Sean Nartiff ’s Portfolio

Master of Education

Teaching English to Speakers of

Other Languages (K-12)

Table of Contents Introduction (3-8) Statement of Purpose........................................................................................................................................4 Philosophy of Teaching and Education...................................................................................................5-6 Recommendation from Sheila Droney, ESOL Teacher...........................................................................7 Recommendation from Anthony Sperazzo, Assistant Principal.........................................................8 EL IV Manchester Central High School (9-25) About Manchester Central High School................................................................................................10-11 Syllabus EL IV......................................................................................................................................................12 UbD Lesson Plan EL IV...............................................................................................................................13-15 Lesson: Illustrating Topics.........................................................................................................................16-19 Faculty Observation #1..............................................................................................................................20-21 EL IV Assessment: Topic Sentences, Outlines, Transitions...........................................................22-24 EL IV Assessment: Write a Paragraph From a Topic......................................................................25-30 Types of Hooks.............................................................................................................................................31-32 Thesis Statements......................................................................................................................................33-34 EL I Manchester Central High School (35-51) Syllabus EL I.......................................................................................................................................................36 Every Day Verbs.........................................................................................................................................37-38 Preposition Gnome..........................................................................................................................................39 EL I Assessment: Prepositions................................................................................................................40-41 Affirmative and Negative Statements..................................................................................................42-43 EL I Assessment: Negative Statements, Contractions, Questions.............................................44-46 Classroom Objects Quiz.........................................................................................................................47-48 Frequency Adverbs: Ask a Student.............................................................................................................49 Where Is/Are Questions...........................................................................................................................50-51 Webster Elementary School (52-89) About Webster Elementary School.............................................................................................................53 Ubd Lesson Plan: Acrostic Poetry.........................................................................................................54-57 Faculty Observation #2............................................................................................................................58-59 Lesson: Area Animals...............................................................................................................................60-62 Non-Fiction Reports.................................................................................................................................63-84 New England Geography.........................................................................................................................85-89 Conclusion (90-98) Student Feedback.......................................................................................................................................91-96 Self-Reflection.............................................................................................................................................97-98

...

Introduction

Statement of Purpose

The purpose of this portfolio is to provide readers a glimpse into the ESOL classrooms I

taught during my fourteen week teaching internship at Plymouth State University. This portfolio

represents my dedication and service to the English language learners of both Manchester

Central High School and Webster Elementary School. As a Master of Education candidate, my

ultimate goal is to become a full-time ESOL teacher.

I encourage readers to review the letters of recommendation, faculty observations, and

student feedback found in my portfolio. These documents best depict the type of teacher and

person I am. They also demonstrate the rapport and respect I built with both students and faculty.

Philosophy of Teaching and Education

Over time I have altered my beliefs about education, but I am emphatic in my belief that

education is critical to personal growth and development. Education allows people to understand

the world, academic concepts, and each other. It has allowed us to build elaborate languages

which provide us the opportunity to disseminate knowledge from generation to generation. A

literate population promotes independence and progress. This is why I am captivated by

language education. Literacy allows individuals to comprehend the world around them. The

physical world of math and science, as well as the the internal world of human thought and

emotion, can all be expressed through language. It is a personal goal of mine to strive to become

what I define as an educated person.

An educated person is someone who has specific knowledge and skills that allows them

to be productive and contribute in a way that benefits society. Another important asset of an

educated person is one’s willingness to seek truth. One must be able to view all aspects of

society with skepticism, be receptive to criticism, and be willing to listen and learn from others;

even if this requires admitting fault. Educated people gain knowledge through experiences as

well as traditional-educational-institutions. In traditional-educational-institutions, knowledge is

often gained as a result of effective teachers whose job requires them to teach students. What

type of person makes an effective teacher?

Many individuals are capable of teaching, but the best teachers embody certain qualities.

Qualities critical to the teaching profession are: patience, tolerance for others, and knowledge of

one’s content-area. First, patience prevents teachers from becoming frustrated when their

students don’t perform as well as expected. Patient teachers realize that sometimes you need to

take a few steps back in order to get ahead. In addition, if one does not tolerate others’

differences, it is impossible to create a positive learning environment where all students feel

welcome to participate. Finally, the importance of a teacher being knowledgeable in their

content-area should not be underestimated. Teachers should be actively engaged in the learning

process itself, building content-knowledge throughout their teaching careers. Today, this means

teachers need to stay current with pedagogy as well as technology.

In regards to pedagogy, I have always learned more when I have been allowed to engage

in creative processes which have resulted in tangible products. Examples include: writing an

essay, building a clay sculpture, constructing an atom using wooden blocks, or designing a

website using Adobe Dreamweaver. When students are forced to use their skills to create, they

gain confidence in their abilities and learn in the process. Technological competence has become

a requirement for success in today’s society. Teachers need to show students how to navigate this

world of exponential information growth. Misinformation and information have become

synonymous. For this reason, students need to be taught skills that enable them to differentiate

between fact and fiction.

In conclusion, effective teachers allow their students to build confidence so that when

they do not know the answers already, they are willing to attempt to solve a problem

independently. Teachers should always encourage students to seek solutions to their questions,

even if the teachers themselves aren’t able to answer them immediately. Lastly, effective

teachers not only produce intelligent people, they produce good citizens who contribute to

society. This requires conscious effort on the behalf of teachers and administrators, encouraging

students to maximize their own potential.

Central High School 207 Lowell Street Manchester, NH 03303 5 May, 2014 To Whom It May Concern: Sean Nartiff was my teaching intern at Central High School for the first seven weeks of his EL internship for Plymouth State University. Central High School's EL department has courses beginning at level I (students with no or limited English) to level V (students who are nearly fluent). Our EL classes are aligned with state frameworks, follow a set curriculum, and are taken for high school credit. Sean was responsible for creating lesson plans to cover the curriculum and creating and grading assessments to measure students' understanding and abilities to communicate in English through writing and speaking, as well as maintaining discipline in classes of up to seventeen students. Sean is very comfortable in the classroom. He has the self confidence and command of his subject area necessary for being in charge. When he began his internship, the advanced students were tackling essay writing. Not only is this a challenging topic for students to learn, it is also a tricky skill set to teach, particularly as the most effective way to teach it is to go through the process with the students. Thus, as the teacher himself never really knows exactly what information or ideas students will generate, there is only so much planning he can do to elicit and apply student ideas as they come during class. Sean's ability to lead students' thinking without supplying answers impressed me, particularly in light of his newness to the process. Sean also taught a beginner (EL I) class which focuses on vocabulary and communication skills as well as English fundamentals such as prepositions, parts of speech, and paragraph structure. Sean began teaching this class within the first week of his internship. He took care to create student-centered, “hands-on” activities (like a Starburst adverb game) to introduce and reinforce material, including speaking activities and manipulatives. Sean is always ready to try something new, and he sees being innovative as an essential part of effective teaching. He actively seeks feedback and takes criticism well, he constantly reflects on his own lessons, and he desires to incorporate 21st century technology into the EL classroom. Taking over a class mid-year can be difficult, but the students responded well to Sean's calm, respectful demeanor (they're looking forward to him chaperoning their field trip), and his understanding of the subject matter made it easy for them to trust him as an expert. Likewise, fitting in at a school as large as Central can be intimidating, but Sean displayed an interest in Central and its faculty, and he sought to connect with the other interns in the school. Indeed, Sean's strengths are his openness and easy going manner, and his desire to be part of a community. His drive, positive outlook, and dedication would be a valuable asset to any school. If you have any questions about Sean, please feel free to email me at sdroney@mansd.org Respectfully, Sheila A. Droney EL Department

ManchesterCentral

High School

EL IV

About Manchester Central High School

Location: Manchester, New Hampshire

Student Enrollment: 2,100

Internship Duration: January 27- March 21 (7 weeks)

Classroom Environment: Manchester Central is a large urban high school in the heart of Manchester, New Hampshire. My ESL classes were relatively small, consisting of 15 students or fewer per class. Classroom technology included an overhead projector, whiteboard, and blackboard. Overall, student access to computers and digital technology was extremely limited during my internship.

