GMU-TEA Program 2009 Lesson Plans

GMU- TEA Program 2009
LESSON PLANS

Carolina Barrera Valenzuela
GUATEMALA

INDEX

The following is a recompilation of sample lesson
plans:

1. The first part is a lesson plan template
containing 5 sequential lesson plans which
cover the same subject.

2. The second part contains other individual
lesson plans

FIRST PART- LESSON PLAN TEMPLATE
TEACHER: Carolina Barrera V. SCHOOL: Goodman School Guatemala
GRADE: 10th PROFICIENCY LEVEL Advanced or High-Intermediate PROGRAM MODEL
Pull Out CONTENT: Literature: Reading comprehension, oral presentations, writing and
listening skills.

PLANNING PHASE
Content and/or Language Objectives
As a result of this lesson students will be able to:
 Prove how much information they know from the novel “The
Outsiders” by S.E. Hinton.
 Provide insight through written analysis and oral discussions related
to the novel.
 Relate to the author’s biography and her works
 Become familiarized with slang language of the TIME the novel
projects.
 Use different strategies and technology such as Venn-Diagrams,
Power Point, and Journal Writing.
 Work both individually and in cooperative learning.
 Use their artistic intelligence.

Vocabulary
A review of all the vocabularies used in all Chapters of the novel included in
their notebooks including slang language (Examples; Dig, madras, socs,
greasers, heater, weed, boozed up, broad, cancer stick, tuff, etc).

Materials
 Novel “The Outsiders” by S.E. Hinton
 Notes, previous quizzes and reading comprehensions done in class
previously.
 Outline instructions given by the teacher and assessment worksheets
 List of online quizzes and other sites to use for lesson plans.
 Internet and Computers
 Big- Poster paper and markers and other artistic material for
decorations.
Lesson Outline
Content: Wrap up UNIT of S.E. Hinton’s novel “The Outsiders”

National/State/Local Standards: Local School Standards
TEACHING PHASE SEQUENCE
LESSON PLAN No. 1 – REVIEWING BASIC INFORMATION
FROM “The Outsiders”

I. Warm Up  The teacher will begin by doing a JUST LIKE ME activity
Activity and she will tell the students that they have to get into a
circle and think of something related to themselves as
teenagers and each one will say what they thought of out
loud taking turns, those who agree will take a step
forward in the circle and say “Just like me”, until it is the
teacher’s turn and she will say “I enjoyed reading the
novel The Outsiders”… (so they know this is what they’ll
be talking about)
II. Transition  The teacher will now give each student a post-it with 2
statements written related to S.E. Hinton’s novel and
each student has to read one by one out loud.
 Using the same procedure of JUST LIKE ME now they
have to say YES IT IS TRUE and take a step forward or
NO IT IS FALSE and take a step back. All statements
are based on the novel and this activity will serve as a
review of the novel’s characters, setting, time, plot, and
outcome.
 As the activity goes on the teacher will provide feedback
on right or wrong answers.
III. Activities 1. The teacher will now take the students into the lab room
and each student will be given the following
addresshttp://www.sparknotes.com/lit/outsiders/quotes.
html Here the students will find analysis and
information on the novel's plot, characters, context,
each of the chapters, important quotations, etc. In this
same page the'll find on the TABLE OF CONTENTS
a title that says QUIZ they have to click there and take
the 25 question quiz. When they are done they should
click on submit and it will provide the student with their
score. Mark the quiz and the scoring and print it. This is
individual work.
2. When they are done the teacher will provide the
students with another website that is like Jeopardy
http://mrcoward.com/slcusd/jeopardy/outjeopardy.html
The students need to pair up and the teacher will
provide each pair with an answer sheet. In the site they
need to go to the following boxes: (WHO SAID IT?,
CHARACTERS, and SLANG) Each of them holds a
total of 7 easy questions to answer. Each couple needs
to complete the answer sheet and write their answers

