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Methods of Teaching Portfolio 1

MODELS OF TEACHING PORTFOLIO

Submitted by

David Lankford

to

Dr. Katie Alaniz

In partial fulfillment of the requirements for

EDUC 6330:

Teaching Methodology for the Professional

June 27,


Table of Contents

Purpose and Objective 4

Model 1:Inductive Thinking Model

Example: Lección 9 Las Fiestas 5

Model 2: Picture Word Inductive Model

Example: Lección 9 Las Fiestas ¿Qué Pasó? 10

Model 3: Synectics

Example: Travel Brochure 15

Model 4: Advanced Graphic Organizer

Example: Negative and Affirmative Articles 20

Model 5: Concept Attainment

Example: Gustar 24


Model 6: The Partner Learning Method

Example: Interrogative practice and review 27

Model 7: The Role Playing Method

Example A: In the News with El Pais 31

Example B: In the News with Univision 34

Model 8: The Nondirective Teaching

Example: What happens when… 37

Model 9: Group Investigation

Example: A deeper study 39


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 in our class in a practical lesson plan format with the intent to instruct

undergraduate and graduate students seeking secondary certification.

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

models in my role as a teacher 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 preservice teachers, while simultaneously providing

them with necessary information regarding our curriculum. Rather than using the traditional

lesson plan outline, I have employed the syntax model presented in our text, Models of Teaching

by Joyce, Weil, and Calhoun. In addition, I have included various other teaching tools to be

utilized in conjunction with these lesson presentations.


The Inductive Thinking Model

Lesson Title: Lección 9 Las Fiestas1 Páginas 300-307

Subject: Spanish 1

Lesson Goals: The student will adopt the vocabulary presented in Lesson 9. The student will be

able to translate, define, pronounce and utilize the vocabulary words in accordance with correct

grammar rules. This goal will be realized through various inductive exercises designed to build

interlocking connections in the student’s memory which link prior knowledge to the new

vocabulary words.

Lesson Objectives:

The student will identify and utilize the vocabulary words introduced in Lesson 9.

The student will be able to correct phases by introducing the correct words according to

context.

The student will pronounce selected words correctly.

The student form questions in context.

The student will answer questions using the appropriate vocabulary.

The student will be able to describe their experiences in the target language.

Materials/ Resources Needed:

1 I have a BA in Spanish Language and Linguistics; so I am able to coach/mentor three Span1 and Span2 teachers at EHS. For this lesson, I have selected the first chapter we will have in September 2014: Chapter 9 Las Fiestas. The section I will use in this lesson will be learning new vocabulary words. The Span 1 class is composed mainly of 9th graders; however an occasional 10th or 11th grader will attend. The text is Descubre from Vista Higher Learning and includes a work book, lab book, DVD, and a SuperSite (online resource) with repetitive online practice exercises.


The text book Descubres

The Language Lab2

Internet access to the Descubre super site

1:1 computers

Epson Brightlink 485 LCD projector, wireless pens, and interactive whiteboard

Focusing Event:

The teacher will use the Epson Projector to play the YouTube video “Chocolatte”

(http://m.youtube.com/watch?v=Vrwo-mt9LfM ) . The teacher will capitalize on the peaked

interest of the students to initiate a discussion about holidays, parties, and the stages of life. This

guided discussion will introduce the first set of vocabulary words on page 302.

Phase 1: Identify the Domain

The teacher will guide a student discussion into the subtle differences between recognized

holidays like Christmas and social celebrations like birthdays, sweet sixteen, graduation, first

job, and retirement. Although the holidays (prior knowledge) we have studied while this new

domain of inquiry may appear ambiguous, the discussion should resolve uncertainties. Students

will be paired up and asked to study the graphic “Las etapas de la vida de Sergio”. They will be

tasked with familiarizing themselves with the new words. Once the teacher observes students

with a degree of comfort with the terms (formative assessment through observation), the students

will be asked to make flash cards using Quizlet. The 21 words can be grouped in sub domains

within Quizlet.

