models of teaching portfolio mary allison peck june 30, … · models of teaching portfolio...

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MODELS OF TEACHING PORTFOLIO

Submitted by

Mary Allison Peck

to

Dr. Dawn Wilson

In partial fulfillment of the requirements for

EDUC 6330:

Teaching Methodology for the Professional

June 30, 2017

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Table of Contents

Purpose and Objective 4

Model 1: Learning to Learn Inductively

Example A: Acquiring Sound/Symbol Correspondence (Kindergarten) 5-7

Model 2: The Picture Word Inductive Model

Example: Oral Language Acquisition through Pictures (Kindergarten) 8-10

Model 3: Concept Attainment

Example: The Six Syllable Types (Kindergarten) 11-13

Model 4: Synectics

Example: Writing an Imaginative Story (2nd grade) 14-16

Model 5: Memory Model

Example: Spelling Rule: The Doubling Rule (2nd grade) 17-19

Model 6: Advance Organizers

Example: Comprehension Practice using Expository Text (2nd grade) 20-22

Model 7: Scientific Inquiry

Example: Creative Thinking using a Tangram Puzzle (2nd grade) 23-25

Model 8: Group Inquiry Method

Example: Word Origins: Discovering Eponyms (2nd grade) 26-28

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Model 9: Role-Play Model

Example: Overcoming Interpersonal Conflicts (2nd grade) 29-31

Model 10: Explicit Instruction of Comprehension Strategies

Example: Developing Metacognitive Skills – Narrative Passage (3rd grade) 33-35

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Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that

have been presented during our Master’s level class in a practical lesson plan format. The intent

is to showcase my abilities as an educator to adapt to various teaching models in different

teaching scenarios, with the ultimate goal in mind being to pursue a doctorate degree in

Education.

Objective: The specific objective of this portfolio is to demonstrate the use of various teaching

models in my role as an educator. The following lesson plans were designed for use in my

Teaching Methodology for the Professional class at Houston Baptist University. They are

intended to model instructional methods for all teachers, while simultaneously providing them

with the necessary information regarding the curriculum that is covered. Rather than using the

traditional lesson plan outline, I have employed the syntax model presented in our text for each

model demonstrated. In addition, I have created various other teaching tools to be utilized in

correlation with these lesson plans.

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Lesson 1: The Inductive Thinking Model

Lesson Title: Acquiring the Sound/Symbol Correspondence of the Alphabet

Targeted Grade Level: Kindergarten

Subject: Literacy

Lesson Goals: The learner will explore the defining letter characteristics, including shape, sound

and feel while working towards consistent visual recognition and sound production.

Lesson Objectives:

• The learner will visually recognize letters and use the letter name.

• The learner will be able to order the letters, in the format of an alphabet arc.

• The learner will start to verbalize with consistency the letter name with sound production.

• The learner will start to categorize the letter as a vowel or consonant.

• The learner will use academic language, such as initial, medial, and final, as well as the

terms before and after in working with the alphabet.

Materials/Resources Needed:

• Letter cards with 6 letters from the alphabet printed on them (in order).

• Capital letters sets for each student with appropriate containers to store them.

• Alphabet arc for each student, one side with all letters represented for matching, and one

side with missing letters to show student competency as their skills grow.

• Large alphabet strip posted in the classroom to make reference to letters and the use of

the academic terms such as before and after.

Lesson Components:

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Focusing Event: Screening of the students during the first two weeks of class will be beneficial

to guide teacher depth of instruction. To begin the lesson, the teacher will show a quick

YouTube video of the alphabet song that has clear pictures of the letters in uppercase. The

teacher has a mini-lesson with students to talk about the alphabet. First, the teachers and

students look at a large alphabet strip and count the number of letters in the alphabet, showing

that are only 26 letters. Next, the teach asks students to run and grab their favorite book out of

the class library, to help discover that every word on every page is made up of those 26 letters.

Phase 1: Intense letter recognition using 5-6 letters at a time.

