Teach Now (Teacher Certification): Materials Matrix

Module 5 Unit 3 Activity 3

I did this one wrong. I kind of thought we needed to do a lesson plan so I went ahead and did what I had to do. I still got an outstanding and even better I didn't have to do next week's first activity because this is exactly what they were looking for. I guess I killed two birds with one stone...

Module 5 Unit 3 Activity 3

Analia Kim

Materials Matrix

Course: Language Arts

Grade Level: 2^nd Grade

Diversity of students for which differentiation is needed:  In the near future, I envision myself working at an international school with elementary school children. I believe that if the school is anything like the international school I attended all my life, the young learners will be mostly native, and a then have a few that are either TCKs, or children from parents who move around due to their jobs.

The students will be fluent in English which will be a great change from the low level students I currently teach, and if I manage to stay around Asia, I would believe that these students would be generally well behaved.

Currently I have no students with disabilities, but it is more than likely that I will encounter a student with either a physical or learning disability. Being able to teach a differentiated classroom will be great help for the teacher and the students in this situation as well.

I would like to teach children from the third grade up to the sixth grade and perhaps even consider teaching middle school after a few years teaching elementary students. With international school children and students coming in and out of the school knowing how to teach a differentiated classroom will be very helpful and hopefully ease different students into achieving high standards without having a negative impact on their attitude towards school. The major factor will be getting to know my students and their abilities and carefully figure out how to maximize their learning as a whole class.

Standard being addressed: Florida Standard Code: LAFS.1.L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  

Lesson Objective:

·         Students will be able to identify incorrectly capitalized words.

·         Students will be able to correct errors in sentences that include capitalization of proper nouns.

Lesson: 30 minutes

Activity	Description	Time	Materials
Do Now/ Warm-Up	Students will turn to their partner and tell them what a noun is. Their partner will repeat it to them. Then they will come up with examples of 5 nouns per student. Objective: To review and make sure students understand what nouns are. Formative Assessment: The teacher will go around the room listening to the students and reading their answers to see if they remember from their previous lesson what nouns are. Differentiation: Students with problems will be able to listen to their partner first and they can help the lower level students come up with examples. The teacher will then write some of their examples of nouns on the board.	3 minutes 3 minutes	·         Pencil ·         Paper ·         Whiteboard
Lesson (I Do)	The teacher will explain that while a noun names a person, place, thing, or idea, a proper noun is more specific. It gives the actual name of the person, place, thing, or idea. Next to the examples of the nouns that the teacher has written, he/she will write a proper noun and explain that the noun is more general. For example: man/ James woman/ Mary chair/ La-Z-Boy state/ California Then the teacher explains that all proper nouns are capitalized and writes examples on the board. Objective: Students will be able to identify incorrectly capitalized words. Formative Assessment: The teacher can ask for thumbs up, neutral, or down depending on if they feel like they understood the lesson.	10 minutes	·         Whiteboard
Guided Practice (We Do)	The teacher will have a Prezi/ PowerPoint with sentences that have capitalization mistakes and the students will correct these mistakes in the sentences with the teacher.  Objective: This exercise will prepare them for the activity that they have to do alone on a worksheet that the teacher will provide. Differentiation: The teacher can call on lower level students for some of the easier questions on the Prezi/ PowerPoint that they may be able to recognize with the help of the teacher. For higher level students ask them to come up and solve the more difficult mistakes.	4 minutes	·         Prezi/ PowerPoint ·         Projector ·         Computer ·         Internet ·         Screen
Independent Practice (You Do)	The teacher gives them a worksheet with different sentences where they will have to capitalize the proper nouns. Objective: Students will be able to correct errors in sentences that include capitalization of proper nouns. Differentiation: For higher levels students, they can be given a different worksheet where they have to also correct the mistakes where the words are incorrectly capitalized or also make them write their own paragraph.   Formative Assessment: Give the students homework to correct the next day and see if they really understood the lesson	7 minutes	·         Worksheet ·         Pencil
Review	The teacher will go over the answers with everyone and review the lesson on capitalization of proper nouns. Objective: Students correct their wrong answers to check for understanding. Students ask questions to clarify any key points. Formative Assessment: Teacher will ask questions to random students to check for understanding of the lesson.	3 minutes	·         Worksheets ·         Pencils ·         Erasers

