Sequential lesson planning for the english week
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This document outlines an English lesson plan themed around how learning English inspires dreams, shapes lives, and gives hope for the future. Students will watch and discuss the movie "Freedom Writers", interpreting, analyzing, and critiquing it, before writing a reaction paper. The lesson aims to teach values of diversity, creativity, leadership, and social transformation through exposure to the experiences of the characters in the film.
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The passage discusses some of the risks of "paying it forward" or helping others without considering how it may impact other people. Specifically, it notes that well-intentioned acts of helping one person could end up putting other people in danger if not done carefully. It provides examples from the movie where helping one person resulted in risks to others. The passage also notes the risk of helping someone beyond their actual needs when there are people with more urgent needs.
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The document discusses characters from movies that represent the classical elements of earth, water, wind, and fire. For earth, the character is Erin Gruwell from Freedom Writers who inspires her students to overcome challenges. For water, the character is Helen McCarter from Diary of a Mad Black Woman who endures hardship before finding happiness. For wind, the character is Andy Sachs from The Devil Wears Prada who proves her worth at a challenging job. For fire, the character is Carrie from Carrie who uses telekinetic powers to burn down her school after being humiliated at prom.
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Erin Gruwell takes a teaching job at a formerly high-achieving high school that has recently undergone integration. She is expecting eager students but instead finds her class is made up of "at-risk" and marginalized students who segregate along racial lines and get into fights. She earns their trust by having them write in diaries about their experiences with abuse, death of friends, and homelessness. Her unconventional methods are not supported by the administration or her husband, who divorces her. By the end of the film, many of the students graduate and go on to college due to Gruwell's influence.
Pay it forward 2
Trevor has the idea of "paying it forward" where he helps three people without expecting anything in return. He helps a homeless man named Jerry get food and money to find a job. He also helps his social studies teacher Mr. Simonet start a relationship with his alcoholic mother Arlene. Unfortunately, Trevor is killed defending his friend Adam from bullies. The people Trevor helped each pay it forward by helping others, continuing the positive cycle started by Trevor.
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The passage discusses some of the risks of "paying it forward" or helping others without considering how it may impact other people. Specifically, it notes that well-intentioned acts of helping one person could end up putting other people in danger if not done carefully. It provides examples from the movie where helping one person resulted in risks to others. The passage also notes the risk of helping someone beyond their actual needs when there are people with more urgent needs.
Erin gruwell & the freedom writers experience
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The document summarizes the characters in the movie "Pay it Forward". Trevor, a student, comes up with the idea of "paying it forward" by doing a good deed for three people who each do a good deed for three more. His teacher supports the idea. Trevor's mother is confused by it at first but comes to understand. A reporter investigates where the idea originated after it starts spreading.
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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.
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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.
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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.
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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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Sequential lesson planning for the english week
- 1. “English Inspires Dreams, Shape Lives, and Gives Us Hope for the Future.” English Week Movie “Freedom Writers” Michael J. Sosa Cardona 12-8 Cooperative Teacher – Sonia Almeda Practice Supervisor – Dr. Nilsa Lugo
- 2. Sequential lesson planning for the English Week (outline of a thematic unit). The theme: “Learning English Inspires Dreams, Shapes Lives, and Gives Us Hope for the Future.” Curriculum material: movie “Freedom Writers” Throughout the week, the students will: Share experiences regarding the English language (Exploration) Watch and process the movie “Freedom Writers” (Conceptualization) Interpret the movie “Freedom Writers” orally (Conceptualization) Analyze the movie “Freedom Writers”orally(Conceptualization) Critique the movie “Freedom Writers”orally(Conceptualization) The assessment will be a reaction and the interpretation, the analysis, and the critique of the movie orally will lead them to write the reaction (Application) The content standards and grade level expectations used to plan were L/S 12.2, 12.3 and W 12.1 Materials: TV, board, marker, eraser, DVD (technological) handout reaction paper (teaching devices) Methodology: language approach and multiple intelligences Four core values: Diversity: Appreciation for diverse racial and cultural aspects. Creativity: Develop other means of communication, ways of thinking, and imagination.
- 3. Leadership: Develop another vision of the world in order to lead society into a better future. Social transformation: Make the difference in society by changing the environment around into what it should be. Reflection: The use of the movie “Freedom Writers” will be an excellent resource to approach students and to learn a valuable lesson, not only of values and moral, but also as appreciation for literature. Lessons to be learned: Diversity in terms of respect for others and to treat as equals Be socially transformed through the events of the movie