Students will first be introduced smaller chunks of the alphabet in order to become

familiar with their letter names and start to learn the order of the alphabet. This activity can be

done in small or whole group and just focus on a few letters each day.

Phase 2: Matching the letters on the alphabet arc and academic language introduced

The teacher leads the students to match all 26 letters of the alphabet on the arc, starting

with the letter a and progressing in order. The student is to name it, find it, and place it – one

letter at a time until they complete the alphabet. This activity will continue for a number of

weeks until their confidence and skill set grows. This time frame will include the introduction of

the academic language of before and after, as well as the initial, medial and final letters of the

alphabet. This will be done through repeated usage of questioning and games for the students.

Phase 3: Using a missing letter arc to show competency

The teacher will lead the students to use the missing letter arc, with only showing the

initial, final and medial letters of the alphabet. The students must grab a random letter, name it

and place it on their arc. This will start to show true competency if they know the letter and its

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place within the alphabet. Formative assessment will take place as a timer is introduced and the

students will be assessed on if they can complete the missing letter arc in two minutes.

Phase 4: Categorizing the letters

Student, once they are familiar with all 26 letters, will be exposed to the two categories of

letters – vowels and consonants. This activity will be led by the teacher as she names the vowels

(a, e, i, o,u) and talk about the mouth being open and vocal cords being turned on in order to

make those sounds. Consonants (l,s,m) will be shown as blocking the mouth by the teeth, tongue

or lips. For students that will struggle here, re-teaching and small group practice is key.

Phase 5: Introduction of the letter sounds

For the final phase, individual letters are introduced to focus on the letter sound – the

production and feel of how to make the letter and even start to sky-write the letter to see what the

shape of the letter feels like. This is where reinforcement through letter games and individual

assessments are key in order to see who is progressing and able to start to put together three letter

words based on letters and sounds that have been explicitly taught and practiced. The letter and

its regular sound production will be matched and practiced as we continue to move forward.

Modifications Suggested for English Language Learners: EL students will be highly

comfortable with the pace of instruction, as it is developmentally appropriate to be learning the

individual letter names and sounds in kindergarten. There will be constant informal checks

(progress monitoring) and there will be additional teacher support in small group work stations to

reinforce concepts taught if needed.

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Lesson 2: The Picture Word Induction Model

Lesson Title: Oral Language Acquisition through Pictures


Subject: Literacy and Language Comprehension

Lesson Goals: The learner will explore words to describe a picture, using the words to

eventually build complete sentences using metaphors and similes.

Lesson Objectives:

• The learner will use words to accurately describe animals within the given pictures.

• The learner will start to use complete sentences to describe the picture.

• The learner will start to build their own learning in order to categorize the words

generated from the picture.


• Two quality pictures of animals (a zebra and a horse) at least 2’ x 3’ big. It needs to be in

a space that is easily available to all students and can stay in place until the unit of study

is complete.

• Flashcards available to write all of the generated picture words so students have access to

their own sets of words.

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Lesson Components:

Focusing Event: The students will have the ability to look at the given picture of a horse and

study it. They can then start identifying objects in the picture as well as parts of the horse.

Phase 1: Studying the Photograph and Shaking out the Words

Teacher presents the picture to the students and allows study time for students to look and think.

The students are then asked to ‘shake out all the words’ from the picture and one-by-one they

can share them. Teacher draws a line from the picture to the surrounding paper or whiteboard

and teachers writes the word while spelling it out loud. This is creating a wonderful picture

dictionary for students.

Phase 2: Analyzing Word Attributes, Building Categories and Developing Word Solving

Strategies

Teacher leads students through many tasks that look at how words are alike and different.

Teachers and students then look at certain features of words, like vowel pair ‘ee’ or the ending

pattern of ‘at’. They would also look at words that are compound words or words with a suffix

on it. These activities are building good word-analysis for all students. After completing these

exercises, the student leads the students to start and build categories based on words having

something in common. At this point, there are word sets put on cards that are accessible to the

students. Students can also have a set that can be quickly assessed to see how many they are able

to read and which ones they have not mastered yet.

