Jnguyen Models of Teaching Portfolio

MODELS OF TEACHING PORTFOLIO
Submitted by
Jennifer Nguyen
to
Dr. Dawn Wilson
In partial fulfillment of the requirements for
EDUC 6330:
Teaching Methodology for the Professional
July 29, 2015
Table of Contents
Purpose and Objective
Model 1: Inductive Training Model
Lesson: Archetypes
Model 2: Advance Organizer Model
Example: Elements of a Short Story

Model 3: Concept Attainment Model
11
Example: Identifying Personification

Model 4: Memorization Model
14
Example: Literary Devices and Terms

Model 5: Synectics Model
18
Example: Creating Stronger Metaphors

Model 6: Inquiry Training Model
21
Example: Public Service Announcement Marketing/Media Project

Model 7: Nondirective Teaching Model
25
Example: The Raven Poetry Analysis

Model 8: Role-Playing Model
29
Example: TKAM Trial Scene

Model 9: Direct Instruction Model
34
Example: Metaphors and Similes

Model 10: Group Investigation Model
38
Example: The Causes of the Great Terror
Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional
Purpose: The purpose of this portfolio is to show the use of various models of teaching that have
been explored in our graduate-level Teaching Methodology for the Professional course, taught
by Dr. Dawn Wilson. The portfolio will include at least eight teaching models in a practical
lesson plan format for 9th grade ELA.
Objective: The specific objective of this portfolio is to demonstrate the use of a variety of
teaching models in a 9th grade ELA classroom. The following lesson plans were designed for
use in my Teaching Methodology for the Professional class at Houston Baptist University.
However, while the lessons were created to satisfy the course requirements for my class, this
portfolio can also be used as a resource for pre-service and experienced secondary high school
English teachers.
Houston Baptist University

School of Education
Lesson Plan
Inductive Thinking Model
Lesson Title: Archetypes

Targeted Grade Level: Ninth Grade
Subject: English
Lesson Goals: The learner will understand various archetypes and the importance of archetypes
in the past and present literary world.
Lesson Objectives: The learner will be able to identify and define various archetypes. The
learner will be able to develop his/her own examples of various archetypes.
Material/Resources Needed: Slips of paper containing popular character names from various
books/movies (modification add images of characters to names), paper and pencil for notes,
chart paper, markers
Lesson Components
Focusing Event:
The students will write respond to a daily journal prompt at the beginning of class.
Students will be asked to describe their favorite book/movie in detail (plot, characters, setting,
etc.). The teacher will guide the students in a small discussion to share favorite books and movies
and highlight similarities between various students favorite books and movies.
Phase 1: Data Collection and Presentation
The teacher will assign students in small groups of three to four, and the teacher will then
hand out the character slips, chart paper, and markers. Students will provide their own paper and
pencil for notes. Each group will have the same set of character slips, but the character slips will
be in random order, seemingly without organization. Each member of the group will have a
different role. One to two members will act as the scribe (taking notes and writing information
down on the chart paper), one member will help direct the discussion, and the other members
will present the information to the rest of the class. The groups will be instructed to discuss the
character slips and talk about the commonalities that the students can find between all the
character slips.
Phase 2: Examining and Enumerating Data
Teacher will instruct the students to analyze each of the character slips that have been
provided to all of the groups. The students will be instructed to write down quick notes regarding
each of the characters, particularly focusing on common characteristics/traits of each of the
characters.
Phase 3: Grouping Items into Categories
After students have been given time to examine each character, the students will discuss
within their groups the various categories into which each character might be placed. Students
will use reasoning from their notes to determine each members decision (formative check).
Phase 4: Interpreting Data and Developing Labels
After each group member has discussed his or her reasoning in the categorization of the
characters into archetypes, the teacher will instruct the small groups to determine and create their
own specific archetype labels to be used in categorizing the groups of characters. The groups do
not need to worry if the archetype titles are correct or incorrect, but they will create their own
labels based off of their own categorization of the characters. The groups will then work together
to create a chart that allows them to physically group the characters in accordance with their new
archetype labels (formative check). The groups will place the provided character slips under
which archetype label they go with.
Phase 5: Building Hypotheses and Generating Skills
Each group will present their findings, character sets, and reasoning to the rest of class.
The teacher will then lead the students in discussing all of the similarities and differences
between each groups archetype labels and character sets. At the end of the discussion, the
teacher will present a previously created chart that displays the archetypes as well as the
corresponding characters and description of the archetype.
The teacher will lead a second discussion asking about the importance of archetypes and
how they affect literature and pop culture throughout history and today.
Phase 6: Consolidate and Transfer (Closure)
Students will be directed to turn to their small groups and share their journal entries from
the beginning of class. Students will describe their favorite stories/movies to the group and each
categorized their characters into archetypes. Students will turn in their favorite movies/books
archetype list at the end of class as an exit ticket.
Formative Check:
Guiding questions
Monitoring students
Students developing reasoning for each grouping
Students creating archetype chart
Reteach (alternative use as needed):
If further instruction is necessary, the teacher will guide the students in formulating more
examples of characters found today.
Assessment/Summative Evaluation:
The students will be instructed to create their own Heros Journey utilizing at least
seven of the archetypes theyve learned in class. Students can create their own Heros Journey
in any creative format they choose (short story, poem, mini-movie, etc.). The students will be
presenting their Heros Journeys with archetypes to the rest of class.
Modifications/Notes:
Before and after-school tutorials will be offered for students needing further
assistance
ELL will be provided additional informational sheet that provides background and
definition on formal language and characters
ELLs will be provided images of the characters
IEPs of students that have special needs will be consulted and proper
accommodations will be made for those students with the lesson plan.

