Ana`S Portfolio


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Ana`S Portfolio

  1. 1. TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM<br />GEORGE MASON UNIVERSITY<br />FAIRFAX, VIRGINIA<br />FALL 2009<br />PROFESSIONAL DELVELOPMENT PORTFOLIO<br />PRESENTED BY : ANA ELISA JIMENEZ<br />EL SALVADOR, CENTRAL AMERICA<br />2200275139065<br />TABLE OF CONTENTS<br />About the Author<br />Defining “Portfolio”<br />Goal and Reflection<br />Seminar on Professional Development and Change<br /><ul><li>Lesson Plans
  2. 2. Strategies</li></ul>Internship at J.E.B. Stuart High School<br />Summary of the observation done during Field trips <br />Techniques observed<br />Research, Methods and Assessment:<br />Key Points on Brain-Based Learning<br />Differentiated Instruction Lesson Plans <br /><ul><li>Seminar on U.S. Culture</li></ul>Comparative chart: American Basic Education System vs. <br />El Salvador Basic Education System<br />Seminar on Educational Leadership<br /><ul><li>Multiple Intelligences Lesson Plan
  3. 3. Life Styles Inventory
  4. 4. Teacher Leadership Self Assessment
  5. 5. Personal Leadership Action Plan</li></ul> <br />Acknowledgments<br />Pictures<br />ABOUT THE AUTHOR<br />My name is Ana Elisa Jimenez, I’m from El Salvador (Central America), and I teach English as a Foreign Language to grades 7 -9 at Centro Escolar “Tomas Medina” , in Santa Ana City. The average number of students in my classes is 40, ages 12 to 15. <br />1638300457200<br />DEFINING “PORTFOLIO”<br />A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum. <br />It should represent a collection of students' best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes.<br />Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February). " What Makes a Portfolio a Portfolio?" Educational Leadership, pp. 60-63.<br />PROFESSIONAL DEVELOPMENT AND CHANGE<br />The Seminar on Professional Development and Change has been a platform for integrating individual experiences, professional goals, professional development experiences while in the U.S., in order to develop an Action Plan for implementing innovative teaching practices when returning to my country.<br />Lesson Plans (See Annexes)<br />Strategies (See Annexes)<br />GOAL AND REFLECTION<br />This portfolio intends to be used as a sample for disseminating non-traditional and innovative teaching and learning strategies to help both, teachers and students, develop reflective thinking and assessment in the ESOL class. <br />The author hopes that the information presented will contribute to provide ideas to improve the quality of teaching and learning the English language in the institution she works for, and help other colleagues to explore the application of Multiple Intelligences in Lesson Planning, Brain-Compatible Differentiated Instruction, and Authentic Assessment in the classroom, at any level, for any field of study.<br /> <br />186690063500 <br />OBSERVATION DURING FIELD TRIPS AT J.E.B. STUART HIGH SCHOOL<br />The field trips at J.E.B. Stuart High School gave me understanding on how the Basic Educational System is developed in the U.S. . Based on that observation, I have concluded that:<br /> There is an Instructional Delivery Model the teachers implement in all the Courses.<br />Every class starts with “an Essential Question”. This strategy stimulates the students’ reflective thinking.<br />There is a determined seating arrangement to facilitate the students’ participation and exchange of information.<br />Teachers use multiple teaching strategies, for example: collaborative pairs, writing in content areas, graphic organizers, small group tasks, think-pair-share activities, silent reading, jigsaw reading, etc.<br />Classes are developed in a student-centered approach.<br />The learning of the students is supported by the use of technology to great extent.<br />Teachers vary the type of activities; the students are involved in different learning experiences.<br />Teachers guide the learning process continuously.<br />Teachers ask constant checking questions to evaluate the level of understanding of the students.<br />The four macro skills of the target language are developed.<br />The students are informed about the quizzes or any other summative activity in advanced. <br />1657350367665<br />RESEARCH, METHODS AND ASSESSMENT<br />This learning theory is based on the idea that people learn due to the structure and function of the brain. In other words, learning occurs naturally, as long as the brain is not prohibited from doing so.<br />Everyone does learn, humans are born with a powerful processor.<br />The implications of Brain-Compatible Differentiated Instruction for the ESOL class are really important to be considered by any teacher. I have learned to apply this to lesson planning:<br />CORE PRINCIPLES OF BRAIN-BASED LEARNING<br />The brain is a parallel processor<br />Learning engages the whole physiology<br />The search for meaning is innate<br />The brain processes wholes and parts simultaneously<br />Learning involves focused attention and peripheral perception<br />Learning involves conscious and unconscious processes<br />Learning is enhanced by challenges and it is inhibited by threats<br />Each brain is unique<br />Five-day Unit Lesson Plan (See Annexes)<br />SEMINAR ON U.S. CULTURE<br />U.S. BASIC EDUCATION SYSTEM<br />The U.S. education system is decentralized: there is no national curriculum.<br />Teachers are certified by their own states.<br /> <br />Pre-primary Levels include pre-school, ages 3-5 years old. Primary level (grades K-6); Secondary level (grades 7-12).<br />  <br />Primary and Secondary Authority, ascendant order: teacher, chair, principal, school district or local authority, state.<br />Challenges: Drop out rates, school safety, parental Involvement, discipline (no corporal punishment), respect for teachers.<br />No Child Left Behind.<br />Classes are student-centered.<br />Technological support for teachers and students in all the levels<br />2190115285115 <br />EL SALVADOR BASIC EDUCATION SYSTEM<br />El Salvador education system is centralized: there is a national curriculum.<br /> <br />Teachers are certified by the Ministry of Education of El Salvador.<br /> <br />Preschooler level, ages 4-6. Basic level: Grades 1-9. Secondary level: Grades 10-11 or 12, depending on the field of study: Academic or Vocational.<br />Authority in ascendant order: teacher, principal, local manager of education, national manager of education, minister of Education. <br />Challenges: Dropout rates, school safety, discipline (no corporal punishment), large number of students who fail courses, parents’ responsibility, students’ responsibility. <br />Classes are teacher-centered.<br />Very limited or no use of technology to support teaching/learning<br /> <br />2266950116205<br />TECHNIQUES OBSERVED IN THE U.S. CULTURE CLASS<br />(See Annexes)<br />SEMINAR ON EDUCATIONAL LEADERSHIP<br />This Seminar gave me the opportunity to acquire deeper understanding on the following areas:<br /><ul><li>The Theory of Multiple Intelligences and its application to Lesson Planning. (See Annexes)</li></ul> <br /><ul><li>The creation of my Life Styles Inventory as a means to be aware of my opportunities and challenges in my personal life and in the academic field. (See Annexes)