Phase 3: Creating Sentences

Teacher models building their known picture words with high frequency words to build

sentences. Some students may need help in small group re-teaching here, but allowing students

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time to build sentences based on what they know from the picture. You can also give struggling

students sentence starters to help them be successful. It is easy to differentiate at this point in the

lesson based on your students’ abilities. I would bring in the picture of the zebra for students

that are more advanced and have them compare and contrast the two animals to extend the

activity as needed for them.

Phase 4: Making Titles

Teacher gives a mini-lesson about the importance of a title and what it means to properly name

their picture. This can be done over a number of days and it also contributes to students thinking

of new ideas for additional sentences at the same time. This is a time in the lesson to celebrate

creative ideas!

Phase 5: Classifying Sentences

Categorizing sentences for kindergarteners is a bit more of a challenge and would need to be

teacher-led. The Teacher would read a sentence a few times and get ideas about the attributes of

the sentences and see where they might fit within some pre-set categories. I would have

categories such as; main idea of picture, details of the picture, big ideas, etc.

Phase 6: Composing – from Sentences to Paragraphs

Again, this would need to be modeled by the Teacher to show students how they could easily

take one of the categories of sentences and turn it into a paragraph. The Teacher could easily

assemble these paragraphs into a class book that the students could get a copy of and take home

to share and practice reading!

Modifications Suggested for English Language Learners:

None needed, as this is a whole group activity and small-groups can be assessed as needs as the

class moves through the unit.

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Lesson 3: The Concept Attainment Model

Lesson Title: The Six Syllable Types


Subject: Literacy

Lesson Goals: The learner will explore words and be able to categorize three of the six syllable

types – closed, open and vowel-consonant-e.

Lesson Objectives:

• The learner will recognize regular patterns for reading. (closed, open and vowel-

consonant-e syllables)

• The learner will be given a list of examples to have the chance to verbalize the pattern

that they can induce and then practice that skill.

• The learner also then is given practice with organizing the syllable types based on what

they know, rather than having to have the ability to read the words.

• The learner will be able to successfully read words with the open, closed and vowel-

consonant-e syllable.


• Teacher will need a list of words to present to students that follow the following patterns:

closed syllables, open syllables, and vowel-consonant-e syllables.

• Students will need cut up lists of words for syllable sort activity.

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Lesson Components:

Focusing Event: There will be a mini-lesson that talks to students about the 26 letters of the

alphabet and how those 26 letters make up all the words in the dictionary. There are six syllable

types that will help us be able to read all of those words – so let’s discover some of them now!

Phase 1: Presentation of Data and Identification of Concept

1. Teacher presents the list of words that all fit the specified syllable type.

▪ For open syllable: me, hi, no

▪ For closed syllable: men, hip, not, and

▪ For vowel-consonant-e syllable: name, theme, five, rope, cube

2. Students compare attributes in positive and negative examples.

3. Students generate and test hypotheses.

4. Students state a definition according to the essential attributes. These will be the

hypothesis that we scaffold the students towards:

▪ Open syllable: this syllable type ends a vowel. The vowel in an open,

accented syllable is long, code it with a macron.

▪ Closed syllable: this syllable type ends in at least one consonant after one

vowel. The vowel in a closed syllable is short, code it with a breve.

▪ Vowel-consonant-e syllable: this syllable type ends in one vowel, one

consonant and a final e. The e is silent, cross it out, the vowel is long,

code it with a macron.

Phase 2: Testing Attainment of the Concept

1. Students identify additional unlabeled examples as yes or no.

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With each syllable type, the teacher would like the students to do a sort

comparing the attained new concept and placing against another. For example, if we

have learned closed and open syllables, the teacher would give the students a list of

words and ask them to identify if it is open or closed: no, not, he, help, lot, hi, be, cub,

got, fast, me.

2. Teacher confirms hypothesis, names concept and restates definitions according to

essential attributes.

