GMU- TEA Program 2009
  LESSON PLANS




Carolina Barrera Valenzuela
       GUATEMALA
INDEX

The following is a recompilation of sample lesson
plans:

  1.   The first part is a lesson plan template
       co...
FIRST PART- LESSON PLAN TEMPLATE
TEACHER: Carolina Barrera V.     SCHOOL: Goodman School Guatemala
GRADE: 10th PROFICIENCY...
National/State/Local Standards: Local School Standards
                     TEACHING PHASE SEQUENCE
         LESSON PLAN N...
there and it should be turned in before they leave.
IV.    Differentiated   Starting Up – Just Like Me – related to teenag...
COLEGIO BILINGÜE GOODMAN            NAME: ______________________
ENGLISH LITERATURE                   DATE: ______________...
LESSON PLAN No. 2
           REVIEWING INFORMATION RELATED TO S.E HINTON

I.     Warm         Up      BRAIN STORM ACTIVIT...
V.     Assessment       http://www.sehinton.com/misc/index.html
                       Instruction sheet “Navigating S.E...
COLEGIO BILINGÜE GOODMAN                          NAME: ______________________
ENGLISH LITERATURE                         ...
HOMEWORK ASSIGNMENT
      “THE OUTSIDERS” – SONG PRESENTATION – “DIGGING THE
                          OUTSIDERS”

FIRST P...
COLEGIO BILINGÜE GOODMAN                                      NAME: _______________________________
ENGLISH LITERATURE    ...
LESSON PLAN No. 3
               RELATING TO THE TIME OF “THE OUTSIDERS”

I.     Warm         Up         The teacher will...
Bridging – From this lesson plan interpersonal, intrapersonal,
                    linguistic, kinesthetic, musical, and s...
COLEGIO BILINGÜE GOODMAN                             NAME: ______________________
ENGLISH LITERATURE                      ...
LESSON PLAN No. 4
        IDENTIFYING WITH BOTH GROUPS GREASERS AND SOCS

I.     Warm         Up        Power Point Prese...
Expanding –Groups create a Venn-Diagram comparing and
                    Contrasting Socs and Greasers relating also toda...
COLEGIO BILINGÜE GOODMAN                       NAME: ______________________
ENGLISH LITERATURE                            ...
LESSON PLAN No. 5
           REVIEWING INFORMATION RELATED TO S.E HINTON

I.     Warm       Up      Students present thei...
COLEGIO BILINGÜE GOODMAN                             NAME: ______________________
ENGLISH LITERATURE                      ...
GMU- TEA Program                                          Carolina Barrera Valenzuela
Seminar; Reflexive Practice         ...
them have to follow to write their own “I am poem”
                          5. After reading the methodology to follow, t...
Write an I Am Poem
Method:
          I am (two special characteristics)

          I wonder (something you are actually cu...
I pretend to be a statue
I feel the shakes inside
I touch the shutter button
I worry about the blurry result
I cry that th...
I AM…
                    CArolInA
                    BArrerA
                    VAlenzuelA




I am..
 I am POSITIVE an...
I am…
I pretend to do my BEST in every tasks I
set my heart and mind to achieve…
I feel God’s almighty hand lifting me
up ...
GMU- TEA Program                                    Carolina Barrera Valenzuela
Seminar; Reflexive Practice               ...
5. The students need to think on “What text leads them
                             to think these words?” and Find the te...
The Scarlet Letter
                           WHAT DOES “A” MEAN?
RUBRIC

Decoration:
Reflects the chosen word in some asp...
Lesson Plan Multiple Intelligences


Intern:       Zulema Roque/Carolina Barrera                   Grade Level:          7...
studies and interests, novels and work, to complete a chart. Then, students are
      numbered again inside their first gr...