  6. 6. Answering the Teacher Leadership Self Assessment Sheet in order to identify areas of strength and of growth as a leader for positive change in my work place. (See Annexes)
  7. 7. Creating a Personal Leadership Action plan. (See Annexes)</li></ul>ACKNOWLEDGEMENTS<br />The author of this Portfolio wants to thank each of the following persons and institutions for giving her the possibility to be part of this wonderful TEACHING EXCELLENCE AND ACHIEVEMENT PROGRAM:<br />The U.S. Department of State<br />IREX<br />The U.S. Embassy in El Salvador<br />George Mason University<br />J.E.B. Stuart High School, in Falls Church, VA.<br />Dr. Sherry Steeley <br />Dr. Farnoosh Shahrokhi <br />Dr. Woody<br />Dr. Cara Bremer<br />Mrs. Nora Elbilawi <br />Fellow Teachers participating in the Program.<br />PICTURES<br />J.E.B. STUART HIGH SCHOOL.<br />FALLS CHURCH, VA.<br />352425327025<br />FELLOW TEACHERS AT J.E.B.STUART HIGH SCHOOL<br />447675212090HOST TEACHERS AND FELLOW TEACHERS<br />SHARING LUNCH IN THE ESOL TEACHERS’ ROOM<br />ANNEXES<br />TABLE OF CONTENTS: <br /> <br /><ul><li>Seminar on Professional Development and
  8. 8. Change: Reflective Practice and Portfolio
  9. 9. Development.
  10. 10. Lesson Plans ………………………………………………………
  11. 11. Teaching Strategies ……………………………………………
  12. 12. Seminar on Research, Methods and Assessment
  13. 13. Lesson planning based on Brain-
  14. 14. Compatible Differentiated Instruction .…………..
  15. 15. Seminar on American Culture
  16. 16. Strategies Observed……………………………………
  17. 17. Seminar on Educational Leadership
  18. 18. M.I. Applied to Lesson Planning …………………
  19. 19. Life Styles Inventory………………………………...
  20. 20. Teacher-Leadership Self-Assessment………...
  21. 21. Personal Leadership Action Plan………………..</li></ul>Lesson Plan Format<br />Intern: Ana Elisa Jimenez Level: 7th Grade (Beginners)<br />Title: Cardinal Numbers , telephone numbersDate: October 19, 2009.<br />Objectives: <br />At the end of the class, the students will be able to: <br />a) Identify cardinal numbers from 0 to 9, correctly.<br />b) Ask and answer questions to find out the telephone numbers of seven people in the class.<br />c) Make a class directory which contains a list of seven telephone numbers.<br />Materials for Learning Activities:<br />Table to make class directory (Figure 1)<br />Flashcards of numbers<br />Whiteboard<br />Marker<br />Pens, pencils, notebooks<br />Procedures for Learning Activities:<br />Teacher models a chant of numbers while pointing at the flashcards of numbers. Students listen and then play the chant.<br />Students form groups of ten. Every group begins to count from one to ten, every student takes turn to say a number.<br />Students are aligned in rows of ten, they begin to count from one to ten like this: First student in the row says “one”, the second says “two”, and so on.<br />Students write the numbers in their notebooks.<br />Teacher writes the following exchange on the board and models how to say it:<br />-What’s your phone number?<br />- It’s _ _ _ _ _ _ _ _ (using eight digits, as it is used in El Salvador)<br />6. Pairs practice asking and answering questions and exchange their phone numbers.<br />Assessment<br />Teacher hands out photocopied chart where students will make a list of the phone numbers of seven people in the classroom. Students move around and exchange telephone numbers by using the target expressions. (See Figure 1)<br />Figure 1.<br />NAMETELEPHONE NUMBER<br />Lesson Plan Format<br />Intern: Ana Elisa JimenezGrade Level: 7th, Beginners<br />Title: Prepositions of place: in, on, under, behindDate: October 2009<br />Objectives<br />At the end of this class, the students will be able to:<br />Differentiate the use of in, on, under, behind when expressing location.<br />Ask and answer questions about the location of classroom objects.<br />Write ten sentences expressing the position of some classroom objects in the classroom.<br />Materials for Learning Activities<br />Real classroom objects, boxes, whiteboard, markers, notebooks, pens, pencils<br />Posters of illustrated use of prepositions posted on the walls<br />Procedures for Learning Activities<br />Students are asked to take a tour around the classroom and name as many classroom objects as they can, in one minute. Then, they write a list of them in their notebooks.<br />Teacher uses a box and some classroom items to explain the uses of in, on, under, behind.<br />Teacher models the way to make “Where is the (dictionary)?” questions and students answer the questions. <br />Students work in pairs and move around the classroom while asking and answering questions about the classroom objects they see .They use the model provided.<br />Students write three questions and their corresponding answers in their notebooks. They illustrate what they have written. Then, they write ten sentences expressing the location of some school items, in their notebooks.<br />Assessment<br />Students stand in circle, play the “Hot Potato” and the addressed guys will ask : “Where is the ___________?” to someone in the circle, the target student will then respond the question. Play the game for three minutes.<br />Differentiation<br />Weak learners might have a small chart with illustrations explaining the meaning of in, on, under, behind.<br />Strong learners will have no help.They will be asked to write fifteen sentences. <br />VI.Reflection<br />Varying the type of activities gives the students a chance to move their bodies; body movement helps to activate their learning.<br />Lesson Plan Format<br />Intern: Ana Elisa JimenezGrade : 8th Level: Beginners<br />Title: What are you wearing?Date :October 2009<br />Objectives<br />At the end of this class, the students will be able to:<br />Ask and answer questions to describe what they are wearing<br />Write statements for describing what they are wearing by following the pattern: color + noun<br />Materials for Learning Activities<br />Real clothing items, posters of clothing items, colored paper circles posted around the classroom, whiteboard, markers, pens, notebooks, <br />Procedures for Learning Activities<br />Teacher sets pair work: Students A draw a clothing item in their notebooks, students B guess and say the corresponding English name. Then, they change roles and continue for three minutes.<br />Students complete a table making a list of colors and clothing items they already know . (See Figure 1)<br />Teacher explains that the above information is useful when responding the question: What are you wearing?. She clarifies the following grammatical features:<br />a + color + singular noun: a red blouse, a blue shirt, a green tie<br />(no article) + color + plural noun: blue jeans, white socks, brown shoes<br />Students work in pairs. They take turns asking the question: What are you wearing? and providing answers by reading the information they have in the chart they completed. (Figure 1) . They are encouraged to use the indefinite article “a” before singular nouns, as in the next example: Student 1:- What are you wearing?