3. Students generate examples of this syllable type.

Phase 3: Analysis of Thinking Strategies

1. Students describe thoughts.

2. Students discuss roles of hypotheses and attributes.

3. Students discuss type and number of hypothesis.

Modifications Suggested for English Language Learners: None needed, as this is a whole

group activity and small-groups can be assessed as needs as the class moves through the units.

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Lesson 4: The Synectics Model of Teaching

Lesson Title: Writing an Imaginative Story

Targeted Grade Level: 2nd grade

Subject: ELA/Writing

Lesson Goals: The learner will explore the ideas needed to think imaginatively about objects

and ideas to create a story line including characters and setting, problem and solution, and plot.

Lesson Objectives:

• The learner will reinforce the parts of writing needed for an imaginative story.

• The learner will become comfortable with telling a story from the point of view of an

inanimate object.

• The learner will use direct analogies and personal analogies to explore their creative

thinking skills.


• Objects and pictures to show students for direct analogies.

• Imaginative Story Rubric

Lesson Components:

Focusing Event: The students will be asked to think about their thinking. Our end goal is to

create an imaginative story based on their experience over the next few days as they share their

thoughts using analogies.

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Phase 1: Description of Present Event

Teacher has students describe a situation or topic as they see it now. Talk about the parts of the

story needed to make a complete imaginative story: characters, setting, problem and solution

and plot.

Phase 2: Direct Analogy

Teacher has students do some very basic analogies using objects in the classroom and kitchen.

Example: How is a bowl like a mug? How is a washcloth like a blanket? How is a calendar like

a clock? How is a pencil like a stapler? Keep going for at least 3 minutes.

Phase 3: Personal Analogy

The teacher then asks the students to become one of the objects from the previous analogies and

set them up in scenarios where they will need to share their thoughts and feelings about being

that object. Example: You are all a stapler and it is very important that you need to get the

homework papers stapled as soon as possible, so how do you feel? What would you be thinking?

What would you say to the person that is using you?

Phase 4: Direct Analogy

Students are then taken back to direct analogies where they are asked analogies, such as how is a

tomato like a bubble? How is a basketball like a cantaloupe?

Phase 5: Personal Analogy

Students select to become one of the analogies they were exposed to in the past direct analogy

activities. Here, the teacher might ask the students to feel like they are a basketball, and how do

they feel when they are just sitting on the rack, waiting their turn to play? How would it feel if

you were being handled by someone who was very good and you were swished through the

basketball net every time you were thrown up for a shot? How would you feel if the person

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using you to shoot baskets missed every time they tried? If you could talk to that player, what

might you say to them?

Phase 6: Compressed Conflict

Students compare their personal analogy to something else to create their characters, setting,

problem and solution for their imaginative story. The teacher would then ask the students to

reflect on their feelings they just had and come up with a character for their narrative story – one

of the things from our analogies (like the stapler or the basketball), and spend a minute or two

thinking about what emotions this character is going to have and where they are going to live and

what problem they are going to come up against.

Phase 7: Reexamination of the Original Task given

Teacher goes back to the original task and walks students through their new-found imagination

and how they will use these ideas for their imaginative story. The teacher would take an

example (maybe their lesson plan – something the students would not have access to as not to

take anyone’s ideas) and walk them through their character, setting and problem.

Modifications Suggested for English Language Learners:

None needed, as this is a whole group activity and small-groups can be assessed as needs as the

class moves through the unit.

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Lesson 5: Memory Model

Lesson Title: Spelling Rule: The Doubling Rule

Targeted Grade Level: 2nd Grade

Subject: ELA/Spelling

Lesson Goals: The learner will learn how and when to implement the doubling rule in spelling.

Lesson Objectives:

• The learner will recognize the doubling rule pattern.

• The learner will learn the checkpoints in order to implement the doubling rule in spelling.

• The learner will recognize the anchor chart to help them internalize the doubling rule (the

four-leaf clover).

• The learner will successfully spell words that follow the doubling rule.