Naturalistic   X
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Lesson Plans Carolina

  1. 1. GMU- TEA Program 2009 LESSON PLANS Carolina Barrera Valenzuela GUATEMALA
  2. 2. INDEX The following is a recompilation of sample lesson plans: 1. The first part is a lesson plan template containing 5 sequential lesson plans which cover the same subject. 2. The second part contains other individual lesson plans
  3. 3. FIRST PART- LESSON PLAN TEMPLATE TEACHER: Carolina Barrera V. SCHOOL: Goodman School Guatemala GRADE: 10th PROFICIENCY LEVEL Advanced or High-Intermediate PROGRAM MODEL Pull Out CONTENT: Literature: Reading comprehension, oral presentations, writing and listening skills. PLANNING PHASE Content and/or Language Objectives As a result of this lesson students will be able to:  Prove how much information they know from the novel “The Outsiders” by S.E. Hinton.  Provide insight through written analysis and oral discussions related to the novel.  Relate to the author’s biography and her works  Become familiarized with slang language of the TIME the novel projects.  Use different strategies and technology such as Venn-Diagrams, Power Point, and Journal Writing.  Work both individually and in cooperative learning.  Use their artistic intelligence. Vocabulary A review of all the vocabularies used in all Chapters of the novel included in their notebooks including slang language (Examples; Dig, madras, socs, greasers, heater, weed, boozed up, broad, cancer stick, tuff, etc). Materials  Novel “The Outsiders” by S.E. Hinton  Notes, previous quizzes and reading comprehensions done in class previously.  Outline instructions given by the teacher and assessment worksheets  List of online quizzes and other sites to use for lesson plans.  Internet and Computers  Big- Poster paper and markers and other artistic material for decorations. Lesson Outline Content: Wrap up UNIT of S.E. Hinton’s novel “The Outsiders”
  4. 4. National/State/Local Standards: Local School Standards TEACHING PHASE SEQUENCE LESSON PLAN No. 1 – REVIEWING BASIC INFORMATION FROM “The Outsiders” I. Warm Up  The teacher will begin by doing a JUST LIKE ME activity Activity and she will tell the students that they have to get into a circle and think of something related to themselves as teenagers and each one will say what they thought of out loud taking turns, those who agree will take a step forward in the circle and say “Just like me”, until it is the teacher’s turn and she will say “I enjoyed reading the novel The Outsiders”… (so they know this is what they’ll be talking about) II. Transition  The teacher will now give each student a post-it with 2 statements written related to S.E. Hinton’s novel and each student has to read one by one out loud.  Using the same procedure of JUST LIKE ME now they have to say YES IT IS TRUE and take a step forward or NO IT IS FALSE and take a step back. All statements are based on the novel and this activity will serve as a review of the novel’s characters, setting, time, plot, and outcome.  As the activity goes on the teacher will provide feedback on right or wrong answers. III. Activities 1. The teacher will now take the students into the lab room and each student will be given the following addresshttp://www.sparknotes.com/lit/outsiders/quotes. html Here the students will find analysis and information on the novel's plot, characters, context, each of the chapters, important quotations, etc. In this same page the'll find on the TABLE OF CONTENTS a title that says QUIZ they have to click there and take the 25 question quiz. When they are done they should click on submit and it will provide the student with their score. Mark the quiz and the scoring and print it. This is individual work. 2. When they are done the teacher will provide the students with another website that is like Jeopardy http://mrcoward.com/slcusd/jeopardy/outjeopardy.html The students need to pair up and the teacher will provide each pair with an answer sheet. In the site they need to go to the following boxes: (WHO SAID IT?, CHARACTERS, and SLANG) Each of them holds a total of 7 easy questions to answer. Each couple needs to complete the answer sheet and write their answers
  5. 5. there and it should be turned in before they leave. IV. Differentiated Starting Up – Just Like Me – related to teenage life Instruction Beginning – Yes It is true OR No it is False Activity- related to reviewing information on Outsiders Novel. Developing – Individual quiz No. from Spark notes evaluated by the computer. Expanding – Paired up quiz on Jeopardy using printed answer sheet- to turn in before leaving class. Bridging – slower students can take longer time, they can do half of the jeopardy quiz answers so instead of having to do 7 questions on each of the topics they can do 3-4. Also for journal writing they can do instead of one and a half pages long, only a page. From this lesson plan interpersonal, intrapersonal, linguistic, kinesthetic, and spacial intelligences can benefit. V. Assessment  Jeopardy answer sheet  Score Print from Spark Notes page.  Oral discussion at the beginning of class.  Individual Journal entry. VI. Closure  Couples who finish their Jeopardy answer sheet may leave.  As they leave they need to take a piece of paper describing the assigned homework. VII. Homework The students need to pick one of the following themes and write a Journal Entry of at least one page and a half, Arial font size 12, 1.5 space in between each line.  On page 155 Pony says, "Suddenly it wasn't only a personal thing to me..." What lessons has he learned from his experiences? (About: stereotypes, conformity and peer pressure, need for family, the (un)fairness of life...)  How would the novel be different if the story were told from Soda's POV? Dally's? Darry's?  What is (are) the theme(s) of The Outsiders? What lessons can we learn from their experiences?