<br /> Student 2: - A red blouse<br />Students are prevented to avoid using “a” when using a plural noun, as in the next example:<br />Student 1: What are you wearing?<br />Student 2: Blue jeans<br />Teacher calls out three volunteers and they respond the question: What are you wearing?. This time, every student is encouraged to provide real information (describe what they are really wearing). Then , the whole class will write the question and their corresponding answer.<br />Assessment<br />Students stand in circle. One of them tosses a ball to someone while asking: What are you wearing? . The guy who catches the ball will respond by using the target structures. The group play this game for three minutes.<br />Differentiation<br />Scaffolding is provided to slow learners, they can look at the colored paper circles to remember the way colors are said in the target language. They can also have access to the names of the clothing items by looking at the wall poster . In addition to this, these students can use Figure 1 as reference when providing their answers to the question “What are you wearing?”<br />The type of activities is addressing to visual, auditory and kinesthetic learners.<br />Reflection<br />The use of real pieces of clothing increases the possibility to acquire vocabulary learning. Working in pairs allows the students to feel safe and be more likely to share what they are learning. It is important to include activities appealing to different learning styles.<br />Figure 1.<br />COLORCLOTHING ITEM <br />Lesson Plan Format<br />Intern: Ana Elisa Jimenez Grade: 8th Level: Beginners<br />Title :The English AlphabetDate: October 2009<br />Objectives<br />Students will be able to:<br />Identify the sound of the English alphabet<br />Spell their first name and last name by using the English alphabet, correctly.<br />Materials for Learning Activities<br />Photocopied sheet of the English alphabet, two sets of magnetic alphabet letters, poster of illustrated alphabet, chant of the English alphabet, CD player, audio CD of the alphabet<br />Procedures for Learning Activities<br />Teacher displays the English alphabet chart on the board, she points at the chart while pronouncing each of them; students listen to the sounds . Later, students are given a sheet with the letters of the alphabet. The teacher calls out the alphabet again and this time the students point at each of the letters on their sheets.<br />Teacher plays the CD: First time, students listen only. Second time, students listen and repeat. Third time, students say the alphabet by themselves.<br />Teacher displays the magnetic alphabet letters on the board, the students are divided into two teams, each team assigns a number to each of the participants. The teacher calls out a letter, one representative of each team runs to the board and grabs the letter the teacher has said. A point is given for the team whose representative got the letter from the whiteboard. The competence continues until there are not any magnetic letters on the board.<br />Teacher asks: “What’s the next letter?” If she says “b”, students will say “c” and so on, the entire class participates orally.<br />Teacher writes the following Chant on the board, she models it and asks the entire class to say it: <br />A-B-C-D-E-F-G,<br />H-H-J-K-L-M-N-O-P,<br />Q, and R, and S, and T,<br />U-V-W-X-Y-Z<br />Teacher and students clap their hands to say the chant a second time. The third time, they clap and stamp their feet to provide more rhythm.<br />The entire class plays “The Hangman” for five minutes.<br />Teacher writes her first name and last name on the board, the students spell these words.<br />Students work in pairs, they take turns spelling the other partner’s first and last.<br />names. Every student switches partners three times to continue spelling their names to each other.<br />Assessment<br />Teacher tosses a ball, the student who catches the ball says his first name and then spells it. The game continues for five minutes. Teacher takes notes about the students’ performance in order to plan what strategies she will use in the next class.<br />Differentiation<br />When doing pair work, try to pair weak learners with strong learners. Scaffolding will be given to weak learners by displaying a poster of the alphabet and a symbolic representation of each of the sounds of each letter, on the board.<br />VI.Reflection<br />Chants and songs provide more possibilities to stimulate the students’ learning. The teacher should be a facilitator of the learning; therefore, the teacher has to provide a lot of opportunities for the students to practice the target vocabulary or grammatical structure.<br />Lesson Plan Format<br />Intern: Ana Elisa Jimenez Grade : 7th Level: Basic<br />Title :El Salvador: Small, but beautifulDate: October, 2009.<br />Objectives<br />Students will be able to: <br />Identify the meaning of the words map, beautiful, flag, coat (of arms), river, bird, flower, and volcano, accurately.<br />Make a four-parts foldable with four words and their corresponding drawing.<br />Materials for Learning Activities<br />Power point presentation about El Salvador ( slides of the map, flag, coat of arms, the Lempa river, the national bird, the national flower, the Izalco volcano), , memory stick, LCD projector, laptop, pictures of the vocabulary mentioned, labels for pictures, colored sheets of paper, scissors, pencils.<br />Procedures for Learning Activities<br />Play the “Intonation Fun game”: Teacher greets the class, asks to say “hello” to each other as if they are greeting… <br />… a one year-old boy<br />… their best friend<br />… the principal of the school.<br />Teacher introduces the topic : El Salvador, Small But Beautiful”. Teacher says where she is from and what her nationality is. Students will then s take turns to say the names of their country and their nationality. <br />Ask about the students’ countries of origin and their nationalities.<br />Do the Power Point presentation. Pause to let the students practice the target words.<br />Partners make a list of words they remember from the presentation. They volunteer to read their lists.<br />Teacher distributes pictures of the target vocabulary and paper labels corresponding to each of the pictures ; students mingle and try to find who has the matching picture for the word they have and vice versa. They post the pictures and their corresponding labels on the board. Then, the entire class reviews the vocabulary. <br /> <br />Assessment<br />The students are given a sheet of paper. The teacher models how to make a “foldable”. The students choose four words they have learned during the class and make a picture for each of them , on each of the four parts of the “foldable. At the end, move around and ask the students to say the name of each of their drawings.<br />Differentiation<br />Do scaffolding for the weak learners, they may look at the pictures and their labels posted on the wall. Give the necessary help to those students who have problems in remembering the words.