Professional Documents
Culture Documents
MichelleTurner
ArizonaStateUniversity
PPE310:HealthLiteracy
ProfessorVanceMiller
Activity:Areyougettingenoughsleep?
GradeLevel:9thgradeEnglish
Beginbyhandingoutashortworksheetaskingstudentsabouttheirsleephabits.Students
willanswerquestionsaboutapproximatelyhowmanyhoursofsleeptheyreceiveeachnight,
howhardgettingoutofbedisinthemorning,andtheirleveloffatigueduringtheday.Passout
thePBSarticleentitledFromZzzz'sToA'sAdolescentsAndSleeptostudents.Havethem
partnerupandalternatereadingaloudtooneanotherbyparagraph.
Askstudentstobeginsecondportionofworksheet,whichasksstudentstosummarize
mainpointsofthearticleandexaminetheauthorspurposeinwritingit.Whoisthisarticles
intendedaudience?Doesthearticleseektosimplyinform,orisitmeanttoaffectthereaders
ownhabits?Studentswillthenbeaskedtowriteashortreflectionontheirownsleepinghabits,
howtheymightbeaffectingtheirlives,andwheretheycanstandtoimprovetheirpractices.
Safety/Management:
Walkaroundtheclassroomandcheckinwithstudentstobesuretheyarereadingwith
theirpartners
Subtlyredirectstudentswhoareofftaskwithoutdistractingtherestoftheclass
Modifications:
Studentswillreadinpairstoensureeveryonegetthroughthematerialandunderstands
thearticlebeingpresented
Ifnecessary,studentsmayworkaloneorwithoneoftheinstructorsduringthisactivity
Activity:FourCornersLiteraryDevices
GradeLevel:9thGradeEnglish
Directstudentsattentiontothesmartboard,wheretherewillbeaseriesofmultiple
choicequestionsonwithexampleusesliterarydevicessuchassynonym,alliteration,assonance,
andrhyme,whichthestudentshavebeenstudyingintheirpoetryunit.Eachcorneroftheroom
willbedesignatedaseitherA,B,C,orD.Whenthequestioncomesupontheboard,
studentswillbeaskedtotraveltothecorneroftheroomthatcorrespondswiththecorrect
answer.Aftereachround,askonestudentfromthecornerwiththecorrectanswertodefinethe
termusedintheexample
Modifications:
Studentswithphysicalrestrictionsmaysimplypointatthecornercorrespondingwith
whattheybelieveisthecorrectanswer
Exampleswillbereadaloudaswellasdisplayedonthesmartboardforstudentswith
visionimpairments
Safety/Management:
Beforebeginningtheactivity,studentswillbeaskedtopushintheirchairsandplace
theirbagsontopoftheirdeskstoclearthefloor
StudentswillbeinstructedtoWALKtotheirdestinations,asthiswillnotbeatestof
speed
Reflection
Thefourcornerslessonwentoverreallywell.Studentsseemedtograspthe
conceptswellandenjoyedtheopportunitytomovearoundinthisunit.Studentsalso
respondedwelltotheselfreflectionpartofthesleeplesson,andenjoyedanswering
questionsabouttheirownhabits.Manyofthemweresurprisedbythematerialanddidnt
realizetheeffectagoodnightssleepcanhave.However,thesleeplessonwasnottimed
aswellasitcouldhavebeen,andranalittlelongerthananticipated.Inthefuture,it
mightbewisertostretchthisparticularreadingintoitsownfulllengthlesson.
Duringthefourcornerslesson,studentswereoverallengagedandattentivetothe
materialandfolloweddirectionwell.Duringthesleepactivity,somestudentswouldfall
offtrackeverynowandagain,andthesestudentswereaddressedandredirected
individually.Duringbothactivities,bothinstructorsmadegooduseofthespaceinthe
room,walkingbetweendesksandmonitoringstudentbehavior.Iusedthistimetocheck
inwithstudentstoseeiftheywereunderstandingthematerialandensurestudents
remainedontaskorhadanyquestionsabouttheactivity.
AsIhaveonlybeentoaboutfourdaysworthofmyinternship,Iamstilllearning
thenamesofmystudents.Whenpossible,Ialwayscalledstudentsbyname,butthisis
somethingIdefinitelywanttoimproveonbeforeteachingmynextlesson.While
wanderingtheclassroomduringthesleeplesson,Imadesuretocommendstudentswho
wereontaskandinteractingwiththematerial.Inthesamevein,Iwassureto
congratulatestudentswhoansweredcorrectlyinthefourcornersactivity.
Overall,thesetwolessonswentoverfairlywell,thoughthereisdefinitelyplenty
ofmaterialtogooverandthinkconsiderforimprovementonmynextlesson.
Criteria
Modification
of Sample
Physical
Activity
Break
Exemplary (10)
Proficient (7)
Instructional plans
include:
Instructional plans
include:
SCORE:
x2
SelfReflection
SCORE:
x2
All modifications
are grade/subject
appropriate.
Safety issues for
physical activity
break are well
thought out and
described in detail
and highlighted
appropriately.
Classroom
management
techniques for a
physical activity
break are clearly
defined and
highlighted
appropriately.
There is evidence
that the plan
provides regular
opportunities to
accommodate
students with
physical and
cognitive
disabilities in the
physical activity
break and are
highlighted
appropriately.
Both a Health
Topic and a
Physical Activity
Mini Lesson were
completed
Self-reflection was
well thought out
and included at
least 5 specific
examples from the
teaching
experience on:
managing
classroom
behavior, teacher
movement,
response latency,
using student
names, and
providing positive
praise.
Most
modifications are
grade/subject
appropriate.
Safety issues for
physical activity
break are
somewhat well
thought out and
described in detail
and not
highlighted
appropriately.
Classroom
management
techniques for a
physical activity
break are
somewhat defined
There is evidence
that the plan
provides some
opportunities to
accommodate
students with
physical and
cognitive
disabilities in the
physical activity
break, or only
address one type
of disability
2 Mini Lessons
were used,
however they were
both were either
Health or Physical
Activity
Self-reflection was
somewhat thought
out and included 3
specific examples
from the teaching
experience on:
managing
classroom
behavior, teacher
movement,
response latency,
using student
names, and
providing positive
praise.
Self-reflection was
Few modifications
are grade/subject
appropriate.
Plan activities
include vague or
no descriptions for
safety concerns for
performing a
physical activity
break
Classroom
management
techniques for a
physical activity
break are vague
There is little
evidence that the
plan provides
some opportunities
to accommodate
individual student
needs in the
physical activity
break
The
aforementioned
information was
not highlighted
appropriately.
Only one mini
lesson was used
Self-reflection was
not well thought
out and did not
include less than 3
specific examples
from the teaching
experience on:
managing
classroom
behavior, teacher
movement,
response latency,
using student
names, and
providing positive
praise.