  6. 6. COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS PILI BARRERA GRADE: _______________________ JEOPARDY “THE OUTSIDERS” QUESTION WHO SAID IT? CHARACTERS SLANG 1. 2. 3. 4. 5. 6. 7. TOTAL POINTS
  7. 7. LESSON PLAN No. 2 REVIEWING INFORMATION RELATED TO S.E HINTON I. Warm Up  BRAIN STORM ACTIVITY – the teacher will have a Activity picture of a cloud with the name S.E. Hinton written inside drawn in the board. She will give each student a post it and they have to write at least 3 ideas or information they remember about her biography or works (books).  Then the teacher will ask each student to come up to the board and write down their ideas using arrows drawn from the cloud outwards. Each student can only write one idea at a time. And they should take turns in writing them. The next student who goes cannot repeat the same idea as the previous one, if he/she does not have a new idea he/she has to say pass and take a sit. The activity will finish when no new information is provided. II. Transition  The teacher will ask two students to come up and read the information written on the board, as they are doing so; the teacher will ask for feedback from the other classmates on whether the information is accurate or not, she will also take part in the discussion and in clarifying any doubts. III. Activities  Students will be teamed up in groups of 3’s and they will be teamed up randomly according to which color paper they picked up from a paper bag.  The teacher will take the students to the computer lab and provide them with a piece of paper with instructions for the activity related to reviewing S.E. Hinton’s life and works, she will also provide them with a printed table named ABOUT S.E. HINTON which they have to complete together and hand in. IV. Differentiated Starting Up – Brain- storm – S.E. Hinton’s cloud Instruction Beginning – Discussion on information provided by all members and insight from teacher. Developing – In teams of 3 students go over S.E. Hinton’s page. Expanding – In the same groups of 3, students need to complete the table ABOUT S.E. HINTON provided by the teacher. Bridging – Slow students can benefit from those who are faster in this activity since they will be teamed up randomly. Also the use of computer may benefit many students and the ones that like graphs can also be benefited. From this lesson plan interpersonal, intrapersonal, linguistic, kinesthetic, musical, and spacial intelligences can benefit.
  8. 8. V. Assessment  http://www.sehinton.com/misc/index.html  Instruction sheet “Navigating S.E. Hinton’s Web Page.  Printed sheet ABOUT S.E. HINTON with table to complete.  Bonus- meaning of miscellaneous.  Beginning of class- class discussion on reviewing prior knowledge on author. VI. Closure  EXIT TICKET – hand in table ABOUT S.E. HINTON  EXIT BONUS- miscellaneous (those who want extra points)  Teacher will also collect Journal Entries from previous lesson. VII. Homework  Students will be handed a homework assignment handout:  The first part they need to do for the next session individually.  The second part they have to prepare for and present it during the last lesson day (5th day). For this assignment students need to team up in pairs or in groups of 3 as they wish and according to affinity.
  9. 9. COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS PILI BARRERA GRADE: _______________________ NAVIGATING S.E. HINTON ’ S WEBPAGE 1. First of all log into this address http://www.sehinton.com/bio.html and you will find information related to S.E. Hinton as it is presented in the following table, you have to go though it and make sure you read the specific instructions related to each section: HER BIOGRAPHY Here make sure you read the whole thing don't be tricked by thinking it's only the first page, go down using the key symbols. BOOKS WRITTEN BY Check out some of her other work, maybe you'll like to HER read another of her novels... MOVIES MADE Did you know that more than three of her books were FROM HER BOOKS made into movies? Check it out... MISCELLANEOUS Go to Frequently asked Questions. Here Hinton answers to her readers, including students like you... 2. After reviewing the information with your team partners you have to complete the table named “About S.E. Hinton” 3. If you guys finish before class is over you can have 3 BONUS POINTS by following the instructions in the box: BONUS (for extra points)  Look for the meaning of the word Miscellaneous read about what this word means and then write its meaning on a post-it, also write a brief explanation of why in Hinton's web page one of the sections is named like this. You'll get extra points if it is HAND IT IN AS EXIT-CARD!!!!!!  MAKE SURE all the names of your team’s members ARE INCLUDED! COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS CAROLINA BARRERA GRADE: _______________________
  10. 10. HOMEWORK ASSIGNMENT “THE OUTSIDERS” – SONG PRESENTATION – “DIGGING THE OUTSIDERS” FIRST PART:  One of the most important points S.E. Hinton wanted to project through the novel was the use of SLANG language and also show the connection with the 1960's period of time (including: music, context, events, fashion, etc.).  Go to the following web page http://mrcoward.com/slcusd/outsiders.html in this webpage look for where it says RELATED below that it says THE MEANING OF DIG click there and listen to what it means (you'll need AUDIO). Also in this page you can see a picture of Paul Newman, a madras shirt, and some links related to 1967, which you could and SHOULD visit.  Make sure you are ready to share your findings and ideas in tomorrow’s class- You should write 10 good sentences in your notebook related to your findings.  Make sure you research some more on “What was hip during the 1960’s?” have the addresses of at least 2 other sites besides the ones you were given. SECOND PART:  For this assignment students need to team up in pairs or in groups of 3 as they wish and according to affinity.  All group members have to come up with a song, which should be written by them. The lyrics of their song should include at least 10 vocabulary words from the slang or vocabulary lists from the different chapters seen. The song should also reflect somehow a relationship to the novel’s plot, time period and characters. The song’s lyrics should be printed and handed in to the teacher on the day of their presentations.  The student’s performance will be evaluated according to how well all the members know the song, use the language and vocabulary righteously and in context. And also how all the team members dressed up according to the time period the novel evolves around. A rubric will be used in grading your group’s performance.