<br />VI.Reflection<br />Kids love drawing and coloring, they feel interested in the class and participate actively.<br />Portfolio Strategy Sheet<br />Choose a method or strategy that you have learned about or observed during field experience.<br />Name of method or strategy: Exit ticket<br />When is this method or strategy useful? At the end of the class<br />Why or how is this method or strategy useful? It is useful to help the students determined what they have learned or to express any question or doubt they have. In addition to this, the teacher can also assess what the students have learned or what they still need to be explained.<br />What are the steps involved in using this strategy or method?<br />First: Tell the students from the beginning of the class what they are expected to do as an exit ticket<br /> Leave five minutes at the end of the class to have all the students write what you ask them to do and collect the notes by the moment that they go out of the class.<br />When would this method or strategy be useful in your setting?<br />At the end of the class, it would be used to assess what the students have learned or to get information about their doubts, expectations or any other aspect related to the learning; the use of this exit ticket varies depending on the task that the teacher sets.<br />What would you like other teachers in your school to know about this method or strategy?<br />I would like to share with them the benefits they could get by implementing this type of activity.<br />Portfolio Strategy Sheet<br />Choose a method or strategy that you have learned about or observed during field experience.<br />Name of method or strategy:<br />Word wall<br />When is this method or strategy useful?<br />In learning new vocabulary<br />Why or how is this method or strategy useful?<br />In a formal vocabulary program throughout the year<br />What are the steps involved in using this strategy or method?<br />Words need to be posted on a wall to help students remember them and to remind teacher and students to use them throughout the year.<br />Words can be put in alphabetical columns or posted in groups as they were learned. Teacher or students can be charge of adding the words.<br />When would this method or strategy be useful in your setting?<br />Each week a chapter from the vocabulary book is posted. Periodically lists can be reviewed and students can be assigned to use appropriate words in their speaking or writing.<br />What would you like other teachers in your school to know about this method or strategy?<br />It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics.<br />Portfolio Strategy Sheet<br />Choose a method or strategy that you have learned about or observed during field experience.<br />Name of method or strategy: Somebody …. Wanted…. But….. so…..<br />When is this method or strategy useful? When you are working with reading passages.<br />Why or how is this method or strategy useful? It’s useful because the students are given scaffolding to help them get a better understanding of what they are reading. <br />What are the steps involved in using this strategy or method?<br />First: Assign the article or text to students<br />Second: Tell them to read and get the main idea <br />Third: Students make a chart (See Figure 1) and choose pieces of information they consider are important about what they read. The chart is useful to follow the sequence of actions , the reasons for such actions, and the result of the actions developed by a specific character or individual involved in the story or situation.<br />Figure 1.<br />SOMEBODY…WANTED…BUT…SO…<br />When would this method or strategy be useful in your setting?<br />I would use it to enhance the reading skills. The strategy can be used at Intermediate level.<br />6. Would you like other teachers in your school to know about this method or strategy? Absolutely, I am sure this activity would work well even when teaching other subjects rather than ESOL, since it provides support to develop reading-comprehension skills.<br />Portfolio Strategy Sheet<br />Choose a method or strategy that you have learned about or observed during field experience.<br />Name of method or strategy:<br />Word wall<br />When is this method or strategy useful?<br />In learning new vocabulary<br />Why or how is this method or strategy useful?<br />In a formal vocabulary program throughout the year<br />What are the steps involved in using this strategy or method?<br />Words need to be posted on a wall to help students remember them and to remind teacher and students to use them throughout the year.<br />Words can be put in alphabetical columns or posted in groups as they were learned. Teacher or students can be charge of adding the words.<br />When would this method or strategy be useful in your setting?<br />Each week a chapter from the vocabulary book is posted. Periodically lists can be reviewed and students can be assigned to use appropriate words in their speaking or writing.<br />What would you like other teachers in your school to know about this method or strategy?<br />It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics.<br />Portfolio Strategy Sheet<br />Choose a method or strategy that you have learned about or observed during field experience.<br />Name of method or strategy: Learning Stations around the classroom<br />When is this method or strategy useful? When doing group work in a class where the main goal is to develop the reading or the writing skills.<br />Why or how is this method or strategy useful? It is useful because it gives to the students the possibility to be actively involved in the solution of determined tasks. The kinesthetic students have the opportunity to move from one task to another one and this helps them to activate their learning. In addition to this, the activity triggers the students’ attention and provides a very active learning environment.<br />What are the steps involved in using this strategy or method?<br />First prepare sheets of paper with specific tasks to develop, based on a reading.econd: make small groups and assign one number to each of the groups.<br />Third: Tell the groups they will rotate and visit the different stations to write down what it is required in each of the stations.<br />Fourth: Students are given time to develop the tasks and present their results in a plenary session.<br />When would this method or strategy be useful in your setting?<br />Any time you want your students to work actively and develop their reading and writing skills.<br />What would you like other teachers in your school to know about this method or strategy?<br />Definitely, I believe this is a very creative way to keep the students involved and working in building their own learning.<br />SEMINAR ON RESEARCH, METHODS AND ASSESSMENT<br />FIVE-DAY UNIT LESSON PLAN<br />Teacher: Ana Elisa JimenezSchool: Tomas Medina<br />Grade: 8th Proficiency Level: Beginners Program: Pull out<br />Content: Clothes we wear<br />ESOL CLASS<br />PLANNING PHASE<br />Content and/or Language Objectives<br />As a result of this lesson, students will be able to:<br /><ul><li>Identify the most common clothing items people wear in summer and winter .
