Module 2: Lesson Planning ACTIVITY 2.

04
TPE 9: Instructional Planning Term 1A (rev. 10)

Module 2: Lesson Planning (TPE 9)

October 23, 2010

Salvador V. Gonzalez, Jr

(FALL 2010/TERM 1A)

CALIFORNIA STATE UNIVERSITY

Fullerton Regional Center

(DENSFORD)

GONZALEZ, S. 0508 --- 1 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

CLASSROOM AND CURRICULUM

Infants and young children are entirely given over to their physical surroundings; they

absorb the world primarily through their senses and respond in the most active mode of knowing:

imitation. Imitation is the power to identify oneself with one's immediate environment through one's active

will. Everything – anger, love, joy, hate, intelligence, stupidity – speaks to the infant through the tone

of voice, the physical touch, bodily gesture, light, darkness, color, harmony, and disharmony. These

influences are absorbed by the still malleable physical organism and affect the body for a lifetime.

Those concerned with the young child –parents, teachers and administrators– have a

responsibility to create an environment that is worthy of the child's unquestioning imitation. The

environment should offer the child plenty of opportunity for meaningful and for creative 'play.' This

supports the child in the central activity of these early years: the development of the physical organism.

Drawing the child's energies away from this fundamental task to meet premature intellectual demands robs

the child of the health and vitality he or she will need later in life. In the end, it weakens the very powers

of judgment and practical intelligence the teacher wants to encourage.

In pre-school to kindergarten children play at cooking, they dress up and become mothers

and fathers, kings and queens; they sing, paint, and color. Through songs and poems they learn to enjoy

language; they make soup, model beeswax, and build houses of boxes, sheets, and boards. To become

fully engaged in such work is the child's best preparation for life. It builds powers of concentration,

interests and a lifelong love of learning. When children are ready to leave kindergarten and enter first

grade, they are eager to explore the world of experience for the second time. Before, they identified with

it and imitated it. Now, at a more conscious level, they are ready to know it again; by means of the

imagination – that extraordinary power of human cognition – that allows us to “see” a picture,

“hear” a story, and “divine” meanings within appearances.

In the third grade classroom, the educator's task is to transform all that the child needs to know

GONZALEZ, S. 0508 --- 2 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

about the world into language of the imagination, a language that is as accurate and as responsible to

reality as intellectual analysis is in the adult. The wealth of an earlier, less intellectual age- folk tales,

legends, and mythologies, which speak through in parables and pictures – becomes the teacher's

inexhaustible treasure house. When seen through the lens of the imagination, nature, the world of

numbers, mathematics, geometrical form, and the practical work of the world are food and drink to the

soul of the child. The four arithmetical operations can, for instance, be introduced as characters in a

drama to be acted out with temperamental gusto by first graders. Whatever speaks to the imagination
and is truly felt stirs and activities the feelings and is remember and learned. The elementary years are tie

time for education the “feeling experience.”

How is the developmental theory of childhood reflected in California public classrooms? The
school day beings with a long, uninterrupted lesson. One subject is the focus; the class deals with it in-
depth each morning, or several weeks at a time. This long main lesson – which may well run for two
hours – allows the teacher to develop a wide variety of activities around the subject at hand. Rhythmic
activities get the circulation doing and bring children together as a group; they recite poems connected with
the main lesson, practice tongue twisters to limber-up speech, and work with concentration exercises using
body movements.
After the day's lesson, which includes a review of earlier learning, students record what they
learned in their “learning logs” (journals). Following recesses, the teacher presents shorter “run-
through” lessons with a strongly recitation character. Afternoons are devoted to lessons in which the
whole child is active: artistically guided movement to music and speech, handwork, or PE, for example.
Thus the day has a rhythm that helps overcome fatigue and enhances balance learning.
For the most part, the multiple subjects (elementary) school teacher lead the main lesson at
the beginning of each day. Other teachers may handle special subjects, but the class teachers provide the
continuity and consistency. The class teacher and the children get to know each other very well, and it is
the teacher who becomes the school's closest link with the parents of that class. When problems arise, the
strong child/teacher/parent bond helps all involved work things through instead of ignoring the behavior
and handing the problem on to someone else. This experience of class community is both challenging and
deeply rewarding for the teacher. Having to prepare new subject matter as their students get older from
year to year is a guarantee against going stale. Children begin to see that a human being can strive for

GONZALEZ, S. 0508 --- 3 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

a unity of knowledge and experience. When children reach high school age, the pupil-teacher relationship
changes and specialist teachers, for the most part, replace the class teacher.
The curriculum at this unified school district can be seen as an ascending spiral: the long
lessons that being each day, the concentrated blocks of study that focus on one subject for several weeks.
As students mature, they engage themselves at new levels of experience with each subject. It is as though
each year they come to a window on the ascending spiral that looks out into the world through the lens of
a particular subject. Through the main-lesson spiral curriculum, the teacher lays the ground for a gradual
vertical integration that deepens and widens each subject experience and, at the same time, keeps moving
with the other aspects of knowledge.
All students participate in all basic subjects regardless of their special aptitudes. The
purpose of studying a subject is OT to make a student into a professional mathematician, historian, or
biologist, but to awaken and educate capacities that every human being needs. Naturally, one student is
more gifted in math and another in science or history, but the mathematician needs the humanities, and
the history needs the math and science. The choice of a vocation is left to the free decision of the adult in
later years, but one's early education should give one a palette of experience from which to choose the
particular colors of that one's interests, capacities, and life circumstances allow. In secondary education
(grades 9-12), older students pursue special projects and elective subjects and activities, but, nevertheless,
the goal remains: each subject studies would contribute to the developmental needs of young adult
prepared to succeed in a changing world.