there and it should be turned in before they leave.
IV. Differentiated Starting Up – Just Like Me – related to teenage life
Instruction Beginning – Yes It is true OR No it is False Activity- related to
reviewing information on Outsiders Novel.
Developing – Individual quiz No. from Spark notes evaluated
by the computer.
Expanding – Paired up quiz on Jeopardy using printed
answer sheet- to turn in before leaving class.
Bridging – slower students can take longer time, they can do
half of the jeopardy quiz answers so instead of having to do 7
questions on each of the topics they can do 3-4. Also for
journal writing they can do instead of one and a half pages
long, only a page.
From this lesson plan interpersonal, intrapersonal, linguistic,
kinesthetic, and spacial intelligences can benefit.
V. Assessment  Jeopardy answer sheet
 Score Print from Spark Notes page.
 Oral discussion at the beginning of class.
 Individual Journal entry.
VI. Closure  Couples who finish their Jeopardy answer sheet may
leave.
 As they leave they need to take a piece of paper
describing the assigned homework.
VII. Homework The students need to pick one of the following themes and
write a Journal Entry of at least one page and a half, Arial font
size 12, 1.5 space in between each line.

 On page 155 Pony says, "Suddenly it wasn't only a
personal thing to me..." What lessons has he learned from
his experiences? (About: stereotypes, conformity and peer
pressure, need for family, the (un)fairness of life...)
 How would the novel be different if the story were told from
Soda's POV? Dally's? Darry's?
 What is (are) the theme(s) of The Outsiders? What lessons
can we learn from their experiences?

COLEGIO BILINGÜE GOODMAN NAME: ______________________
ENGLISH LITERATURE DATE: _____________________
MISS PILI BARRERA GRADE: _______________________

JEOPARDY “THE OUTSIDERS”

QUESTION WHO SAID IT? CHARACTERS SLANG
1.

2.

3.

4.

5.

6.

7.

TOTAL
POINTS

LESSON PLAN No. 2
REVIEWING INFORMATION RELATED TO S.E HINTON

I. Warm Up  BRAIN STORM ACTIVITY – the teacher will have a
Activity picture of a cloud with the name S.E. Hinton written
inside drawn in the board. She will give each student a
post it and they have to write at least 3 ideas or
information they remember about her biography or works
(books).
 Then the teacher will ask each student to come up to the
board and write down their ideas using arrows drawn
from the cloud outwards. Each student can only write
one idea at a time. And they should take turns in writing
them. The next student who goes cannot repeat the
same idea as the previous one, if he/she does not have a
new idea he/she has to say pass and take a sit. The
activity will finish when no new information is provided.
II. Transition  The teacher will ask two students to come up and read
the information written on the board, as they are doing
so; the teacher will ask for feedback from the other
classmates on whether the information is accurate or not,
she will also take part in the discussion and in clarifying
any doubts.
III. Activities  Students will be teamed up in groups of 3’s and they will
be teamed up randomly according to which color paper
they picked up from a paper bag.
 The teacher will take the students to the computer lab and
provide them with a piece of paper with instructions for the
activity related to reviewing S.E. Hinton’s life and works,
she will also provide them with a printed table named
ABOUT S.E. HINTON which they have to complete
together and hand in.
IV. Differentiated Starting Up – Brain- storm – S.E. Hinton’s cloud
Instruction Beginning – Discussion on information provided by all
members and insight from teacher.
Developing – In teams of 3 students go over S.E. Hinton’s
page.
Expanding – In the same groups of 3, students need to
complete the table ABOUT S.E. HINTON provided by the
teacher.
Bridging – Slow students can benefit from those who are
faster in this activity since they will be teamed up randomly.
Also the use of computer may benefit many students and the
ones that like graphs can also be benefited.
From this lesson plan interpersonal, intrapersonal, linguistic,
kinesthetic, musical, and spacial intelligences can benefit.

V. Assessment  http://www.sehinton.com/misc/index.html
 Instruction sheet “Navigating S.E. Hinton’s Web Page.
 Printed sheet ABOUT S.E. HINTON with table to complete.
 Bonus- meaning of miscellaneous.
 Beginning of class- class discussion on reviewing prior
knowledge on author.

VI. Closure  EXIT TICKET – hand in table ABOUT S.E. HINTON
 EXIT BONUS- miscellaneous (those who want extra
points)
 Teacher will also collect Journal Entries from previous
lesson.
VII. Homework  Students will be handed a homework assignment handout:

 The first part they need to do for the next session
individually.