  11. 11. COLEGIO BILINGÜE GOODMAN NAME: _______________________________ ENGLISH LITERATURE DATE: _______________________________ MISS CAROLINA BARRERA GRADE: ______________________________ ABOUT S.E. HINTON From http://www.sehinton.com/misc/index.html Write 5 interesting facts from S.E. Write 5 books apart from “The After reading about the Frequently Hinton’s biography Outsiders” also written by S.E. Asked Questions to Hinton comment Hinton. Comment with one idea per with 5 interesting things you learned book. from them. 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5.
  12. 12. LESSON PLAN No. 3 RELATING TO THE TIME OF “THE OUTSIDERS” I. Warm Up  The teacher will play a game and say “I feel like Activity having… a ponytail” (for example) someone with a pony tail needs to hurry up and give it to the teacher (in return the teacher gives the person a candy. And so on she will continue asking for different objects like; a piece of gum, glue, scissors, brown shoes, tennis shoes, an earring, a ring, etc.  At the end the teacher will have a collection of many things. She will explain that all these make up a collage. II. Transition  The teacher will ask the students to look up the word collage in their dictionaries and write the definition down in a post it.  All students after finishing writing the definition have to post their post-it on the board around the word collage written by the teacher.  The teacher will ask 3 students to read some of the definitions and clarify any doubts about the word’s meaning.  Then the teacher will project some pictures of artistic collages so the students get familiarized with them. III. Activities  With the information the students read as homework assignment for the previous class related to the 1960’s and the different slang language, clothe, music of the time, etc. And in addition to the previous, the two websites the students were to find, the students will be grouped in teams of 3 and they will create a POWER POINT COLLAGE with the title DIGGING THE 1960'S AND THE OUTSIDERS. The collage should include pictures that will exemplify what was HIP during that time; and it should reflect what the students read from both the assigned web pages and the ones they investigated on their own.  The collage should reflect creativity. All teams will have to present their collages in front of the class explaining each of the picture's significance in making it a WHOLE. Their presentations will be part of the Warm up activities on the following lesson. IV. Differentiated Starting Up – Activity “I feel like having…” Instruction Beginning – Meaning of collage with post-its Developing – Power Point Collage Digging the 1960’s Expanding – Using not only the sites provided but also others found by the students.
  13. 13. Bridging – From this lesson plan interpersonal, intrapersonal, linguistic, kinesthetic, musical, and spacial intelligences can benefit. V. Assessment  Power point rubric on presentation and oral exposition.  Class discussion VI. Closure  The teacher will explain to the students the rubric she will use to grade their Power Point presentations and oral exposition. VII. Homework  The teacher will remind them of their song performance for the last lesson.  The teacher will remind them of their Power Point presentations for the next lesson.