School of Education
Lesson Plan
Advance Organizer Model
Lesson Title: Elements of a Short Story

Subject: English
Lesson Goals: The students will understand the importance and impact of the elements of plot in
the context of short stories and novels. Students will also understand how each story that is told
has the basic elements of plot.
Lesson Objectives: The student will be able to define elements of a story: setting, rising action,
climax, denouement/falling action. The student will be able to recognize the elements of a story.
The student will be able to explain the elements of a short story to the class. The students will be
able to recognize and explain the elements of a short story within The Most Dangerous Game.
Material/Resources Needed: Elements of a short story advance organizer handout for eachs
tudent, paper and pencil (provided by student), 9th grade literature textbook, projector,
PowerPoint
Lesson Components
Phase 1: Presentation of Advance Organizer
The teacher will begin the lesson by directing a class discussion to talk about stories.
Students will be asked to volunteer and tell the class about something that happened over the
weekend. The teacher will then explain that stories are everywhere. Our very own lives are made
up of small stories, tiny snippets of our lives that we tell other people about. The teacher will ask
the students, When you tell stories to your friends and family, what do you make sure to
include in your story? The teacher will direct the students to think about and discuss how all
stories are similar (focusing event). The teacher will then present the advance organizer of the
elements of a short story by presenting the organizer on the projector and handing out the
advance organizer to the students. Students will be encouraged to take notes on the elements.
The teacher will define each element of a short story and discuss defining attributes of each
element. The teacher will provide examples that fulfill each element by pulling from Anthem
(summer reading assignment novel). The teacher will ask students where they think elements of
a story are found (quick discussion that all plays, novels, short stories, movies have elements in
the story even to this very day).
Advance Organizer provided to students:
Phase 2: Presentation of Learning Task or Material

The teacher will divide students into pairs. The pairs will read the short story, The Most
Dangerous Game together, and they will work together to jot down and discuss the elements of
the short story that they encounter as they are reading. The teacher will direct the pairs to list the
elements and label them as the students see them. The teacher will actively monitor the activity
by walking around and following up with pairs if any questions arise.
Phase 3: Strengthening Cognitive Organization (Closure)
The teacher will reconvene the class as a whole and ask pairs to share and summarize
their short story elements to the class. The teacher will go over each element again and repeat
definitions of elements. Students will be asked to discuss the differences between each element,
and key attributes that make up each element of a short story. Students will be asked to apply the
advance organizer of the elements of a short story to any other story/book/movie that they would
like and turn it in at the end of class or the next day if extra time is needed (closure).
Formative Check:
Guiding questions
Students identify elements of a short story in The Most Dangerous Game
If further instruction is necessary, the teacher will work with the students to use the
advance organizer while reading another short story.
The students will be taking a final assessment over the short story unit that includes
multiple choice questions, matching, and short answer response. Students will be provided a
short story and asked to identify the elements of a short story in that reading.
assistance
ELLs will be provided additional informational sheet that provides background
and definition
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School of Education
Lesson Plan
Concept Attainment Model
Lesson Title: Identifying Personification