Classes Taught During Internship:

EL I- An ESOL class with students primarily in the pre-production and early-production stages of second language acquisition. Students were able to produce simple sentences with scaffolding but struggled to follow written or spoken directions. Realia and visuals were frequently used to facilitate understanding. Teacher modeling was needed before an activity began and students typically needed individual attention to complete task.

Lesson Content:

Every day verbs vocabulary Identifying subject and verb in a sentence Add ‘s’ for a 3rd person singular subjects (i.e. the boy plays soccer) Creating questions Frequency Adverbs (Never, Sometimes, Always) Affirmative and negative statements Reading a calendar with prepositions (before, after, on)

EL IV- An ESOL class with students primarily in the intermediate fluency stage of language acquisition. Students were usually able to understand both written and spoken directions with teacher’s clarification. Visuals and graphic organizers were used to clarify and organize concepts. Students learned how to structure, outline, and write proof paragraphs during my internship.

Lesson Content:

Making outlines from an existing paragraph Identifying and using transition words Creating own outlines from a given topic Brainstorming Creating an outline from a brainstorm

Creating a paragraph from a given topic Thesis statements Identifying and using hooks

,*.,, EL lV Syllabus for February I March 2Ot4

r. PARAGRAPTT wRmnG (7 daYs)

1. Paragraph outlines and transition words

Making outlines from ParagraPhs

ldentifying and using transition words

Creating their own outlines for paragraphs

2. ParagraPh writing

Brainstorming

Creating an outline from brainstorm

Creating a paragraph from brainstorm and outline

Using transition words in their own paragraph

TEST

FIVE PARAGRAPH (Persuasive) ESSAV WRITING (15 davs)

Essay outlines

From a given essaY into outline

Brainstorming and creating their own outlines on a given topic

2. Creating a thesis

ldentifYing existing theses

Creating a thesis for a given essaY

Generating their own theses for a given topic

il.

1.

3. Types of introductions *

ldentifYing

T oadq .t0il ^

\isl- '& '$rc c*'el \{ Jo '

-d r

.

Creatingtheirown ,. ,L - r, ,T\r.i .+t, AJi

4. Transition words between paragraphs * - \'le i\ ha'Je Ao^ drco'tl5 v*Lo+ --rb

c,i;( a)'\ fi 2 \-' tr

UbD Template 2.0

Stage 1 Desired Results High School English (EL Level 4) NH/WIDA Standards http://www.education.nh.gov/instruction/integrated/documents/wida_grs_hs_writing.pdf W:SL:10: 1.4 Applying a format and text structure appropriate to purpose, audience, and Context Level 4 Expanding Produce a piece of writing in chronological order, using a timeline, with appropriate transition words. W:RC:10: 2.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) Draw conclusions about a text by synthesizing information from the text with real world information, using a model.

Transfer Students will be able to independently use their learning to…

• Use appropriate transition words to connect supports/ideas within a paragraph • Brainstorm ideas and organize them into an outline for a proof paragraph

Meaning UNDERSTANDINGS Students will understand that…

• Students will understand that there are different types of transition words, each type with their own purpose

• Students will understand that transition words are used to

connect separate supports within a paragraph

• Students will understand that brainstorming is the starting point for organizing their ideas into supports

• Students will understand that when they pick a topic to write about it shouldn’t be too general

ESSENTIAL QUESTIONS • Why do we use

transition words?

• How does brainstorming make writing easier?

• How can an idea for a paragraph or essay be too big?

Acquisition Students will know…

• The reasons why we use transitions words in writing

• Different types of transition words(time/order, clarify, add information, conclusion)

• How to brainstorm ideas and make the topic smaller

Students will be skilled at…

• Identifying different types of transition words

• Using appropriate

transition words to connect ideas/supports

• Organizing brainstorms into an outline

Stage 2 - Evidence Evaluative Criteria Assessment Evidence 1.Do the transition words students use make sense within the paragraph? 2.Are students brainstorming ideas that fit under the correct topic? 3.Are students able to see similar ideas and make supports that fit their subtopic? 4. How do students perform on the unit test?

PERFORMANCE TASK(S): 1.Transition words Practice 2 2.Brainstorm: Something I find difficult to do 3.Class outline 4. Unit test

OTHER EVIDENCE:

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Tuesday 2/17/14 Essential Questions: Why do we use transition words? How can an idea/topic for a paragraph be too big? How does brainstorming make writing easier? Materials: Overhead for transition words practice 2, white lined paper, markers, copies of ESL IV brainstorm graphic organizer, copies of blank outline Tuesday 2/18/14 Class Time: 11:18-12:06 11:18-11:23 Take attendance, check homework (1st page of transition words practice 2), Review: EQ Why do we use transition words? 11:23-11:33 Review first page of Transition words 2 on overhead. Have a student give the class the transition words they chose. Have students alternate reading sentences from paragraph. 11:33-11:36 Give students the topic: Things I find difficult to do. Have them write down things they find difficult to do. 11:36-11:41 Students share things they find difficult from brainstorm. Class votes and decides one subtopic to brainstorm ideas for. EQ How can

an idea/topic for a paragraph be too big? 11:41-11:46 Students write possible supports for the subtopic the class selected. Individually or with a partner. 11:46-12:00 Students share their possible supports. Best supports are chosen. Class creates topic sentence together. Students fill in their blank outlines with supports and topic sentences. EQ How does brainstorming make writing easier? 12:00:12:06 Explain homework to class (2nd page of transition words practice 2). Do examples together on overhead to review.

Wednesday 2/19/14 Materials: overhead of transition words practice 2, copies of main ideas practice from eslflow.com , copies of brainstorm

• Review 2nd page of for transition words practice 2 on overhead, • Main ideas practice (identifying topics and subtopics) • Students fill in graphic organizer using one topic from main ideas practice • Homework: last page of transition words practice 2

Thursday 2/20/14 Materials: directions for groups activity, sticky notes with group assignment, flashcards with topic, posterboard for illustrations, markers

• Review homework last page of transition words packet • Group activity: students get into groups and receive an idea/topic illustrate. They must create a subtopic to show teacher before starting

drawing. The group then illustrates/draws the main idea on a poster. After drawing, groups will rotate and brainstorm topics and subtopics for other groups illustrations.

• Class discusses what topics actually were and if their topics and illustrations made sense • Review what will be on Friday’s test • Homework: study for test

Friday 2/21/14 Materials: copies of unit test Test on topic sentences, concluding sentences, transition words, creating outlines, brainstorming

EL IV Illustrating Topics Acti

Name: Date: 07-^Vb^t '-{ Uod: EDireetions:

1. Draw a picture;for the topic given to your

Your topic'- \Ct-tct n.ci +

2" As a gioup, write a topic sentence for ther^--:^ ^^--L--- ^^-//\t ^Topic sentence:/ \

When flnished with your topic sentence, raise your hand and give the teacirer your topiccard. Write the topic in pencil on the back of your poster.

