JasonMorosky EDSC425 MorrisseyLessonPlanChupacabraandAztecMythology Ideasfromthetext: 1. ExceptionalorCulturallyDifferent 2. MulticulturalEducation Goals: 1. StudentsaretogainanappreciationforthewidevarietyinPuertoRicanandMexican Mythology 2. StudentswilllearnaboutthecomplexityoftheAztecDeitystructureandwhytheyhadsomany differentGods. Objectives: 1. Afterviewingapresentation,studentswilldrawwhattheybelieveaChupacabralookslike basedontheexamplesprovided.Studentswillthensharetheirdrawingswiththeclass describingwhytheydrewthecreatureastheydid.

2. Afterviewingavideoandpresentation,studentswilldesigntheirownAztecdeity.Studentswill thendescribewhytheydesignedthemandwhatthedeityisfor.(e.g.GodofLife,Godof Death) Procedure: 1. Introduction2minutes 2. RunthroughChupacabrapresentation10minutes 3. ActivitySketchoutaversionoftheChupacabra10minutes a. Handoutmaterials1minute b. SketchChupacabra7minutes c. Present/ShareSketches3Minutes 4. RunthroughAztecMythologypresentation10minutes a. MovieIntro2minutes b. Otherslides8minutes 5. ActivityDesignyourownAztecGod a. Handoutmaterials1minute b. Sketch/DrawDeity7minutes c. Present/Sharedrawings3minutes 6. Conclusion/Wrapup2minutes

JasonMorosky April2013 EDSC425 MorrisseyLessonReflection TeachingthelessoninMs.MorrisseysclasswassomethingIwasnervousabout,givenitwasa lessonoutofmycomfortzone.HoweverIbelievethatitwasasuccessfullesson.Thestudentsthat wantedtobeactivewereactiveandthosethatdidnotwerenot.Ms.Morrisseyhasagreatquoteinthe frontofherclassroom:Ifyoudontwanttolearn,nothingcanhelpyou.Ifyouwanttolearn,nothing canstopyou.Thatquotereallysumsupthatclass.especiallyinattitude.Thatsaid,Ioptedtotryand involvethosethatwishedtoparticipateasmuchaspossibleandthatworkedwonderfully.Thosethat didnt,itwaslikeIwaspullingteethtryingtogettheminvolved.HoweverIbelieveitwasimportantthat Iattemptedtoinvolvethemasmuchaspossiblecertainlydontwanttoexcludeanyonefromalesson. AfterItaughtthelesson,IcollectedthedrawingsthatIhadthestudentsdrawduringthelesson. Fromthesedrawings,Iwasabletogatherthateventhosethatdidnotwishtoparticipateinclass sharingtheirdrawings,theyparticipatedinthedrawingsthemselvesandlookedtohaveputeffortinto themgiventhetimeconstraints.Thisnotonlyprovedtomethatevenifthestudentsdidntlooklikethey werepayingattentionorwereinvolved,theyactuallywere.ThiswasmoresurprisingthatIhadthought, andwillcertainlybesomethingthatIintendtolookoutforinmyownclassrooms. Strengthsofthelessonincludedthestudentinvolvement.Therewereafewstudentsthatwere reallyexcitedtogettoparticipateandsharetheirdrawingsandideasinclass.ThesimplefactthatIwas abletoexcitethestudentsandinvolvethemwas,notonlythepointofthelesson,butitsstrongestpoint. WeakestpointwouldprobablyneedtobetwothingsthetimeconstraintandthefactthatI tendedtospeakfromthepowerpointratherthanreadandelaborate.Ididthislesswiththefirsthalf

abouttheChupacabra,butthesecondhalfwiththeAztecMythologycouldhaveusedexpansionI couldhavetaughtthewhole45minutesontheChupacabra,andspentawholeweekonAztec Mythologygiventhereissomuchvariationandinformation.Thatsaid,Iwasabitdisappointedinthe technologyavailableintheclassroomandIcertainlyhopethatissomethingwhichgetsrectifiedinthe future.NothavingtoolsavailableisdoingbothMs.Morrisseyandthestudentsadisservice. ThethingsIlearnedfrommyfeedbackwerethatItendtowalkaroundalotIdonteverstay inoneplace.Thatcouldgetdistractingforthestudents.ThenextthingwouldbethatIdidntseemto leaveenoughworktimeforthestudentsbutgiventhatthatmightbesomethingthatIwouldpickup overtimewithstudentsImnotsuretherewouldbemuchIcouldhavedone,especiallygiventhetime constraintsofthelesson. Theprocessofunitplanningwasinterestinginthatwewereabletofindouttheconnections betweenallofourlessons.NormallyIwouldbeonetojustmakealesson,butmanyofourclasses lessonsbuiltoffofeachotheronewayoranother.Thiscanonlyleadtoreinforcementofideasand strongerlearningoverall.However,Icertainlylearnedthatmuchmoreworkgoesintoplanningaunit versusasinglelesson,soforthatexperienceIamgrateful.