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CTSE 130 Final Project

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CTSE 130 Final Project

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    1. CTSE 130 Final Project Ashley Benjamin Spring 2003

    2. Foshay Learning Center School Characteristics 3600 students, 26-2700 on campus at one time Class size-32-36 students or less Technology:2001-02 Computers-1036 Classrooms with internet-126

    3. Foshay Learning Center Student Characteristics 1002 English Language Learners 72% Latino, 27% African American, 1% other

    4. Standards- Grade 6 English Language Arts- Literary Response and Analysis 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict. 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. 2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

    5. Lesson 1: Character Qualities Standard: 3.2 Objective: See how character traits affect a plot and the conflict’s resolution Motivation: Get to do an interactive project using a spinwheel Technology: MicrosoftWord for essay writing ESL Learners: Use of visual aid/hands-on spinwheel

    6. Lesson 1: Information Input Teacher has made a spinwheel with different characters along the outside of the wheel (baseball player, teacher, knight etc.). Pictures of these characters are a beneficial aid for ESL students. Students spin the wheel. They then suggest a problem or conflict that that character might have to deal with. After each character/conflict, the teacher suggests character traits that the character might have, and what traits might the character need in order to deal with the conflict

    7. Lesson 1: Checking Comprehension The students separate into groups of 4-5 Each group decides on a character/conflict not already discussed They discuss the character’s traits, and what traits would be helpful in the conflict

    8. Lesson 1: Structure Practice Now the teacher reverses the idea, and suggests different character traits. Students now work individually to figure out in what situations these traits would and would not be effective.

    9. Lesson 1: Advanced Practice Students then take out one of the required course readings, Tuck Everlasting by Natalie Babbit. The previous nights homework had been to read the back of the book, the first pages, and the intro. The students look at the book again, and review their notes. The students then type a small essay using what character traits they have learned so far to predict what situation might occur later in the story.

    10. Lesson 1:Closure Students share their predictions with the class, and explain why certain traits will be important

    11. Lesson 1:Formal/Informal Assessments An analysis is done on whether the students understand how character traits are important to a story

    12. Lesson 2: Reading Comprehension Standard: 3.6 Objective: Learn how themes are conveyed through characters, actions, and images Motivation: Humorous and fun performance by teacher, students also get to perform skits Technology: MicrosoftWord ESL Learners: Visual Aid of performance, and benefit of physically performing to understand topic

    13. Lesson 2 : Information Input The teacher leads a discussion about themes. Questions are discussed like: What is the purpose of a theme? What are some typical themes? What themes have the students encountered, and when? The teacher writes the student responses on the board.

    14. Lesson 2: Checking Comprehension The teacher hides behind her desk, and puts on a costume of a character (expl, a witch). The teacher then acts out a short story using clear character traits, a conflict, and a resolution. The students then guess what possible themes for the story are. The teacher repeats this with several different costumes/stories. The teacher then leads a discussion about how important character traits, actions, and images are in determining a theme

    15. Lesson 2: Structure Practice The students then separate into groups of 4-5. The teacher gives each group a theme. The students then discuss what type of character or story could go along with this theme.

    16. Lesson 2: Advanced Practice Students then will complete an individual assignment, looking at their current reading Tuck Everlasting. Students will use the character traits, events, and images in the novel to determine possible themes Students type their theme and proof/examples of this theme in a short essay.

    17. Lesson 2:Closure The students then pick a portion of the text to act out or read that explains the theme that they picked

    18. Lesson 2:Formal/Informal Assessments The teacher makes sure that all the themes picked are reasonable, and that proof of these themes is correct

    19. Lesson 3: Develop a character and a Narrative Standard: 2.1 Objectives: Use props to inspire a character and develop a narrative based on that character Motivation: Fun props, make up own story, perform skit at end Technology: Use internet for ideas, Microsoft Word for narrative ESL Learners: Hands-on props, skits at end visual and have benefit of performing

    20. Lesson 3: Information Input Students separate into groups of 4-5 Each group gets a bag of items (makeup, tickets, music, clothes etc.) Students discuss what type of character would have/use these items

    21. Lesson 3: Checking Comprehension Students then individually write down the description of their character.

    22. Lesson 3: Structure Practice Students then use their description to develop a narrative based on their character

    23. Lesson 3: Advanced Practice Students now make-up their own character and write a narrative Students may use internet to look for pictures of people to write a story about Students may type the story on Microsoft Word

    24. Lesson 3: Closure Students may read the story to the class, or perform a skit

    25. Lesson 3: Formal/Informal Assessments Students began with peer support, and then slowly advanced on their own. An analysis of group character and own character/narrative should be done

    26. Overall Closure to Lessons The students get to watch the movie Tuck Everlasting Students write a final essay comparing the movie to the book, and comparing and contrasting themes, character traits, images etc. to show understanding of all ideas taught

    27. References http://www.lausd.k12.ca.us/ Info from Vice Principal Mr. Estrada

    28. Appendix Comments on First Draft of Power Point Project Ashley, You have great ideas for lesson plans so far. But I am pretty sure that the assignment is for 3 CONSECUTIVE lessons plans, not three seperate ones. They should be based on the last two hours of observation in a classroon (not from the first hour of observation). So I would choose either the first, third, or sixth grade lesson plan, and extend it so that it can cover a three day period. That way, we can see that you understand how to incorporate a lesson plan over a short unit of time, rather than just one day. I'm sorry if we were not clear about that in class. If you have any other questions, feel free to email any one of us. -Whitney Ashley, First of all, I think you should put what school you observed on your first slides decribing its characteristics. If you used last year's examples for content, that might be why you are confused because they did NOT necessarily have to have any continuity between them. You are supposed to base 3 CONSECUTIVE lesson plans on one grade that you observed, as if you would teach the lessons to the students in that order. The lesson plans can touch upon different subjects and standards, or stay with one topic and meet specific parts of one standard. For example, if you want to keep your 6th grade lesson plan, you will need to develop two more lesson plans for their grade level. For your third lesson plan, you list a lot of standards and the last one doesn't seem to be fully met in what you've shown - why don't you add an additional lesson plan to elaborate and enhance the 2.1 standard more? You could create a lesson plan for teaching the students vocabulary words and concepts (plot, protagonist, antagonist, etc.) and then have them write their own narrative. That's just a suggestion. Otherwise, your format looks great! --Jessica

    29. Appendix Comments on Final Draft of Power Point Project Ashley, Both Whitney and Jessica have provided great feedback on your original lesson plans and you have done an excellent job in modifying your lessons to reflect continuity of theme and increasing levels of difficulty. Overall, the presentation has a nice flow and all the points clearly defined. When you are ready, please post your final version in the "Final project: FINAL VERSION" folder and I will provide you with the hyperlink to update your website. Thanks and keep up the good work!! Tu Tran

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