Phase 2: Collecting and Sifting Information Then Enumerating Data2 EHS has a 36 station computer language lab using the Sanako language suite.

http://m.youtube.com/watch?v=Vrwo-mt9LfM


The teacher will assign section 5 and 6 to be read interactively. The teacher will provide on the

spot feedback as needed. Section 6 requires students to compare and contrast words according to

contextual clues in the dialogue. Students will be observed for their ability to break down the

context of a question and compare the context with different data sets to provide the correct

response by “building up” (synthesizing) the list of words within context.

The students will enumerate or label the 21 words as stages of life, stages of employment, or

stages of social contracts. Nouns, verbs, and adjectives are additional labels that could be

provided.

Phase 3: Examine Data

The teacher will carefully develop the students’ understanding of the data sets by using the

exercises on page 303, exercises 7 and 8. Exercise 7 asks questions to probe the students’ ability

to plan a celebration. The teacher should query students for stage of life or type of grammar clues

as they answer the questions.

This is an opportunity to examine how the classification or synthesis in Phase 2 can provide the

best answer to each question. This skill can be applied to standardized tests. This process should

not be rushed. The use of the Language Lab is recommended. The lab with its individual

cubicles, headphones, and mics force the students to concentrate on the teacher’s voice as the

data is examined.

Phase 4: Interpreting Data and Developing Labels

admin, 06/22/14,

David, since you began the lesson in third person, you might want to avoid using first person language here.

David Lankford, 06/22/14,


The teacher will next guide the students in forming concepts of understanding by classifying the

data or words in this case. On page 302, exercise 9 introduces 16 new words. These words can

be classified alongside the first 21 words. Using Quizlet, thus allowing the class to remain in the

language lab, students can explain why they have grouped these new words with the first set.

Their answers with verify their understanding of the concepts defining each category. This

valuable step uses constructivism techniques to interlace the memory of the first set of words

with this second set. The result should be an increased mapping (synapsis) of each word in

memory.

Skipping to page 307, students will further classify the words by studying their spelling and

pronunciation in detail. Spanish words have 27 sounds with each sound corresponding to a

letter. This lesson focuses on the letters H, J, and G.

Phase 5: Building Hypothesis and Generating Skills

In this final phase, students will consolidate and transfer the knowledge and skills they have

acquired in this lesson. The teacher should review the lesson goal and objective. Using the Epson

projector, the class will enjoy the “fotonovela.” This lesson’s title is “¡Fekiz cumpleaños,

Maite!” The teacher will engage the student in a “what if…” dialogue after the fotonovela, sing

the context of what could happen with certain changes in the dialogue as delivered in the

fotonovela. These changes will require students to put opposing vocabulary words into play.

Students can select certain words form the vocabulary list or their own experiences and “test”

how they play out in the dialogue.

admin, 06/22/14,

This is an excellent use and explanation of the foundational concepts of this model. Great work here, David!


On page 306, exercises 1, 2, 3, and 4 continue this theme of asking open ended questions which

allow students to suggest a word and test its appropriateness.

Phase 6: Test and Consolidate Skills Through Practice and Application

The work book and online supersite have additional exercised for further practice of targeted

skills. They should be assigned as needed based on formative assessments. Should the need arise,

the concepts can be retaught using the additional exercises.

The students can use their computers (one at a time) to broadcast the supersite exercises onto the

interactive whiteboard and answer the questions using the digital pens. The student broadcasting

(computer) can be rotated until all students in the class have been engaged. In a similar manner,

the student at the interactive white board can be rotated. This exercise makes that task more

engaging and meaningful to the class while allowing the teacher time to observe and evaluate

student outcomes and provide remedial instruction as needed, unencumbered by the task of

“running” the lesson.


The Picture Word Inductive Model

Lesson Title: Lección 9 Las Fiestas ¿Qué Pasó?

Subject: Spanish 1, Grades 9 and 10

This lesson can be accomplished in one class period.

Lesson Goals:

To help students internalize the vocabulary introduced in the previous lesson.

Practice communicative skills like circumlocution.

Practice inductive reasoning and higher level thinking skills in support of the new

vocabulary words.

Develop an increased awareness of the Latino culture.

Develop each students “self-awareness.”

Students will practice pronunciation skills while discussing the image.