  22. 22. Describe what they are wearing by using the pattern color + noun.
  23. 23. Write a description of what someone is wearing by using the pattern color + noun.
  24. 24. Use How much is… and How much are… in order to ask for prices of clothing items.
  25. 25. Listen for prices from a recorded conversation.</li></ul>El Salvador Standards: <br /><ul><li>Student identifies clothing items with their corresponding English name
  26. 26. Student successfully describes what he is wearing in the oral and in the written forms.
  27. 27. Student successfully describes what someone is s wearing in the oral and in the written form.
  28. 28. Student successfully asks for prices using the expressions “How much is…?” and “How much are…?”
  29. 29. Student successfully listens for prices down to $100.</li></ul>Vocabulary<br /><ul><li>Names of clothing items: dress, skirt, blouse, sandals, high heels, handbag, jeans, shoes, pants, skirt, t-shirt, cap, shorts, sneakers, sunglasses, coat, jacket, suit, vet, sweater, scarf, gloves, boots, raincoat.
  30. 30. Colors: blue, black, gray, white, brown, red, yellow, orange, purple, pink, green, light blue.
  31. 31. Prices down to $100. (Cardinal numbers from 1 to 100, revisited)
  32. 32. How much is…? vs. How much are…? </li></ul>Materials<br />Posters of clothing items, pictures of clothing items, posters of cardinal numbers, price tags, realia (pieces of clothes), recorded conversation, board, whiteboard markers, notebooks, pens, masking tape, flash cards of clothing items.<br />Con tent: Summer and Winter Clothing Items<br /><ul><li>LESSON 1: Clothes We Wear
  34. 34. Warm- Up Activity
  35. 35. Students stand in circle, each of them takes turn passing a ball while saying the name of a clothing item he already knows.
  36. 36. Transition
  37. 37. Teacher asks: What am I wearing? She shows what she is wearing by pointing at each of the pieces while saying their names. Students repeat the words while looking at the clothing items.
  38. 38. Activity 1
  39. 39. Teacher puts a box on her desk and calls volunteers to take turns in taking out one piece of cloth at a time and the teacher models the activity by calling out its name. The entire class does choral repetition. Then, students are guided to make a list of the items individually; they can look at the poster if they need to.
  40. 40. Activity 2
  41. 41. Partners are given pictures of clothing items, they identify each of them by calling out with at least two other pairs and continue practicing. their names. Pairs exchange pictures
  42. 42. Activity 3
  43. 43. Students are given a sheet to illustrate each of the clothing items listed. (See Figure 1)
  44. 44. Then, the students will add four more boxes and choose what to draw.
  45. 45.
  46. 46. Figure 1.
  47. 47. CLOTHING ITEMILLUSTRATIONdressshirtskirtcoatHigh heelspantsvest
  48. 48. Activity 4
  49. 49. Students write what they have learned, in their journals.
  50. 50. Differentiated Instruction
  51. 51. Starting up……………. Done in the Transition segment
  52. 52. Beginning…………….. Done in Activity 1
  53. 53. Developing………….. Done in Activity 2
  54. 54. Expanding ………….. Done in Activity 3
  55. 55. Bridging………………. Done in Activity 4
  56. 56. Assessment
  57. 57. Divide the class into two teams and play “The Pictionary”. Each team chooses someone who draws a clothing item on the board .The opposite team tries to guess what it is and calls out its name. Points are given to the group who says the correct words.
  58. 58. Closure
  59. 59. Teacher shows a poster of a male and a female model, she asks what each of them is wearing. Students identify the clothes by their corresponding names.
  60. 60. Homework
  61. 61. Cut and paste a picture of a model in the notebook. Label each of the clothing items.
  62. 62. Lesson 2
  63. 63. Content : What are you wearing?</li></ul>TEACHING PHASE SEQUENCE<br /><ul><li>WARM-UP ACTIVITY
  64. 64. The entire class stands in circle to do a quick review of colors and the name of clothing items. Volunteers can take turns saying the names of clothes items as fast as they can, in one minute.
  65. 65. TRANSITION
  66. 66. Modeling. Teacher models the next short exchange: - What are you wearing?
  67. 67. I’m wearing a white shirt, black pants, a red tie and black socks and shoes. Teacher points at a picture of somebody wearing like that. The class listens and take notes.
  68. 68. ACTIVITY 1
  69. 69. Teacher provides a chart for the student to make a list of colors and clothing items. (See Figure 1).
  70. 70. Figure 1.
  72. 72. Students are asked to fill in the table with any suitable word.
  73. 73. ACTIVITY 3
  74. 74. Teacher asks to establish conclusions about the position of these two words to describe clothing items. Teacher guides to establish the pattern: color + clothing item. Students take out the combination of words they have in their tables and write them like this example:
  75. 75. Color + noun (singular form) : red cap
  76. 76. Then she shows they add “a” before a singular noun to say: a red cap
  77. 77. Teacher then models the case of plural nouns:
  78. 78. Color + noun (plural form): black pants
  79. 79. Teacher points out that “a” is not used with plural nouns.
  80. 80. Teacher writes the question What are you wearing? On the board and clarifies the connection between this question and the answer expected by adding the expression: I am wearing followed by the target patterns.
  81. 81. Individual work: Each student writes the list of colors + clothing item they have in their tables and write them in their notebooks applying the previous information, so that they can create complete sentences based on the models provided.
  82. 82. ACTIVITY 4
  83. 83. Small group activity. Teacher leads the groups to number each member and take turns asking: What are you wearing? and each of the member responds by giving real information.
  85. 85. Starting up……………………… done in the Transition activity
  86. 86. Beginning……………………….. done in Activity 1
  87. 87. Developing ……………………. done in Activity 2
  88. 88. Expanding …………………….. done in Activity 3
  89. 89. Bridging……………… done in Activity 4
  90. 90. ASSESSMENT
  91. 91. Teacher posts long sheets of paper around the classroom. The students write sentences describing what they are wearing .
  92. 92. CLOSURE
  93. 93. Students write what they have learned.
  94. 94. HOMEWORK
  95. 95. Write a short conversation describing what they are wearing.
