Kayla Gerkin EDUC 450 ISLP Instructional Method: Concept Teaching Part 1: 1.

Unique and necessary elements of this instructional method are: This method requires a clear definition and a clear concept. Once the concept is revealed, the examples should be obvious and clearly belonging. This method is learned through using examples and non-examples of something and asking students to figure it out that way. The best possible examples have to be used in order for students to figure out what the concept is. 2. Purpose of this method The purpose of this method is that it allows individuals to categorize the material. It is the foundation for all learning and networks. It allows scaffolding to be done to guide student thinking. This method should be used with consideration to the age of the learners, their development, and prior knowledge. There should also be careful consideration of the content/concepts being learned. This method should also be used when trying to memorize a known concept (concept attainment), or when learning something new or unknown (direct concept). This method might enhance the understanding of the concept being taught because it helps students recognize attributes about a concept by comparison of non attributes, as well as helping students gain a deeper understanding of the concept. 3. 4 examples of this method that can be used in my content area are: a. Figurative language learning metaphor and other literary devices b. Plot learning about the climax c. Gerund Phrase comparing different types of phrases to gerund phrases d. Punctuation uses of commas 4. Advantages of using this method are: a. Accesses prior knowledge b. Great for review and assessment c. Know both examples and non-examples helps with process of elimination if you know what its not and what it is d. Relevance to class and life e. Requires critical thinking 5. Disadvantages of using this method are: a. Pigeon-hole thinking b. Limits creativity

Part 2: Lesson Plan Topic for Lesson: Captivating Commas Standards Met: GR6_S3_GLE3 Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy. B. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Objectives: Students will be able to spot correct usage of commas by knowing the incorrect usage of commas, which they will be able to use in their writing in future class periods. Materials: Notes on commas taken from Polettes Teaching Grammar Through Writing Different sentence examples with correct and incorrect comma usage to categorize on the board.

Set: This is a sixth grade English classroom. Students will be working on writing assignments. After taking notes on comma usage, I will be using concept teaching as a way to assess their knowledge of commas. I will provide two examples in the examples and non-examples categories and then pass out other sentences to students and ask them to put them in the proper category. Procedures: 1) Begin class with my two examples set up and ready to go on the board. 2) As students walk in, pass out sentence examples to them. Be sure to instruct them to hang on to them until given further notice to prevent them from jumping ahead and getting lost. 3) Let students know that these are pointing to something that we have learned and they may have out their notes on parts of speech, phrases/clauses, and comma usage. (This way you dont give it away by telling them to take out their notes only on commas) 4) Then instruct students to try and figure out where their sentences fit on the board. 5) Once students think they have figured out what the concept is, have them stand up. Students who are still a little unsure should remain seated. 6) Then have each student give his/her idea of the concept without the teacher giving it away until every student has had a chance to respond. 7) If the majority of students understand the usage of commas, then end the activity and have them state the important things to remember about commas for those students who are still confused. 8) The teacher should offer additional help for any student who would like it on the commas. Sample sentences: These will be made larger to make it more convenient to read on the board, but are given here just to have prepared. The dragon loves to eat, the sheep have to flee. Mrs. Hutcherson, Lilys mother, is a very nice lady.

Camerons best friend Joe isnt always the best person to be around. I really love getting to be with my friends, shop at the mall, and eat out at restaurants. My best friend loves to shop at the mall paint her nails and listen to music. Sammy, the puppy, is so cuddly. Sammy the puppy is so cuddly. I love to volunteer at the animal shelter Animal House. The frog is slimy croaks and hops. Many people love the new teacher Miss Jay because she is so happy. Video games, swimming, and rock climbing are three of my favorite things. Yoga relaxes the body and mind according to my yoga instructor Mrs. Brown.

Instructional Method: Skills Part 1: 1. Unique and necessary elements of this instructional method. This method includes a prep, explanation, demonstration, practice, and application. This approach is student/learner centered and allows students to use the skill in the real world and other classes. This s a very structured approach 2. Purpose of this method The purpose of this method is to teach in a way that helps the learner gain the skill and allows them to use it with a sense of comfort and confidence and to use it independently. This method should be used whenever students are learning something new. Essentially we want to teach them skills to take with them within the material we are teaching and this should be used then. This should also be used whenever the learning is students centered and not lecture based or teacher centered. This might enhance student understanding because learners will realize what they have learned, which will increase their comfort and confidence to use these skills in actual situations. 3. 4 examples of this method that can be used in my content area are: a. Sentence diagramming this topic would work well and would teach students how to analyze sentences, which would help them critically look at more difficult text b. Character Role Playing this would be using ethos, logos, and pathos. It would teach students how to get the effect they want out of their writing, acting, and reading. c. Context clues providing students with a difficult word within a sentence in which they have to use the context clues surrounding the difficult word to figure it out d. Speech students will be given rules & etiquette on how to give speeches and then will spend multiple days practicing their speech giving skills. 4. Advantages for using this method a. Learner centered b. If done correctly, students could remember it forever c. Makes skills relevant through real world examples d. Students get instant feedback 5. Disadvantages for using this method a. Takes a lot of prep time b. Not enough emphasis on application and too much on guided practice c. Too narrow of an approach when working with complex ideas (theme of novels) d. Cant guarantee that real world will allow students to apply skill e. So much practice time could cause students to get off task f. No student reflection piece