 The second part they have to prepare for and present it
during the last lesson day (5th day). For this assignment
students need to team up in pairs or in groups of 3 as
they wish and according to affinity.

MISS PILI BARRERA GRADE: _______________________

NAVIGATING S.E. HINTON ’ S WEBPAGE

1.
First of all log into this address http://www.sehinton.com/bio.html and you will
find information related to S.E. Hinton as it is presented in the following table, you
have to go though it and make sure you read the specific instructions related to
each section:

HER BIOGRAPHY Here make sure you read the whole thing don't be
tricked by thinking it's only the first page, go down
using the key symbols.
BOOKS WRITTEN BY Check out some of her other work, maybe you'll like to
HER read another of her novels...
MOVIES MADE Did you know that more than three of her books were
FROM HER BOOKS made into movies? Check it out...
MISCELLANEOUS Go to Frequently asked Questions. Here Hinton
answers to her readers, including students like you...

2.
After reviewing the information with your team partners you have to complete the
table named “About S.E. Hinton”

3.
If you guys finish before class is over you can have 3 BONUS POINTS by
following the instructions in the box:
BONUS (for extra points)
 Look for the meaning of the word Miscellaneous read about what this word
means and then write its meaning on a post-it, also write a brief explanation
of why in Hinton's web page one of the sections is named like this. You'll get
extra points if it is HAND IT IN AS EXIT-CARD!!!!!!
 MAKE SURE all the names of your team’s members ARE INCLUDED!

MISS CAROLINA BARRERA GRADE: _______________________

HOMEWORK ASSIGNMENT
“THE OUTSIDERS” – SONG PRESENTATION – “DIGGING THE
OUTSIDERS”

FIRST PART:
 One of the most important points S.E. Hinton wanted to project through
the novel was the use of SLANG language and also show the
connection with the 1960's period of time (including: music, context,
events, fashion, etc.).
 Go to the following web page http://mrcoward.com/slcusd/outsiders.html
in this webpage look for where it says RELATED below that it says THE
MEANING OF DIG click there and listen to what it means (you'll need
AUDIO).
Also in this page you can see a picture of Paul Newman, a madras shirt,
and some links related to 1967, which you could and SHOULD visit.
 Make sure you are ready to share your findings and ideas in tomorrow’s
class- You should write 10 good sentences in your notebook related to
your findings.
 Make sure you research some more on “What was hip during the 1960’s?”
have the addresses of at least 2 other sites besides the ones you were
given.

SECOND PART:
 For this assignment students need to team up in pairs or in groups of 3 as
they wish and according to affinity.
 All group members have to come up with a song, which should be written
by them. The lyrics of their song should include at least 10 vocabulary
words from the slang or vocabulary lists from the different chapters seen.
The song should also reflect somehow a relationship to the novel’s plot,
time period and characters. The song’s lyrics should be printed and
handed in to the teacher on the day of their presentations.
 The student’s performance will be evaluated according to how well all the
members know the song, use the language and vocabulary righteously
and in context. And also how all the team members dressed up according
to the time period the novel evolves around. A rubric will be used in
grading your group’s performance.

COLEGIO BILINGÜE GOODMAN NAME: _______________________________
ENGLISH LITERATURE DATE: _______________________________
MISS CAROLINA BARRERA GRADE: ______________________________

ABOUT S.E. HINTON
From http://www.sehinton.com/misc/index.html

Write 5 interesting facts from S.E. Write 5 books apart from “The After reading about the Frequently
Hinton’s biography Outsiders” also written by S.E. Asked Questions to Hinton comment
Hinton. Comment with one idea per with 5 interesting things you learned
book. from them.
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

LESSON PLAN No. 3
RELATING TO THE TIME OF “THE OUTSIDERS”