  96. 96. LESSON 3
  97. 97. CONTENT: What is he wearing?
  99. 99. WARM UP:
  100. 100. Teacher tosses a ball to any student while asking: What are you wearing today? The addressed students have to answer the question by providing real information.
  101. 101. TRANSITION
  102. 102. Teacher asks a student: What is he wearing? Teacher guides de student to answer :He’s wearing a…, a…., ….., and so on, by looking at a poster of a male model. Teacher writes the question on the board and the entire class takes notes of the examples provided by the teacher.
  103. 103. ACTIVITY 1
  104. 104. Teacher posts a poster of a female model on the board and asks: What is she wearing?. Students work in small groups to respond the question. Teacher then posts a poster of a male model and asks: What is he wearing? Again, the students respond the question in small groups. Time is given for the students to write down both questions and their answers. The teacher does scaffolding by showing the question and the answers used in the previous segment of the class.
  105. 105. ACTIVITY 2
  106. 106. Guided practice. Teacher gives every student the picture of a female model
  107. 107. (the picture is the same for everybody) under the question: “What is she wearing?. Guided by the teacher, the students write a description and they recycle the use of color + noun.
  108. 108. ACTIVITY 3
  109. 109. The entire class takes a tour around the classroom. The teacher posts poster of female and male models and the students have short exchanges describing the way the models are dressed. After some minutes, volunteers will share what they could see and the class can take some time to write some of the descriptions.
  110. 110. ACTIVITY 4
  111. 111. Students will play a guessing game. Each of them will describe what someone is wearing and the group has to guess who is being described. The last five minutes of the class will be used to write what the students have learned in this class.
  113. 113. Starting up………………… done in the Transition Activity
  114. 114. Beginning …………………. Done in Activity 1
  115. 115. Developing……………….. done in Activity 2
  116. 116. Expanding………………. Done in Activity 3
  117. 117. Bridging ……………………. Done in Activity 4
  118. 118. ASSESSMENT
  119. 119. Students will play a guessing game. Each of them will describe what someone is wearing and the group has to guess who is being described.
  120. 120. HOMEWORK
  121. 121. Students cut and paste three different models and create posters under the title : What is he wearing? What is she wearing? The posters will be exhibited in the next class.
  122. 122. LESSON 4
  123. 123. Content: Asking for Prices
  124. 124. El Salvador Standard: Student successfully asks for prices using the expressions “How much is…?” and “How much are…?” .
  126. 126. Warm-up Activity
  127. 127. Students post the posters they made around the classroom. The class takes time to move around and look at the exhibition.
  128. 128. Transition
  129. 129. Teacher tells the entire class she needs to buy a new coat and she wants to know how much one of them would be. She wants the students to be concerned about the necessity to learn to ask for prices for future needs. After this, teacher will use a chart of clothing items and their corresponding price tags and will point at a coat and ask: How much is this coat? The teacher guides the students to recycle the already studied cardinal numbers from 0 to 100 (in previous lessons) to answer this question. Teacher will then ask for a pair of jeans : How much are these jeans? Again, teacher guides the students to look at the price tag and respond the questions by reading the price.
  130. 130. Activity 1
  131. 131. Entire class . Teacher divides the board into two columns and writes HOW MUCH IS THE…? on one side and HOW MUCH ARE THE…? on the other side. She takes a flashcard of a dress and posts it under the title How much is the…? Then, she takes a flashcard of a pair of jeans and posts it under the title How much are the…? . Teacher models two more examples and asks the students to write their conclusions about the use of these expressions. Students will write what they have noticed. After two minutes, the class socializes the results, teacher guides the activity.
  132. 132. Activity 2</li></ul>Small group work. Teacher gives every group a set of flashcards containing pieces of clothing and two long sheets of paper, one with the title How much is…? And the other one with the title How much are the…?. The group classifies which flashcard goes in what place. The entire class checks the results and writes 6 examples on their notebooks. Scaffolding is provided by given visual prompts.<br />Activity 3<br /> Individual work. Students will receive a fill-in-the blank activity to be completed with <br /><ul><li>HOW MUCH IS.. .? or HOW MUCH ARE…? (See Figure 1.) They will share the answers after some minutes.
  133. 133. Figure 1
  134. 134. ____________________________ the black shoes?
  135. 135. ____________________________ the black umbrella?
  136. 136. ____________________________ the red blouse?
  137. 137. ____________________________ the black skirt?
  138. 138. ____________________________ the sunglasses?
  139. 139. ____________________________ the green tie?
  140. 140. Activity 4
  141. 141. Pairs. Students do a PAIR-THINK-SHARE activity and comment on what they have done and understood about the use of the target expressions.</li></ul>Differentiation Instruction<br />Starting up……………………………………….. done in the Transition phase <br />Beginning ………………………………………… done in Activity 1<br />Developing ……………………………………… done in Activity 2<br />Expanding ………………………………………. Done in Activity 3 <br />Bridging ………………………………………… done in Activity 4<br />Assessment<br />Teacher displays real pieces of clothe on the desks and their corresponding price tags. Pairs approach to different items and ask and answer questions about the prices of the items by using the target expressions.<br />Closure<br />Volunteer students do role-plays in front of the class, one student is the customer and the other one is the clerk. They can use greetings , the phrases they have studied in the class , as well as some expressions studied in the past , to ask about prices. Additionally, they can take advantage of the word bank displayed in the class room to pick up some additional expressions they might have forgotten, for example: Can I help you? , I’m looking for ….. , here it is, here they are .<br /><ul><li>Homework
  142. 142. Write a conversation between a clerk and a customer. The customer needs a pair of blue jeans, he asks about the price. The clerk says the price is $54.
  143. 143. LESSON 5
  144. 144. Content: Pardon me, what’s the price? (A listening mini-session)
  146. 146. Warm-up Activity
  147. 147. Entire class. Students say a number from 1 to 9. The students who say one of the four numbers the teacher has written in her notebook, will read the conversation they wrote as homework , for all the class.
  148. 148. Transition
  149. 149. Individual work. Students will be given a graphic organizer they have to fill in with the names of clothing items and their corresponding prices, based on a poster shown on the board. (See Figure 1)
  150. 150. Figure 1.