GONZALEZ, S. 0508 --- 4 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

THE 5 ACTIVITIES Of HIGHLY EFFECTIVE TEACHERS

The delivery of curriculum and instruction, using a variety of instructional techniques and formats, is guided
by these five abilities:

• Conceptualization: The ability to integrate knowledge of a discipline with educational frameworks

and a broadly based understanding of the liberal arts. As teachers exercise this ability, they
effectively match strategies with situations, drawing learners to new stages of growth. They
evaluate their teaching plans in relationship to outcomes in a systematic and ongoing way.
• Diagnosis: The ability of diagnosis focuses on teaching in relationship to the needs of individual
students and students as a group. The effective teacher relates observed behavior to relevant
frameworks in order to determine and implement plans that will meet students’ needs and lead
them to the next level of development.
• Coordination: A similarly important component of effective teaching, coordination is the
management of resources to support learning goals. Teachers develop the ability to structure
environments for learning, make effective use of the institution and the community as a learning
resource, and design appropriate learning experiences and assessment procedures.
•
• Communication: At the heart of effective teaching, communication is a central skill for the teacher.
Clarity in presentations, feedback, direction of learning and goal setting, all contribute to the
teacher’s ability to structure and reinforce learning. An effective teacher communicates
enthusiasm to learners, both about the subject and the act of teaching/learning.
•
• Integrative Interaction: Effective teaching is student-oriented, drawing students' experiences, ideas,
and opinions into the classrooms. Through interaction, teachers recognize and respond to individual
differences among students, and use personal resources, including time and abilities, to promote
the growth of students.

GONZALEZ, S. 0508 --- 5 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

Community Overview for FONTANA, CA

*Includes Zip Codes: 92335, 92336, 92337

Community Characteristics
These distinctive characteristics represent factors which have a strong
infuence on this community. Factors are
considered "distinctive" if this community falls into the top 25% for
these characteristics nationally.
White Collar
• High Percentage of Family Households
• Moderate Residential Turnover
• Suburb of Riverside
• Major Sports Teams: Cucamonga
Quakes (A)
• Very Rapid Population Growth

Community Summary
Population Growth (since 2000) 32%
Population Density (ppl / mile) 4,470
Household Size (ppl) 4.05
Households w/ Children 59%

Housing Stability
Annual Residential Turnover 18%
5+ Years in Residency 32%
Median Year in Residency 3.28
Number of Workers
Housing Inventory
Population Demographics (FAQ)
The population of the community broken down by age
group. The numbers at the top of each bar indicate the
number of people in the age bracket below.

Education
The Community Educational Index chart is based on the
U.S. Census Bureau's Socioeconomic Status (SES)
elements. Factors used in creating the index below are
income, educational achievement, and occupation of
persons within the selected ZIP code. Since this index is
based on the population of an entire Zip code, it may not
reflect the nature of an individual school.

Households

1 = Low 5 = High

GONZALEZ, S. 0508 --- 6 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

Demographics
Population Demographics (FAQ)
The population of the community broken down by age group. The numbers at the top of each bar indicate the
number of people in the age bracket below.

Age

Total: 210,419 Households: 51,824 Median Age: 27.26

Crime (FAQ)
The Crime Index compares the risk or probability of future occurrence of certain types of crime in this community
as compared to the national average. The national average for each type of crime equals a score of 1.0, so a
score of 2.0 would represent twice the risk as the national average, and a score of 0.50 would represent half the
risk of the national aver\\

Personal Property Overall

© 2010 Onboard Informatics. All Rights Reserved.

All information presented on this web page is deemed reliable but is not guaranteed and should be
independently verifed by the users of this site. Onboard Informatics makes no warranty, either
expressed or implied, as to the accuracy of the data contained within or obtained from this Web Page.

GONZALEZ, S. 0508 --- 7 of 8 ---

Module 2: Lesson Planning ACTIVITY 2.04
TPE 9: Instructional Planning Term 1A (rev. 10)

References

Guillaume, A.M. (2008) K – 12 Classroom Teaching: A Primer for New Professionals, 3 rd edition. Upper

Saddle River, NJ: Merrill Prentice-Hall. (pages: 100-02, 63-64)

Wong, H.K. & Wong, R.T. (2009) How to be an Effective Teacher: The First Days of School. 4 th Edition

Lewis, B. B. Doorlag, D.H. (0) Teaching Students with Special Needs in General Education Classrooms

(Pearson Education Portal on Paperback) 8th ed. Upper Saddle River, NJ: Merrill Prentice-Hill

Caroll, D. (2001). Considering paraeducator training, roles, and responsibilities. Teaching ExceptionalΩ

French, N.K. (2002). Maximize paraprofessional services for students with learning disabilities.

Intervention in School and Clinic, 38 (1), 50-55.

Giangreco, M. F. (2001). A guide to schoolwide planning for paraeducator supports. Center on Disability
and Community Inclusion: University of Vermont. Retrieved Feb. 7, 2005 from
http://www.uvm.edu/~cdci/parasupport/downloa ds/guide.pdf.

Giangreco, M.F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.

Montana Office of Public Instruction. (2004). Paraprofessional orientation guide. Retrieved Feb 14, 2005
from http://www.opi.state.mt.us/PDF/CSPD/ParaOrientMan.pdf.

National Joint Committee on Learning Disabilities. (1999). Learning disabilities: Use of paraprofessionals.
Asha 41. Retrieved 2/7/05 from http://www.ldonline.org/njcld/ paraprof298.html.

© 2010 Onboard Informatics. All Rights Reserved.

GONZALEZ, S. 0508 --- 8 of 8 ---