Professional Documents
Culture Documents
Lindsey S. Olson
Teaching in the Secondary Schools
Dr. Barbara Elvecrog
10/02/08
Day One
Before Class and very first moments (5 minutes)
I. My classroom is clearly labeled with my name and the name(s) of the class,
period and grade may also be included if necessary.
II. My name is written clearly on the board so students know if they are in the correct
room.
III. “Welcome” is written in every first language spoken by the student.
IV. As students filter in I will stand at the door, greet students, and tell them to please
stand at the back of the room so I can give them their first seating chart.
V. Show students their assigned desks, explain that the chart is preliminary and
likely to change in the first week or two.
Closure: (3 minutes)
I. Ask students to write me a note telling me if they are confused or concerned about
any of the procedures discussed.
II. Students may talk with their neighbors.
III. Remind students to bring in props to discuss themselves (should also be written
on homework board)
Day Two
Opener: Roll Call and Name Memorization (5 minutes
I. Ask students if anyone can name everyone in the room.
II. Give a few students a chance, applaud all who know every name
III. Talk about 18-second rule, have students focus on a student for 18 seconds while
you slowly do roll call.
IV. As you call each name, ask student to volunteer information about themselves
(favorite movie, food, book)
Activity One: Meet your classmate through props (25 minutes)
I. As student’s walk in the door, greet them and ask them if they have their props
II. If they do not, give them a pass to go to their locker and get a couple things that
relate to their life. OR Give them a couple of pieces of paper to draw things while
you take roll call.
III. After roll call, assign students to work in pairs.
IV. Ask students to:
a. Introduce themselves with their preferred name.
b. Explain what each of the objects are
c. Where the objects came from.
d. How the objects relate to their life.
V. Encourage partner to ask questions to get more information about the object.
VI. Model the types of questions necessary if the English level is very low.
VII. Switch partners and do the same.
VIII. Ask each student to introduce their partner to the room and explain how ONE of
the objects is important to the student.
IX. While student is speaking, I will be compiling a list of mistakes to be addressed
later on.
X. Applaud after each student speaks.
Activity Two: Classroom Procedures Review Game (5 minutes)
I. One the board, have the classroom procedures listed but written with incorrect
information.
II. Combine the partner pairs into groups of four.
III. Ask each group to re-write the correct classroom procedure.
IV. Have a small prize or applause for the group that was able to write the most
correct classroom procedures.
Activity Three: Introduction to Classroom Organization (10 minutes)
I. Give students a guided tour of the room. Show students where pencils, pens,
looseleaf paper, and the pencil sharpener are.
II. Show students where you want them to pick up books and/or portfolios when they
enter the room
III. Ask students to return to their desks and, working alone or with a partner, sketch a
plan of the room and label where the important features are located.
Day Three
Activity One: Classroom Organization Review and Community Building (10
minutes)
I. After attendance, have 4 sets of labels marked with classroom areas and supplies I
introduced the previous day.
II. Divide the students into groups of four.
a. If time permits, let them choose a team name.
III. Using relay race format, call out a name on a label, and have one student from
each group come to the front, grab a label, and place it in the correct area.
IV. Give the fastest team one point if the area is correctly labeled.
V. Applaud or have a small prize for the winning team.
Activity Two: Classroom Rules (25 minutes) SEE HANDOUT
I. Introduce my three rules for the classroom.
a. Respect others
b. Respect the school
c. Do not interfere with another’s learning
II. Break student’s into pairs
III. On the rules hand-out, have students list more specific ideas/regulations that
fit within the three classroom rules
IV. After 10 minutes, have students list their specific ideas on the Smart
board/overhead
V. Discuss each idea as a class, can you agree to this?
VI. Copy/print out collaborative rules
Activity Three: Language-Simplified Learning Styles Survey. (15 minutes) SEE
HANDOUT
I. Hand out a learning styles survey that I have created with simplified English, if
necessary.
II. Give students 10 minutes to complete.
III. Model how to total the survey.
IV. Together, read and discuss the different learning styles.
V. Collect the surveys for future lesson planning.
Homework: Students must bring a textbook from one of their classes to my class on
Day 4.
Day Four
Activity One: Review Classroom Rules and common grammar mistakes.