  151. 151. CLOTHING ITEMPRICERed dressBlue jeansGreen tieBlack shoesBrown sweaterWhite shirt</li></ul>Teacher monitors work and check answers in the oral form by having choral response.<br /><ul><li>Activity 1.
  152. 152. Teacher sets the scene. She tells the students they will listen to a recorded message. She explains that the students should be ready to listen attentively in order to do what they are expected to.
  153. 153. Activity 2. Pre-Listening:
  154. 154. Entire class. Teacher asks the students to practice the way prices are expressed in dollars (as they learned in previous lessons). Teacher writes a list of prices on the board and students read them. Then, she writes a multiple-option exercise to help the students get familiar with the activity. She dictates a price, the students are asked to circle the price they hear, like this:
  155. 155. a) $ 20.79
  156. 156. b) $ 30.75
  157. 157. c) $ 40. 55</li></ul>(The teacher read $30.75. Therefore, this is the correct option to be circled)<br />Activity 3. During-listening Activity<br /><ul><li>After this, teacher hands out a sheet to every student and asks them to follow the directions while listening to the recorded information. (See figure 2)
  158. 158. Figure 2.</li></ul>Direction. Listen carefully. Then, circle the correct price that has been mentioned. Please notice that there is only one correct option.<br /><ul><li>a) $ 5.39
  159. 159. b) $ 5.49
  160. 160. c) $ 5.99
  161. 161. a) $ 13. 30
  162. 162. b) $ 30. 13
  163. 163. c) $ 60. 30
  164. 164. a) $ 18. 30
  165. 165. b) $ 18. 80
  166. 166. c) $ 18, 90
  167. 167. a) $ 15. 35
  168. 168. b) $ 15. 45
  169. 169. c) $15. 95
  170. 170. a) $90.09
  171. 171. b) $90.90
  172. 172. c) $90.99
  173. 173. Activity 4. Post-listening Activity.
  174. 174. Pairs compare their answers before listening to the recording again. Then, they exchange their sheets to check their work on the second listening time.
  175. 175. Differentiated instruction
  176. 176. Starting up ……………………. Done in the Transition activity
  177. 177. Beginning ……………………..Done in the end of the Transition activity
  178. 178. Developing ………………….. Done in Activity 1
  179. 179. Expanding ………………….. Done in Activity 2
  180. 180. Bridging………………….. Done in the Post-listening activity
  181. 181. ASSESSMENT
  182. 182. Teacher collects the sheets (Figure 2) to check the number of correct answers per student and keeps the result in anecdotal sheets in order to establish future actions.
  183. 183. CLOSURE
  184. 184. Teacher asks the students to write anything they remember they have learned about the lesson that is ending. The students will start writing something after the following stem sentence: “I remember that…”. Volunteer students might read what they have written.
  185. 185. HOMEWORK
  186. 186. Students will write their reflections about what they have learned, in their journals.</li></ul>SEMINAR ON EDUCATIONAL LEADERSHIP<br />Multiple Intelligences Lesson Plan<br />Topic: Items of Clothing<br />Level: Intermediate<br />Objective: Students will use vocabulary related with clothing ítems, colors, prices, fabrics and their fashion preferences.<br />Materials: list of words to be spelled, real clothing items, CD player, music CD, cameras, copies of reading excerpt (Carolina Herrera), notebooks, pens, pencils, bulletin board, masking tape, <br />Warm-up Activity: Spelling Bee. Teacher calls out names of clothing items, students spell those words.<br /><ul><li>Pair work: Students talk about the kinds of clothes they generally wear in the winter or summer season. (linguistic)
  187. 187. Small groups: Students make their own personal budget to decide what they could buy on their own shopping trip. (Logical-Mathematical)
  188. 188. Small groups: Students talk about the money they saved on their last shopping trip, compare the prices of different stores on similar clothes. (Logical-Mathematical)
  189. 189. Entire class: Students organize a fashion show, get dressed and present different outfits (Bodily-Kinesthetic)
  190. 190. Music is played in the background while students describe what each model is wearing. (Musical)
  191. 191. Students (models) pose and pictures are taken to put them on the bulletin board. (Spatial)
  192. 192. Entire class: Students get together to express what the best model/outfit was. (Interpersonal)
  193. 193. Individual work: Students read about a famous clothes designer (Carolina Herrera) and the way she built her fashion empire and make a summary (Intrapersonal)
  194. 194. Students write a list of tips to reuse their clothes and to keep them clean so that they reduce the quantity of detergent going to the water and save water. They share their opinions with their partners.
  195. 195. CLOSING
  196. 196. Students are asked to share what they have learned and what they liked or disliked about the lesson.</li></ul>LIFE STYLES INVENTORY<br />STEP 1: DETECTED PRIMARY AND BACK UP THINKING PATTERNS<br />Primary: Conventional…………………………… (4 o’clock position)<br />STEP 2: INTERPRETATION<br />CONVENTIONAL STYLE<br />I have chosen to work on the Conventional thinking pattern because it is particularly important since it measures my tendency to act in a conforming way and as John F. Kennedy once said, “Conformity is the jailer of freedom and the enemy of growth”. Honestly speaking, I had never made any consideration regarding with the kind of person I am or the type of personality I possess from the perspective that I need to know about myself in order to turn my weaknesses into strengths. The score for this thinking pattern means that I’m someone who likes to be seen as “normal”, I do things “the way they have always been done” and that I’m not a risk taker. I’ve found out that being aware of this situation is the first step to work on a plan that can help me to become a more competitive person. <br /> <br />STEP 3: IDENTIFICATION OF THE INFLUENCES I HAVE EXPERIENCED WHICH ARE RELATED WITH THIS THINKING PATTERN<br /><ul><li>Being born from a single mother who worked hard to supper her two children. She was the perfect model of a good and responsible worker who always did what she was expected to do. </li></ul>STEP 4: CONSEQUENCES OF USING THIS STYLE<br />PERSONALLY<br /><ul><li>I learned to be a a “good student” and a “good worker”, so that anyone could rely on my responsibility and adequate behavior.
  197. 197. POSITIVE
  198. 198. People trust me.