  14. 14. COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS CAROLINA BARRERA GRADE: _______________________ RUBRIC FOR POWER POINT PRESENTATION COLLAGE DIGGING THE 1960’S AND “THE OUTSIDERS” CATEGORY 4 3 2 1 USE OF GRAPHICS All graphics are A few graphics All graphics are Several graphics attractive (size are not attractive but a are and attractive but all few do unattractive colors) and support the not seem to AND detract support the theme/content of support the from the content theme/content the theme/content of of the of the presentation. the presentation. presentation. presentation. EFFECTIVENESS Project includes Project includes Project is does Project is all most not show a lacking Material Material variety of several key (graphics) (graphics) graphics elements needed to gain needed to gain and has a comfortable a comfortable inaccuracies understanding understanding of of the the time period time period chosen. chosen. ORAL Student Student Student had Student was PRESENTATION presented presented many unable to the material material but difficulties complete with could have presenting presentation confidence. been more materials. before the class. confident. TEAM WORK The group all Majority (2) of Only one person There was no helped and the group helped and teamwork added insight in helped and added insight in making the added insight in making the presentation making the presentation and and all added in presentation and all added in the the oral all added in the oral exposition exposition oral exposition TOTAL ___/16____ COMMENTS: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  15. 15. LESSON PLAN No. 4 IDENTIFYING WITH BOTH GROUPS GREASERS AND SOCS I. Warm Up  Power Point Presentations on the students “Digging the Activity 1960’s Collages”  The teacher will provide feedback and ask the other peers to do so as well. II. Transition  The students will watch a video of Stevie Wonder’s music version “Stay Gold” – music theme of movie. http:// www.youtube.com/watch? v=zU2ZSLGHrdU&feature=fvw, this video also contains Johnny’s last letter to Ponyboy. (it lasts 5:17). The teacher will hand in a copy of the lyrics of the song so the students can follow if they want to.  Then the teacher will also show the students a video of Martin Luther King’s famous speech “I have a Dream” from1963http://www.youtube.com/watch? v=Y4AItMg70kg&feature=related.(this video lasts 2:17)  Finally the student will project a video of the last rumble that Socs and Greasers have http://www.youtube.com/watch?v=tlE-qtNV3NQ III. Activities  The teacher will divide the students in groups of 5 students and she will name one of the team members a leader. Then she will hand each group a set of questions for them to discuss orally and take notes. Each group needs to discuss their ideas openly, thoroughly, and in depth and prepare for a good class discussion for the next session.  Then the teacher will give each of the groups a big size paper for making a poster, she will give scissors, magazines, markers, crayons newspapers, etc. Then she will explain that each group needs to do a Venn- Diagram comparing and contrasting both groups the Socs and the Greasers using information from the novel and also from today’s society. The students can use pictures, words, sentences, quotes or anything they like to create a good comparison and contrast between social classes. IV. Differentiated Starting Up – Student’s Power Point Presentations graded Instruction with rubric. Beginning – Videos shown by the teacher Developing – Group discussion on videos watched and questions given by the teacher. Note taking as discussion goes on, preparing for class discussion on the next session.
  16. 16. Expanding –Groups create a Venn-Diagram comparing and Contrasting Socs and Greasers relating also today’s social classes. Bridging – From this lesson plan interpersonal, intrapersonal, linguistic, kinesthetic, logical-mathematical, naturalistic, musical, and spacial intelligences can benefit. Also students will be placed in a balanced way so all students can benefit from each other. V. Assessment  Questionnaire related to movies watched.  Group discussion over movies watched based on questionnaire- note taking.  Rubric on Power Point Presentations  Rubric on Venn-Diagram Comparison and Contrast between Socs and Greasers. VI. Closure  The teacher will take the students outside to the field and ask the students to look at the north, the south, the east and the west…  Then she will ask them to take a deep breath at least 3 times.  She will ask them to look at the trees, to feel the wind and watch the sky.  Then she will ask them to think about the following question… “Is there really so much difference in humanity? Who creates these differences?” Students should not answer but only think about the question. VII. Homework  Students should be ready for presenting their songs and bring their lyrics printed. Also they should not forget their outfits.  Journal Entry related to the question the teacher asked the students when they were outside, and they can also relate to the questionnaire given before.
  17. 17. COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS CAROLINA BARRERA GRADE: _______________________ REFLECTIVE QUESTIONNAIRE VIDEOS AND INSIGHT ON “THE OUTSIDERS” NOW ASK YOURSELF THE FOLLOWING QUESTIONS: • Is there really so much difference between SOCS and GREASERS? • Is there a point to fighting between classes or groups? Does anyone really win? • Have you ever felt "an Outsider"? • Do people have a right to discriminated others? To humiliate them and treat them unkindly? • Are we in Guatemala part of any of class divisions? Do we discriminate? Or are we discriminated? • Am I or any of my friends, classmates, or family members part of hurting others? Or on the contrary being hurt by others? • Can racism, bullying, discrimination be stopped? • Can a person make a DIFFERENCE? REFLECT AND BE READY FOR A CLASS DISCUSSION, YOUR PARTICIPATION WILL BE EVALUATED ORALLY.