Part 2: Lesson Plan Topic for Lesson: Sentence Diagramming Standards Met: GR7_S2_GLE3: Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts. a. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. (CCSS: L.7.4) Objectives: Students will be able to diagram basic sentences, allowing them to understand the importance of language, parts of speech, and how to enhance their writing. Materials: Handout on sentence diagramming Worksheet to complete in class with sentence diagramming White board and markers

Set: This is a seventh grade English classroom. Students will be beginning a creative writing project of their choice (short story, collection of poems, one chapter of a novel, etc). Through sentence diagramming, students will learn ways to enhance their writing and make it more effective for their audience. Procedures: 1) Begin by asking students, Who knows what sentence diagramming is? 2) Then, Does anyone have any guesses as to what it is? have students explain guess or show it on the board 3) Pass out the handout and the worksheet to students with the worksheet flipped over on the desk 4) Walk through the basic sentence diagram (first on handout) 5) Then walk through the next example on the board. Have students flip over their worksheets and diagram the first sentence. 6) Next, walk through a more difficult example 7) Have students complete the diagram for the next sentence 8) Walk through the last and most difficult example on the handout. 9) Do students have any questions? 10) Have students complete the remaining diagrams for the sentences on the worksheet. 11) If students do not finish in the class time given, have them take it home for homework.

Instructional Method: Inquiry Part 1: 1. Unique and necessary elements of this instructional method This method is not so much about seeking the right answer, but rather seeking appropriate resolutions to questions and issues. This method always begins with a problem, puzzler, question, or scenario. This is thinking what as opposed to how. Students hypothesize, investigate (gather/collect data), test out/act on if possible, produce (conclusion, solution, plan of action, creation), processing (meta-cognition), and describing the process used to solve the problem. 2. Purpose of this method The purpose of this method is to think, analyze, synthesize, and problem solve. It allows students time to explore their own solutions to issues. This method should be used in lessons that utilize investigation. This method would enhance student understanding of the content being taught because it would spark an interest to learn more and the student can conduct own research at home to help support the knowledge gained in class. 3. 4 examples of this method that can be used in my content area are: a. Where does language come from? students will be asked to think about how language is formed. Then we will create our own word for them to use to discover how language is formed b. What did the author intend? often times authors have specific purposes for doing something the way they do within a novel due to past or present historical events. It will be up to the students to discover what the author meant within certain passages of a novel c. How are books made? more for a 6th-7th grade level students will try to figure out how books are made and be given supplies and materials to make their own book d. Working with poetry students will be given a task to find different poems based on requirements (gender of author, type of poem, etc.) Then students will conduct research on the one they find most interesting and as a class we will pose lingering questions to other students and have the students use inquiry with other students rather than between the teacher and the students 4. Advantages for using this method a. Makes students think b. Student centered; experiencing the knowledge c. Makes students delve into their creativeness d. Prepares students with life skills e. Teacher doesnt have to be the one with the answer 5. Disadvantages for using this method a. Students may get off track or be lead astray b. Students will need to have some prior knowledge c. Students might give up rather than solve the problem d. Learning might not be as efficient if students are giving up

Part 2: Lesson Plan Topic for Lesson: Where does language come from? Standards Met: GR7_S4_GLE1: Answering a research question logically begins with obtaining and analyzing information from a variety of sources. a. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (CCSS: W.7.7) Objectives: Students will make their own predictions about where language comes from and how it is formed. Then students will learn how language is created through the use of their own secretly created word. Materials: Sniglets game Observation sheet

Set: This is a seventh grade classroom. Students will be responsible for creating their own word as a class and be sworn to secrecy about the origin of the word. This will be in a research unit and students will do some research and record their observations about how language is created. They will begin using their word after it is created and see how quickly others start to use the word. This activity will be conducted for a week. Procedures: 1) Begin class by playing a game of Sniglets 2) Then ask students how they think people came up with these words and if they think people would actually use them 3) Ask students to try to create their own word and come up with a meaning for it (this could be done during that class period, or students may need more time to create a word and this can be carried over to the next class period). 4) Students will be given time to record their observations in class at the end of each class period. 5) At the end of the week, each student will be asked to do a 1-2 minute share out of what was discovered about how language was created. a. How quickly was your new word used? b. Who what using your new word? c. How were they using it?