Move to the next pcster with your group. What do you tlrin*k the topic is? QnU f* i n qt

Now, check the topic on the back of the poster. As a group, write a topic sentence. JActual Topic: '*. t

- lrI opic sentence: V\

Move to the next poster with your group. What do you think the topic is?

Now, check the toulc pn the back of the

Actual Topic:Topic sentence:

uror)S "

do you think the topic is?

Now, check the ^topic

on the back of the poster. As a group, write a topic sentence.

Actual Topic: rt.er"ni *i F,tI:{-

Topic sentence:

a7. When finished, go back to your desk. What is your best topic sentence? Write it below.

Next, by yourself create three supports and a concluding sentence.

I. TS(Topie Sentence): V: u 1Gl, 'U r*.JJ i;

II. Support#1: Lt'ld

'*.f*: i"g

III. Support #Z: G'*i?l l*uruf,*- i

fV. Support#3: r{*"r'*n U ...

un44l #*.bla,

- ;1'-/ LIa

Move to the next poster with your gr

^ t !..i1-t do you think the topic is? e*J4 n4 T"'*q-. As a group, write a topic sentence.

n'.^ \

{f i." I

tllLL&1

4

V. CS(Conclu.ding Sentence):1

tr#*_,at

t)"n&-&

L U+) k?iliY")l {- {...i/LA-.i'r d1"t''*v'., lr !'b'i e? ilei i ur \'; !:

U

'\-.1

a{-sT"qsG3'\aC<9t

d-

GU

\,\l:-1

., I\-l

_-\ n

rd\ )tI4h, 6 DD

,O,-q/\J\ -rr\

&R

%p ic', Nouing sorneur her^e n?h/

'k

-JolT-

{P

-\a

':sl/)lG

{

Languages and Linguistics Department 17 High Street MSC #49 Phone: 603/535-2304 Plymouth, NH 03264 Fax: 603/535-2780

TEACHING OBSERVATION REPORT

Date of Observation: February 20, 2014, 11:18am-12:06pm

Instructor: Sean Nartiff

Class observed: ESL 4

Number of students: 12

Sean began the class right on time with a quick overview of what would be covered in the lesson.

This overview was also written on the board. They began with a follow-up from the previous

class, brainstorming with a graphic organizer which was projected on the front board via an

overhead projector. He asked students to remind him of the topic and then to come up with as

many different ideas on this topic as they could in one minute. He used a stopwatch to time the

activity. When time was up, he called on students by name to offer ideas that he then wrote on

the overhead. Then, on the board he created a paragraph outline, breaking it down into steps.

At this point, he collected the homework, though not many students had completed it, and passed

back a quiz. They went over the quiz as a class and Sean offered visuals on the board to reiterate

points students had trouble with.

At 11:42, Sean described the group activity that the students would do for the rest of class. They

were to draw a topic given to them. He used the example of global warming and modeled on the

board how he would draw this. He explained that this activity was similar to writing a paragraph

where drawing details of a picture are akin to writing support sentences of an introductory

paragraph. He took his time while explaining instructions for this activity step by step, and then

wrote the instructions on the board offering students two types of input.

Sean called out the group assignments; students moved seats and began drawing. They were

given about ten minutes to complete their drawing and then were asked to leave their picture

where it was and move to the next group. Each group was expected to guess the other groups’

topic. As students worked on this group activity, Sean walked around the room and checked on

students’ work and offered suggestions.

Sean is very comfortable in front of the class. His lesson was well-paced, not rushed and he

offered plenty of feedback and encouragement to students. He had a very good rapport with his

students. He was able to laugh with them as well as exert authority over them when necessary.

This was a challenging group of students. They are very lively, and he worked hard to keep them

2

engaged in the lesson. Transitions proved to be a bit tricky as students tended to get rowdy and

had to be reminded to stay on task. There were at least two students who needed to be dealt with

individually. One girl continued to take out her phone and also insisted several times that she be

allowed to make-up previous missed work during class time. Another student remained

unengaged throughout the class and had to be told to take his earbuds out more than once. Sean

did a good job of remaining consistent with his approach to these students.

I would recommend tightening up the time devoted to group work as this group activity went on

a bit too long and students tended to get distracted. Additionally, there was not quite enough time

at the end to wrap up as a group in order to share what they had learned. Students might have

benefitted from sharing their drawings with the class in order to provide them with multiple

examples of illustrating a topic with supporting details.

Evaluator: Dr. Katharine Harrington

Associate Professor of French / Interim Chair of the Department of Languages & Linguistics

EI- iV Test: Topic and Concluding Sentences, Outiines, Transition Words

Name ox",llLlfis hzfod: BDirections: Read the following para.graph and make an outline using information from the

paragraph. Your outline should include a topic sentence, three supports, and a eoncluding

sentence taken ftom the paragraph.

Recycling is an exceltrent lvay to prctect the environment" First, by not thrrcwing away

plastic bottLes we leduce tire amount of waste that ends up in lanclfills. Irlastic bottles that arc in

tandfitrls stay there in the gi'ound for thousands of years. In acldition, by reusing paper we hetrp

save trees and we decrease the arnount of deforestation. When fcrests are cut down to make

paper: it aften results in flooding. Furthermore, animals don't get caught in unwanted debris that

has poiluted their h.abitat. Animals sueh as ducks often get their feet caughLt ir the trash and they

r:err't srvirm nronerlv Recvclinp is necessa.rv in order to heln save our olanet.-J - ^___J -____t, __ ___ - -_--_J _ I

I. TS(Tapie Senterice):

II. Support#1:

III. Support#2:

lV. Support #3:J]

V. CS(Concluding Sentence):

Directicns: Use your transition word chart and write transition words in the blank spaces below.

Make sure the transition words you choose to use are in a logical order. For example, don't use a

conclusion styie word in the first blank space.

I have a mean dog named Biscuit. f ifiY he tries to bite every stranger who steps

into our house. People need to turn their heads and watch him so they don't get bitten.

h'f nnd . Biscuit growls loudty at little children walking down the street. Sometimes kids start

running because they don't know where the growls are coming from. A*, . Biscuit

doesn't get along well with othe; dogs. When I take him to the park he snarls and starts chasing

other people's dogs. thinC .t Biscuit doesn't cooperatgwhen playing games like Frisbee. He

catches the Frisbee and chews it iuto shreds. hnc$Siscuit isn't a very friendly dog.

t-t

!I

u I ri-w

/ ar'r fJ

\-r f,-it"

u'^t ,t], .t

,-1 i*.

| -"-I

EL IVNAME

Mini-Test #2 : T$ICSDate [4Gft

Read the paragfaph. ehoose the bdst topie sentenee. Then,.wriie 3 eoneludingsentenees in the different techniques.

Although at first, \A/ind po\ryer seems like a great sollrtion io our energy problems, there

are several drawbacks to using it. First of all, you have to cut down hundreds of

ttrousands of trees to clear the path for the windnrills. Second, the windnrills are

enormous and ugly to look at. Third, flying creatures like bugs, birds, and bats get killed

by ihe windmills' blades, and their loss will have a negative effect on the environmeni.

TOPIC SENTENCE CHOICES

ql America has a lot of clean energy options.