I. Warm Up  The teacher will play a game and say “I feel like
Activity having… a ponytail” (for example) someone with a pony
tail needs to hurry up and give it to the teacher (in return
the teacher gives the person a candy. And so on she will
continue asking for different objects like; a piece of gum,
glue, scissors, brown shoes, tennis shoes, an earring, a
ring, etc.
 At the end the teacher will have a collection of many
things. She will explain that all these make up a collage.
II. Transition  The teacher will ask the students to look up the word
collage in their dictionaries and write the definition down
in a post it.
 All students after finishing writing the definition have to
post their post-it on the board around the word collage
written by the teacher.
 The teacher will ask 3 students to read some of the
definitions and clarify any doubts about the word’s
meaning.
 Then the teacher will project some pictures of artistic
collages so the students get familiarized with them.
III. Activities  With the information the students read as homework
assignment for the previous class related to the 1960’s
and the different slang language, clothe, music of the
time, etc. And in addition to the previous, the two
websites the students were to find, the students will be
grouped in teams of 3 and they will create a POWER
POINT COLLAGE with the title DIGGING THE 1960'S
AND THE OUTSIDERS. The collage should include
pictures that will exemplify what was HIP during that
time; and it should reflect what the students read from
both the assigned web pages and the ones they
investigated on their own.
 The collage should reflect creativity. All teams will have
to present their collages in front of the class explaining
each of the picture's significance in making it a WHOLE.
Their presentations will be part of the Warm up activities
on the following lesson.
IV. Differentiated Starting Up – Activity “I feel like having…”
Instruction Beginning – Meaning of collage with post-its
Developing – Power Point Collage Digging the 1960’s
Expanding – Using not only the sites provided but also others
found by the students.

Bridging – From this lesson plan interpersonal, intrapersonal,
linguistic, kinesthetic, musical, and spacial intelligences can
benefit.
V. Assessment  Power point rubric on presentation and oral exposition.
 Class discussion
VI. Closure  The teacher will explain to the students the rubric she will
use to grade their Power Point presentations and oral
exposition.
VII. Homework  The teacher will remind them of their song performance for
the last lesson.

 The teacher will remind them of their Power Point
presentations for the next lesson.


RUBRIC FOR POWER POINT PRESENTATION
COLLAGE DIGGING THE 1960’S AND “THE OUTSIDERS”

CATEGORY 4 3 2 1
USE OF GRAPHICS All graphics are A few graphics All graphics are Several graphics
attractive (size are not attractive but a are
and attractive but all few do unattractive
colors) and support the not seem to AND detract
support the theme/content of support the from the content
theme/content the theme/content of of the
of the presentation. the presentation.
presentation. presentation.

EFFECTIVENESS Project includes Project includes Project is does Project is
all most not show a lacking
Material Material variety of several key
(graphics) (graphics) graphics elements
needed to gain needed to gain and has
a comfortable a comfortable inaccuracies
understanding understanding of
of the the
time period time period
chosen. chosen.

ORAL Student Student Student had Student was
PRESENTATION presented presented many unable to
the material material but difficulties complete
with could have presenting presentation
confidence. been more materials. before the class.
confident.

TEAM WORK The group all Majority (2) of Only one person There was no
helped and the group helped and teamwork
added insight in helped and added insight in
making the added insight in making the
presentation making the presentation and
and all added in presentation and all added in the
the oral all added in the oral exposition
exposition oral exposition

TOTAL ___/16____
COMMENTS:
________________________________________________________________
________________________________________________________________
________________________________________________________________

LESSON PLAN No. 4
IDENTIFYING WITH BOTH GROUPS GREASERS AND SOCS

I. Warm Up  Power Point Presentations on the students “Digging the
Activity 1960’s Collages”
 The teacher will provide feedback and ask the other
peers to do so as well.
II. Transition  The students will watch a video of Stevie Wonder’s
music version “Stay Gold” – music theme of movie. http://
www.youtube.com/watch?
v=zU2ZSLGHrdU&feature=fvw, this video also contains
Johnny’s last letter to Ponyboy. (it lasts 5:17). The
teacher will hand in a copy of the lyrics of the song so the
students can follow if they want to.
 Then the teacher will also show the students a video of
Martin Luther King’s famous speech “I have a Dream”
from1963http://www.youtube.com/watch?
v=Y4AItMg70kg&feature=related.(this video lasts 2:17)
 Finally the student will project a video of the last rumble
that Socs and Greasers have
http://www.youtube.com/watch?v=tlE-qtNV3NQ