• Teacher will need a manipulative of the four-leaf clover and a list of the four checkpoints

that must be met in order to double the final consonant before adding a vowel suffix.

• Teacher will need a list of words to have them come up with the rule as well as practice

spelling/reinforcing this rule.

If you have these 4 checkpoints, then you get lucky and get to double the final consonant before adding the suffix!

1. one vowel 2. one consonant 3. one accent 4. vowel suffix

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Lesson Components:

Focusing Event: Students, we are going to learn a new spelling rule to help us become better

spellers, so help me make some discoveries here!

Phase 1: Attending to the Material: The teacher will show a list of words of the board and talk

the students through the following discovery information:

hop + ed = hopped

run + er = runner

star + ing = starring

The first column contains base words. The second column has suffixes. The third column has

derivatives. We remember that a derivative is a base word plus a suffix or prefix.

Let’s see how these base words are the same. What do you see in the final position? (one

consonant)

What comes before the final consonant? (one vowel)

These words also end in one accent because all one-syllable base words are accented. The base

words in the first column end in one vowel, one consonant and one accent.

Tell me about the suffixes. Are they vowel or consonant suffixes? (vowel)

Tell me about the derivatives. How are they the same? (final consonant is doubled)

Phase 2: Developing Connections

Students, we just learned is that if a base word ends in one vowel, one consonant, and one accent,

double the final consonant before adding a vowel suffix. There are four checkpoints to our new

rule are:

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1. One vowel (show them the first leaf of the four-leaf clover)

2. One final consonant (show them the second leaf of the four-leaf clover)

3. One accent (show them the third leaf of the four-leaf clover)

4. vowel suffix (show them the fourth leaf on the four-leaf clover)

If we have all four points then we are lucky and get to double our final consonant before adding

the suffix to the base word! (Show the completed four lead clover).

Phase 3: Expanding Sensory Images

Students will do partner work and look at a list of words (base words and suffixes) to see if they

fit the doubling rule. Each group will have their four-leaf clover (each leaf has a magnet on the

back) and they build the clover as they check their work. They will write the words that fit the

doubling rule on a list and explain why the ones that do not follow rule do not fit. What leaf did

not match?

Phase 4: Practicing Recall

The students then verbalize the four checkpoints chorally as the teacher holds up each leaf of a

clover. They then turn to a neighbor and sing the four checkpoints (still having access to look at

the four-leaf clover anchor chart that has been placed on the wall).

This will be revisited and the students will continue to sing the four checkpoints while they look

at the four-leaf clover anchor chart. Whenever they review this rule at their table, they have

access to the smaller manipulatives to put together the clover to check their work.

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Lesson 6: Advanced Organizers Model

Lesson Title: Comprehension Practice using Expository Text (Elephants)


Subject: Literacy

Lesson Goals: The learner will explore an expository text passage about elephants to complete

an advanced organizer.

Lesson Objectives:

• The learner will activate their background knowledge about elephants using a Connect-

Collect-Correct Chart.

• The learner will become aware of the main idea and supporting ideas regarding the

passage they are about to read.

• The learner will read the expository passage and then be able to locate the details to fill in

the class advanced organizer.

• The learner will tell an oral summary using the advanced organizer.


• Expository passage about elephants.

• Connect-Correct-Collect chart and corresponding questions for students to activate their

background knowledge.

• Teacher-created advanced organizer to guide instruction.

Lesson Components:

Focusing Event:

Teacher would tell students that they are going to read an informational, or expository text about

elephants. We are going to want to remember to read for a main idea, supporting ideas and

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details. This would be the first time we are doing this activity, so we would first talk about

elephants and what the students know about elephants – and I could put this in my Connect-

Correct-Collect chart that we would fill out with the following questions:

1. Are there different types of elephants?

2. Where do they live?

3. What do they eat?

4. What is special about an elephant?

Phase 1: Presentation of Advance Organizer

I would then show an advanced organizer that would have the main idea and the supporting ideas

listed, letting the students understand that those are the ‘big ideas’ we are going to read about. I

would ask them to listen for the details that would complete our organizer.