Subject: English
Lesson Goals: The students will appreciate the use of personification in literature.
Lesson Objectives: The students will be able to identify and define personification. The students
will be able to develop examples of personification.
Material/Resources Needed: Whiteboard, dry erase markers, paper and pencil (for students),
Personification T-Chart Handout
Lesson Components
Phase 1: Presentation of Data and Identification of Concept
The teacher will place students in small groups of three to four. The teacher will a
present two columns with a list of phrases that contain personifications in one column and a list
of phrases that are simple descriptions of objects in the other column (ex: The tree reached its
fingertips to the sky versus The trees branches reach to the sky). The teacher will mark the first
column as a YES and the other column as a NO, and the teacher will direct the groups to
compare the attributes in both columns. Teacher will direct the group discussion by having the
groups respond to questions such as, What do the phrases in the YES column have in common?
The NO column? Each group will decide what they think the rule for the YES column is. The
teacher will reconvene the class and have groups share their hypotheses. As a whole, the class
will come together based off of each groups definition of the attributes to come up with one
shared definition.
Phase 2: Testing Attainment of the Concept
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The teacher will provide three more examples, which are either personification phrases or
not, and have the students work in their groups identify the unlabeled examples in and decide
which column the example will go under. The teacher will confirm the unlabeled examples as
well as the students hypothesis and then introduce the term, personification to the students.
The teacher will go over the attributes of the personification based on the class discussions. The
teacher will ask each group to create two examples of personification (the teacher will provide
two objects for the groups to personify) (formative check).
Phase 3: Analysis of Thinking Strategies
The teacher will bring the class together and ask them to think about their own thinking
(When did you begin to see this concept? Did you ever have to change your mind when
generating a hypothesis?). The teacher will have students discuss the concept of personification
once again, and why authors use this technique to describe items. What effect does it have on the
audience? The students will write down the concept and definition and create one more example
of personification on their own (closure).
Formative Check:
Guiding questions
Students coming up with examples of personification
If further instruction is necessary, the teacher will show examples of personification in
books and poetry so that students may see the example in context.
The students will be taking a final assessment over poetry, and the students should be
able to identify literary devices in provided poems. Personification will be one of the literary
terms that need to be identified.
12
assistance
ELLs will be provided additional informational sheet that provides background,
definition, and additional examples
13

School of Education
Lesson Plan
Memorization Model
Lesson Title: Literary Devices and Terms

Subject: English
Lesson Goals: The learner will appreciate the effects of literary devices and terms in works of
Romeo and Juliet.
Lesson Objectives: The learner will be able to define and identify: asides, apostrophes,
monologues, soliloquies, oxymorons, puns, paradox statements, and the three ironies in Romeo
and Juliet and other works of literature.
Material/Resources Needed: Student-provided paper and pencil for notes, Computer, Projector,
Prezi
Lesson Components
Focusing Event:
The students will write a journal entry in response to a comic featured on the projector.
The comic will be of situational irony. Students will be asked to respond what they feel about the
comic, what they understand, what is going on, etc.
Phase 1: Attending to the Material
The teacher will present the students with the learning material through a Prezi (literary
device terms and definitions). This activity will require the students to focus on the major ideas
and examples of the learning materials. Students will use their own paper and pencil to list out
the words and definitions. Students will be encouraged to rewrite the definitions in their own
words. After the teacher presents each literary device and allows students ample time to list the
terms and write their own definition, the teacher will lead students in a discussion about the
respective term. The discussion will include clarifying the definition, asking for students to
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provide examples from books/movies/other literature, and the effect of the literary device has on
the audience.
Phase 2: Developing Connections
The teacher will develop connections with what is just learned by providing visual
images alongside each term. Visual images will come from various comic strips or everyday
pictures. Students will be able to make stronger associations because the images will be of
memes a current media trend for todays students.
Example: Pun visual below
Phase 3: Expanding Sensory Images

The sensory images for the literary devices and terms will be enhanced when the teacher
will show short and humorous video clips of each literary device/term (example: songs in the hit
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movie Frozen contain funny puns, clips of conversations from Charlie Brown contain a lot of
irony, Cady Herrons monologue in Mean Girls).
Example Video Clips:
https://www.youtube.com/watch?v=6ovOboVwB7g - use 30 seconds to 1 minute as an

example of monologue
https://www.youtube.com/watch?v=VYAlLcT5Lfk - use clip of when Charlie Brown is

excited about starting a new slate with his representation but he does something that just
reaffirms his clumsiness
Phase 4: Practicing Recall (Closure)

The teacher will divide students in groups of three to four. In their groups, the teacher
will direct the groups to recall what they learned about each device/term and think of two to
three examples for each device from their own knowledge base: books previously read, movies
watched, comics/cartoons viewed, pop culture, advertisements, etc. The groups will write down
their examples, and if time permits, share with the class for discussion and feedback (formative
check).
Formative Check:
Guiding questions
Students coming up with examples of the literary devices/terms
If further instruction is necessary, the teacher will provide additional examples of the
literary devices (in books, movies, articles, images, etc.).
The students will be taking a final assessment over The Tragedy of Romeo and Juliet that
includes multiple choice questions, matching, and short answer response. Students will be asked
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to identify examples of the various literary terms/devices presented in this lesson found in The
Tragedy of Romeo and Juliet.
assistance
and definition
ELLs will have the opportunity to utilize their own cultures books/movies/shows
as examples
17

School of Education
Lesson Plan
Synectics Model
Lesson Title: Creating Stronger Metaphors