Lesson Objectives:

Texas Essential Knowledge and Skills for Language Other Than English

o Cultural – The student will use glean cultural information from the image.

o Communication – The student will learn to exchange ideas and

observations.

o Connections – The student will learn content knowledge by linking new

vocabulary to preexisting knowledge


o Communities –The student will observer the existence and formation of

the communities of Spanish Speakers (Hispanoparlantes) and articulate

such observations.


An image file and the means to project the image file in class. The image should contain

enough elements to elicit appropriate and meaningful discussion with the inclusion of the

targeted vocabulary.

Focusing Event:

The teacher will play a YouTube video consisting of two minutes of culturally festive

activities and a strong rhythmic background indicative of a South American culture (“Día de los

muertos” or “navidad,” for example). The class will view the video at the start of the class. The

intended goal will be to see the students forget the previous class (the previous subject, not this

class’s previous lesson) and passing time as they immerse themselves in the rhythm of the video.

Phase 1: Identify the Domain

The teacher will use the Epson Projector to display the photograph of a boy looking at his

iPhone while two teenaged girls with shopping bags pass behind him. The scene is an outdoor

mall at night with festive lighting. A decorated tree fills the center background. While festive,

the holiday is not specifically related to Christmas through any particular icon or artifact.

Additional pedestrians stroll throughout the image.

admin, 06/22/14,

Ideally, the objectives should describe something that the students will do as a result of participating in the lesson and begin with “The student will…” or “The learner will…” You could easily structure these bullet points to do so, as you did in the first lesson.


The teacher establishes the vocabulary domain as confined to the vocabulary presented in

lesson 9, pages 300 to 316.

This is in a 1:1 environment; therefore the image is made available to student notebooks

at an appropriate stage in the lesson. There are two images in this lesson, as sometimes the

teacher will need to use the more explicit image with the Christmas tree for those times when the

conversations and descriptions fail to produce the desired conceptual view of a holiday as related

to the text book Descubre. Both images are on the following page in high resolution for proper

presentation by LCD Projector. Both images were taken by David Lankford and are Creative

Common Use license.

Phase 2: Collect, Present, and Enumerate Data

The teacher will remind the class of the norms, rules and practices common to this lesson.

The teacher will ask the class to call out specific nouns relating to artifacts contained in the

image. The teacher draws a line from the artifact to the word provided by the student which is

written in the outer margin of the image. Since the Epson Brightlink system is used with the

ENO interactive white board, the text and lines drawn on the white board, through the

photograph’s transparent image can be recorded for review later in the chapter or provided

students who are absent from class.

Phase 3: Examine Data

The teacher asks the students to provide depth to the words provided. There should be

about 20 words. Depth arrives through the examination of the referenced artifacts. Students are

encouraged to add adjectives further describing the items. For example, “the boy is wearing a

bright red t-shirt.”

admin, 06/22/14,

David, you will probably want to aim for consistent verb tense throughout your lessons.


After adjectives have been applied, the teacher asks the students to form sentences with

verbs and adverbs that describe the artifacts or their use in the scene. For example, “the two girls

parade past the boy flaunting their recent purchase with pride.”

Phase 4 Form Concepts by Classifying Data

The teacher will now ask the students to form conceptual references within the scene.

They will then use these references to apply emotion or intent into the descriptions. For example,

the boy pretends to look at his iPhone as the girls walk past him because he is shy and he finds

them attractive.

Phase 5: Generate and Test Hypothesis

The teacher now requests the students to engage in questions and answers pertaining to

their conceptual references regarding the scene. For example, if the boy is shy, what will he do

next? Or if the girls purchased gifts, who might they be for and for what occasion. Remember

this lesson includes coming of age or sweet 16 parties, birthdays, retirements, and graduations as

vocabulary to introduce in the dialogue.

Phase 6 Consolidate and Transfer

The lesson concludes with students in pairs, using a list of vocabulary words to target in

paired discussion. The teacher perambulates, observing and annotating student achievements.

These formative evaluations are recorded with respect to participation, creativity, cultural

awareness, self –actualization, grammar usage, pronunciation and peer review. Students are

encouraged to correct or coach each other.

admin, 06/22/14,

Please check for consistent verb tense throughout the remainder of the lesson and in future lessons.


