Reaction for freedom writers revised
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The document contains a worksheet for 12th grade English students at Jose Campeche Community School. It provides prompts for students to write a reaction to the movie "Freedom Writers" by answering 5 questions in 3-4 sentences each. The questions ask about the plot of the movie, identifying with the situation, feelings after viewing, agreement/disagreement, and lessons learned.
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This document is a Teacher Work Sample from a student teacher, Michael J. Sosa Cardona, completed during his practice teaching placement at Jose Campeche Community School in San Lorenzo, Puerto Rico. It provides background context on the school, including that it serves a lower-income population and struggles with behavioral issues and standardized test scores. It also describes the school's English program, the needs of the practice teaching group, and sets learning goals to improve student writing skills through engaging instructional activities and strategies.
Case study phase ii
This document provides a new analysis of a student named Anibal Miranda Ortiz based on observations and interactions by the case worker Michael J. Sosa Cardona. Key issues identified for Anibal include losing interest in class, irresponsibility, and a lack of study skills, which stem from focusing too much on his social life outside of school. A work plan is outlined with activities aimed at improving Anibal's English speaking skills and interest in reading, but progress is limited by absences and lack of engagement. It is determined that Anibal's problems extend beyond school and that he needs more support from his family at home.
Case study phase iii
Anibal Miranda, a student, has been showing behavioral issues including disrespecting teachers. His grades have also declined. The case worker organized meetings with Anibal's mother to address these issues, but she did not attend. Teachers observed that Anibal's behavior was problematic in multiple classes. Despite challenges, the case worker sees potential in Anibal and wants to help him improve his behavior and pass 12th grade, while the school considers suspending him.
Case study phase i
Michael J. Sosa Cardona conducted a case study on a 17-year old student named Anibal Miranda Ortiz who attends Jose Campeche Community School. Anibal lives with his mother in Caguas and has average grades, but struggles in Spanish and English. He enjoys sports and cars and wants to study criminology and law. Anibal has some behavioral issues in class that distract him and others, but seems to do well in physical education and sports. The case study aims to understand the root causes of Anibal's behaviors and how to help him achieve his potential.
The tell tale heart part 1
The document contains a set of guide questions for students to answer about the short story "The Tell-Tale Heart" by Edgar Allan Poe. The questions prompt students to discuss key plot points like the narrator's growing hatred for the old man's eye, the steps taken to kill him, what sounds the narrator hears after the murder, and how the story ends with the narrator's confession.
The tell tale heart test
The document provides a test on the short story "The Tell-Tale Heart" by Edgar Allan Poe. It consists of multiple choice questions about plot details and literary elements in the story, a sequence of events exercise to put steps from the story in chronological order, a character analysis of the narrator where the test-taker must describe how he feels, thinks and acts, and short answer questions about capital punishment and the story's setting.
Quiz 1
The document is a quiz from an English class at Jose Campeche Community School. It contains 15 multiple choice questions that test understanding of key terms related to the structure and composition of essays. The terms include thesis statement, topic sentence, introduction, conclusion, paragraph, and supporting ideas. Students are asked to match the terms with their definitions in order to demonstrate their knowledge of the basic parts of an essay.
Essay test
The document is an English assignment for 12th grade students that involves analyzing and outlining an essay sample. The essay sample is titled "The Hazards of Movie Going" and discusses the difficulties the author faces in going to the movies, including getting to the theater, problems with the theater itself, and troublesome behaviors of some moviegoers. Students are asked to outline the essay by identifying its introduction, body paragraphs with topic sentences and supporting details, and conclusion. They are also given multiple choice and short answer questions to test their understanding of essay structure and elements.
Front page
This document is a teacher work sample from Michael J. Sosa Cardona completed during his practice teaching at the University of Puerto Rico in Humacao and Jose Campeche Community School. It was completed on April 30, 2012 for his English Department practice teaching course under cooperative teacher Sonia Almeida and practice supervisor Dr. Nilsa Lugo.
From contextual factors to references (needs revision)
This document provides contextual information about Jose Campeche Community School in San Lorenzo, Puerto Rico and summarizes the school's strengths and challenges. It notes that 66% of students are lower-income and many students with behavioral issues attend Jose Campeche after being rejected from the more selective vocational high school. Though the school has advanced English and Spanish programs, it struggles with student behavior problems and standardized test scores. The document outlines three learning goals for a writing unit to help students learn the structure of essays and improve their writing skills. Assessments include pre-writing activities, draft essays, debates, and a final five paragraph essay to evaluate student progress.
Table of contents
This document provides a table of contents for a lesson plan that includes contextual factors, 3 learning goals, an assessment plan with pre and post assessments, results from a pre-assessment, an overview of instructional activities and technology used, examples of instructional decision making, analysis of student learning for the whole class and subgroups, and reflections and references. The plan outlines the context, objectives, assessments, instructional approach, and analysis of student understanding for a lesson.
Case study phase i
This document provides background information on a student named Anibal Miranda Ortiz. It summarizes that he is 17 years old and studies at Jose Campeche Community School, but has faced behavioral issues. It describes Anibal's home life, interests in sports and cars, academic performance of average grades except for lower marks in Spanish and English, and future aspirations to study law. The school counselor indicated there may be additional undisclosed factors influencing Anibal's behavior.
Comparison with initial handling of the problem
The document compares the initial handling of Anibal's problems to the realization that he needs more support from his parents. Initially, the author tried different communicative approaches to understand Anibal and help with his lack of study skills and responsibility. However, the author realized they were not Anibal's parent and he needed the long-term support that only his parents, especially his mother who lives with him, can provide. While teachers and tutors can help, Anibal spends more time with his family outside of the 5 hours he is in school each day.
Case study phase iii
This case study examines Anibal Miranda Ortiz's behavior over several weeks. [1] Anibal initially seemed to be making progress but then his grades dropped significantly and he began disrespecting teachers. [2] Meetings were scheduled with Anibal's mother to address his behavior, but she did not attend. [3] The teachers want to help Anibal succeed due to his intelligence, but his behavioral issues are a major concern and risk of suspension or failing to graduate.
Case study phase ii
This document summarizes Michael J. Sosa Cardona's case study of student Anibal Miranda Ortiz. It provides a new analysis of Anibal's problems in school, comparing it to the initial handling. It finds that Anibal struggles with English and loses interest in classes, but can focus when under pressure. It also outlines Anibal's home life challenges and lack of parental involvement. The work plan chart details Michael's activities with Anibal from February to March, including progress reports and a home visit, finding Anibal absent from school and needing more family support.
New analysis of student
1) The student, Anibal, often disrupts class but to a lesser extent recently.
2) Anibal has issues outside of school like family problems that influence his behavior and ability to focus in class. His parents do not spend quality time with him.
3) Getting to know Anibal better, the teacher discovered he has a very active social life outside of school that causes him to lose interest in school. His family issues are the root of his behavior problems.
Lesson plan exploration revised
This lesson plan aims to teach 12th grade students to appreciate music. The lesson will have students share their past experiences with music both orally and in writing. They will discuss their favorite artists and genres. The goal is for students to have a new appreciation for music by the end of the class through discussing their diverse experiences. The lesson will be assessed through a group discussion.
Lesson plan
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss homework questions and vocabulary about music genres.
3. They will then listen to different types of music and discuss concepts about the genre.
Lesson plan oral report
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
Lesson plan application 2
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
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From contextual factors to references (needs revision)
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