Subject: English
Lesson Goals: The learner will appreciate the use of metaphors, similes, and other literary
devices in poetry. The learner will understand the complexity of poems.
Lesson Objectives: The learner will be able to create metaphors for poetry writing.
Material/Resources Needed: White board, dry erase markers, paper and pencil for students
Lesson Components
Focusing Event:
The class will read Hope is the thing with feathers by Emily Dickinson and discuss
why the poem is so powerful. The students will be asked to discuss how they feel about the
metaphor being used and how authors might go about trying to create metaphors in their writing.
Phase 1: Description of Present Condition
The teacher will place students in partners. The teacher will ask the partners to take a few
minutes with each other and describe feelings in their own words. Students will be given two
to three minutes to write down their thoughts. The teacher will ask the pairs to share a few
descriptive words with the class (example words may be: love, hate, anger, sadness, etc.).
Phase 2: Direct Analogy
The teacher will direct the students to examine the descriptive words that the class came
up with and form direct analogies between the words and food. The partners will be given two to
three minutes to come up with an analogy between the two of them. The teacher will ask for six
to seven volunteer pairs to share their analogy. After analogies have been provided, the best
analogy will be voted on by the class. The analogy will be written on the board to view.
18
Examples: Chili Peppers remind me of anger. Chocolate reminds me of love. Soup

reminds me of comfort.
Phase 3: Personal Analogy
The teacher will then ask the students to think about how they would feel if they were the
object chosen in phase two. The partners will take a few minutes to discuss with each other and
record how they would feel and why they have that feeling.
Example: How would it feel to be chocolate? Take some time with your partner and
discuss how you would feel, why you would feel it, and record your thoughts.
Possible Responses: devoured, delicious, melting, scared, passionate, rich, strong, loved,
recognized
The teacher will reconvene class and ask the pairs to share their responses and feelings.
Words will be written on the board to view.
Phase 4: Compressed Conflict
The teacher will ask the whole class to view the responses on the board and to find a pair
of words that seem to be in opposition of one another.
Example: strong melting
Phase 5: Direct Analogy
The teacher will then ask each pair to create an analogy using the conflicting words with
a completely different category, objects. The pairs will be given a few minutes to discuss the new
direct analogies that theyve come up with.
Example: Objects are the analogy and strong melting are the characteristics
Direct Analogies: Metal, plastic
Phase 6: Reexamination of the Original Task
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The teacher will reconvene the class as a whole and lead the class into a discussion about
the original topic, Chocolate and love and the new topic, Metal and strong/melting.
Example: Feelings are like metal. They are extremely strong, but they can be melted
down. Feelings are like chocolate, you eat them when you are happy and you eat them when you
are sad.
Students will discuss their thinking process from the original topic to the new topic to
combining both topics (metacognition). Students will be asked to work individually to create a
poem about feelings using this method to create stronger metaphors and similes.
Formative Check:
Guiding questions
Students coming up with examples analogies
Students writing their own poem
If further instruction is necessary, the teacher will go through the synectic model using
different categories.
The students will be writing a creative poem that must meet a set of criteria (i.e certain
amount of lines, literary devices, topic, etc.).
assistance
and definition
20

School of Education
Lesson Plan
Inquiry Training Model
Lesson Title: Public Service Announcement Marketing/Media Project

Subject: English
Lesson Goals: The students will explore social issues that affect todays society.
Lesson Objectives: The students will research and create a report in response to a social issue
affecting todays society. The students will create a PSA video to promote the social issue to the
public.
Material/Resources Needed: Instruction handout, nonfiction literature circle books (respective
to each group), paper and pencil, follow-up handout, other materials as needed by each group
(laptop for editing, printer, books, etc.)
Lesson Components
Phase 1: Confrontation with the Problem
Students will be divided into small groups of four to five depending on the nonfiction
literature circle book they read (i.e The Immortal Life of Henrietta Lacks, I Am Wes Moore, I Am
Malala, etc.). The teacher will go over the project process (inquiry and questioning skills),
requirements, and instructions with the students. Groups will be instructed to locate the primary
issue from their respective nonfiction literature circle book. Things for the groups to think about:
What is the primary social issue from the book? Is it still relevant today? How does it affect us?
What do people know about it? What can be done? Groups will be prompted to create a primary
question/issue that needs to be addressed.
Example: Students reading I Am Malala will create the question: What can be done to
address the issue of womens education rights in developing countries?
Phases 2 and 3: Data Gathering Verification and Experimentations
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Groups will be directed to conduct background research on their topic through various
mediums: school library databases, books, the Internet, etc. While conducting research, groups
are recommended to find data on:
Background facts
Statistics on the issue (regions the issue affects, how many people are affected, the type
of people affected)
Current solutions being implemented
Effects/implications of the issue on the community/society