6! WinOmills are not the answer to America's energy needs.c) Cutting down trees is never a good solution.d) Taking care of the environment should be our first priority. ,f "

*i* .l'-u^^,'.l.] :1,,:JJ:: : r):ilT ::',, r,. se nte n ce s o r th e p aras ra p h ! -.

* t; if'.i-ll,',' ,::;'?:'' ^ .,\^

"- li'. ^) I**-.':.,. Y{s'Restatement: I \ \ \f,)e== o(e" 'W==

=.. rgr&,JL -UJhr'l.=i ur;e Bhclr\ 6ft -'|"\..u"t'i_.

*t.

Recommendation: & T$ I invls Urr * f Unu\&,2{- uSr

a r uindrr.ri\\g .

'v'terc

v',#

?y h ui* er

E'i- iV $t*ini-]es'l HLiBRte r'J,&r,s

TEPEC SENTET.{CE CFiCIOCES

2 a) America has a lot of clean energy opiions'I rplWinOmills are not the answer to America's energy needs'e\ b) eiiting down trees is never a Eood solution'6 d) Taking care of the environment should lre our first s:riority.

DOES YCUR CS 0 1 Z

fulatch the TS-j!

l

Cover all specific info. I

'1

Stay generai (no cietaiis) ,t.1,{ ,FI,

Contain good English v--l

Iv{atch the sry'le i

DOES YOUR CS 0 1 2 J

Match the TS

Cover all specific info. U

Stay generai (no details)r\

Gd"ffi:

Contain good English IIY

Match the style

=;}Y\()

\!-i t-J

,/'lt /'1

DOES YOUR CS 0 1a a

J

Match the TS

Cover ali specific info.i)

'-:-J

Stay general (no details)a!

i;\

Contaia good Engiish{}.J

Match the stvie{t

L{? /50= tt

EL IV write a paragraph from a

Date: {)3-f'#*'jL XCoA: -frDireetions: Choose one of the following topics to *riT

?.oout and circle it:

1. Something you could never give away

@ A place you will never forget3. Someone you respect deeply

After choosing your topic, wlite an outline for your paragraph. When finished with the oritline,write a paragraph on the back.

TopicSentence:

Qr rnnnr-f# 1usyPvr ul7-r

u.)a q,r..*.# fn fu I-'*,# i^ii,ril[,t L,r,;,-.u,g.#,

Support #2

a.)

Concluding

6^"-{r: 1",3

.i !.I'

\,h

It ,-' . -!4,"q 1f .'t1'' '-'4f {';,tl:

tt*' '

i ii"i .r

i1

r4 -'

, .t)J. lA

ESi- lV PagagiaPh Fee.f (frecl<li:t ;lifiect<li:t i.1,

LJdi.E'i\4+d:

,u. u topi. ientence with a ciear problen'i or idea?

'\i*. hln.IE)/ --s^.-^^)

Z.,,1 Does ihe author have ai ieast 3 s''lpports i'or the topic sentence I

Yes t"Jo

' : ' 'rave evidence for each suPPort?3.) Does'rhe author r

Y-- No

4.) Does the au-r'hor use transition woi'ds?

vV No

5.) ls ihe author's voice the same throughout the paragraph?

Yes No,/

6.) Does ihe author use anY'weak wcrds?

YesWriie them here:

One suggesiion you have io make the paragraph better is"'

No

One thing you tike about the paragraph is"'

Did you find anything in the paragraph confusing?

iL iV paregrapir rubirc

Name. []aie iv'[cc

Crited:*: ,.r 1t ",L.3 -E-*taI

"f*1iic sen.ferifeis g**er:rl.

&lFlr*hes rttric.

T--..,i rt uf-'tw

sentencedoesn't r*.ztch

topic.

Tcpic $entence

matcires topicbut uses

:cuppoits fioriipxagraph

Topicsentencemostly

--^+^l^^^Itt.1Lt tltrS

tcpic. Uses

unclearv;ords.

iS

Frrr*graph has

3 sulrports thatmatch tonie

0 supportsmatch topic

sentence

1 supportmatches topic

sentence

2 supportsmatch topic

sentence

3 supportsmatch topic

seoJeras-

Paragraph uses

transitioirwords fcr 3

supports andCS

Faragraph has

no transitionwords

Faragraph has

1 transitionword used

right

Paragraphhas 2

transitionwords used

right

-?fragrap6fhas3or I\

moretransition

w-ords usedrieht.

Concludingsentence isgeneral and

matches topic.

Concludingsentence

doesn't matchtopic

sentence.

Concludingsentence

matches topicsentence but

uses supportsfrom

paragraph

Cancluding Isentence I

mostlymatches

topicsentence.

Uses unclearwords.

Concludingsentencematches

topicsentence andis general.

Good English Paragraph has

more than 15

grammarmistakes

Paragraph has1 1-15

grammarmistakes

Paragraphhas 5-10gtafilmarmistakes

Paragraph\has5or I

fewer \

grammar I

--rnistakes-

i

Total: f> lLs Nrr tl1 o.3o^iz (

Yr, C..r J rtt '

fno.rr*el r^,s, I *L" i

J

k n- Yt^,c

It"^p lf

Namel

Direetions: Choose one of the following topics to write about and circle it:

t. Something you could never give awiyz. A place you will never forget3. Someone yol),respect deeply

After choosing your topic, wlite an otrtline for your paragraph.

EL IV write a parugraph from a topic

write a paragraph on the back.

TopicSentence:

oate'&/i\ liq Haod: .B

When finished with the autiine,

Qr r^n^-l-H 1u sy}/vr Lrr r

a.)

Support #2

a.)

Support#3

a.)

ConcludingSentence:

l,l"*: ;:l is }=; :' -rri

EL IV types of hooks blank

Name:______________________ Date:________ Mod:________

Types of Hooks

Type of Hook

Meaning Related Words

Picture

Critical Thinking Questions

Anecdotes

and Observations

Facts and Statistics

Quotation

General to Specific

EL IV types oihooks blanl<

Name: Date:31 i?l f H

---r-

Mod: bTypes of Haoks

Type ofH*ok

Meaning RelatedWonds

Pictu re

CriticalThinkingQuestions

i\ i\t\e>\ 'c,\ *\r\n LrY6 a recrderr!r,nhfE f c\ .get e r{-

nC) rrnsU;e]{*

Tr,.\1h,J

Qitestrct*\

Anecdotesand

Observatians

$.\ 0,ttuc\ ievent €fOr-r

xr r \tar's \t Q:

L\<C

Exoei- rcilre

Facts andStatistics

s'+(tr isrnq{\ urvrber& C-ff crc\s t\rg,t-? r.,ve thes t S

D ate-"

: hfa 01"-1fQ,*

Quotation |tn rn+a-G*ttg*f r1ffifirgfu\

Q'"u"\c. ti r ))

,ifru\11gi,JI

General toSpecific

S,;f6.ft i,.-r ithr rnoeFlGn+

I

&m r [s:,filtssuu i *r i-tr=sfi r"lr:-if*1il"rf

delcr, \

uu,,,€Al{- Mocl: P.,

TEresisWriting a Go*d

A Geod Thesis:

1" Ta,lces a st*nc {has nit *pinion abcui tapie gc,oel c,r b*acti

2. States pasition cleariy

Directions; Rewrite the fctrlcwing thesis stateinents so they state a clear cpinion.

l. Our college offers an intrcduetary compater course.