Instructional Method: Discussion/Debate Part 1: 1. Unique and necessary elements of this instructional method This method has a goal, a purposeful conversation, informal, has a summing up/conclusion of some kind. This method is for people to share ideas, process out loud, and to think critically. This method also allows multiple viewpoints in the room and creates a safe environment for students. 2. Purpose of this method The purpose of this method is to engage students in critical discussion that shows many of the viewpoints about the issue. This method should be used when students would benefit from seeing different viewpoints of their classmates on a current issue. This method could also be used to teach students how to conduct research to allow for a successful debate. This method enhances student learning because it allows students to do their own research about an issue and students are able to hear other perspectives and points that they might not have thought of. 3. 4 examples of this method that can be used in my content area are: a. Poetry explication conduct a discussion of important lines, themes, devices, etc within a poem, as a class b. Character actions at a critical point in the novel (possibly the climax) students will be asked to take a stance on whether the character did what needed to be done or whether a different path shouldve been taken c. Socratic Seminar Overarching concept How do we be an individual in a conformist society? d. Debate over significant events in a novel expose the fact that everyone brings own life and experiences to a story and certain parts might me more important for some while not for others 4. Advantages for using this method a. Allows multiple perspectives b. Community building c. Students bring in experiences and relevance d. Can be empowering 5. Disadvantages for using this method a. Could be discouraging for some students b. Might cause confusion c. Doesnt allow time for thought d. Culture has to be set in classroom to allow for students to feel safe

Part 2: Lesson Plan Topic for Lesson: Poetry Explication Standards Met: GR7_S2_GLE1: Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts. i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1) Objectives: Students will exercise their skills with explication of poetry. They will be put into groups and given a list of things to find within the poem and then we will share out to the class. Materials: Poem (poem choice will depend on where this activity is placed within a unit)

Set: This is a seventh grade classroom. This activity can be done within any set unit with a poem related to the unit. For the purposes of this activity, it is more guided, thus coming towards the beginning of the year. Procedures: Hand out selected poem to students Provide them with a list of things to look for (literary devices: alliteration, symbolism, etc, and theme) Groups will be in 2-4 students and will have about 20-30 minutes to work on explication After this, we will come back together as a class and I will ask each group to share out one important thing they found within the poem Once this is done, groups will be able to freely share out anything else they discovered that hasnt been covered After explicating the poem, I will ask students to write their own poem (diamante, haiku, or sonnet) They will have 10 minutes in class to begin/finish this and then it will become homework

Instructional Method: Cooperative Learning Part 1: 1. Unique and necessary elements of this instructional method This method involves intentional grouping of students. It involves positive interdependence, face-toface interaction, individual accountability, interpersonal and small group skills, and group processing. Through this method, the group can only succeed if all members of the group are pulling their own weight. 2. Purpose of this method The purpose of this method is to teach interdependence skills. Group members have to rely on each other in order to succeed and it teaches teamwork skills. This method should be used when students are finding out information about multiple related topics. This lightens the load for students and allows each member to have an equally important part. The method can enhance student learning because each student is responsible for finding out information on his/her own so cant rely on team member, and then each student is responsible for teaching their team members the other parts of the topic. 3. 4 examples of this method that can be used in my content area are: a. Book club each student is responsible for reading a book and then presenting about it to their group. Then the students who read the same book will present to the class. b. World Literature Unit students will be divided up into groups and have to research information on different pieces of literature from different cultures & countries c. Peer workshop students will be divided up into groups on different issues seen in society. Then each will be in a group with members of other issues and each group will present on how the issues are related to society as a whole d. Novel study Students will be grouped with a different novel. Then each student will take on the role of a character within that novel and find textual support to the characters identity, actions, and importance within the story. Students will come back together and present on how each of the characters is an essential part to the story 4. Advantages of this method a. Encourages kids to listen to each other b. Creates more opportunities through visual representation c. Multitude of ideas d. Class participation 5. Disadvantages of this method a. Introverts could have problem speaking with group members b. Absentees group fails if a person is not there to do own part c. Takes longer d. Everyone is dependent upon each other; cant allow for weak links

Part 2: Lesson Plan Topic for Lesson: Novel Study Standards Met: GR7_S2_GLE2: Informational and persuasive texts are summarized and evaluated. a. Use Key Ideas and Details to: i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1) ii. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CCSS: RI.7.2) iii. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (CCSS: RI.7.3)

Objectives: Students will focus on specific characters within a novel to analyze their importance and contribution to the story of a novel. Materials: Roughly 7-8 different novels Character slips for each novel

Set: This is a seventh grade class. Students will be divided up into groups of 4-5. Each group will be assigned to a novel and each student will be assigned to a different character within the novel. At the end of this novel, students will present what theyve learned/discovered about the characters within the novel. Students will meet with their novel study groups about once a week Procedures: 1) Students will be assigned to a novel. 2) Within each novel group, I will assign students to different, dynamic characters 3) Students will have roughly 4 weeks to study their characters and find textual support that tells their characters personality and role in the novel 4) Then within their group, students will analyze the necessity of each of the characters, no matter how big or small their role is 5) Once they have met with their group, they will come up with a way to present their findings to the class.