  18. 18. LESSON PLAN No. 5 REVIEWING INFORMATION RELATED TO S.E HINTON I. Warm Up  Students present their songs and share lyrics Activity II. Transition  Students present their songs and share lyrics III. Activities  Class Discussion each group gives their presentation on the ideas they summarized on the previous session. Then the other groups and the teacher will provide insight and feedback. The discussion should IV. Differentiated Starting Up – Student’s song performance Instruction Beginning – Student’s song performance Developing – Class Discussion over questionnaire insight from the different groups. Expanding – Continue with class discussion and feedback from teachers and other groups. Bridging – From this lesson plan , intrapersonal, linguistic, kinesthetic, and musical intelligences can benefit. V. Assessment  Rubric on Song Presentation  Rubric on Venn Diagrams VI. Closure  Students post their Venn Diagrams in the classroom walls and the teacher will grade them according to the rubric. VII. Homework  NO HOMEWORK
  19. 19. COLEGIO BILINGÜE GOODMAN NAME: ______________________ ENGLISH LITERATURE DATE: _____________________ MISS CAROLINA BARRERA GRADE: _______________________ RUBRIC FOR SONG PERFORMANCE COLLAGE DIGGING THE 1960’S AND “THE OUTSIDERS” CATEGORY 4 3 2 1 USE OF Students used Students used Students used Students did CREATIVITY creativity in all creativity in most creativity in one not show use of aspects of their aspects of their aspect of their creativity in any presentation; presentation; presentation; aspect of their lyrics, lyrics, lyrics, presentation; performance performance performance lyrics, and dressing and dressing and dressing performance and dressing EFFECTIVENESS Lyrics include Lyrics include all Lyrics include all Lyrics include all IN USE OF all 10 required 7-9 of the 4-6 of the 1-3 of the VOCABULARY words from required required required FROM NOVEL AND vocabularies or words from words from words from SLANG slang reviewed vocabularies or vocabularies or vocabularies or LANGUAGE in class. slang reviewed slang reviewed slang reviewed in class. in class. in class. ORAL Student Student Student had Student was PRESENTATION presented presented many unable to the material material but difficulties complete with could have presenting presentation confidence. been more materials. before the class. confident. TEAM WORK The group Majority of the Only one person There was no portrayed good group portrayed portrayed good sign of team work and good team work team work and teamwork everyone was and everyone everyone was actively was actively actively involved involved in the involved in the in the performance performance performance and and presentation and presentation presentation. TOTAL ___/16____ COMMENTS: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ SECOND PART- INDIVIDUAL LESSON PLANS
  20. 20. GMU- TEA Program Carolina Barrera Valenzuela Seminar; Reflexive Practice Date Due: Oct. 19th, 2009 Dr. Steeley LESSON PLAN No. 1 INTERN: Carolina Barrera Valenzuela Grade Level: 11TH English Literature TITLE: “I am Poem” a reflection on yourself – creative writing for beginning of Poetry Unit DATE: Oct. 19th, 2009 VIII. Objectives a. Students will get to experience poetry through their own writing. b. Students will get started on their journey through Poetry. c. Students will learn the definition of Poetry and how it is different from other literary forms such as Drama and Short Stories. d. Students will get to start familiarizing with the different genres of poetry and some specific vocabulary related to elements and forms of poetry. IX. Materials for a. Notebooks for drafting. Learning b. Guideline to the “I am…” poem. c. Venn Diagram worksheet. d. Pencil or pen to write. e. Projector and screen to project outline and go over it. f. Board and markers. g. English Dictionaries and Thesaurus X. Procedures 1. The teacher will read and project an example of her for Learning own or some one else’s “I am” poem as example. Activities She will then ask the students what it is that she has just read and how it is different from the past literature they have experienced. She will tell them they need to discuss this in groups assigned and complete a Venn-Diagram per group. 2. She will number the students so that they are set in groups of 3’s in random order. Each group will BRAIN-STORM on the similarities and differences between the Prose Literature they have experienced (Novels, Articles, Short Stories, etc.) and what they have seen now with Poetry or know about it. 3. Then the teacher will conduct a class discussion based on the student’s completed Venn- Diagrams. 4. After this she will present a projection of the “I am…” structure and method for writing it. And go over it together with the students step by step, asking some volunteers to take turns in reading each of the steps. She will explain that these are the steps each of
  21. 21. them have to follow to write their own “I am poem” 5. After reading the methodology to follow, the teacher will ask two students to explain again what they have to do. One of them a fast learner and the other a slower one. 6. Having clarified doubts she will get everyone started and provide dictionaries or thesaurus in case anyone needs them. Also to motivate better and more poetic vocabulary. 7. The teacher will also explain that the poem should be finished for homework and decorated according to what they wrote. 8. The next day students have to orally present their own “I am poem” in front of the class. XI. Assessment a. Guideline to “I am…” poem. b. Venn Diagram –comparing Prose genre and Poetry genre by just a quick brain storming of ideas of what they basically already know or see through the poem and what they had previously learned in class about Prose. XII. Differentiation a. The students with special needs will be able to go at their own pace when doing their poems, they can also use language that is simpler. b. The student will assign some fast learners as helpers for those that are slower learners in case there is a doubt and the teacher is helping someone else. c. Students with special needs who don’t feel comfortable presenting in front of the whole class can do it by themselves only with the teacher. XIII. Reflection a. The students get to reflect on their own lives and write about themselves through the “I am poem”. b. Students will share their ideas on prose and poetry with each other and with the whole class and teacher. c. The students will reflect on their writing to do an artistic decoration of their poems.