2. My family has severatr pets.

3. I live in a big city.

4. I want to major in business administration.

5. Many people study English.

EL IV thesis or sentence homework

Name: Date: ,3* lV Mad:

, tirections: Read the following sentences. Circle thesis if the sentence is a thesis. Oiherwise, circle

sentence.(3 points)

t.)Mq**g$.{ is the best city in the entire world.

ituesis\or Sentence

2.)Hum;glp-qllution is the worst thing io ever happen to our Earth"

i,3k$ or Sentenee

4.) The USA basketball tearnhas more Olympic medals than any other counhy.

Sentence

)Some teenagers smoke cfgareffes.

"r-F@l.4*J L-

3.

5.)Starry;1<!es are the most beautiful type of scenery.

i'Thesisi or Sentence\l

.)A

7.) Mv dos Chocolate is the most a{g&lg pnppy onthe planet.'

J----a*

IThesis' or SentenceL-

- 8. )Computers\are overrated tools in today's society.

Thesis br Sentence^-l_--_.-

9.) Fast foqd contains fat and salt.'s$ffi-;ffit.";;\)€i

10. ) T!,s ary not a suitable replacement for actuatr parents.

/Thesis\.or Sentence\ *;,\-"

Directions: Rewrite two sentences from above into thesis statements.

cat Shadow is overweight for his size.

1.

ManchesterCentral

High School

EL I

EL I Syllabus for February / March 2AL4

f'TiPLE PRESENTTENSE

1. Every day verbs list * {Voq. List #1)

Spelling the words

2. Verb Form

ldentifY subject and verb

Add "s" for a 3'd person singular subject

Follow spelling rules for adding "s" *

QUIZ (subject-verb agreement + spelling with "s")

3- Adverbs (lntro. Voc List #2)

List of simPle Present adverbs*

Rules for adverb Placement*

4. Creating Questions

Word order

\J Finding and identifuing subject and verbs (do + main verb)

- 5. Creating Affirmative and Negative Sentences

Word order / Sentence structure

Finding and identifoing subject and verbs

QUIZ (questions, affirmatives, and negatives)

6. Reading a Schedule

Ex: He goes to history on WednesdaYs'

7. ParagraPh Writing

Paragraph format (heading, indent, margins)

Title

Usingsimplespresent,adverbs,affirmatives,andnegatives

TEST

\dl Wh- Questions (Voc. List 3)

'26/+',La/1D

/\.i l-11 \:1 \ \li/ ; \_v [1 N//\ lJ /\_/

5r1(q, ci 5*ne.i,t

{,

t

1;t,

lc $l1u.5;L ,

;

l-

t'(-y:1; D{-J:t I

:

b.cr| t\'r\irhe"

i trc*se tt.s b*or,l

T\,

dra* c. ?iCure-

i t)t'* \ ,r,r *hai tti& / co,np-tQ-r

'p\.tguitar

#J

tt'r

fhn q fq-ce

f,i{+hsketb*\ 0r. rYE\ite

iila$[ * ha"A:

+q\k to ^

Sn end \.Iqtch

\ ' i i'hf i,l.l-: -i-i=t-T t^i\-,/ t v!

-' '

ti

i',iir1.ri1 a1-. tn.f".;;''-i_ri !'rJr -! . r i'i,i:

. - .=.-...:,1.-..*r*+,--_-r__ _- :a..,i. .. i

r. #T .- 1. i: .,.,i ri.: -.1 -t-1

r*. i-rE i _\, # +r \. r.- ' -'. i r ii :.e.

i: I :=\ A*'tE

i.-livt: tJ

<'.+.Jll

*+.Ke s.

B

H

l13[ i' i ii {*; .l. tNlrrTg

iit:'.****-**1i*=-r=.1s!:@r-.+ ._-.-_-_-.--.._--*.L.

'i:ti!

t€*,C

i

stutl6.-hb't)t-

L)LXI -1t

I)I

stan c[

Prepositional Gnome

lVritethe preposition for each picture to tell where the gnome (littte man) is"

r" 'i,,--.rlY ii.,ryi---'i "'.. i .i

i. ,- l'.' i -t' .

!- ;:.1-j----!\-:/-l:\

* -' 1''"-'""

' , fulr/-* P1 iir*l,tL)=__-

-

@'rrD* * +'l'l,-

+n-\" _.

ii..i',

''.i*$,,;l-, 1, *r-'-q--r.. +--.. ...j ,/1_jr-r7

"'. .1'r-r#E

"hi5..,.ail

tr.t{

.;4J

,''' I '', '.. t .it\ .., : -r :I..j--,;iE--..

!;-?..:--:-.'

ra,,-\V.t vL/' \ / ts-.l

w-B-\}.#.. ,f" .r&". *Iiitu %s r Li

ifu! '#e i',rri

".F' J * ti,l

@lt &"1 ,,,;r'o*-.-:L-;-*F

behind

G)t tnrl€:f

rf 6)f I^,-

BJ*tr+'i?r1*y 'S

E=iaet&e

i?.-=t ^

#:'ry$'Bl.--*****'-l=w

,J@

.pirections: write a sentence for each picture. use each preposition one time.

in on oyer under next to between in front of

Lhf.,rJ .iF*,* l-:r-*rf f ,

]f*-1.r:.",f,n $y 4"tfl

" i'{. nt*.{N?* 'l's 'd.tfl +F.le #g'#f:-

1' S be ffr 7 F b-t{ti *lh* {tfir.'f.-isi, i'q ltr}id't,r. ite:"q

ht@ :i/c allmekhaulahnur.blogspot. c o mf20L 1 I 05 lpr ep. ..

;tIT t

Prepositien Quiz

rl4 If rt

Name:

Directions: Look at the picture for each sentence and wdte the preposition on the blank space

provided. Use each preposition one tiine. (1 point each)

behindbetweeninin front ofnext toonoverunder

1. The cat is Oft the aesn

2. The cat itbahind the computer.

IY\iiF

.7 Therut i* lR Fm Hi the bookcase.

,.,nde-r,"1,

A The cat is ifi the bed.

.{

I n GcP"tot

The dog ir il#rt *#the poster.

6. Tire televisicn is Iqtlti4te cat and rhe dos.

hext to

-T Thedog is 6}}f', the dresser.

o{erI

gr!

l'o,Fo

sjtr\2

fi

Direetions: Write a complete sentence using a pr"iosror* .rrd the objects labeied around theroom. Use each preposition one time.

Example:

Wherre is the computer? (desk)

The computer is on the desk

Crte'(1. 'ffhere is the clock?

le*kbg.*d,Where are the books? (bookca!$

-a

fr Thebed is In the car.

t {,:..t*

is the overhead? (degk)

*VAfhg;tti t':-:

aJ. lpo* is the screen? (w$teboarri:rfl t

I r 'll'i,i fJhr refu*,e-e

cft-|"hfr 1**

axe:z-\?*tsl\ Mod: C

lVriting Ne gative Contractions

LELi

Narn

Pronoun To be verb Negative NegativeContraetion

I am not I'm notycu, we, they are not You alen't

We aren'tThey aren't

he, she, it is not He isn'tShe isn'tIt isir't

Direction: Using the chart above, fill in the correct to be verb in the statements below. Write the

statement in the negative. Then write ihe negative conlraciion.

Example

oa-r---,---L-T ---- --1.--z- --1---1 L-a---D[Alerlle]tll: r alu gurlrg ru sL:Iruul touay.

Negative: I am not going to school today.

Negative Contraction: I'm not going to school today.

1. Statement: You c,.'yr sieeping tonight.

Negative: Youove' fie sleeping tonight.

Negative Contraction: po:.eaFleeping tonight.