The Synectics Model

Lesson Title: Travel Brochure Lesson 9

Subject: Spanish 2, 10th grade

Duration: Wednesday to Monday

Lesson Goals:

Students will be able to describe aspects countries contained within Latin America. Latin

America is a collection of 21 Spanish speaking countries.

Students will focus on the uniqueness of geography, native languages, indigenous

populations, modern cultures, archeological sites, history, economies, and governments.

Students will create a product in the form or a travel brochure.

Students will learn basic research skills.

Students will learn to use a publishing software or the publishing features of a word

processor.

Lesson Objectives:

TEKS – 114 C

Cultural – The student will use glean cultural information from contextual clues provided

in the lesson..


Communication – The student will learn to exchange ideas and observations.

Connections – The student will learn content knowledge by linking new vocabulary to

preexisting knowledge

Communities –The student will observer the existence and formation of the communities

of Spanish speakers and articulate such observations. The student will participate in

communities at home and around the world by using languages other than English.

Comparisons

o A) demonstrate an understanding of the nature of language by comparing

languages

o B) demonstrate an understanding of culture through language


Access to the Internet

Access to a computer with publisher type software.

Several sample brochures http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx

A list of countries in South America

A rubric for the completed assignment

Focusing Event:

We will look at a map of the world

upside down. That is with the United States on

the bottom and South America toward the top.

The map, or a slide projected onto the white

admin, 06/22/14,

David, please refer to my note in your second lesson on learning objectives.

http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx


board, will be presented at the start of class. In English, students will be asked if the countries on

top are more economically powerful or sophisticated than those located below them.

Phase 1: Description of Present Condition

What do we know about countries that now occupy land that was once belonging to the

Incas? The teacher will discuss the countries of South America with the intention of using those

countries in this assignment.

Phase 2: Direct Analogy

This is the first of three analogies. It is a comparison between two objects or concepts.

The teacher will switch from the discussion of the continents reversed and ask what the

students know about the time of the Incas and the arrival of the Spaniards. The teacher will

introduce the image. The teacher will lead the students on their first set of questions which are

designed to provoke metaphors or analogies. For example, what color does the distant mountain

take on? It looks a little purple like grapes.

Looking at the scenes on pages 102 to 166 in Descubre, the teacher introduces the travel

brochure project.

Phase 3: Personal Analogy

This is the second structure. This analogy is empathize with the ideas, objects, or nature

around them.

The teacher asks, using metaphors that are familiar favorites to the students, how would

they describe the features they see in the sample brochure? For example, the mountain is curved

admin, 06/22/14,

Please check for consistency in verb tense throughout your lessons.


like a human spine and supports the habitat of the highlands. The mountains are powerful and

intimidating while the beaches are warm and inviting like a close friend.

Phase 4 Compressed Conflict

This is the third structure. The teacher directs the students to use words that describe an

item or image through its opposites. For example, the students might be asked to compare the

country side to the urban centers. They might use phrases composed of opposites like the

“disturbing calm of the amazon.”

Phase 5 Direct Analogy

The teacher displays a sample brochure

http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx . As he or she shares the image, the

teacher asks students to make up metaphors and analogies. The teacher encourages students to

note that the format has photos, academic text, and social commentary. The students are asked to

examine the parts of the sample. The conceptual frame work is to have the students experiment

with metaphors in a playful manner to support tourism and to encourage others to visit the

country they have chosen.

Phase 6 Reexamination of the Original Task

Students will be asked to create a travel brochure of a Latin American country using

photos, maps, and dialogue. The dialogue should use metaphors to describe features of the

county or region selected. For example, the Amazon River snakes its way between Ecuador and

Brazil. Daring adventurers can challenge the dangerous curves and bends of the coiled snake.

admin, 06/22/14,

Verb tense

admin, 06/22/14,

Again, it’s important that your audience remain consistent and that you’re not shifting to addressing the students.

admin, 06/22/14,

Verb tense

admin, 06/22/14,

In this paragraph, it seems as if you have suddenly shifted to addressing the students directly.

http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx


Coto Paxi is the highest peak in Andes and raises from the steamy jungle like a tropical frozen

cocktail. Coto Paxi is frozen year round.