  22. 22. Write an I Am Poem Method: I am (two special characteristics) I wonder (something you are actually curious about) I hear (an imaginary sound) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem restated) I pretend (something you pretend to do) I feel (a feeling about something imaginary) I touch (an imaginary touch) I worry (something that really bothers you) I cry (something that makes you very sad) I am (the first line of the poem repeated) I understand (something you know is true) I say (something you believe in) I dream (something you actually dream about) I try (something you make an effort to do) I hope (something you actually hope for) I am (the first line of the poem repeated) Sample: I Am I am sharp and focused I wonder what the camera really sees I hear the buzzing bee I see flowers in early morning light I want to stop time in a box I am sharp and focused
  23. 23. I pretend to be a statue I feel the shakes inside I touch the shutter button I worry about the blurry result I cry that the moment has forever passed I am sharp and focused I understand moments in time I say let's freeze them forever I dream of watercolor effects coming to life I try to see all the soft muted edges I hope it happens someday I am sharp and focused
  24. 24. I AM… CArolInA BArrerA VAlenzuelA I am.. I am POSITIVE and CREATIVE I wonder about my future life… I hear God’s voice guiding my every step I see goodness and opportunity in the W orld I want to always SMILE! I am CREATIVE and POSITIVE
  25. 25. I am… I pretend to do my BEST in every tasks I set my heart and mind to achieve… I feel God’s almighty hand lifting me up in times of trouble or worries… I touch heaven and its fluffy clouds in my dreams… I worry about selfish hearts that make change and goodness hard to survive. I cry for injustice, starvation and class division. I am POSITIVE and CREATIVE I am… I understand that I am unique and have a purpose on Earth. I say what is in my heart with HONESTY. I dream of having my own family. I try to be MYSELF and no one else. I hope I see my dad again… I am POSITIVE and CREATIVE
  26. 26. GMU- TEA Program Carolina Barrera Valenzuela Seminar; Reflexive Practice Date Due: Oct. 19th, 2009 Dr. Steeley LESSON PLAN No. 2 INTERN: Carolina Barrera Valenzuela Grade Level: 11th Grade AP Language and Composition TITLE: The Scarlet Letter WHAT DOES “A” MEAN? DATE: Oct. 19th, 2009 XIV. Objectives a. Students will show their understanding of the symbolism behind the letter “A” in the novel “The Scarlet Letter.” b. The students will create their own artistic renditions of the Scarlet “A” according to their analysis on word chosen, quote and symbolism from novel. c. The students will show knowledge on quoting according to MLA format. d. The students will show knowledge on analytical paragraph writing related to quotes. XV. Materials for a. Novel “The Scarlet Letter” by Nathaniel Hawthorne. Learning b. Worksheet with “A” drawn given by the teacher. c. Markers, crayons, pencils, scissors, glue etc. Any material necessary to make the Artistic Rendition of the “A.” d. Notebook or paper for draft writing. e. Dictionary or vocabulary related to the novel given by the teacher. f. Hacky sack (ball) XVI. Procedures 1. First the teacher will ask the students if they know for Learning what the word “Rendition” means. The students Activities should Brain Storm on this particular word.. The students will take turns in answering, as they raise their hands the teacher will toss a ball (hacky sack) as symbol for the right to speak, and as the discussion goes on the teacher will provide feedback. 2. The teacher will give her meaning or feedback to the word rendition and ask how this word relates to the symbolism of the letter “A” in the “Scarlet Letter.” Again the students will take turns in answering. 3. The teacher will hand in a worksheet with a big A drawn. 4. The teacher will ask the students to look for 3 words besides adultery, that begin with A that come to mind when they consider the story of The Scarlet Letter. The students have to write these words on the BACK of their large A.