Students may also conduct primary research and survey classmates/community on the
issue awareness using various survey machines (survey monkey, manual surveying, etc.).
Because of the nature of the project, groups will not be able to conduct direct testing. In lieu of
direct testing, groups will put together a solution and they can 1) provide reasoning on why their
solution is viable and/or 2) survey the public and garner public response to the groups provided
recommendation to the issue.
Phase 4: Organizer, Formulating an Explanation
Upon gathering data and information on the groups respective issues, the groups will be
instructed to put together a media plan to promote their issue to the public:
What is the issue?
Who will the media plan target (i.e teenagers, US citizens, the entire public, mothers,
fathers, etc.)? What does the current target know about the issue?
Why is this issue a problem? What are the causes of this problem?
What are current solutions to this problem? How are they working?
What is a solution that the group has come up with? How might this help the situation?
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Groups will put together a report addressing the issue and organizing their data and
providing their feedback. Students will also create a creative public service announcement video
trailer of the issue. Groups will present their report/video to the class.
Phase 5: Analysis of the Inquiry Process
After projects and presentations are completed, the teacher will hand out follow-up
handouts for each student to complete individually. Students will be asked about their feelings on
the project, how they felt the process went, what they enjoyed/didnt enjoy, what they might
have done differently, etc. After being able to think about and write down their thoughts, the
teacher will reconvene the class in a small discussion to go over the project process with
everyone. Students will share with one another their thoughts on the inquiry project.
Formative Check:
Project checkpoints every week with the teacher
Small assignment tasks due each week (i.e formulating the question, gathering data,
creating solution, writing report, etc.)
If further instruction is necessary, the teacher will provide additional resources (i.e
documents, links, etc.) to assist groups with the inquiry process.
The students will be creating a final video and report that includes their research,
findings, and solution. The video and report will be presented to the class.
assistance
and definition
ELLS will be able to utilize language translation dictionaries
23
24

School of Education
Lesson Plan
Nondirective Teaching Model
Lesson Title: The Raven Poetry Analysis

Subject: English
Lesson Goals: The students will appreciate and understand poetry in its various formats (free
verse, blank verse, etc.).
Lesson Objectives: The students will be able to read a poem and analyze the poem for literary
devices and meaning. The students will be able to interpret a given poem in their own words.
Material/Resources Needed: Copy of The Raven by Edgar Allan Poe, computer and sound
system to play a Youtube link
Lesson Components
Focusing Event:
The teacher will play an audio reading of The Raven by Edgar Allan Poe to the
students (https://www.youtube.com/watch?v=WcqPQXqQXzI read by James Earl Jones) and ask
students to write down in their daily journals their initial thoughts/responses/feelings to the
poem. The class will have 3-5 minutes to quickly jot down their thoughts (no structure to the
writing is needed).
Phase 1: Teacher encourages free expression of feelings
After allowing the students to write individually in their daily journals, the teacher will
group the students in small groups of three to four students. All of the groups will be directed to
discuss what they wrote down with each other how did they feel about the poem? What do they
think the poem means? What are some things that stood out do them? After 5 minutes of group
discussion, the teacher will reconvene the class as a whole and ask for students to freely express
25
their feelings/responses. Students can share their individual responses or share their groups
discussion responses.
Phases 2 and 3: Exploring the Problem and Developing Insight
After the initial discussion of the students thoughts, the teacher will have the students go
back into their groups again and this time, discuss what they think the poem is really about: What
is the conflict? What is the Raven? What does the poem mean? The teacher will instruct the
groups to revisit their initial journal writings and to also revisit and look at the various lines of
the poem, taking close note at any literary devices, lines being repeated, and so on and so forth.
The teacher will direct the groups to try and come up with one single response per group. While
the groups are discussing, the teacher will actively monitor and check in with each group. The
teacher will reconvene the class together again and ask each group to share their thoughts and
describe what each group felt was the conflict of the poem and what the poem really means. The
teacher will not disregard any of the responses.
Example Responses:
The speaker of the poem is very sad because his girlfriend or something left. Then a
raven came by and is bugging him.
The speaker of the poem is distraught because someone important to him died. The raven
is the persons spirit and haunting him.
The speaker of the poem is distressed because someone important to him died, but he
cant get over it. Maybe the raven isnt real, but a figment of his imagination because hes
going crazy.
The teacher will ask the groups to continue to explore their own responses and develop
further insight. Thats an interesting conclusion, now go back and tell me how you got to that
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conclusion. Where in the poem does it lead you to believe the raven isnt real? What devices
found in the poem show you that the speaker is in an unhappy state of mind? The groups will
discuss for a few minutes on their own and then share with the class their findings. The teacher
will support and clarify the groups evidence.
Phase 4: Planning and Decision Making
After group/class discussion on the poem, the teacher will have the students go back into
their groups once again. This is where the students will reflect on how they analyzed The
Raven. The teacher will instruct the student to plan out how they would go about re-interpreting
and analyzing the poem. What steps would they do again, how would they do it differently?
Would they listen to the poem first? Would they read it on their own and then listen to the poem
after? What should they look for in the poem as they are reading? The teacher will reconvene the
class as a whole and lead one last discussion. The teacher will ask for a final consensus/decision:
What was the poem really trying to say? The teacher will guide the students to pull from the
class discussion during phases 2 and 3. The students will think about and discuss the literary
devices and the repetition found in the poem to identify what is being emphasized in the poem.
Phase 5: Integration
The teacher will continue class discussion to ask students how they felt about the process
of reading and analyzing the poem. At this point, the students will feel surer of themselves
because they were able to read the poem on their own with little direct guidance from the
teacher. The teacher will reaffirm, I hope you realized that I did not tell you anything about the
poem. You did that all yourselves!
Action Outside the Interview
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The teacher will instruct the students to go home and find a poem that they enjoy (cannot
be Dr. Seuss, Robert Frosts A Road Not Taken, or Shel Silverstein). The students will apply
what they did in class and try to read, analyze, and determine meaning in the poem.
Formative Check:
Guiding questions
Active monitoring
Supporting and clarifying the group responses
If further instruction is necessary, the teacher will work with the students to interpret
Theme for English B by Langston Hughs.
The students will be taking a final assessment over poetry that asks the students to read a
poem and analyze the poem.
assistance
and definition
28