Phase 2: Presentation of the Learning Task or Material

We would then go on to chorally read a short passage about elephants that includes the two types

of elephants, their diet, their size and talks about the uses of their trunk. Teacher would stop and

check comprehension after each paragraph in order to make sure the students are concrete with

the details that you will be asking them to add to the advance organizer after reading.

Phase 3: Strengthening Cognitive Organization

We would then complete our advanced organizer with all of the details from the passage

regarding kinds of elephants, size, diet and uses of the trunk. Teacher would then lead students

to go back to check our information from our Connect-Correct-Collect chart and make any

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additions or corrections as needed. I would extend this lesson by having the students use this

information for an oral summary with a partner using the advanced organizer we created. To

further extend? I could have students then create a summary paragraph or task them to go

research and find one more fact about elephants that they would like to add to our organizer.

Here is a sample of the class built advance organizer with the details filled in:

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Lesson 7: The Inquiry Model

Lesson Title: Creative Thinking about Tangram Puzzles


Subject: Literacy

Lesson Goals: The learner will explore their method of thinking and inquiry in order to figure

out what/how a tangram puzzle is used.

Lesson Objectives:

• The learner will recognize the attributes of a tangram puzzle.

• The learner will think creatively about how the 7 pieces of a tangram puzzle are used.

• The learner will think about their method of inductive reasoning and thinking in order to

problem solve and ask questions to help them make decisions about the pieces of the

puzzle.

• The student will work collaboratively within a small group in order to try and figure out

what a tangram puzzle is and how it is used.


• One large- sized tangram puzzle with 7 pieces.

• One regular size tangram puzzle for each group to manipulate in their thinking process.

• A puzzle book that goes with the tangram puzzle to give ideas for animals, shapes, letters,

and human shapes after they have figure out how the puzzle is properly used.

Lesson Components:

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Phase 1: Confrontation with the Problem

I will use this in my 2nd grade classroom by showing students the pieces of a tangram puzzle, just

laid out on a table (not in a shape or picture) and ask students what they might do with these 7

pieces of wood. (my problem statement)

Phase 2: Data Gathering – Verification

And then I can pass out fact sheets to my students that they can start generating ideas of what to

do with the pieces of the tangram puzzle. My fact sheet would list things like:

1. There are 7 different shapes.

2. They can be made of wood, paper, plastic or wood.

3. You can make all the pieces fit into one shape.

4. You must use all 7 pieces every time you use this.

Phase 3: Date Gathering – Experimentation

The students can then ask me 20 questions, using the yes or no format. They will then be placed

into small groups to move their individual thinking to collaborative thinking in groups of 3-4

students. Each group will then be given their own tangram to work with to see if they can

discover its nature. The teacher can then share with any groups that are struggling that this is

indeed something that you use to create other things or let them ask additional questions (still

using the yes or no method)

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Phase 4: Organizing and Formulating an Explanation

The last part of the lesson will be to have each group come up with their hypothesis of what

these pieces are used for and then they can share with the entire class.

Phase 5: Analysis of the Inquiry Process

There will be a closing mini-lesson where the teacher will put the entire class back together and

discuss their thinking process and their emotion that went into their decision making – as an

individual and in a group.

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Lesson 8: The Group Inquiry Model

Lesson Title: Word Origins: Discovering Eponyms


Subject: ELA

Lesson Goals: The learner will explore word origins and make the discovery of eponyms.

Lesson Objectives:

• The learner will work independently and collaboratively to inquire about the similarities

of the words on a list.

• The learner will have the opportunity to use technology to help make inquiries about

word origins.


• List of words given to students by the teacher.

• Access to technology to look up word definition and origins.

Lesson Components:

Phase 1: Students encounter a puzzling situation.

Teacher will present the following list of words:

1. Frankfurter

2. Hamburger

3. Sandwich

4. Saxophone

5. Maverick

6. Watt

7. Pasteurize

8. Ferris wheel

9. Bowie knife

10. Zeppelin

Phase 2: Students explore reactions to the given situation.