Students will share ideas and sample photographs on day one. Day two will be a proctored work

day, and day three will be a show and tell day. The teacher will make formative assessments on

days one and two. Day three will be a summative assessment day.


The Advanced Organizer Model

Lesson Title: Affirmative and Negative Articles

Subject: Spanish 1

Lesson Goals:

The student will understand the scope and sequence of the current lesson

The student will begin classifying and categorizing the forthcoming lesson’s

content.

Lesson Objectives:

TEKS 114C







Comparisons


languages



Text book Descubre

admin, 06/22/14,



Access to the Internet

Focusing Event:

The graphic organizer entitled “English_Affirmative_Negative.jpg”

The teacher will begin by reminding students what they already know about affirmative and

negative articles in English.

Phase 1: Presentation of Advanced Organizer

The teacher will use the image English_Affirmative_Negative.jpg projected by the Epson

LCD Projector on to the interactive white board at a size sufficient to allow for hand written

annotation as needed.

The scope and sequence of the lesson will be articulated. The students will use their

knowledge of affirmatives and negatives in their language to classify and categorize Spanish

equivalents. A list of exercises in the text book, super site, and work book will be supplied with

completion dates.

The teacher will explain how these words are used correctly to affirm the subject or

object of a sentence or to negate the same.

Using Affirmative.jpg, the teacher will describe the depth of the lesson as well as the

grammatical structure to be studied.

Phase 2: Presentation of Learning Task or Material

The final image, Affirmative.jpg, will be reviewed for its data domain and conceptual

framework. The teacher will focus not on the knowledge content, but on the metacognitive

processes to be used by the student as the illustrative material is presented in the forthcoming

lesson.


The deliverables will be assigned with rubrics and due dates. The teacher will ask

students to in their words describe the big picture as well as the processes they should use to

process the lesson.

Phase 3: Strengthening Cognitive Organization

Using principles of integrative reconciliation, the teacher will promote active reception

learning. The teacher will elicit critical approach to the subject matter and clarify and

ambiguities that linger.

He or she will incorporate progressive differentiation, in which the most general ideas of the

lesson are presented first. Additionally, he or she will utilize integrative reconciliation, in which

new ideas should be conscientiously related to prior learned content. The teacher should recall

constructivist ideals and link new content to already memorized content. Point out categories and

classifications to add in the placement of the new idea in the matrix of existing ideas. The mind

map illustrated in this lesson provides a visual scaffold to graphically link this information. As

the lesson unfolds, the teacher should refer back to these images and make them available to the

students.

admin, 06/22/14,

David, here it seems as if you’ve shifted from explaining the lesson to directly telling your readers what to do. It’s important that your writing style remain consistent throughout each lesson within the portfolio.


English_Affirmative_Negative.jpg

Affirmantive.jpg


The Concept Attainment Model

Lesson Title: Gustar

Subject: Span 1

Lesson Goals:

The student will master the unique grammatical concept of “Gustar”

The student will be able to distinguish between singular and plural forms of

gustar.

The student will be able to use gustar with pronouns as needed.

Lesson Objectives:

TEKS 114 C


Connections – The student will learn content knowledge by linking new


Communities –The student will observer the existence and formation of the

communities of Spanish speakers and articulate such observations. The student

will participate in communities at home and around the world by using languages

other than English.

Comparisons

admin, 06/22/14,




languages



Internet access

1:1 computers

Focusing Event:

The teacher will play the first video and discuss. Then, he or she will play the second one

and compare and contrast. http://youtu.be/saSkDql4MfA http://youtu.be/eD8gkTKApv8

Phase 1: Presentation of Data and Identification of Concept.

The teacher will assign this overview to be processed individually before discussion.

http://www.educreations.com/lesson/view/gustar/9032135/?ref=appemail

The teacher can refer to page 246 for additional explanations. The text has a good

representation of what a direct translation would look like if gustar were to be conjugated as a

typical verb.

Phase 2: Testing Attainment of the Concept

The students will identify additional unlabeled examples as yes or no.

The teacher will confirm student hypotheses, name concept, and restate definitions

according to essential attributes. Common features like Me + Gustar + noun are called attributes.