Negative: It is, *#+ going to snow today.

Negative Contractiou going to snowtoday.

3. Statement: I o,f.l. talking to youtoday.

Negative: I sre ytof talkingto youtoday.

Negative Contraction: talking to you today.

EL I Affinnative/lrtregative Statements 2

r'ru*.'ilFFp Date:Z-tY**F tr.

Mcci: C ,

Directioros: Look around the classroom and write if the statement is true or f,atrse. If the

statement is f,alse, correct the sentence and write it iir the affirrnatirre. Irlext, wlite the statement

in thre negative tr.sing a negative eontraction. If the statement is true, d.o not correct the sentence.

Exarnples

Statement: There ale three TVs in the otrassroom.

True or False? FalseAffil"mative: Ttrrere is a TV in th.e ciassroom.Neeative: There arefl't three TVs in the classroorn.

Statemeut: There are four windows in the classroom..r1-,,^ ^* E-t-^' 'I-*,-I I TIE (,I I' T,I!E I I I LT|-:Affirmative:Negative:

i. Statement: There are four wiruiows in tire ciassroom.

True or False{5123!-Affirmative:Negative:

2. Statement: There **'16o\nit"Uoards in the classroom.

True or False?Affirmative:Negative:

3. Statement: There is one garbage can inthe classroom.True or False? '

Affirmative:Negative:

Statement: There is a matker on the tray.True or Felse? '

Affirmative:Negative:j

5. Statement: There is a cloek on the wall.True or False? JYue-..dffirmative:Negative:

G) Statement: There are two overhead projectors in the classroom.

- Tro" or False? FaiS €'-

,.ir} 750/^

EL I Test: Negative Statements, Contractions, Prepositions, Where Questions

Name: I Oate: ?,-?'l{ii vlod: [i*

Directions: Listen to the teacher read you directions. Mole the classroom objects to the correct

de:Y'

t#3rL 5.

position. (2 points)/i'

f. r. 2.,f

Direetions: Fiu-in the conect to be verb in the statements below. Write the siatement in the

negative. Then write the negative contraction' (3 points)

Example

Statement: I am going to school today'

Negative; I am not going to school today' ,ii..

Negative Contraction: I'm not going to school today'

1. Statement: He :5-i" the classroom,

Negative: He lr* -@4i"the

classroom.

Negative Contraction: He -l*:fo" the classroom'

2. Statement: They O)& nextto the blackboard'

Negative: They dr.t * n o + next to the blackboard'

Negative Contraction: TheY to the blackboard.

3. Statement: You $"f & behindtheteacher'

Negative: Yau t*f* fl** Uenina the teacher.

Negative Contraction: You f"ti:,*#'*:behind the teacher'

I

4. Statement It ti onthe chair-

I

Nesative: It t'i'. fr,#'F'onAe chair.

,}

Negative Contractio*, j$Ifo"t on the chair.

*1

5. Statement: ii7e '1ty{"r in front of the screen.

Negative: We dr'&';*' ngf i" front of the screen.

Negative C*ntractior,E{'E#"t in front of the scrsen. " 4

i

Directions: Read the followings answers. Write a "Where is/are" question for each answer given

below. (3 points)

Example

Question:Where are the books?

Answer: The books are in the bookcase.

::i"{d r',i *he f *;s"s ?,Answer: The clock is on the wall.

z. qr**tior,\Jh*r* l'r -I"ite Hl,;ee,, [in## BP€f?,Answer: The white lined paper is in the desk.

Directions: Read the following "Where is/are" questions and write an answer to the question.

Use the classroom objects that are underlined. Use the preposition tnitalics- (3 points)

Example

Question: Where is the pencil shadpener? (wa11) (or)

Answer: The pepcil sharpener is onthe wall.

1. Question: 'Where

are the markers? (cup) (fn)

.irr*.., t e.. fn*t n*;f;" * ,rt **ie Ce.+n

2, Question:Where is the des\? (window) (next to)

Answer: '!i*f,

..1-{:,qk i:; yle,q{ ie; {iru. {"*"'$i-"r j*,jrt*i,

3. Question:Where is the monitor? (teacher) (infront aJ);-1 - ir , t "Answer: lhe" j'i ir", ""'lri .i !-.

I

Directions: Look around the classroom and find each object. Write an answer using a

preposition.

Example

Question: Where is the intercom?

Answer: The intercom is over the door.

i. Question:Where are the windows?Answer: *[he

r, '[vrJnu.un ove n'lt] ]o lhc -Jeeru,2. Question:

Where is the television?Answer:

Question:Where is the computer?

Answer:

Where are the students?

Alswer:'-- -Th" tlvJsn$,rrr-o* Ih* r.lrafv<*

5. Question:Where is the garbage can?

, t\r7. ! ..Goo"'L4LI UIt l/c

EL i Classroorn Objects/Questions Quiz

*u*.'L Date: z- rr -,'e|ltl\

Direetions: I-isten to the teacher read the spelling word and spell the word on the line provided. ( t p 7

1. T **a

-11 f,r' A.J**Tg*

Moci: C

2. Perrel i

3. P*.rrcil $h+"r pe.:tev_1_

lop ben r.v6. 3n-lah Fpf:Y"7. Calrulr>Jo,r'

8. F4av icev

g. kef boo*d__---.--__-...-_

10.

Direetions: Write the name of the object under the picture below. Use each word one time.( t f +)

pen eraser book notebook white lined paper

chalk fu W mouse ruler

a. - €{at>et

%F-q*o)6-",)+\'rh 1\,-\.it .i\.I**r?ir,-i.i,

tt

HU

\.,1. i.r:"*g.r*qtt'1t,-",

.-'-::15\''...l;i-., i--':+0.-

",",Q+'liifu*=-."r,ttiif,,_r

",_.,:ii-l_rril.

i?qo3,

l. . CtlaiF\,.1#'ra)/"\;\-lri\\,!, \\

! \l\- \.r\, \i\. \1.i \t _---

!'l

E@ 6.- t.t?<>clt* 1i*hl&* ti*# )"aPev

.,]

"{{,t

la , \Ilirectiors: Read rhe answers given below. S/rite a where is/are question for each answer. t 4 Fttl

Example

Question: Where is the keyboard?

Answer: The keyboard is in front of the teacher.

\ tl | * l

1. Question: \i{heve r:ye {he rv}e:vhcr6? 1'

Answer: The malkers are in the cup. ?

.\ir-q2. question: LJhd{;t ih* erross.-? /' -

Answer: The eraser is next to the pencil.

3. eo"rtioo, Utr.,c(eit lhe, yule, ?Answer: The ruler is on the desk.

5;,5

--J r'b

'11*h*-*

ESL 1 frequency verbs: ask a student

n*.,ilf Date: r - \- Mod: r-

Direetions: Find other students in the classroom and ask them the following questions. Get at

least one answer fi'om each student. When answering a question, use a fiequency adverb in youranswer. Write the answer in the third person singular.

BrequeneyAdrrerb

Alrvays Usually Often Sometimes Seldom Rarely Never

Amount+f Time

1.a00/o 80oA 70% s0% 30% t0% 0%

Student's'I\T^- ^l\atIlE

Question Answer

Juan How of often do you play soccer?Never

Juan never playssoccer.