Teach Now (Teacher Certification): High Impact Strategies Glog

Module 5 Unit 3 Activity 2

Teach Now (Teacher Certification): Forms of Assessment

Module 5 Unit 3 Activity 1

Teach Now (Teacher Certification): Observation and Video

Module 5 Unit 2 Activity 3

Here is my video:

Teach Now (Teacher Certification): Interest Inventory

Module 5 Unit 2 Activity 2

I don't understand why this was a group project. We all had to have separate infographics and surveys. 

This is an example of how little thought they put into this assignment. 

Anyhows... here is my survey:

Here is my infographic:

Teach Now (Teacher Certification): Differentiation and Collaboration

Module 5 Unit 2 Activity 1

Differentiation and Collaboration

Note that differentiation relates more to addressing students' different phases of learning from novice to capable to proficient rather than merely providing different activities to different (groups of) students.

—John Hattie, Visible Learning for Teachers

As stated above, differentiation is not just giving different students different activities to do. It is knowing students, their levels, the way they learn, and then adjusting the environment to encourage a positive learning climate. Differentiation can take place in process, content, product, and occurs with the students’ interests, willingness and learning abilities.

Student Diversity

In the near future, I envision myself working at an international school with elementary school children. I believe that if the school is anything like the international school I attended, the young learners will be mostly native, and a then have a few that are either TCKs, or children from parents who move around due to their jobs.

The students will be fluent in English which will be a great change from the low level students I currently teach, and if I manage to stay around Asia, I would believe that these students would be generally well behaved.

Currently I have no students with disabilities, but it is more than likely that I will encounter a student with either a physical or learning disability. Being able to teach a differentiated classroom will be great help for the teacher and the students in this situation as well.

I would like to teach children from the third grade up to the sixth grade and perhaps even consider teaching middle school after a few years teaching elementary students. With international school children and students coming in and out of the school knowing how to teach a differentiated classroom will be very helpful and hopefully ease different students into achieving high standards without having a negative impact on their attitude towards school. The major factor will be getting to know my students and their abilities and carefully figure out how to maximize their learning as a whole class.

Language Arts Class

I have chosen the lesson plan below because if I do teach at an elementary school, Language Arts or English will be one of the core subjects my students will most probably take. The lesson below can be taught in different levels by adjusting the difficulty of the lesson and though this particular lesson is for lower elementary grades, it can also be flexible enough to be taught in middle school if adjusted properly.

Lesson Objective:

• Students will be able to recognize the ending punctuation and the four different types of sentences which are: declarative, interrogative, imperative and exclamatory.

Preparation Time: 20 minutes

Resources: http://www.studyzone.org/testprep/ela4/o/typesofsentencesl.cfm          http://www.time4writing.com/writing-resources/types-of-sentences-and-punctuation/

http://www.studyzone.org/testprep/ela4/o/typesofsentencesl.cfm          http://www.time4writing.com/writing-resources/types-of-sentences-and-punctuation/

Lesson Plan: The teacher first thoroughly explains what a period, question mark, and exclamation mark is. After the students are familiar then the teacher explains the four types of sentences and what they are used for. The teacher will then give the students some examples and then they will read a few sentences and find the end mark together with the young learners. Then the teacher would give the students a worksheet of sentences with no punctuation and get them to write what type of sentences they are based upon their understanding of what was just taught to them.

One way to differentiate between the students with different levels is to ask questions using lower order questions of Bloom’s Taxonomy to lower level students such as when writing an exclamatory sentence, asking these students for the correct punctuation at the end of that sentence. For higher level students, the teacher can ask higher order questions of Bloom’s Taxonomy to higher level students such as to come up with another exclamatory sentence as an example for the rest of the class.

