Emilia Velazquez R&W/Social Studies Lesson

Social Studies Lesson:  Immigration

Guiding Question:

What is immigration?

Description:

This lesson serves as an introduction to reading non-fiction text relating to Social Studies. Students will read two passages on the subject of immigration entitled “La colonización europea de Norteamérica” from Steck-Vaughn’s GED Estudios Sociales and “Los mexicoamericanos” from La lengua que heredamos by Sarah Marqués.

During this lesson, students will learn about European exploration during the 15^th century and U.S. acquisition of Mexican territory during the Mexican-American War (1846-1848). Students will read individually and work in groups to identify main and supporting ideas. Students will complete the Vocabulary Word Map and Graphic Organizer for Quotes and Paraphrases worksheets. Students will also write a personal narrative in which they make a claim and use evidence from the two reading passages to support the claim. They will demonstrate proper use of new vocabulary in their writings.

Learning Objectives/Competencies:

Content

·       Learn about colonization and immigration

Literacy

·       Use context clues to understand new words (e.g., zarpó, tripulación, asentaron).

·       Locate and identify textual information in support of responses and claims.

·       Demonstrate comprehension of new terms in group discussions and written assignments.

·       Paraphrase information.

Materials:

·      Handouts (i.e., Vocabulary Word Map, Graphic Organizer for Quotes and Paraphrases) and instructions *

·      Steck-Vaughn’s  GED Estudios Sociales (1^st ed.). (2003). Austin, TX: Harcourt Achieve.

·      Marques, S. (2000). La lengua que heredamos. New York, NY: John Wiley & Sons, Inc.

Steps:

Brainstorming - 10 minutes

1.     Explain the importance of reading non-fiction text as it relates to history. Write the word “immigrant” on the board and ask students to write (a) the definition of immigrant,

(b) experiential  and contemporary views about immigrants, and (c) anything related that comes to mind using the “Vocabulary Word Map” handout.

Inmigrante 1.     Escriba una definición para la palabra inmigrante. 2.     ¿Cuáles son algunos puntos de vista personales y contemporáneos concerniente a inmigrantes? 3.     Aňada cualquier otro pensamiento  que le venga a la mente. 4.       5.

2.     Invite students to share their brainstorming ideas with the class. Make note of key words and topics on the board.

Small Group Work – 30 minutes

3.     Divide students into groups of threes, with some forethought about groupings.

4.     Distribute the Steck-Vaughn reading entitled, “La colonización europea de Norteamérica” (p. 36). Ask each group to read the passage and discuss relevant points to complete the “Graphic Organizer for Quotes and Paraphrases” handout. Each student should complete their own worksheet.

5.     Ask students to reflect on their work and answer the following questions, after each group member has completed their worksheet:

Reflección 1.     ¿Cómo escogíste tu declaración? 2.     ¿Cómo decidíste qué datos incluir como puntos de apoyo? 6.     ¿Qué te viene a la mente con respecto al tema de la inmigración?

 

Share Out – 15 minutes

6.      Invite students to share their work from the Small Group exercise and discuss the reflection questions.

7.     Bullet point answers on board.

Homework:

1.     Distribute Marquez’s passage entitled, “Los mexicoamericanos” (pp. 89-90). Instruct students to read the passage and write CP (Conección Personal [translation PC - Personal Connection]) next to those items that they can relate to from personal experience.

2.     Instruct students to revisit the in-class Steck-Vaughn reading and write CP next to those items that they can personally relate to.

3.     Encourage students to reflect on their CP notations and complete a graphic organizer form for the Marquez reading.

4.     Ask students to reflect on their work and answer the following questions:

Reflección 1.     ¿Cómo puedo desarollar el tema de inmigracion desde mi punto de vista personal? 2.     ¿Qué datos de los que hemos leído en estos dos pasajes apoyan o contrastan con mi pensar?

 

 Extension Exercise (next class session):

1.     Ask students to write a personal narrative in which they present a claim regarding immigration. Encourage them to use the two in-class readings to compare, contrast, and reflect on their personal experiences and support their claims. The writing should demonstrate appropriate use of new vocabulary words, where applicable.

Assessment:

1.     With this lesson, students will have an opportunity to complete in-class assignments with the support of their peers. The homework assignment will require that they repeat the process on their own in order to cement their understanding. The narrative essay will reinforce the learning and allow students to apply historical lessons to contemporary/personal contexts. The homework and personal narrative will be collected to assess student progress.

