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Ed 489 Presentation

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Group 3: Mark Pacheco, Maricel Pinzon, Erica Pablo, Jourdene Aguon and Charles Hinkle …

Group 3: Mark Pacheco, Maricel Pinzon, Erica Pablo, Jourdene Aguon and Charles Hinkle

This Presentation was an assessment of a Unit of the English text book that is used in the public school system. Photos of text book are COPYRIGHTED to Houghton Mifflin Publishers and are not owned or created by Group 1.

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  • 1. Presented by: Erica Pablo, Maricel Pinzon, Jourdene Aguon, Charles Hinkle, and Mark Pacheco
  • 2.  
  • 3.  
  • 4.  
  • 5. Assessment Select Response Essay Performance Oral Observation Student self- assessment Learning targets -Shared Writing Activity (p. 81) Lesson Objectives Warm-ups Summary/Summing up - Try it out! (Speak Up) - Try it out! (Viewing) Knowledge and simple understanding On your own written exercise with word bank. -Writing Wrap-up Extra Practice exercise Deep understanding and reasoning Apply It (Exercises) Skills Summing Up (pg.92) Test Practices product Affect
  • 6.  
  • 7.  
  • 8.  
  • 9. Parental Involvement
    • Statistics show that:
    • Lack of parent involvement is one of the biggest problems facing the public school system today.
    • Parent involvement...
    • has helped students increase test scores and
    • graduation rates.
    • • has increased the number of children attending schools and decreased the number of absences.
    • • increases motivation and improves self esteem.
    • • has decreased the use of drugs, alcohol, and violent behavior.
  • 10. Ways to Involve Parents
    • Activity 1: Involving Lessons
    • - Ex. Homework Assignment:
    • Ask your parents to name the 10 most important things/nouns to them. And use them in a sentence.
    • The students must then label what kind of noun each one is (with or without parents)
  • 11. Ways to Involve Parents
    • Activity 2
      • There are many websites that offer fun learning activities that parents can play with their child, and help guide them through it.
      • Example:
    • http://bms.westfordk12.us/pages/curr_integration/homework/8th
  • 12. Ways to Involve Parents
    • Story Two-Ways:
      • Give the students two copies of the same story.
      • In these stories the same amount of a variety of nouns will be left blank. One story the student must fill in the blanks. The other story is for their Parents to complete.
      • The children and parents can compare answers and parents can teach their children about the nouns used that they may not know.
      • The is also good for the teacher to see the vocabulary level of the students.
  • 13.
    • Website:
      • Use the school’s website or create one specifically for the class. Parents and students can use this to keep track of assignments, grades, and the semester’s outline. Extra credit assignments can be added to the website and parents can use these to teach their children at home.
      • Parents can also use this website to keep in contact with the teacher.
  • 14.
    • Teacher made site
    • Allows for parental involvement
    • Addresses issues regarding
      • Homework
      • Important dates
      • Connects parents and teacher
      • http://ptconnect.weebly.com/
  • 15. Sources
    • http://www.surfnetparents.com/the_importance_of_parent_involvement-6016.html
    • http://www.education-world.com/a_curr/profdev/profdev124.shtml
    • http://bms.westfordk12.us/pages/curr_integration/homework/8th
  • 16.
    • CONTENT STANDARD 3
    • 3. Written and Oral English Language Conventions
      • Students write and speak with a command of standard English conventions that are appropriate to each grade level .
    • Sentence Structure
    • 3.8.1 Use correct and varied sentence types and sentence openings to reinforce the presentation of a lively and effective personal style.
    • 3.8.2 Identify and use parallel structure in all written discourse, including similar grammatical forms to present items in a series, complements, and items juxtaposed for emphasis.
    • 3.8.3 Use subordination, coordination, apposition, and other devices to clearly indicate the relationship between ideas.
    • Grammar
    • 3.8.4 Edit written manuscripts to ensure correct grammar.
    • Punctuation and Capitalization
    • i. Use correct punctuation and capitalization.
    • Spelling
    • 3.8.6 Use correct spelling conventions
  • 17.  
  • 18.  
  • 19.  
  • 20. Assessment Select Response Essay Performance Oral Observation Student self- assessment Learning targets Knowledge and simple understanding Deep understanding and reasoning Skills product Affect
  • 21.  
  • 22.  
  • 23. (p. 82) (p. 86) Modification: Use a picture that students Are familiar with. Like Guam’s Annual Liberation Day Parade.
  • 24. Assessment Matrix “People define something not only by what it is, but also what it isn’t . Therefore, we check student’s deeper understanding by asking them to tell us what the difference between a noun and a verb based on what a noun is and what it is not .” - Michele Foucault   Note 1A: Also used for dyslexic children, their eagerness and relative ease during and after the song is created is indicative of their learning Learning Target Select Response Essay Performance Oral Interview Observation Student Self-Assessment Knowledge Identifying and classifying nouns. Deep Understanding and Reasoning Skills Product Creation of Abstract/ Concrete pairings’ list Affect Creation of Sing-song mnemonic devices for dyslexic children (See Note 1A) Viewed in the pre- and post- tests (students are asked to describe their names as nouns)
  • 25. Sample Pre Test : Taken by an 8 th Grader
  • 26. Post Test
    • Nouns Post-Test
    • Please Write 4 qualities of a noun. A noun is a ______ ______ ________ or ______:
    • Please write two (2) nouns that are proper and (2) nouns that are common:
    • Write what is the difference between a common and proper noun.
    • ______________________________________________________
    • ______________________________________________________
    • ______________________________________________________
    • Please write True if the noun is collective . Write False if the noun is not collective .
    • team ________
    • pig ________
    • farm ________
    • herd ________
    • tree ________
    • company ________