III. Activities  The teacher will divide the students in groups of 5
students and she will name one of the team members a
leader. Then she will hand each group a set of questions
for them to discuss orally and take notes. Each group
needs to discuss their ideas openly, thoroughly, and in
depth and prepare for a good class discussion for the
next session.
 Then the teacher will give each of the groups a big size
paper for making a poster, she will give scissors,
magazines, markers, crayons newspapers, etc. Then she
will explain that each group needs to do a Venn-
Diagram comparing and contrasting both groups the
Socs and the Greasers using information from the novel
and also from today’s society. The students can use
pictures, words, sentences, quotes or anything they like
to create a good comparison and contrast between social
classes.
IV. Differentiated Starting Up – Student’s Power Point Presentations graded
Instruction with rubric.
Beginning – Videos shown by the teacher
Developing – Group discussion on videos watched and
questions given by the teacher. Note taking as discussion
goes on, preparing for class discussion on the next session.

Expanding –Groups create a Venn-Diagram comparing and
Contrasting Socs and Greasers relating also today’s social
classes.
Bridging – From this lesson plan interpersonal, intrapersonal,
linguistic, kinesthetic, logical-mathematical, naturalistic,
musical, and spacial intelligences can benefit. Also students
will be placed in a balanced way so all students can benefit
from each other.
V. Assessment  Questionnaire related to movies watched.
 Group discussion over movies watched based on
questionnaire- note taking.
 Rubric on Power Point Presentations
 Rubric on Venn-Diagram Comparison and Contrast
between Socs and Greasers.
VI. Closure  The teacher will take the students outside to the field and
ask the students to look at the north, the south, the east
and the west…
 Then she will ask them to take a deep breath at least 3
times.
 She will ask them to look at the trees, to feel the wind and
watch the sky.
 Then she will ask them to think about the following
question… “Is there really so much difference in humanity?
Who creates these differences?” Students should not
answer but only think about the question.
VII. Homework  Students should be ready for presenting their songs and
bring their lyrics printed. Also they should not forget their
outfits.

 Journal Entry related to the question the teacher asked the
students when they were outside, and they can also relate
to the questionnaire given before.


REFLECTIVE QUESTIONNAIRE
VIDEOS AND INSIGHT ON “THE OUTSIDERS”

NOW ASK YOURSELF THE FOLLOWING QUESTIONS:

• Is there really so much difference between SOCS and GREASERS?
• Is there a point to fighting between classes or groups? Does anyone really
win?
• Have you ever felt "an Outsider"?
• Do people have a right to discriminated others? To humiliate them and
treat them unkindly?
• Are we in Guatemala part of any of class divisions? Do we discriminate?
Or are we discriminated?
• Am I or any of my friends, classmates, or family members part of hurting
others? Or on the contrary being hurt by others?
• Can racism, bullying, discrimination be stopped?
• Can a person make a DIFFERENCE?

REFLECT AND BE READY FOR A CLASS DISCUSSION,
YOUR PARTICIPATION WILL BE EVALUATED ORALLY.

LESSON PLAN No. 5
REVIEWING INFORMATION RELATED TO S.E HINTON

I. Warm Up  Students present their songs and share lyrics
Activity
II. Transition  Students present their songs and share lyrics
III. Activities  Class Discussion each group gives their presentation on
the ideas they summarized on the previous session.
Then the other groups and the teacher will provide
insight and feedback. The discussion should
IV. Differentiated Starting Up – Student’s song performance
Instruction Beginning – Student’s song performance
Developing – Class Discussion over questionnaire insight
from the different groups.
Expanding – Continue with class discussion and feedback
from teachers and other groups.
Bridging – From this lesson plan , intrapersonal, linguistic,
kinesthetic, and musical intelligences can benefit.

V. Assessment  Rubric on Song Presentation
 Rubric on Venn Diagrams
VI. Closure  Students post their Venn Diagrams in the classroom walls
and the teacher will grade them according to the rubric.
VII. Homework  NO HOMEWORK


RUBRIC FOR SONG PERFORMANCE
COLLAGE DIGGING THE 1960’S AND “THE OUTSIDERS”

CATEGORY 4 3 2 1
USE OF Students used Students used Students used Students did
CREATIVITY creativity in all creativity in most creativity in one not show use of
aspects of their aspects of their aspect of their creativity in any
presentation; presentation; presentation; aspect of their
lyrics, lyrics, lyrics, presentation;
performance performance performance lyrics,
and dressing and dressing and dressing performance
and dressing
EFFECTIVENESS Lyrics include Lyrics include all Lyrics include all Lyrics include all
IN USE OF all 10 required 7-9 of the 4-6 of the 1-3 of the
VOCABULARY words from required required required
FROM NOVEL AND vocabularies or words from words from words from
SLANG slang reviewed vocabularies or vocabularies or vocabularies or
LANGUAGE in class. slang reviewed slang reviewed slang reviewed
in class. in class. in class.