)u'o"r='^_,/t I i How often cio you iisten to music?

rtlu;d{1

Pla-%in, c I a"rc.ytr [,'t J<_rt ]"f*ti.ti r*

.fV.a" iq How often do you Wplaybasketball? 7'fr\.+t+g a*r n

{la"c'q #,urqy.5 f;oyb",q f*eflol;

Ll'*onf^'te *

How often do you work on thecomputer?

i B iro-,*v<."

F-r.rn o,? c* c-tt*] e f swerp e,R liteflontfe-de.r

F rle,5t*i,* $

How often do you draw a picture?(),; ,r

Fpef.:, q6^ y.1€#*rd"{crr, *e Fr*{.r=r.,

ff va"r How often do you cook dinner?l)'\'t;t '' ,;

fut -*c,rr")e*rfrt eSLo 6 [( r{,'fl r^rp.,

*r"*c-c"3

How often do you play piano? Eqrcc't l\evev \*b1{}.r.ft* n

How often do you talk to a friend? E ed.r&Fq'fs |"lF !qr"1 * i]* { r-n .I .

How often do you walk to school?

How often do you eat breakfast?

fr*tl{) How often do you read thenewspaper? ?ro laj r) t*r'r': e*JrT 6

Y*ed Fn* fie*+.p*r*,

Whei'e is/are questions practice #2

*r*r3 Daki-t-k-r-*blyivroa C

Direeticus: Write a where is/where are question for each answer given below.

Example

Quesiion:Where are the pens?

Answer:The pens axe rrext to the notebook.

i.Ouestion:-*'""""' \*/h *ro* i F *h* *ko!!t ?.

Answer:The clock is over the blackboard.

Ouestion:-*-""'"-' Wi", eve. i* ihr **or,,s a t

Answer:

The mouse is next to the monitor.

5. Question: ,\.jl"r.r.ve is +)4. a,B*i*'$enff

a-l-

Answer:The chalk is on the tray.

Answer:

The whiteboard is under the screen

Answer:

The assistant is behind the teacher.

J'* 1 o"l"

Date:f- ie- i'*ifu h{od; {-t

Ilireetiens: Read the foliowing questions and write an arrswer to the question. Use the classroom

objects that are uadeflined. Use the preposition in italics.

Example

Questien:

Where is the pencil sharpener? (wa11) (orc)

Ams*,er: The pencil sharpener is on the wall.

1. Question:Where are the erasers? (desk) (on)

Answer:--'-r\ .l' \ .

i fte f-.g,*.ir:,v' ave.:r.i 'i'l'tql de*"iq -

2. Question:

Where is the mouse? GgybAard) (next to)

Answer: -t-l . I r\[, h e rar./se- rs 'ri "*J *o -lixk ev'lcovJ.

4. Question:Where are tlre girl students? &gy studgnt[g) (behind)

t$*-s 4ao

-\

Where is the pgn? (cud (rz)

Where is the monitpr? (pU$gI) (infront oJ)

q

ic

Webster ElementarySchool

About Webster Elementary School

Location: Manchester, New Hampshire

Student Enrollment: 500

Internship Duration: March 26-May16 (7 weeks)

Classroom Environment: Webster Elementary School is an urban elementary school located in Manchester, New Hampshire. My ESOL magnet class consisted of both 3rd and 4th grade ELL students. The class had 11 students who I taught throughout the majority of the day. I was responsible for teaching cross-curriculum content aligned with Manchester/NH state standards. Classroom technology included a document projector, whiteboards, macbooks, chromebooks, and an iPad. Overall, students had easy access to computers and digital technology throughout my internship. The use of such technologies was encouraged.

Classes Taught During Internship:

3rd and 4th Grade Magnet ELL: A cross-curriculum ESOL class with students ranging from pre-production to beginning-fluency in their English language acquisition. Technology was often used to differentiate learning tasks for pre-production learners. At times, students translated directions to pre-production ELLs to help them better understand what was being asked. Students received instruction in language arts, math, science, and social studies.

Lesson Content:

Obtuse, right, and acute angles Area and perimeter Multiplication, Division, Addition, Subtraction Fractions Non-fiction report writing Independent reading Group reading Salmon life cycle New England geography New Hampshire government

Sean Nartiff Webster Elementary School Lesson Plan 5/6/14

5/6/14 Acrostic Poetry LESSON TOPIC: Acrostic Poetry

BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) Reading RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Writing W 4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

UNDERSTANDING GOALS (CONCEPTS): Students will understand that:

• Students will understand that writing requires organization

• Students will understand that poems

come in different forms

• Students will understand that there is a connection between words and visual images

ESSENTIAL QUESTIONS: • What is a poem? • How does organizing our ideas help us

write? • Why do we use words to create mental

pictures?

VOCABULARY: Acrostic Poem, Imagery, Structure

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to:

1. Students will be able to identify characteristics of Acrostic poetry

2. Students will be able to explain what a poem is

3. Students will be able to organize and write an acrostic poem

4. Students will be able to use brainstorming to generate ideas

STAGE II – ASSESSMENT EVIDENCE Criteria to Evaluate:.

1. Define what an acrostic poem and its characteristics.

2. Use Acrostic organizational structure to create poetry

3. Connect descriptive language with visual images

Performance Task: 1. Students use class notes and describe what a

poem is to class 2. Students write acrostic poems on the topic:

Spring 3. Students will illustrate their poems using water

color

Sean Nartiff Webster Elementary School Lesson Plan 5/6/14

STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: (Active Engagement, Explicit Instruction, Metacognition, Modeling, Scaffolding) Lesson Objective: Connect descriptive language with visual images Essential Question: Why do we use words to create pictures in our mind? 1.Review what an acrostic poem is. Fill-in notes for acrostic poems (10 minutes) 2.Read Acrostic poem: Spring together as a class. Highlight descriptive language that students find. (5 minutes) 3.Show illustration of poem to class. What words can we see in the painting? (3-5 minutes( 4.Brainstorm: Spring words for class to use.(3-5 minutes) 5.Students write poems (15-20 minutes) 6.Students Illustrate poems (20-25 minutes) 7.Group share acrostic poems: Winter. (15 minutes)

MATERIALS AND RESOURCES: Acrostic poem on Spring 11 copies White lined paper Watercolor paper Paint Highlighter Notes on acrostic poems-teacher’s copy Notes on acrostic poems-student’s copy

SCAFFOLDING: Acrostic Poem Notes (vocab and understanding) Mentor Poem: Spring (model) Brainstorm Spring words (vocab for writing poems)

ASSIGNMENTS: Fill-in notes for poem characteristics Highlight descriptive words in Spring poem Brainstorm Spring words/vocabulary Write an acrostic poem for the topic: Spring Illustrate the Acrostic poem for Spring

o

Iq,oc=.3(,Ec==io2o:,d,o)-oE

Ua, ,oU<

JI'il

JugJ

,=t4

+ol ) .51

Languages and Linguistics Department 17 High Street MSC #49 Phone: 603/535-2304 Plymouth, NH 03264 Fax: 603/535-2780

TEACHING OBSERVATION REPORT

Date of Observation: May 6, 2014, 1:00pm-2:45pm

Instructor: Sean Nartiff

Class observed: Magnet 3/4 ELLs

School: Webster Elementary School, Manchester, NH

Number of students: 10

The classroom was set up with students at small tables in a U-shape facing a small screen where

images from a document camera were projected. All the girls sat on one side of the room and the

boys on the other. Sean had explained to me that this was intentional due to cultural preferences.

The class was a mixture of students with varying levels of English including several very

confident English speakers and one girl who was a recent arrival to the U.S. who spoke little

English.