School of Education
Lesson Plan
Role-Playing Model
Lesson Title: TKAM Trial Scene

Subject: English
Lesson Goals: The students will be exposed to the justice system, the ideas of racism, and the
innocence of children in To Kill A Mockinbird.
Lesson Objectives: The students will re-enact the trial scene of To Kill A Mockingbird and make
inferences and observations on how the characters would proceed in the trial.
Material/Resources Needed: No materials needed as this is a role-playing lesson
Lesson Components
Focusing Event:
The students will write a journal entry in response to the prompt: What does justice
mean to you? This event will get the students to start thinking about justice and the upcoming
trial that are about to partake in.
Phase 1: Warm Up the Group
The teacher will introduce the problem by asking the class to recall the events of the novel that
lead up to the trial, To Kill A Mockingbird, so far: Who are the characters involved in the trial?
What happened? Why is there a trial? Whats the backstory so far of the town?
Next, the teacher will ensure the problem is explicit through asking this question: Do you
ever feel that the justice system is wrong sometimes? The teacher will lead the students into a
quick discussion to interpret what has happened so far in the novel and explore the issues that
have occurred thus far (i.e the treatment of Atticus Finch and his family, what Scout and Jem
understand far, what the reader understands).
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Teacher will then take time to explain role playing. She will emphasize that through
acting out a fictional yet possible situation, the class will explore the justice system in 1930s
southern America. She will also emphasize that this will help prepare the class when they begin
reading the trial scene of To Kill A Mockingbird.
Phase 2: Select Participants
The teacher will next guide the students in analyzing the characters, namely Atticus Finch,
Mayella Ewell, Bob Ewell, Tom Robinson, Scout, Dill, Jem, Judge Taylor, Mr. Gilmer, and the
jury that consists of white men. The students will describe what the characters are like, how they
feel, and what actions they might take as the story proceeds.
After adequate time has been devoted to exploring these roles, the teacher will ask for
volunteers to play each character. He or she must be cautious not to allow students to stereotype
others into selecting roles. For example, a student who is often blamed for things he or she
didnt do, should not play the role of Tom Robinson, as it may affect him or her deeply. A
student who is particularly right or left-winged in political status should be refrained from being
the lawyers. Also, the teacher should refrain from selecting a student who is very socially mature
for a role, as this type of student will likely have a logical, adult-like approach to playing the
part, possibly limiting the process of exploration for the other class members.
Phases 3 and 4: Set the Stage and Prepare the Observers
The teacher will then set the stage by explaining the general format of a trial, to better recreate
the scene. The teacher should then restate the roles in order to ensure that the students who have
been selected for each part each have a solid understanding of their role. The teacher will guide
the students into the trial to help prepare the problem in front of them. The rest of the class who
are not assigned roles will act as observers. The teacher will give the observers time to think
30
about what components of the trial they will be looking for (i.e is the evidence presented valid,
what factors lead into the jurys decision, are there any background factors that help or hurt the
trial) The observers will want to establish what goals that each of the actors are seeking to
accomplish as well (i.e Atticus getting his defendant acquitted, Mr. Gilmer the opposite, Jem
wanting true justice, etc.).
Phase 5: Enact
After actors and observers have had ample time to prepare, the enactment of the trial will
begin. The role play will end once the jury has come to a decision (whether that is guilty or not
guilty).
Phase 6: Discuss and Evaluate
The teacher will next guide the students in reviewing the events, positions, and realism of the
trial. The teacher will guide the class in discussing the major areas of focus such as the factors
that led to the decision and the fairness of the situation. Using the students comments and
suggestions from this discussion as a guide, the teacher will lead the class in developing the next
enactment. The central question for thought will be, Can you think of another way in which
this trial could have gone?
Phase 7: Reenact
Based on the revised roles developed in the previous discussion, new actors will be chosen to
reenact the ending to the scenario. Students will then be given time to offer suggestions for next
steps or alternative behaviors.
Phase 8: Discuss and Evaluate
31
Together with the teacher, the students will review the occurrences of the alternative role play,
explore its relation to the justice system at the time, and begin to develop a subsequent
reenactment.
Phase 9: Share Experiences and Generalize
With the teachers guidance, students will relate the problem situation to real-life experiences
and problems currently faced within their lives (examples could be: Ferguson case, Freddie
Gray, etc. Teacher should be very wary because this may cause controversy within the
classroom. The teacher must be very clear that students are to maintain a neutral position and not
attack any other student for his or her thoughts). For example, students might be asked to
respond to a question such as, Do you know of situations that are unfair today? Is there a time
when the justice system today is flawed (can be America or another country)? The teacher
should direct the students in seeking to improve the quality of classroom democracy during this
time through accepting all suggestions as legitimate and refraining from value
judgments. Additionally, he or she should be mindful of ways in which this discussion might
provide any entry point for other conversations and role-playing segments that address
corresponding values such as equality, trust, and respect.
Formative Check:
Guiding questions
Active monitoring
If further instruction is necessary, the teacher will have the students read the trial scene
together and the teacher will lead the students through discussion.
The students will be taking a final assessment over To Kill A Mockingbird.
32
assistance
and definition
33