ORAL Student Student Student had Student was
PRESENTATION presented presented many unable to
the material material but difficulties complete
with could have presenting presentation
confidence. been more materials. before the class.
confident.

TEAM WORK The group Majority of the Only one person There was no
portrayed good group portrayed portrayed good sign of
team work and good team work team work and teamwork
everyone was and everyone everyone was
actively was actively actively involved
involved in the involved in the in the
performance performance performance
and and presentation and presentation
presentation.

TOTAL ___/16____
COMMENTS:
________________________________________________________________
________________________________________________________________
________________________________________________________________

SECOND PART- INDIVIDUAL LESSON PLANS

GMU- TEA Program Carolina Barrera Valenzuela
Seminar; Reflexive Practice Date Due: Oct. 19th, 2009
Dr. Steeley
LESSON PLAN No. 1
INTERN: Carolina Barrera Valenzuela Grade Level: 11TH English Literature
TITLE: “I am Poem” a reflection on yourself – creative writing for beginning of Poetry Unit
DATE: Oct. 19th, 2009
VIII. Objectives a. Students will get to experience poetry through their
own writing.
b. Students will get started on their journey through
Poetry.
c. Students will learn the definition of Poetry and how it is
different from other literary forms such as Drama and
Short Stories.
d. Students will get to start familiarizing with the different
genres of poetry and some specific vocabulary related
to elements and forms of poetry.
IX. Materials for a. Notebooks for drafting.
Learning b. Guideline to the “I am…” poem.
c. Venn Diagram worksheet.
d. Pencil or pen to write.
e. Projector and screen to project outline and go over it.
f. Board and markers.
g. English Dictionaries and Thesaurus
X. Procedures 1. The teacher will read and project an example of her
for Learning own or some one else’s “I am” poem as example.
Activities She will then ask the students what it is that she has
just read and how it is different from the past
literature they have experienced. She will tell them
they need to discuss this in groups assigned and
complete a Venn-Diagram per group.
2. She will number the students so that they are set in
groups of 3’s in random order. Each group will
BRAIN-STORM on the similarities and differences
between the Prose Literature they have experienced
(Novels, Articles, Short Stories, etc.) and what they
have seen now with Poetry or know about it.
3. Then the teacher will conduct a class discussion
based on the student’s completed Venn- Diagrams.
4. After this she will present a projection of the “I am…”
structure and method for writing it. And go over it
together with the students step by step, asking some
volunteers to take turns in reading each of the steps.
She will explain that these are the steps each of

them have to follow to write their own “I am poem”
5. After reading the methodology to follow, the teacher
will ask two students to explain again what they have
to do. One of them a fast learner and the other a
slower one.
6. Having clarified doubts she will get everyone started
and provide dictionaries or thesaurus in case anyone
needs them. Also to motivate better and more poetic
vocabulary.
7. The teacher will also explain that the poem should be
finished for homework and decorated according to
what they wrote.
8. The next day students have to orally present their
own “I am poem” in front of the class.
XI. Assessment a. Guideline to “I am…” poem.
b. Venn Diagram –comparing Prose genre and Poetry
genre by just a quick brain storming of ideas of what
they basically already know or see through the poem
and what they had previously learned in class about
Prose.

XII. Differentiation a. The students with special needs will be able to go at
their own pace when doing their poems, they can also
use language that is simpler.
b. The student will assign some fast learners as helpers
for those that are slower learners in case there is a
doubt and the teacher is helping someone else.
c. Students with special needs who don’t feel
comfortable presenting in front of the whole class can
do it by themselves only with the teacher.
XIII. Reflection a. The students get to reflect on their own lives and write
about themselves through the “I am poem”.
b. Students will share their ideas on prose and poetry
with each other and with the whole class and teacher.
c. The students will reflect on their writing to do an artistic
decoration of their poems.