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Students are allowed to react to this list and think aloud their strategy for discovering what they

have in common. The Teacher allows all possibilities here and explains that students will need

to devise a plan of how to tackle looking at these words. They will be given a sheet of paper

with this list of words on it and then are asked to move to their table groups.

Phase 3: Students formulate study tasks and organize for study (problem definition, role,

assignments, etc.)

Students formulate a plan with their fellow table mates of how they will divide the research and

who will use the computer and in what order. Assignments and roles will be decided and

formally written out during this time.

Phase 4: Independent and group study.

Students then carry out their plan for research and role assignments. This time will last no longer

than 45 minutes.

Phase 5: Students analyze progress and process.

Students come together and discuss their findings. Here they will need to analyze the word list

(word-by-word) and see what they came up with as to the word origin and the big picture of how

they are all related.

Phase 6: Recycle Activity.

I would recycle this activity for many word origins, like Anglo-Saxon versus Latin word origins,

etc.

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Answer List:

1. Frankfurt, Germany

2. Hamburg, Germany

3. Earl of Sandwich

4. A.J. Sax – Belgian inventor

5. Samuel Maverick – rancher

6. James Watt – inventor

7. Louis Pasteur – scientist

8. George W. G. Ferris – U.S. engineer

9. Col. James Bowie – defender of the Alamo

10. F. Von Zeppelin – German inventor

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Lesson 9: The Role-Play Model

Lesson Title: Overcoming Interpersonal Conflicts

Targeted Grade Level: 2nd Grade

Subject: Social Awareness

Lesson Goals: The learner will explore the defining characteristics of how to solve

disagreements with peers.

Lesson Objectives:

• The learner will learn to explore their feelings, attitudes and perceptions when a

disagreement happens.

• The learner will develop problem-solving skills and attitudes.


• Scenarios of events that tend to spur disagreements within the current classroom,

examples being: recess, waiting in the lines in the cafeteria, sharing materials in the

classroom.

Lesson Components:

Phase 1: Warm up the group

The teacher identifies a particular scenario or perceived problem within the class, explaining

clearly what the event was and verbally explore all of the different sides of those involved. The

teacher will then need to explicitly teach students expectations for role-playing. The first

scenario the teacher might tackle is waiting in the cafeteria line. This can be very problematic

and students are easily frustrated here because they are hungry and impatient.

Phase 2: Select participants

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The teacher analyzes the roles of the players in this particular scenario and selects players for

each role. The teacher might select up to 6 students to stand in line, facing one way, while the

rest of the class sits on the carpet and observes.

Phase 3: Set the stage and prepare the observers

The teacher establishes a line of action and restates the roles of each of the students. The teacher

also makes aware to those watching that they need to indeed be great observers as they will need

to share what they see and feel after the scenario is finished. The ultimate goal of this role-

playing is to allow ALL of the students in the class to get inside the scenario so they might have

suggestions to solve this predicament or ideas to help avoid scenarios like this all together.

Student feedback is crucial to the success of each scenario.

With this first scenario of the cafeteria line, I would assign each student a role: one is passive and

patient, two will be a bit of troublemakers and poking on those around them to try and get a

reaction. One student will want to tell someone, anyone near-by what is happening, and the

other two are doing an okay job of trying to be patient, but are easily provoked and angry.

Phase 4: Enact

The teacher begins the role-play activity, helps maintain it with suggestions and prompts of what

happened next in the scenario and ends it when it has come to its natural end. I would prompt

each role-player to do something next, for example “Ryan, you are feeling frustrated that Cole

keeps poking you so you turn around and engage in some back and forth pushing and playing

around that starts to turn a bit rough.” I would remind Cindy to talk out and be a tattle-tell on

what she sees happening around her.