  27. 27. 5. The students need to think on “What text leads them to think these words?” and Find the textual evidence (quotes) and write each page number next to each word. 6. Then the students should pick ONE of the words and write it in large capital letters on the rectangle attached to the bottom of the large A. Then, copy the textual evidence (quote) that shows that word onto the rectangle attached to the bottom of the large A and make sure to use correct MLA format for citing text. 7. Then the students should analyze the text and in a well-written paragraph of at least five sentences, analyze why they chose this word and this text to represent the story. 8. Then the students should decorate their letter A in a creative way. And base their decoration of the A on the text and analysis - the decoration should be a visual representation of the word chosen. They should finish this for homework. XVII. Assessment a. Use scoring rubric for decoration of A, word and text evidence/ quote (MLA format), and paragraph analysis. XVIII. Differentiation a. Each student is able to choose their own words. They are not forced upon them. b. Each student can create their own artistic rendition according to their own abilities- so long they reflect an understanding and symbolism related to word and quote chosen. c. Students can work at their own pace in class, as long as it is finished for homework. XIX. Reflection a. Class discussion on meaning of “rendition” and its multiple meanings in relationship to the “A” and its symbolism in the novel “The Scarlet Letter” b. Personal insight through quotes found in novel related to the words chosen by each student. c. Personal analysis and insight through reflective paragraph on word and quote chosen. d. Artistic rendition reflecting the students’ own understanding and artistic view on the letter A’s symbolism.
  28. 28. The Scarlet Letter WHAT DOES “A” MEAN? RUBRIC Decoration: Reflects the chosen word in some aspect ……………. ____/ 4 Word and Text Evidence / Quote: Quote relates to word chosen. Quote is correctly quoted and punctuated according to MLA format ……. ____ / 5 Analysis: At least five sentences in the paragraph. Clearly AND insightfully analyzes how this word is related to the story …. ____ / 6 TOTAL: _____/ 15 Comment: ___________________________________________________________________ ___________________________________________________________________
  29. 29. Lesson Plan Multiple Intelligences Intern: Zulema Roque/Carolina Barrera Grade Level: 7th Grade Title: Literature: Shakespeare Date: I. Objectives Students will be able 1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in social interactions 2. Content Objective: Identify elements in the life and work of Shakespeare. II. Materials for Learning Activities 1. CD and CD player 2. Handouts with the lyrics of the song 3. Worksheets with chart 4. Poster papers and masking tape. 5. Notebooks III. Procedures for Learning Activities Warm up Activity Mental trip to the setting of the writer. Students will be taken outside to an open area, preferably to a garden, and will be asked to get into a comfortable position and close their eyes. With background music, students listen to the descriptions given by the teacher to imagine the place and time being told. Students share their experience. Transition Students listen to the song “Romeo and Juliette” and brainstorm what they know about that story and its writer. Activities Activity 1 Jigsaw. Students are numbered out to form four groups. Each group will read and comment on one part of Shakespeare’s biography: Childhood, personal life,
  30. 30. studies and interests, novels and work, to complete a chart. Then, students are numbered again inside their first group and form a new group where there is one student from each of the original groups. Each student shares a summary of what was read in their original group, and everyone completes the chart with the information being shared. At the end students return to their places and check their work with the guidance of the teacher. Activity 2 Students write a journal entry with pictures about what they imagined in the previous activity. Then, they find a partner to share their work. Finally each pair shares to the whole class how they imagined similar and different things. IV. Assessment Students write in their notebooks: 3 facts in Shakespeare’s life; 2 things or facts about Shakespeare’s time and place that called their attention, and 1 activity they enjoyed explaining why. At the end, students volunteer to share their reflections. V. Differentiation Starting up: The Students can write sentences instead of writing a paragraph for the journal entry. They can also draw using a handout with the script of the mental trip. Beginning: The students can be helped by the interaction with other students with higher level of proficiency or by the guidance of the teacher. Developing: Students can write a paragraph in activity 2 using sensory language. Expanding: Students can compose a rhyme or rap about Shakespeare, using the descriptions in the warm up or using the same song (transition activity). Bridging: Advanced students may use the class resources (internet, dictionaries, books, etc.) to research about one of Shakespeare’s stories VI. Reflection Did all students achieve the goal? Was differentiation effective? In what activities was the outcome positive and in which ones was it negative? What difficulties did I encounter? Were students able to fulfill the activities? How or why not? What are some adjustments or modifications I should make for next class? How are the Multiple Intelligences met in this plan? Intelligence Warm-up Transition Activities Assessment Linguistic X X X X Logical-Math X Spatial X Kinesthetic X X Musical X X Interpersonal X X X Intrapersonal X X
  31. 31. Naturalistic X

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