School of Education
Lesson Plan
Direct Instruction Model
Lesson Title: Metaphors and Similes

Subject: English
Lesson Goals: The student to understand what a metaphor and simile are and how they can help
us understand new concepts.
Lesson Objectives: The student will be able to define, identify, and create a metaphor and a
smile and use them in lessons to link new lessons to previous knowledge.
Material/Resources Needed: Computer, projector, prezi, worksheets that include the structured
practice paragraphs and images, paper and pencil (for students)
Lesson Components
Phase 1: Orientation
The teacher will provide the objective of the lesson, The student will be able to define,
identify, and create a metaphor and simile and use them in lessons to link new lessons to
previous knowledge and the level the performance to the class. The teacher will introduce the
idea of metaphors and similes and explain to students that it is seen throughout literature, and it
is something that students have encountered before every day (even in TV shows!). The teacher
will discuss the procedures of the lesson:
I will present the definition of metaphors/similes to you, and I will go over

examples. You will take notes as I present this information to you.
We will work on a few examples together.
You will work on groups to create your own metaphors and similes and identify
them. I will help you out when needed.
34
You will take the lesson and extend it when you go home by finding your own
metaphors/similes and creating them as well.
Phase 2: Presentation
The teacher will present the concept of metaphors through an interactive prezi. The
students will be instructed to take notes as the teacher presents the material. The prezi will
include the definition of both concepts as well as examples. The teacher will check for
understanding by asking guiding questions throughout the presentation of information. (What is
the difference between a metaphor and a simile? Where do we find metaphors and similes? What
is the purpose of a metaphor and/or a simile?
Link to Prezi: https://prezi.com/6omsyuqtpatn/metaphor-and-similes-mini-lesson/
Phase 3: Structured Practice
The teacher will present a shot text that contains a metaphor or a simile on the board, and
the teacher will work with the students to first identify the metaphor or simile. The teacher will
then lead the class through a discussion to create a description of the object based off the phrase.
Example text: I opened the window and looked out. It was beautiful and sunny. There
was a sea of daffodils dancing in the wind. I closed my eyes and breathed in the fresh air.
Example discussion questions: Where is the metaphor? What is being described? What is
the metaphor saying about the object/person? What image does it create in our minds? How
would you feel if the sentence said, There were a lot of daffodils swaying outside.
The teacher will present an image to the class and work together with the class to create a
metaphor/simile that describes the object.
35
Example image:
The teacher may work together with the class to create a
metaphor such as: The boy was shivering outside. He
was a snowman, and he was stuck outside in the snow
with nowhere to go.
Phase 4: Guided Practice

The class will then be split into small groups of three to four students. The teacher will
provide three small paragraphs AND three images. The groups will be instructed to work in their
groups and first identify the metaphors/similes located in the provided paragraphs and answer the
questions: 1) What is the metaphor? 2) What is being described? 3) How is it being described (i.e
what does it make you see/feel/hear? The groups will also be instructed to work in their groups
to create their own metaphors and images with the three provided images. While the groups are
working, the teacher will actively monitor the group work and assist groups as needed. The
teacher will provide feedback on any work completed early by students. The work is due at the
end of class (closure).
Phase 5: Independent Practice
36
For homework, the students will be instructed to identify and bring back a metaphor
AND a simile in their everyday life (example: magazine/newspaper advertisements, books they
read at home, a line from a TV show they watch, etc.). They will also write a paragraph
containing two metaphors and two similes describing their favorite food.
Formative Check:
Guiding questions
Groups submitting their work
If further instruction is necessary, the teacher will provide more examples of
metaphors/similes for students to analyze and discuss.
The students will be writing a short narrative that includes various literary elements that
have been discussed in the class. Metaphors and similes are included in the requirement.
assistance
and definition
ELLs will be provided resources through websites and videos
37