    • tribe ________
    • population ________
    • droplet ________
    • lake ________
  • 27. Cont…
    • Please write two (2) sentences with at least one (1) compound noun.
    • ______________________________________________________
    • ______________________________________________________
    • Please write two (2) sentences with at least one (1) plural noun.
    • ______________________________________________________
    • ______________________________________________________
    • What is a singular noun?
    • ______________________________________________________
    • ______________________________________________________
    • ______________________________________________________
    • What is a plural noun?
    • ______________________________________________________
    • ______________________________________________________
    • ______________________________________________________
    • Please write the difference between these two nouns.
    • ______________________________________________________
    • ______________________________________________________
    • ______________________________________________________
    • Please circle the nouns in the sentences and write what kind of nouns they are (Plural, singular, possessive, proper, common, collective, and/or compound)
    • These shoes are Maria ’ s shoes.
    • ______________________________________________________
    • ______________________________________________________
    • The shoes are on top of her brother ’ s boxes.
    • ______________________________________________________
    • ______________________________________________________
    • A six-pack of bottles are outside the door.
    • ______________________________________________________
    • ______________________________________________________
  • 28.
    • Mad Lib-NOUNS
    • Nouns name a person, place, or thing. In the blanks below, write a NOUN that fits the description to the right. Always
    • think of a new word unless the instructions say “Same as.” We will use these words to fit into a CRAZY STORY.
    • EXAMPLES and DEFINITIONS:
    • Proper Name=Dave Kyle, Ms. Hall, Michael Jordan (names someone or something specific)
    • Plural noun=basketball s , chair s , bicycle s (names more than one person, place, or thing)
    • Possessive noun=Angela ’s , Jack ’s (shows ownership)
    • Common noun=book, car, clipboard (a common noun is a noun that is not proper, not possessive, and not plural)
    • 1. ___________________________Proper Name
    • 2. ___________________________noun, a place
    • 3. ___________________________plural noun
    • 4. ___________________________common noun
    • 5. ___________________________Proper Name
    • 6. ___________________________Same Proper Name as in #5
    • 7. ___________________________Same common noun as in #4
    • 8. ___________________________plural common noun- a food
    • 9. ___________________________Same as #1
    • 10. ___________________________Proper noun, a place
    • 11. ___________________________common noun
    • 12. ___________________________plural common noun
    • 13. ___________________________plural common noun
    • 14. ___________________________common noun
    • 15. ___________________________common noun — a place
    • 16. ___________________________common noun — an animal
    • 17. ___________________________plural noun ending in “ ies ”— a food
    • 18. ___________________________plural noun — a food
    • 19. ___________________________common noun
    • 20. ___________________________proper noun-a person
    • 21. ___________________________proper noun
    • 22. ___________________________Same as #20 made possessive
    • 23. ___________________________common noun
    • 24. ___________________________plural common noun
    • 25. ___________________________Same as #21, made possessive
    • 26. ___________________________common noun
    • 27. ___________________________same as #19
    • 28. ___________________________same as #1 made possessive
    • 29. ___________________________common noun
  • 29.
    • Crazy Story
    • “ Plug” in the words that correspond with the numbers from your list.
    • Once upon a time, 1)__________________(Proper Name) went to 2)_________________(noun, a place) to get
    • some 3)____________________(plural noun). When he/she arrived, he/she saw a
    • 4)____________________(common noun) owned by 5)_____________________(Proper Name).
    • 6)_______________________(Same Proper Name from #5 made possessive)
    • 7)______________________________(Same common noun from #4) really smelled terrible, kind of like rotten
    • 8)___________________________( plural common noun-a food). 9)____________________________(Same as
    • #1) did not like what he/she saw, so he/she went to 10) _____________________________(Proper noun-place)
    • because it really reminder her/him of 11) ___________________________________(common noun). When he/she
    • arrived there were 12)_______________________________(plural common noun) everywhere and they looked a lot
    • like 13)________________________(plural common noun), but they were green instead of purple. He/she was really
    • scared, but he/she jumped into his/her 14)________________________________(common noun) and sped away to
    • 15)____________________________(common noun-a place). At this point in the day, he/she felt like a
    • 16)____________________(common noun-animal) and really wanted to eat some 17)_________________________
    • (plural noun ending with “ies”—a food), but could only find 18)_____________________(plural noun-a food). Home
    • was beginning to sound like a good idea, so he/she caught a ride on a 19)_____________________(common noun),
    • which was being flown by 20)_________________(proper noun) and co-captained by
    • 21)_______________________(proper noun). 22)_____________________ (#20 made possessive) flying was
    • really bumpy and made his/her stomach feel like a 23)________________(common noun). On the way, he/she saw a
    • great deal of 24)_________________(plural common noun). 25)__________________(#21 made possessive)
    • opinion of the whole situation was that it all looked like 26)_____________(common noun) to him. When the
    • 27)___________________________(same as #19) finally landed on 28)__________________(same as #1 made
    • possessive) 29)_____________________(common noun), he/she was glad to be home! What a day!