Write an I Am Poem
Method:
I am (two special characteristics)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem restated)

I pretend (something you pretend to do)

I feel (a feeling about something imaginary)

I touch (an imaginary touch)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you make an effort to do)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Sample:
I Am

I am sharp and focused
I wonder what the camera really sees
I hear the buzzing bee
I see flowers in early morning light
I want to stop time in a box

I pretend to be a statue
I feel the shakes inside
I touch the shutter button
I worry about the blurry result
I cry that the moment has forever passed

I understand moments in time
I say let's freeze them forever
I dream of watercolor effects coming to life
I try to see all the soft muted edges
I hope it happens someday

I AM…
CArolInA
BArrerA
VAlenzuelA

I am..
I am POSITIVE and CREATIVE
I wonder about my future life…
I hear God’s voice guiding my every step
I see goodness and opportunity in the
W orld
I want to always SMILE!
I am CREATIVE and POSITIVE

I am…
I pretend to do my BEST in every tasks I
set my heart and mind to achieve…
I feel God’s almighty hand lifting me
up in times of trouble or worries…
I touch heaven and its fluffy clouds in my
dreams…
I worry about selfish hearts that make
change and goodness hard to survive.
I cry for injustice, starvation and class division.

I am…
I understand that I am unique and have
a purpose on Earth.
I say what is in my heart with
HONESTY.
I dream of having my own family.
I try to be MYSELF and no one else.
I hope I see my dad again…

GMU- TEA Program Carolina Barrera Valenzuela
Seminar; Reflexive Practice Date Due: Oct. 19th, 2009
Dr. Steeley
LESSON PLAN No. 2
INTERN: Carolina Barrera Valenzuela Grade Level: 11th Grade AP Language and
Composition TITLE: The Scarlet Letter WHAT DOES “A” MEAN? DATE: Oct. 19th, 2009

XIV. Objectives a. Students will show their understanding of the
symbolism behind the letter “A” in the novel “The
Scarlet Letter.”
b. The students will create their own artistic renditions of
the Scarlet “A” according to their analysis on word
chosen, quote and symbolism from novel.
c. The students will show knowledge on quoting
according to MLA format.
d. The students will show knowledge on analytical
paragraph writing related to quotes.
XV. Materials for a. Novel “The Scarlet Letter” by Nathaniel Hawthorne.
Learning b. Worksheet with “A” drawn given by the teacher.
c. Markers, crayons, pencils, scissors, glue etc. Any
material necessary to make the Artistic Rendition of
the “A.”
d. Notebook or paper for draft writing.
e. Dictionary or vocabulary related to the novel given by
the teacher.
f. Hacky sack (ball)
XVI. Procedures 1. First the teacher will ask the students if they know
for Learning what the word “Rendition” means. The students
Activities should Brain Storm on this particular word.. The
students will take turns in answering, as they raise
their hands the teacher will toss a ball (hacky sack)
as symbol for the right to speak, and as the
discussion goes on the teacher will provide
feedback.
2. The teacher will give her meaning or feedback to the
word rendition and ask how this word relates to the
symbolism of the letter “A” in the “Scarlet Letter.”
Again the students will take turns in answering.
3. The teacher will hand in a worksheet with a big A
drawn.
4. The teacher will ask the students to look for 3 words
besides adultery, that begin with A that come to
mind when they consider the story of The Scarlet
Letter. The students have to write these words on the
BACK of their large A.