* Notes:

1.  The Vocabulary Word Map (English version) is from http://www.eslflow.com/Peterswordmap.pdf.

2.  The Graphic Organizer worksheet (English version) was posted by Mark Trushkowsky at

http://cunycci.pbworks.com/w/page/71116160/Example%20of%20Graphic%20Organiz


 

Katti Wachs R& W Lesson: Developing Details in Personal Narrative Writing

Writing Lesson for Level 2 Students: Developing Details in Personal Narrative Writing

Guiding Question:

What can we do to become better at describing things, and also work towards the long- term goal of providing detailed evidence for our claims?

Description:

This lesson is intended to capacitate students to develop more detailed descriptions in their writing, while also maintaining focus on a given topic. Students will begin with some group activities in the classroom, and then transition to the writing lab where they will work on their own individual pieces.

Learning Objectives:

Literacy

Students will:

1. Begin to build the ability to focus on a topic more in depth.

2.  Incorporate the five senses while providing descriptive detail--showing not telling.

3. Become more engaging and effective writers.

4. Become comfortable writing 10-15 word sentences using descriptive detail.

5. Think more intentionally about how to write effectively. They will feel more comfortable and competent as writers and readers while writing and responding thoughtfully to one another's pieces.

Materials:

Lesson handouts and instructions

Steps:

Brainstorming and sharing as a group- 20 minutes

1. Provide the students with the objectives of the lesson, and let them know that these skills     are key to producing writing that is both interesting and convincing. Furthermore, in the long run, these skills will be necessary for the crafting of a strong persuasive GED essay.

2. Remind students that we use description a lot in our daily lives.  Whether it is when we tell a family member how our day went, or recommend a movie to a friend, or explain to the doctor what is wrong with our child, it is important to be able to articulate the experiences      we have had. Ask students if they have told a story or explained a situation to someone in the last       couple days that they are willing to share.  A follow up question might be whether students thought that they successfully conveyed the message or image they wanted to. If so, have them reflect on what it was that they said allowed them to do that.                                                                                                                                                             

Share with students that, similarly, it is our challenge as writers to find the best words and expressions to convey to the reader the who/what/where/when and why of a situation--be it real or not. One way to do this is through the use of detailed description. When we take the      time to provide details about what we are describing, we ensure that the image we have in                 our heads is conveyed to the reader's head. This is the kind of writing we will be working on today.

3. Write on the board the word "snowstorm" and have the students free associate phrases/      words while you write their answers on the board.  Classify the words grammatically -- under and then ask students to add to the already existing list (slippery, icy, freezing, numb, frozen,    white mushy, to slip, to fall, to slide, to make snow angels/snowmen, to glide, to ice skate, to                 hurl, (snow balls), to play, to run, to rejoice etc.

4. Then, use the information on the board to cooperatively craft three full (10-15 words) descriptive sentences with the stems below. Ask students to imagine that the reader does not know they are talking about a snowstorm, so they are going to have to show it to them with their words and images. Model the first "see" example:

                      I see white flakes slowly falling from the sky to land on the trees' dark branches.

                  Ask the students what, if anything they like about the sentence? What does it make them             think/ feel? Then, discuss the various components (the use of the adjectives, adverbs and    verbs) of the sentence   with the students contributed to creating a more vivid image in their    heads.

Small Group Work: 10 minutes

5. Still working with the idea of the snowstorm, ask students, in groups, to craft their own cooperative examples for:

I see ____________________________________________________________________________________________________________

I feel____________________________________________________________________________________________________________

I hear __________________________________________________________________________________________________________

Sharing and Response Time: 10 minutes

                 

6. When finished with the task, groups exchange examples, and respond to each others' sentences by sharing what phrases/ words they liked best in the sentences, and why.

On the board you can write stems like the ones below, and model using them:

I like when you use the word/ expression ______________________________because________________________.

I like when you describe _________________________because it made me picture____________________________.

Assessment: 

Collect the group work and review

Homework: 

Ask students to choose a situation or place and describe it writing a minimum of 3 "I see" " I feel" "I hear" sentences.  The next class will begin with students reading their sentences to the group and the audience both "responding" and trying to guess the place/ situation

Angelo Ditta R&W Activity: Health Benefits of Flossing Your Teeth

Lesson Planning Activity (Level 4 GED class

Health Benefits of Flossing Your Teeth

Description:

This lesson is the first in a series that addresses good dental hygiene.  Students will read the article and identify the health benefits of flossing teeth. 