Another way to differentiate the class with this particular lesson is when after the teacher explains the four types of sentences there are as mentioned above, they will then give examples of different sentences and demonstrate how to use the correct ending punctuation with each (I, do). Then the teacher will have some examples on the board and he/she will do it together with the student (We, do). Afterwards the teacher can give out worksheets for the students to write the correct punctuation endings (You, do). This will be in a paragraph form where the students will have to read the text in context and write the correct pronunciations at the end of each sentence.

Next, the teacher would correct the paragraph together with the class giving them an opportunity to correct their mistakes and ask questions. For lower level students, having them concentrate on just the endings could be a challenge, but for more advanced students’ practice, the teacher can ask the students to write their own paragraph demonstrating an example of each of the four types of sentences. The students will produce two distinct types of products.

One last way to differentiate this particular lesson with the students is to make them all write the four different types of sentences with a given topic. In the beginning the teacher will indicate what particular sentence on the worksheet, i.e. declarative. Then when the sentences are done, the students can put them together and form a paragraph about that certain topic. For higher level students, they will still get a chance to write the paragraph but it will be broken down into steps.

All of the lessons are scaffolded and the activities are be broken down into steps and slowly introduced and built up. This can help reach students of all levels be a bit more even. Each activity is also tiered where more advanced students are challenged and lower level students are still encouraged and helped. Asking questions depending on their cognitive and language ability are also a great way to keep the students challenged at all times without feeling threatened as long as the teacher knows the students’ capabilities while having high expectations for them. 

Teach Now (Teacher Certification): Blog Post Summary

Module 5 Unit 1 Activity 4

Blog Post Summary

This unit was very useful and really taught me a lot about working with standards. I never had to unpack a standard or do any backwards mapping with a standard, as in South Korea teachers are just usually given a book and then asked to teach certain chapters until for a certain time frame.

In unit one, learning about backwards mapping was very important. It was an eye-opener for me. For example, making a lesson by having an end goal in mind and then preparing what the teacher is going to teach the students was a new way for me to view lesson planning that is also connected to the standard. It really opened up another avenue for me as an educator to think about the goals first. Often times I may be stuck coming up with a lesson plan by just looking at a topic but by backwards mapping it can open up so many useful possibilities.

Standards are used to ensure that students are getting equal education in different schools and cities. This allows teachers to hit a certain benchmarks for their students and make sure that they do not fall behind students from other schools, cities, and states. Because of this, teachers have to really be able to understand and break apart these standards, make lesson plans around these standards and reach these standards’ goals. Standards set clear objectives for education and give direction when building a curriculum.

Unit 2 was one of my favorites from this week’s work as unpacking a standard is a way to organize oneself step by step and meeting objectives of the standard.  The video in the Required Study was very helpful as it showed how to unpack a standard in a very simplistic way by breaking down the actual sentence into smaller and specific sentences. Making lesson plans after unpacking the standard was made so much easier than looking at the standard and just coming up with a lesson that one might think meets the goals. This exercise was very useful and meaningful to me and I have no doubt that I will be using it regularly in the near future.

Unit 3 was coming up with lesson plans using what we have learned in activity 1 and 2. This helped us put what we learned into practice. Doing this made me practice and gave me more confidence about unpacking and backwards mapping standards in the future. At first it was a bit challenging to come up with an objective by not making the standard seem like the an objective. It had to be more specific, precise, and a concrete goal. I realized that more than one lesson could come out of one specific part of a standard. For example one of the them stated to demonstrate command of English punctuation when writing and to do this in activity three I came up with more than one way to reach this goal. I could either concentrate on just what periods, question marks and exclamation marks are, or also teach the four different type of sentences and the ending punctuations that they come with.

In sum, this was one of the lessons where I have learned the most in this program. Standards are put in place to regulate education for our students and make sure that goals are even throughout different schools. These provide a structure for educators but don’t tell them exactly what or how they have to conduct their classes. By breaking the standards and backwards mapping teachers can have a more organized way to implement standards in their classes. Overall the standards will make sure that our young learners have a benchmark they have to reach ensuring their education is of quality.