5. The students need to think on “What text leads them
to think these words?” and Find the textual evidence
(quotes) and write each page number next to each
word.
6. Then the students should pick ONE of the words and
write it in large capital letters on the rectangle
attached to the bottom of the large A. Then, copy
the textual evidence (quote) that shows that word
onto the rectangle attached to the bottom of the large
A and make sure to use correct MLA format for citing
text.
7. Then the students should analyze the text and in a
well-written paragraph of at least five sentences,
analyze why they chose this word and this text to
represent the story.
8. Then the students should decorate their letter A in a
creative way. And base their decoration of the A on
the text and analysis - the decoration should be a
visual representation of the word chosen. They
should finish this for homework.
XVII. Assessment a. Use scoring rubric for decoration of A, word and text
evidence/ quote (MLA format), and paragraph
analysis.
XVIII. Differentiation a. Each student is able to choose their own words. They
are not forced upon them.
b. Each student can create their own artistic rendition
according to their own abilities- so long they reflect an
understanding and symbolism related to word and
quote chosen.
c. Students can work at their own pace in class, as long
as it is finished for homework.
XIX. Reflection a. Class discussion on meaning of “rendition” and its
multiple meanings in relationship to the “A” and its
symbolism in the novel “The Scarlet Letter”
b. Personal insight through quotes found in novel related
to the words chosen by each student.
c. Personal analysis and insight through reflective
paragraph on word and quote chosen.
d. Artistic rendition reflecting the students’ own
understanding and artistic view on the letter A’s
symbolism.

The Scarlet Letter
WHAT DOES “A” MEAN?
RUBRIC

Decoration:
Reflects the chosen word in some aspect ……………. ____/ 4

Word and Text Evidence / Quote:
Quote relates to word chosen.
Quote is correctly quoted and punctuated according to MLA format ……. ____ / 5

Analysis:
At least five sentences in the paragraph.
Clearly AND insightfully analyzes how this word is related to the story …. ____ / 6

TOTAL: _____/ 15

Comment:
___________________________________________________________________
___________________________________________________________________

Lesson Plan Multiple Intelligences

Intern: Zulema Roque/Carolina Barrera Grade Level: 7th
Grade

Title: Literature: Shakespeare Date:

I. Objectives
Students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students
will use English to participate in social interactions

2. Content Objective: Identify elements in the life and work of Shakespeare.

II. Materials for Learning Activities
1. CD and CD player

2. Handouts with the lyrics of the song

3. Worksheets with chart

4. Poster papers and masking tape.

5. Notebooks

III. Procedures for Learning Activities
Warm up Activity
Mental trip to the setting of the writer. Students will be taken outside to an open
area, preferably to a garden, and will be asked to get into a comfortable position
and close their eyes. With background music, students listen to the descriptions
given by the teacher to imagine the place and time being told. Students share their
experience.
Transition
Students listen to the song “Romeo and Juliette” and brainstorm what they know
about that story and its writer.
Activities
Activity 1
Jigsaw. Students are numbered out to form four groups. Each group will read and
comment on one part of Shakespeare’s biography: Childhood, personal life,

studies and interests, novels and work, to complete a chart. Then, students are
numbered again inside their first group and form a new group where there is one
student from each of the original groups. Each student shares a summary of what
was read in their original group, and everyone completes the chart with the
information being shared. At the end students return to their places and check
their work with the guidance of the teacher.

Activity 2
Students write a journal entry with pictures about what they imagined in the
previous activity. Then, they find a partner to share their work. Finally each pair
shares to the whole class how they imagined similar and different things.

IV. Assessment
Students write in their notebooks: 3 facts in Shakespeare’s life; 2 things or facts
about Shakespeare’s time and place that called their attention, and 1 activity they
enjoyed explaining why. At the end, students volunteer to share their reflections.

V. Differentiation
Starting up: The Students can write sentences instead of writing a paragraph for
the journal entry. They can also draw using a handout with the script of the mental
trip.
Beginning: The students can be helped by the interaction with other students with
higher level of proficiency or by the guidance of the teacher.
Developing: Students can write a paragraph in activity 2 using sensory language.
Expanding: Students can compose a rhyme or rap about Shakespeare, using the
descriptions in the warm up or using the same song (transition activity).
Bridging: Advanced students may use the class resources (internet, dictionaries,
books, etc.) to research about one of Shakespeare’s stories

VI. Reflection

Did all students achieve the goal? Was differentiation effective? In what activities
was the outcome positive and in which ones was it negative? What difficulties did
I encounter? Were students able to fulfill the activities? How or why not? What
are some adjustments or modifications I should make for next class?

How are the Multiple Intelligences met in this plan?

Intelligence Warm-up Transition Activities Assessment
Linguistic X X X X
Logical-Math X
Spatial X
Kinesthetic X X
Musical X X
Interpersonal X X X
Intrapersonal X X

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