  199. 199. Friends and family are sure I’m not going to fail them.</li></ul>SELF-DEFEATING CONSEQUENCES<br /><ul><li>I might not be a “convenient” model for my children or my students if I want them to become good leaders and competitive people.
  200. 200. I could unconsciously prevent myself from developing creative ideas and helping my children or students to do their best.
  201. 201. I might not be able to handle my insecurity and then turn into an “invisible woman”.</li></ul>PROFESSIONALLY<br />POSITIVE CONSEQUENCES <br /><ul><li>My bosses and colleagues can be sure I will do what I have to do.
  202. 202. They know I’m going to be loyal to the company I work for.
  203. 203. They know I’m not going to break any law.
  204. 204. I am a good model or responsibility and simplicity for my children or students.</li></ul>SELF-DEFEATING CONSEQUENCES<br /><ul><li>I could unconsciously prevent myself from developing creative ideas.
  205. 205. If I do not show my leadership, I could turn into an “invisible woman” or an “invisible” teacher in the classroom or in the school.</li></ul>STEP 5: WHAT MY LIFE WOULD BE LIKE IF I WERE ABLE TO CHANGE MY BEHAVIOR IN THIS AREA<br />POSITIVE DIFFERENCES<br /><ul><li>I could have more opportunities to develop my academic growth.
  206. 206. I could be a better model of a leader </li></ul>NEGATIVE DIFFERENCES<br /><ul><li>People might act self-defensively in relation to my “aggressive style”.</li></ul>STEP 6: ALTERNATIVE THOUGHTS AND BEHAVIOURS<br />4 o’clock…………………………………………………………….. 2 o’clock<br />Working hard to develop and affiliative area can bring several possibilities to my life style. For example, I can be more interactive and share ideas and experience with my peers, in my personal life, but also in the professional area.<br />PERSONAL GUIDING LINES<br /> - I am determined to reach my goals and to work hard despite of any obstacles in my field of work.<br /><ul><li>I will not be dependant of the opinion that other people have about me. I don’t want to feel like everyone expects me to do what I traditionally do. I mean, I deserve to change my mind and establish turning points in my life.
  207. 207. I will begin to develop my agency and start immediately to lead my group and help them to plan their future and be able to change their world.
  208. 208. I know I am able to do a lot of things to help to transform things in my community.
  209. 209. I want to help others to know that they are able to do and reach any goal they have.</li></ul>STEP 8: THE BARRIERS TO MAKE THIS CHANGE<br /><ul><li>The concept the people around have about me: a reliable person, someone who will not do anything that is not “in the agenda”.
  210. 210. Being part of a large group of colleagues who are aggressive, self-defensive and with no concern for other.</li></ul>TEACHER LEADERSHIP SELF ASSESSMENT<br />SELF-SCORING RESULTS<br /><ul><li>Self-Awareness:29
  211. 211. Leading Change:26
  212. 212. Communication:27
  213. 213. Diversity:28
  214. 214. Instructional Proficiency:28
  215. 215. Continuous Improvement:28
  216. 216. Self-Organization:26
  218. 218. VISION/MISSION
  219. 219. To empower the students and teachers from Centro Escolar Tomas Medina to develop better teaching and learning practices which contribute to reach higher levels of educational achievements for the benefit of our community and of their families.
  221. 221. I will develop a Project for improving the quality of teaching and learning in the EFL classes, by using brain-based instruction and Multiple Intelligences. Considering that I am the only teacher of English in the school and that the implementation of the methodological strategies is adaptable to any field of study, any level, in any classroom, I will ask for support from the principal of the school to share the information with my colleagues from other areas and invite them to join the project.
  222. 222. The Project will start with the implementation of lesson planning based on the application of brain-based instruction and the theory of multiple intelligences in the EFL classes with grades 7th, 8th, and 9th, by the beginning of next school year: January 2010. I will keep record of the results after a month of working with the students and provide this information to the principal of the school .
  223. 223. To show how brain-based compatibility differentiation and how to apply MI Theory in lesson planning, I will conduct a demonstration class and invite the teachers to observe it . After this, I plan to do a power point presentation, a workshop, and to provide the teachers with written material to help them clarify what the stated issues are about and their implications for the educational area. Teachers then will be invited to join the project and start to implement this innovating methodological and assessment practices in their classes.
  224. 224. There will be meetings every two weeks to share results and then collect information about challenges, weaknesses and successful practices. The participants of the project will be asked to
  225. 225. keep a portfolio with the most important information in order to keep track of the progress obtained among the students and the teachers. They will also be required to ask for feedback from students and from other participant teachers.
  226. 226. Since there are three scheduled evaluation periods throughout the year, the results of the students’ progress might be checked at the end of the first quart of the year (April 2010 tentatively). The progress observed will be recorder in checklists provided to the students to do self-evaluation (See Table 1 as an example). In addition to this, the students will be asked to give the teachers feedback about their needs (See Table 2 as an example) and then the teachers will also present their measurement tools after assessing the students throughout the first three months of study.
  227. 227. Table 1.
  228. 228. Example of Checklist
  229. 229. Direction: Use this checklist to record how you feel about your progress in Period I of this school year.
  230. 230. I canYes/NoIntroduce myselfTalk about where I come fromTalk about my family Talk about my daily routine………
  231. 231. Table 2. Example of Students giving feedback about their needs.
  232. 232. Direction: Let your teacher know about your learning needs by filling in the box with the required information.
  233. 233. TopicI did it very wellI did OKI didn’t do very wellWhY?1. Introducing yourself2.Talking about where you are from3.Talking about your family
  234. 234. Note: Since the implementation of the Project will be done for the first time, I might need to see whether it is convenient to pass these forms to the students after every topic or at the end of Period I of the school year.
  235. 235. These preliminary steps I am taking will allow me to identify my areas of strength and of growth as a Leader for positive change in my workplace. The Project is important for me because not only am I starting to share ideas and experiences with colleagues and with students, but also to lead both sectors to start a change. Change is not easy, change requires self-determination, time, effort and sometimes a lot of patience and tolerance. I’m looking forward to facing the challenges and see what I am able to do and to share with anybody who believes that learning is a never-ending process.