Essential attributes in this case are ones like Me (the pronoun) + Verb as a structure. The

attribute value relates to the frequency the attribute reoccurs.

Also important in the conceptual framework are disjunctive and conjunctive concepts. In the

case of gustar, it is not conjugated by subject as most verbs are. Gustar is conjugated by singular

or plural only as in gusta or gustan. That is a disjunctive concept. An example of a conjunctive

concept is the verb “gustar” is affirmed by using “Sí, sí”… and negated by “No, no”.

Students will generate examples then complete the examples in the first four exercises in

Descubre out loud and cooperatively. Then complete the remaining three exercises

independently and review before the end of class.

Phase 3 Analysis of Thinking Strategies

In this stage, the teacher guides the students in a discussion of the hypothesis and

attributes used in this lesson. The goal is for the students to become metacognitivly aware of the

processes they will use to absorb this lesson. Concept attainment implies that this lesson must be

mastered before moving on. The topic is specific, definable and critical enough that a student

should be able to confidently master this lesson and move on.

Additional practice http://quizlet.com/24467412/gustar-flash-cards/

admin, 06/22/14,

David, here again, it seems as if you’ve shifted from explaining the lesson to directly telling your readers what to do.

admin, 06/22/14,

This seems unclear…


The Partner Learning Method Model

Lesson Title: Interrogative practice and review

Subject: Spanish 1

Lesson Goals:

Review prior learned content with respect to interrogatives.

Classification and become proficient in the use of ¿Qué?, ¿Cual?, and ¿Cuales?

Practice the Partner Learning Method with the intention of improving their

cooperative learning skills.

Practice pronunciation and articulation skills with their partner.

Develop listening skills and ability to denote differences in the Spanish sounds.

Lesson Objectives:

TEKS 114 C


Connections – The student will learn content knowledge by linking new


Communities –The student will observer the existence and formation of the

communities of Spanish speakers and articulate such observations. The student

will participate in communities at home and around the world by using languages

other than English.

admin, 06/22/14,


admin, 06/22/14,

David, these almost seem more like objectives (actions that the students will take in response to the lesson) rather than overarching goals. Does this make sense to you?


Culture – The student will demonstrate a culture of cooperation and

understanding during this lesson.

Comparisons


languages



Text Book

Language Lab

Focusing Event:

The teacher will play the You Tube video about Sherlock Holmes and questions. Where

would we be if we could not ask questions? What is the point of discussion?

Phase 1: Provide a Task That is Well Within the Skill Levels of the Pairs

Students will use the list of interrogatives on page 316 to review what they have learned.

The lesson will then focuses on ¿Qué?, ¿Cual?, and ¿Cuales?

Phase 2: Organize Pairs

Students will form pairs based on their cubicle position in the language lab. The lowest

numbered cubicle will be matched with the highest number until the middle pair is reached.


Phase 3: Have Pairs Study the Variables of the Task

The teacher will assign a classification exercise using a graphic organizer. Students will

make a list of interrogatives in English on the right side that both students acknowledge. The

pairs will then list the Spanish equivalents.

The Teacher will then introduce the pairs to the list of interrogatives on pages 316-317 in

Descubre.

The pairs will use the language lab to form questions and supply answers. They pairs will

alternate on who asks questions and who answers.

Phase 4: Have Pairs Share Their Initial Successes

Once the previous phase (3) is complete, the teacher will pull the class together and ask

the pairs to discuss their achievements. The teacher will focus the pairs on describing their

process and the metacognitive activity. The emphasis will be on the process as much as the

content knowledge or activity. The conceptual framework of this method has the teacher

ensuring the students are as aware of the process as they are of the lesson content. The belief is,

they will learn more if they are aware.

Phase 5: Discuss with the Group of Pairs the Differences in Their Processes

The teacher will have the pairs compare notes. The pairs that self-identify themselves as

most successful learners with share their successful process.

Phase 6: Ask Each Pair to Be Introspective and Report


The teacher will ask each pair to describe their overall effectiveness at reviewing the

process. The students should focus on their effectiveness as a pair, at reviewing the interrogatives

and at learning new words.

The teacher will ask the students to rate their activity, persistence and improvement or

lack of with respect to pronunciation.