During this lesson, students will learn that there are several health benefits to flossing teeth.  Students will work independently and in groups identifying through reading and writing how to properly floss and explain and write a few health benefits that flossing offers.

Learning Objectives/Competencies:

Content

1.    Learn about dental hygiene (Flossing)

Literacy

1.    Use context clues to understand new vocabulary

2.    Locate and identify specific information

3.    Develop comprehension of new words

4.    Paraphrase information

5.    Write a detailed method of proper flossing

Materials:

1.    Lesson handouts and instructions

2.    Nicks, J.  “Health Benefits of Flossing Your Teeth.” Buzzle, Intelligent Life on the Web (Buzzle.com) 2013.

Steps:

Brainstorming:        15 minutes

1.    Introduce the term dental hygiene and ask the students to make a list of the ways they practice dental hygiene.  Write their ideas on the board and ask the students to explain why they practice that particular hygiene.

2.    Ask students to write the word flossing in their notebook.  Invite the students to write a simple sentence or two explaining what flossing is and how they think it should be done.  Write a few of their ideas on the board to create a list.

Group Reading:       15 Minutes

3.    Distribute the article, Health Benefits of Flossing Your Teeth.  Read the article together as a class asking students to underline words they are unfamiliar with.  Clarify and elaborate on any ideas that students need clarification on.

Small Group Work:             20 Minutes

4.    Ask students to form groups of five and to complete the vocabulary worksheet and address reflection questions on the handout.

a)    How has this article help you to understand the importance of dental hygiene, specifically flossing?

b)    Will you be changing your dental hygiene habits?  How?  Why?

Individual Work:      15 Minutes

5.    Complete the chart on dental flossing based on the questions for reflection.

Share Out:    15 Minutes

6.    Share the material on the chart with the class.

Homework:

1.    Ask students to write a detailed paragraph on why they would encourage someone in their family to floss regularly and how to floss properly.

Assessment:

1.    By collecting the student charts, the instructor can assess individual understanding.

Jane Parkerton Math PD Fall 2013

Mathematics PD Assignment Fall 2013 

The Problem 
 “Cats and Canaries” is a problem almost similar to Farmer Montague’s goats and chickens with one major difference (see attached handout).  The similarities are clear: 4 footed animals and 2 footed animals. And in this case, students have to find out the number of cats Ms. Lang has in her 25 animals. The crucial difference in this problem is that it has to be done in a group. And this makes it more challenging.

This problem should respond to at least 6 of the Common Core Mathematical Practices:

1. Make sense of problems and persevere in solving them. Group work should offer support, a place to ask if this makes sense and opportunity to bounce ideas off. 
2. Reason abstractly and quantitatively. Using different solution methods students will need to come up with a coherent representation of the problem and be able to explain it to group mates and the class as a whole. This problem also is a beginning bridge to abstract reasoning. 
3. Construct viable arguments and critique the reasoning of others. This practice will be facilitated through group work since they will be forced to continually check in with mates to clarify clues and point out wrong turns. 
4. Attend to precision. Students will have to communicate clearly with each member of their group and prepare to present to whole class. They will have to label clearly and check their calculations. 
5. Look for and make use of structure. 
6. Look for and express regularity in repeated reasoning. 

When I was working through this problem I soon realized what a good idea it was to make a table. Suddenly all the data I needed was laid out in an organized format. Noticing the way the numbers changed up and down the sides helped me to quickly fill in my table without actually calculating feet and paws.

Note: Since I did not have enough class time to develop and implement this problem with students, it will be used next semester, probably within first 4 weeks. I will then add student work and reflection on to what I am submitting here.

Students will work together in groups of 3-6. They will draw their work on large sheets of paper and present to whole class. Each group’s work will be taped to the board for display. After each presentation students will be urged to ask a question of the presenters. And after all have presented, students will be asked which method they liked, which seemed to work best and explain. The problem explained: The 1 page handout is set up as six cards to be cut apart. Each group gets the same set of six cards and they are instructed to distribute one or two cards to each member depending on the number of students in the group. Each card ends with the question, “How many cats does she have?” In addition, each card contains one essential piece of information needed for the group to solve the problem. Group members are told not to show their cards. However, they can and should read them aloud to other group members on demand. The rules are distributed with the worksheet and read aloud as a class before beginning. They are repeated below.

