What does the digital clock look like when it is an hour time? When it is a half

hour time?

Which hand changes on analog clock from 4:00 to 4:30?

14. Learning Activities:

After the introduction, I will explain that today we will be practicing telling time to

the hour and telling time to the half hour. So they will have to pay close attention

to which one it is.

The class will create an I can statement that I will write on the board.

I will remind the student of the supports that are available to them and to use the

correct terminology that is one the vocabulary chart when they are explaining

their answers.

I will then do a whiteboard activity like in lessons 1 and 2. This time I will show

both time to the hour and time to the half hour and the students will have to

determine which one it is.

Students will explain their thinking to their elbow partner.

Students will explain their thinking in whole group.

I will then have the students independently complete a worksheet with mixed

problems on it.

The students will check with a partner and then turn their worksheet into the

teacher for a grade.

Students will complete an exit slip where they identify if they met the learning

target.

11

Students will play leveled time games that help them practice their skills.

o Multiple means of access:

Students will be able to listen to instruction as well as follow along on

the document camera. Students will be able to actively engage in the

lesson by writing the time on the whiteboard and putting telling time

into their own personal context. Students can access content through

verbal explanations, visual explanations, and modeling examples.

o Multiple means of expression:

Students can show their learning through the whiteboard activity and

discussion, through writing times and on their individual handout,

through verbal explanation with the teacher, and through peer

working/checking.

o Students make academic connections by connecting the prior knowledge

about time that they have from doing calendar each day (where they match a

digital and analog clock) and from what they learned in the first two lessons.

Students make personal connections by thinking about why it is important to

be able to tell time and if it is a.m. or p.m. and providing examples. Students

also make personal connections during the learning activity by identifying

when they do certain tasks. Students work both individual and in small groups

to cater towards a variety of learners (pedagogical connection).

15. Closure: At the end of the lesson, students will complete an exit slip. We will then review

the I Can statement that they created and reiterate why telling time is important.

Students will decide if they met their I Can statement. This will show if students think

they met the learning target.

16. Independent Practice: After students are done with their worksheet, they will find a

partner or small group to play one of the various time games. There are time puzzles,

time matching games, time flash cards, and time board games. The homework for the

week also helps students practice independently telling time.

17. Instructional Materials, Resources, and Technology: Document Camera,

whiteboards, handouts (see attached).

18. Acknowledgements: Lesson plan adapted from Envisions Math curriculum, and the

help of my cooperating teacher

12

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