School of Education
Lesson Plan
Group Investigation Model
Lesson Title: The Causes of the Great Terror

Subject: English
Lesson Goals: The student will understand the effect that history may have in works of fiction
such as the allegory, Animal Farm.
Lesson Objectives: The student will be able to research a specific topic and report results to his
or her classmates. The student will be able to explain the causes that led to the Russian
Revolution and the Reign of Terror.
Material/Resources Needed: Computer, access to Youtube, projector, Pen and paper, and
research resources (i.e access to the library, books, Internet)
Lesson Components
Phase 1: Students encounter a puzzling situation
This lesson is to provide the foundation of background knowledge necessary for reading
the allegory, Animal Farm. The teacher will present the puzzling situation to the students by
first showing a video clip of Stalen: The Great Terror (Link:
https://www.youtube.com/watch?v=EMBXwppM8g8).
Phase 2: Students explore reactions to the situation
The teacher will lead a discussion with the students following the video by asking their
thoughts on the Great Terror. The students will come to the conclusion through discussion that
the problem they want to solve is the cause of the Great Terror. Was it because of an evil
man or were there other factors that played into it?
Guiding Questions to ask: How do you feel about these series of events? Whose fault was
it? Was it avoidable? What do you notice? Where do you think it all went wrong?
38
Phase 3 and 4: Students formulate study task and organize for study; Independent and
group study
After the problem has been defined, the teacher will direct the students to organize
themselves and plan their research process. What different topics should they research (i.e Josef
Stalin, Vladimir Lenon, Karl Marx, Leon Trotsky, the various Russian classes, etc.)? What time
period should they be researching? What source should they reach out to? The students will
divide themselves into small groups and the class will assign each group a topic to research.
The class will be given time in the library and extra time at home to conduct independent
and group research on the class-assigned topics.
Phase 5: Students analyze progress and process
After research, the groups will come back together to report results to each other on what
was learned of each topic. Upon taking all the information together, the teacher will lead the
class into a discussion based on the results as to what led to the Reign of Terror. The teacher
will also include in this discussion a few questions for the class about the research process and if
the class felt that they met the original purpose of their investigation.
Phase 6: Recycle activity
The activity will be recycled if another problem reveals itself through the book or in
another novel study (most likely To Kill A Mockingbird).
Formative Check:
Guiding questions
Groups submitting their research results
39
If further instruction is necessary, the teacher will provide additional background

information on the Russian Revolution and an advance organizer for students to better
understand the concepts.
The students will be writing a research essay on an Animal Farm character and its
allegorical counterpart.
assistance
and definition
ELLs will be provided resources through websites and videos
40

Jnguyen Models of Teaching Portfolio

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Jnguyen Models of Teaching Portfolio

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MODELS OF TEACHING PORTFOLIO

Model 1: Inductive Training Model

Example: Elements of a Short Story

Example: Identifying Personification

Example: Literary Devices and Terms

Example: Creating Stronger Metaphors

Example: Public Service Announcement Marketing/Media Project

Example: The Raven Poetry Analysis

Example: TKAM Trial Scene

Example: Metaphors and Similes

Example: The Causes of the Great Terror

Purpose and Objective of Portfolio

Houston Baptist University

Lesson Title: Archetypes

Houston Baptist University

Lesson Title: Elements of a Short Story

Phase 2: Presentation of Learning Task or Material

Houston Baptist University

Lesson Title: Identifying Personification

Houston Baptist University

Lesson Title: Literary Devices and Terms

Phase 3: Expanding Sensory Images

https://www.youtube.com/watch?v=6ovOboVwB7g - use 30 seconds to 1 minute as an

https://www.youtube.com/watch?v=VYAlLcT5Lfk - use clip of when Charlie Brown is

Phase 4: Practicing Recall (Closure)

Houston Baptist University

Lesson Title: Creating Stronger Metaphors

Examples: Chili Peppers remind me of anger. Chocolate reminds me of love. Soup

Houston Baptist University

Lesson Title: Public Service Announcement Marketing/Media Project

Current solutions being implemented

Effects/implications of the issue on the community/society

What is the issue?

Houston Baptist University

Lesson Title: The Raven Poetry Analysis

Houston Baptist University

Lesson Title: TKAM Trial Scene

Houston Baptist University

Lesson Title: Metaphors and Similes

I will present the definition of metaphors/similes to you, and I will go over

We will work on a few examples together.

Phase 4: Guided Practice

Houston Baptist University

Lesson Title: The Causes of the Great Terror

If further instruction is necessary, the teacher will provide additional background

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