(15 minutes)
I. Create a handout the rules developed by the class.
II. From your list of grammatical mistakes compiled on Day 2, write the rules using
the same types of errors.
III. Give students 10 minutes to read the handout and fix mistakes.
IV. Discuss the found grammar mistakes and make corrections together on board.
V. Finally, have each student read the correct rule aloud to the class.
VI. Ask comprehension questions (Ex) Can I call out my ideas whenever they come
to me?
VII. Ask student to sign each corrected handout as an agreement that they will follow
the classroom rules. Keep on file in case of situations that require disciplinary
actions.
Activity Two: What we have in common (10 minutes)
I. Put the students into random groups of four.
II. Tell students they have to find things they have in common. If necessary:
a. Model concept of commonalities.
b. Model language structures needed to ask questions and respond positively
or negatively.
III. Give them five minutes to discuss their lives and look for things they have in
common.
IV. Model language needed to report commonalities, if necessary.
V. Have one representative report for the entire group. OR, have each person in the
group list one thing they have in common.
VI. Applaud each group.
Activity Three: Using your textbooks efficiently (25 minutes) SEE HANDOUT
I. Hand out Textbook Feature Analysis graphic organizer.
II. Using my own textbook, or an online textbook shown on the smart board,
demonstrate how I will look through a textbook to learn how it is organized.
III. Empahsize second language learner sections (glossary, illustrations)
IV. Give students time to fill out graphic organizer
V. Circulate and discuss any questions that students may have.
Closure (5 minutes):
I. Hand out a post it note to each student.
II. Ask them to chose one of the following four categories
a. This week, I learned…
b. This week, I was surprised by…
c. This week, I wish we could have…
d. This week, I still wonder about…
III. Give students time to chose one category and write something following the
prompt.
IV. Have student place in a corresponding square on the overhead.
V. Wish students a great weekend and tell them I am excited for next week!
Classroom Rules Handout
Directions: Please think of sub-rules that would fit within our broad classroom rules.
SECTION 1
SECTION 2
SECTION 3
Section 5
_____ I learn best interacting with others.
_____ The more the merrier.
_____ Study groups are very productive for me.
_____ I enjoy chat rooms.
_____ Participating in politics is important.
_____ Television and radio talk shows are enjoyable.
_____ I am a "team player".
_____ I dislike working alone.
_____ Clubs and extracurricular activities are fun.
_____ I pay attention to social issues and causes.
Section 6
_____ I enjoy making things with my hands.
_____ Sitting still for long periods of time is difficult
for me.
_____ I enjoy outdoor games and sports.
_____ I value non-verbal communication such as sign
language.
_____ A fit body is important for a fit mind.
_____ Arts and crafts are enjoyable pastimes.
_____ I like working with tools.
_____ I live an active lifestyle.
_____ I learn by doing.
Section 8
_____ I learn best when I have an emotional attachment to
the subject.
_____ Fairness is important to me.
_____ My attitude affects how I learn.
_____ Social justice issues concern me.
_____ Working alone can be just as productive as working in
a group.
_____ I need to know why I should do something before I
agree to do it.
_____ When I believe in something I will give 100% effort
to it.
_____ I like to be involved in causes that help others.
Section 9
_____ I can imagine ideas in my mind as images.
_____ Rearranging a room is fun for me.
_____ I enjoy creating art using varied media.
_____ I remember well when I use graphic organizers.
_____ Performance art can be very gratifying.
_____ Spreadsheets are great for making charts, graphs and
tables.
_____ Three dimensional puzzles bring me much enjoyment.
_____ Music videos are very stimulating.
_____ I can recall things in mental pictures.
_____ I am good at reading maps and blueprints.
Types of Text
1. Skim through the book and
make a list of all the
different documents or types
of texts you will have to
read (include graphs and
maps)
Sidebars
2. Find examples of sidebars.
What kinds of information
appear in the boxes? Are they
the same throughout the book?
Typeography
3. Find examples of different
styles of type. Example: bold
or italicized words or
phrases.
Color
4. Does the book use color to
convey information? Example:
What does it mean when you
see words that are
highlighted in yellow?
Concerns
8. After looking at this
book, you may have concerns
or questions. Make a list of
those to be discussed with
your classmates and/or
teacher