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Phase 5: Discuss and Evaluate

The teacher leads the discussion with the class of what they just saw in the role-play scenario

including the events, characters, realism of what they saw. The teacher then leads the students to

thinking about the major focus of the event. They would also discuss the emotions of what

happened and some probable solutions for the problem.

It is the teacher’s hope that the class recognizes the chaos this is creating, just with 6 students

participating – what would it look like with all 26 of them engaged in this sort of activity. The

teacher would look for responses like: loud, aggressive, unruly, noisy, disruptive, etc.

Some solutions that might be suggested: keep hands to yourself, even when you are really feeling

impatient.

Phase 6: Reenact

This is when students will reenact the same scenario with some suggested next steps that

includes behavioral alternatives in order to turn the tide from an altercation to a chance to learn

behavior modifications and controlled reactions.

This will hopefully show students how much smoother the cafeteria line will be and their hunger

and impatient feelings will subside as soon as they have their food.

Phase 7: Discuss and Evaluate

So how did this look with some minor adjustments in thinking? What were the feelings involved

in watching this scenario versus the first one? The teacher will even write notes on an anchor

chart here and remind students before lunch each day for the next few weeks of expected

behaviors and what a patient and well controlled class looks like while waiting for their food.

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Phase 8: Share Experiences and Generalize

Here is where the teacher looks for big goals and behavior modification suggestions from the

class. The teacher should make a social contract to employ some of these new techniques in

dealing with tough situations and scenarios that happen on a regular basis. The class should also

agree of how long to employ the new tactics and then regroup to see if there have been signs of

positive adjustments in attitude and behaviors when problem-solving conflicts arise.

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Lesson 10: The Explicit Instruction Model of Teaching

Lesson Title: Developing Metacognitive Skills – Narrative Passage

Targeted Grade Level: Third grade

Subject: ELA

Lesson Goals: The learner will

Lesson Objectives:

• The learner will build on their current vocabulary using word webs to help deepen their

world knowledge.

• The learner will be encouraged to be actively engaged in their reading as well as after

their reading as the teacher checks understanding.

• The learner will be able to diagram the key elements of this narrative passage, via

multiple tools, to help them summarize the text orally as well as in writing.


• Student will need a copy of the passage – The Farmer and His Sons (by Aesop)

• Students will need blank copies of the webs: semantic, multiple meaning and derivative.

• Students will need paper for their three-sentence summary and their extension activity.

Lesson Components:

Phase 1: Hook and Purpose

Teacher will ask the students the following question: “What are ways you can get rich? What is

the best way to obtain great wealth?”

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Teacher will then give the purpose for reading this fable: “Today you will read a fable about a

farmer who worked long hours in his vineyards and his sons who wanted only great treasures.

Be ready to tell me how the farmer was able to give his sons what they wanted.”

Phase 2: Word Work to help with fluency when reading the passage

Teacher will review the following words, having her students read them as well, and then they

will find them in the text and highlight them. (there, three, their, thorough, that, they)

Next the Teacher will review words that have the short (e) sound (health, wealth, death, treasure)

and students will practice reading these words and then find and highlight them in the passage.

Students will then read all of the highlighted words in the passage chorally.

Then the Teacher will web the following words:

Semantic word web for vast.

Derivative word web for attend.

Phase 3: Restate the Purpose for Reading the Passage

Teacher will restate the same purpose as earlier in the lesson to have students zone in on what

they are listening for while reading.

Phase 4: Students read the passage chorally

Students then read The Farmer and His Sons chorally.

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Phase 5: Summary Activities

Students will then use their 5 wh (who, what, when, where and why), first with the teacher

scaffolding their responses, then with the students retelling the story to their elbow partner.

Students then put their summary into 3 sentences:

The story is about (who).

The story takes place (when) and (where).

(What) happens because (why).

Phase 6: Questioning

Students will then be asked questions (on the range of Web’s Depth of Knowledge Chart)

Phase 7: Extension Activities

Students will then write a different ending to the story or draw a comic strip to represent the

retelling of the story.

models of teaching portfolio mary allison peck june 30, … · models of teaching portfolio...

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