Phase 7: Survey the Pairs Relative to Their Division of Labor or Unity of Labor

The teacher will ask the students to rate their individual level of participation. He or she

will use Google forms to craft a survey and record responses in a spreadsheet.

Phase 8: Have Each Team Craft a Short Paragraph About Their Results

The previous seven phases should provide sufficient content for a short paragraph on the

student perception of the partner learning process. This paragraph should include detail related

to the assignment on interrogatives.

Notes:

This lesson should be accomplished in two hours. This time frame could span two days or be

accomplished in one block period.


The Role Playing Model

Lesson Title: In the News with El Pais

Subject: Span 2, 10th and 11th grade.

Lesson Goals:

Continued practice with vocabulary words in a real world scenarios.

Discover the meaning of words by the context in which they are used and words that

support them.

Practice speaking with inflections and emphasis to express additional meaning

Lesson Objectives:


in the lesson..







Comparisons


languages

admin, 06/22/14,




The student


An active Internet connection to El Pais news magazine, Madrid Spain.

Classroom area open enough to stage the role play.

Focusing Event:

The teacher reads an article from El Pais which relates directly to current activities in the

students actual locality. The concept is to frame an immediately recognizable event in the

student’s recollection while reading in Spanish from El Pais.

Phase 1: Warm up the group

The teacher capitalizes on the focusing event and quickly moves to finding articles in El

Pais. The class uses the LCD projector to allow the whole class to view and select an article to

read and role play.

Phase 2: Select participants

The teacher selects student that match the archetypes of the characters in the news article.

Phase 3: Set the stage

The teacher leads a carefully crafted discussion of the article and how interpretations

might be realized.

Phase 4: Prepare the observers

The teacher reminds the students to be an active audience and to take notes that will help

them discuss what they have seen later.

Phase 5: Enact

The role playing begins.


Phase 6: Discuss and evaluate

The teacher leads the students thru a comprehensive discussion of what has occurred. Focus is

on the emotional content displayed. Secondary is the observations made of linguistic and

grammatical issues.

Phase 7: Reenact

The teacher provides additional guidance or substitutions to participants and then calls for

“action” to resume.

Phase 8: Discuss and evaluate, repeat phase 6

Cycle as needed. The teacher refers back to the goals and objectives.

Phase 9: Share experience and generalize

The teacher concludes with final observations and creates the stage for each student to reflect.


The Role Playing Model

Lesson Title: In the news, Univision

Subject: Spanish 2

Lesson Goals:

Continued practice with vocabulary words in a real world scenarios.

Discover the meaning of words by the context in which they are used and words that

support them.

Practice speaking with inflections and emphasis to express additional meaning

Lesson Objectives:


in the lesson..







Comparisons


languages


The student

admin, 06/22/14,




An active Internet connection to the Univision News channel, Miami, Houston,

Los Angeles.

Classroom area open enough to stage the role play.

Focusing Event:

The teacher run the video of a news report that was recently broadcasted locally and

contains enough content to engage the interests of the students. The concept is to frame an

immediately recognizable event in the student’s recollection while watching the broadcast.

Phase 1: Warm up the group

The teacher capitalizes on the focusing event and quickly moves to finding additional

local and timely broadcasts that the class can use as a spring board to role playing,. The class

uses the LCD projector to allow the whole class to view and select an article to read and role

play.

Phase 2: Select participants

The teacher selects student that match the archetypes of the characters in the news

broadcast.

Phase 3: Set the stage

The teacher leads a carefully crafted discussion of the article and how interpretations

might be realized.

Phase 4: Prepare the observers

The teacher reminds the students to be an active audience and to take notes that will help

them discuss what they have seen later.

Phase 5: Enact


The role playing begins.

Phase 6: Discuss and evaluate

The teacher leads the students thru a comprehensive discussion of what has occurred. Focus is

on the emotional content displayed. Secondary is the observations made of linguistic and

grammatical issues.

Phase 7: Reenact

The teacher provides additional guidance or substitutions to participants and then calls for

“action” to resume.

Phase 8: Discuss and evaluate, repeat phase 6

Cycle as needed. The teacher refers back to the goals and objectives.