How to start 

1. In a group of 3-6, pass out the clue cards. If there are extras then it is okay for some people to have two cards. 
2.  Read the information aloud to your group mates as many times as you wish. But you cannot show your card to anyone else. 
3.  Work together in your group to figure out the problem. Use any method that you think will help, such as drawing a diagram, making guesses, keeping a list or whatever. 
4. When you think you have solved it, check to see that it fits all of the clues. 
5.  Compare your methods with other groups. Do you have a favorite? 

Meeting the requirements of the assignment: “Cats and Canaries” seems to meet the criteria of the assignment. Students cannot proceed directly to a solution without some struggle and problem solving. Moreover, the value of this problem is enhanced because students are actually forced to work together, checking in with each other to ask, “Please read your clue card again.” They will have to think mathematically using basic math skills of addition, subtraction, multiplication and division as well as draw on prior experience of math work using tables and organizing their data. Some students may solve the problem algebraically.

Planning
 To prepare to teach the “Cats and Canaries” problem, I see four steps that I need to complete. First, I should solve the problem myself on my own, taking notes at each twist and turn of my journey. Second, after arriving at what I hope is a solution, I should look back at the places where I felt stuck, stymied or got off on the wrong track. Third, after discovering these places, I should anticipate that the student learners will find this also an obstacle and prepare some questions that will get them back on track without doing the work for them, and still reinforcing the belief that they can do this. Fourth, during the next semester I will teach this problem and complete this assignment.


My Work
To start, I had the disadvantage of not having a group to help me sort it out and focus on the criteria which I feel would have helped me stay on track. On the positive side, I had all six cards in front of me and had no choice but to read all clues. Nevertheless, as you will see from my work which follows, I made several mistakes because I didn’t read carefully – a humbling experience. I began by reading, carefully I thought, the six clue cards. Page 1 of my work notes follows. Listed at the top of my work notes are what I initially felt to be the essentials: she has cats and canaries; 25 heads to pet means 25 animals (not sure why I saw this as important); and the question, “How many cats does she have?” Then a bit overwhelmed by all the criteria to meet, I focused on one which I wrote below a line I drew at the top: Total # of cat paws and the total # of canary feet are each a multiple of 5. Then I decided to use the guess and check process but quickly changed to a Table. Prior knowledge led me to the table. This is a point I am not sure my students will arrive at unless I help them come up with it. As you can see I set up a table, #of cats on 1 side and # of canaries on the other. I began with 0 cats which gives me 25 canaries, a not likely possibility since Ms. Lang appears certain she has some of both. Nevertheless, I began at what I considered the beginning, 0 and 25. Then I followed the table down to the point where I arrived at 25 cats and 0 canaries. Then working with the multiple of 5 I went back up and eliminated the top five lines and the bottom 5 lines thinking that these were not multiples of 5. Then at sea as to what else this table could reveal I went back to the clue cards and searched for one I found most manageable: the bottom left card, “The total of the number of cat paws and canary feet is divisible by 2, 4, 8, 10, 20, 40, and 80.” Yikes, I thought, I have total of 25 – where in the world do the 40 and 80 come from? Then at the bottom of the page you can see that I have written, “Oh wait! This is heads – it is the paws and feet! So I then realized that I had to add to my table on each side, #of cat paws and on the canary side, # of canary feet. So I started a new page and a new table. Page 2 of my work follows page 1. On page 2, I wrote the 2nd criteria that I was going to use -- “The total of the number of cat paws and canary feet is divisible by 2, 4, 8, 10, 20, 40, and 80.” Then I completed a second table, adding # of cat paws to the left side and # of canary feet to the right side. So, with 0 cats I had 0 cat paws and 25 canaries I had 50 canary feet. And so on down ending with 100 cat paws, 25 cats and 0 canaries and of course 0 canary feet. After completing my table I looked at my clues, saw that I needed a number that would be divisible by 80 at most and then zeroed in on 80 cat paws – a natural mistake I suppose. But I discovered it only when I added 80 and 20 together to get the total and realized that 100 is no longer evenly divisible by 80 (or 40). You will see the “Oh wait! comment right below where I added 80 and 20 to get 100, on the right side of the sheet. Ah, now what? Then I reasoned that I had to subtract 20 so that my total of paws and feet would be 80 so that led me to what I thought was my final answer, 60 cat paws and 20 canary feet. And yes, they meet another clue of 3 times as many cat paws as canary feet. It was only today, as I prepared to type this up that I realized the final answer to the question asked, “How many cats does she have” is 15.