Phase 9: Share experience and generalize

The teacher concludes with final observations and creates the stage for each student to reflect.


The Nondirective Model

Lesson Title: What happens when…

Subject: Span 1

Lesson Goals:

Use circumlocution and similar methods to use Spanish to describe your feelings when

prior knowledge is insufficient or temporarily forgotten.

Lesson Objectives:

The teacher will shift from the pre-planned lesson to a carefully practiced

discussion of the current emergency event.

How do communities react to a crisis?

What cultural reactions to crisis do we have?


A preexisting lesson.

An emergency or crisis which is unannounced and an observable distraction to the

majority of your class.

Focusing Event:

Do recall where you were September 11, 01, or what you did when you heard of the death of a

close friend or the child of a fellow worker? Research indicates that personal pain can be

relieved when it is shared and discussed in appropriate ways. The teacher will share and set the

stage with this event.


Phase 1: Define the Helping Situation

The teacher encourages free expression of feelings during class. The teacher articulates the issue

that has caused tension in class.

Phase 2: Exploring the Problem

Where appropriate the teacher infuses Spanish words and expressions into the dialogue and

encourages those students using Spanish,

Phase 3: Developing Insight

When applicable, the teacher points out cultural and community expression as they are used.

More focus is on the students than on the lessons. The teacher can use this opportunity as a

teachable minute when practicable.

Phase 4: Planning and Decision Making

The teacher provides insight when possible and guidance when available.

Phase 5: Integration

The students will eventually make sense of what has occurred. That is to whatever degree is

possible. The teacher reaffirms that student observations are valid and God has the insight we

lack and the will, we follow.


The Group Investigation Model

Lesson Title: A deeper study.

Subject: Span 2

Lesson Goals:

In the course of study, take advantage of student interests by assigning a group project

that takes advantage of piqued student interest.

Look beyond the text Descubre and investigate cultural or community aspects in greater

detail.

Use a real world scenario to provoke meaningful student inquiry.

Observe grammatical and linguistical structures not dealt with by the text Descubre.

Lesson Objectives:

TEKS 114 C







Culture – The student will demonstrate a culture of cooperation and understanding during

this lesson.

Comparisons

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languages



No materials identified

Focusing Event:

Since this lesson is developed on an impromptu basis to take advantage of authentic student

interest, the lesson that is transpiring, is the focusing event itself.

Phase 1: Encounter Puzzling Situation3

In the course of the lesson, the class confronts4a situation that demands additional inquiry

such that the scope of the class or lesson is breached. The teacher will seize the moment and

rephrase the incident in terms that merit additional review or investigation.

Phase 2: Explore Reactions to the Situation

The teacher summarizes student observations and declares the current lesson “on hold” while the

class investigates the current situation in greater detail.

Phase 3: Formulate Study Task and Organize for Study

Using skill and experience, the teacher will phrase the current situation in a manner that can be

investigated. The students form an hypothesis and establish a design that either answers the

questions or proves, disproves them. Through this process the teacher organizes the students into

investigating teams and establishes the protocols that will produce a deliverable that can be

3 I refer here to unplanned incidents. The teacher could provoke an inquiry by staging and event that would trigger an inquiry. This is easier to accomplish when the teacher is aware of his or her students and their personalities. The Focusing event for example could contain or produce questions that are authentically received by the students and therefore meaningful to those who will participate in the group investigation.4 Use in the academic sense to mean seizing the moment for authentic learning through inquiry.


evaluated. The scope and sequence is agreed upon. The teacher establishes the due date and

expectations.

Phase 4 Independent and group Study

The teacher administers the project outlined in Phase 3. The students conduct their tasks

as needed.

Phase 5 Analyze Progress and Process

When the deadline dates are reached the teacher will review the student findings by

empowering the students to report their findings, conclusions, and expectations for future

student. The teacher takes this moment of closure to return the class to the stage in the lesson

where the class was put on hold.

Phase 6 Recycle Activity

The teacher takes a minute to review the findings. What attracted the student’s intense interest?

Could that aspect be incorporated into the lesson when the lesson is next taught (next year?) or

should this experience be developed into a whole new lesson? The teacher recycles beneficial

material and moves forward.

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