Angelo Ditta Math PD Activity

Fall Math PD


Math Equation: 
Part One: (Find the mean, median, and mode of the following set of numbers. (2, 34, 5, 16, 37, 45, 5).
Part Two: (Construct a set of 10 numbers with a mean of 7, a median of 6 and a mode of 3). Is there more than one way to do it?                                                                                                                      This equation was presented in the Math GED class on Monday, December 2, 2013.


Planning: I chose this equation because students enjoy working on mean, median and mode. They tell me it is very easy for them to solve these equations because it allows them to apply a formula and solve for the correct answer. Most students solve correctly and they feel they have accomplished a math task. The second part of the question invites the student to delve deeper into the knowledge and complexities of the concept by applying already learned skills and to allow students to integrate cognitively deeper strategies by examining various methods and structures to solve the equation. There is a higher level of thinking and analysis that occurs when solving for part two. I believe this helps to prepare them to tackle higher levels of math equations particularly those that may appear on the GED Exam. This equation meets our criteria because it requires some out of the box thinking. In addition, the equation helps students to consider more than one mathematical concept, encourages students to build off of previous knowledge, asks students to think backwards, and it requires students to come up with their own way of solving the equation. I believe some challenges will include a longer amount of time to solve the equation, some confusion on how to start, how to arrive at the given numbers (the median and mode) in the equation, and remaining with the equation after some helpful prompts from the teacher or other students.

My Work: I solved the problem by identifying what number divided by 10 would give you 7. I then proceeded to find a configuration of 10 numbers that added up to 70 keeping in mind the median of 6 and a mode of 3. 2, 3, 3, 4, 5, 7, 9, 10, 11, 16 = 70 /10 = 7 Mean 7 + 5 = 12/2 = 6 Median 3 is the most occurring = Mode I added the 10 numbers to check if they added up to 70. I then divided by 10 to check to see if the mean was 7. I then checked to see if my median and mode was correct. After verifying these check points, I was satisfied that I completed the task successfully.


Student Work: The students tried to find out what configuration of the ten numbers would give them 7 when divided by ten. Some students picked up on this immediately and others took some time after promptings to begin working on the median. I helped them to draw similarities between finding the mean in part one and now for part two. After that, the students began to set up a series of numbers that would add up to 70 and then divide by 10 to prove that 7 would be the median. Most students set up a series of three or four sets and added them. However, they also had to cognitively arrange the mode and the median to meet the given numbers set forth in the equation. The student busily arranged lines of numbers adding and inserting numbers to create their set to answer the equation correctly. After the allotted time, I asked five students to place their sets on the board and to explain their method and reasoning to the class. As they explained their process, the class began to realize how those students arrived at their answers and that there were several ways to solve the equation. One surprise response was, “No one person has the same numbers.” Also, students were able to identify one set that was not in sequential order and how it had to be rearranged since the median was now going to be incorrect. I thought this was a great insight for the class particularly the students whose set was not sequential order. Two students in particular, Tracy and Yeshi had some difficulty in beginning. They realized on their own that they needed 10 numbers that added up to 70. After this they progressed at a good pace and came up with the correct solutions. Tracy had some difficulty in arranging the 10 numbers. Yeshi had difficulty locating the median. It took Tracy three times to complete the equation and Yeshi two times to solve correctly.

Student Reflection: I asked the students what they found difficult at first sight. The said finding the numbers that added up to 70 and grouping the numbers in sequence to find the median and mode. I then asked the students to identify the moment they began to find the equation make sense. They responded that when they found the number 70, everything was clearer. In addition, some of the prompts from the teacher assisted them in their persistence. When asked what they learned, they said persistence was essential to solving the equation, there was more than one way to answer the equation, and that sequencing was an important element to this equation. They also indicated that this equation helped them to really think and apply more knowledge to a math equation. Some students who had previously taken the GED test indicated that it reminded them of some of the equations they saw on the GED test.