Sean began the class with a recap from the previous day. He asked students what an acrostic

poem was. He wrote their answers onto a sheet he had projected on the screen. He provided an

example of an acrostic poem entitled “Sun.” He asked for a volunteer to read the poem aloud. He

encouraged the student on her pronunciation and reading and offered help on a few words that

were more difficult.

He then showed a second example of an acrostic poem on spring which was to be the theme for

the day’s class. He had a different student read the poem aloud. He explained what role imagery

served in the poem. He asked students to identify which words in the poem where particularly

descriptive, and he highlighted the words as they called them out. Sean then shared his own

drawing that was to accompany the poem. The students laughed a bit at his amateur drawing, and

then they matched the images to words in the poem.

Then, in order to get the students brainstorming for their own spring poem, Sean asked students

to think of words, colors, actions that embody spring. He asked a student to write down the

words that the others called out. The students were very eager to contribute to this brainstorming

session. Sean left the student-generated word bank up on the screen and distributed a template

for the acrostic poem to all students.

At this point, students began working independently on their poems. It was a somewhat

challenging task for them as many needed assistance in coming up with descriptive words and

2

imagery. Students called out to Mr. Nartiff for help and the class volunteer also helped out once

Sean asked her to join in. Students needed quite a bit of assistance, but they asked for help and

knew where to find resource materials to help them including word books. The new arrival

student was allowed to use a Macbook to consult Google Translate in order to translate her

thoughts from Arabic into English. Students all worked at their own pace. Sean walked around to

help and when students finished writing their poem, he directed them to a different table where

they were to do a watercolor painting to illustrate their poem.

Due to the varying levels in the class, some students were finished with the activity much earlier

than others. These students went to their personal bin to get a book to read or they did spelling

practice on a Macbook. Other students took the whole class time to do their activity. When there

was ten minutes left, all students were asked to help clean up the classroom.

I observed a lively and engaging class where all students were motivated to complete the task

and utilize resource materials. The activity was not rushed so all students were able to take their

time and do a good job of writing and painting. The activity did start to feel a bit too long by the

end when most students were doing other things. I would recommend a wrap-up activity to allow

for some closure and recap with the entire group. Students likely would have benefitted from

sharing their work with others in the class and getting feedback from the group.

Evaluator: Dr. Katharine Harrington

Associate Professor of French / Interim Chair of the Department of Languages & Linguistics

!iii!iiriliril:iii

.irl

it ;

:l;;itll1;i ;i,,;li,iiililir:llr

I

\ ',/ .O't/ ' ,

i

#.r=30:ti

i )*u

I--+I

I*1

II

I

-4 I

I

I

I_.t

t-1iiIii

;

iiiiti-r---t

Ilii"li,riliiiittiltiii_lii-T "iiiIitliiiIii-t-ii

"i - li,illt*l-lxlI .(l*i,rit

iYr l'll, *il-\itur

Mliiftfl11i

ffiil--T---. r--l' -*T " t'*rllli

ilillr '" j-- t-*t i

1-i l-L iil iJ I

iiiillil-lii irl I

i 1 iJ i

liitfjjJ r

I l.i Iii-tllilitH,i. li Il',,1'J"{ liiiiiiiliL

llllrI i i i-,l:Ji i I l':fiI i i txli i -1 ir,lI - . i.-,..l -. l:': l--iMril.l - .L- I . -.1 ra.l --i I l i*liittrtirtI1e+,I i I icli" i--r lnglittt(._tI iiiq*

iii;,iiii;iiiiiiiiii1ll;li illlll'illi*,.

1

Puppies

By:T.A.

Puppies

2

Table of contents 1- Puppies By: T.A. 2- Table of contents 3- About the puppy 4- Puppy behavior 5- How puppies move 6- What puppies eat 7- Problem 8- Possible solution 9- Glossary 10- Quiz 11- About the author

3

About the puppy

Puppies bark, whine, and

howl in order to communicate.

• As puppies grow up, they can change color

• When puppies are first born, they spend time sleeping and eating

• Puppies can weigh 1-3 pounds or 15-23 pounds

4

Puppy behavior Puppy knows that you are the boss, the

pack leader, the provider. He trusts and

loves you; He looks you for guidance,

encouragement, the best fun. You are

consistent and your puppy know what’s

Good or bad. Let’s not try to teach the

puppy every yes and no

Puppy behavior

5

How puppies move

Newborn puppies can be moved as soon as they are born, although they are best left in a quiet, secure place with their mother for as long as possible. The greatest danger to newborn puppies is getting chilled. Puppies cannot regulate their body temperature for the first two weeks of life and can die if they are not kept warm. If you need to separate them from the mother dog to move them, they can chill quickly, so moving them must be done with care.

6

What puppies eat

Cute, furry, and hungry. Your new pet is ready for puppy food, and you want to make sure you start him off right. Puppies grow fast. And providing the proper nutrition is important for building strong bones and teeth, adding muscle, and supplying all the energy needed for play and learning.

What puppies eat

7

problem

Common puppy behavior problems--barking, biting, chasing, chewing, digging, wetting--are explained, with how-to solutions. Articles help owners recognize and understand both normal and problem puppy behaviors, and where to find behavior help. Topics also cover how puppies think, and ways they communicate with each other and owners, using body language and vocal signals

Problem

8

Possible soultion

Puppies are extremely energetic and curious. As such, they often need a lot of activity and play time.

If we do not provide interesting and supervised activities for them to do, they will figure out their own activities which will rarely appeal to our human sensibilities. Bored puppies will start chewing on books, curtains, furniture, and people.

Possible soultion

9

Glossary

Nutrition-the act or process of nourishing or of being nourished

Communicate- to express thoughts, feelings, or information easily or effectively.

10

Quiz 1.What it is one puppy behavior?

A.He trusts and loves you B.he can use the bathroom C.puppies can dance

2.Do puppies know you are the boss?

A. Only if you are consistent all the time.

B. Only if you take care him or her.

C. Only if you let him /him or her know

D. All the above

3.Puppies are largely carnivores that eat some omnivorous foods.

True or False

Answers: 1. A 2. D 3. True

11

About the author I like puppies because they are good animals. I

chose to write about puppies because they are cute, funny, playful, and some have good behavior. I like all the different kinds of puppies. My favorite puppy is Bichon Frise. I like this one the most because it is the cutest puppy in the world.

My name is T.A. and I am from {IRAQ}. My favorite hobby is playing with puppies. I learn how to download pictures

And I learn to put picture on the slide I learn how to put in new slides on powerpoint

1

By B.G.

Dedicated to my mom

Polar Bears

2

Table of Contents 1.Polar Bears By Berlis Rociel Berroa Gomez 2.Table of Contents 3.Introduction: About the Polar Bear 4.Habitat 5.What Do Polar Bears Eat? 6. Threats to the Polar Bear 7. Possible Solution to Threats 8. Polar Bear Family 9. Polar Bear Quiz 10.Glossary 11.About the Author

3

Introduction: About the Polar Bear

Polar bears are the most recent type of bear species. Some polar bears move up to 2,000 miles (3,2000 km) through the water, sometimes swimming, sometimes floating on the ice.

4

Habitat

• Most p olar bears live near the edge of the arctic ice because that’s where seals are most likely to be. They are also near the ice because when the snow comes they can build a snow house.

5

What Do Polar Bears Eat?

• Seals are their favorite food, especially young seals. Polar bears spend a lot of time hunting because seals are hard to catch. In winter seals hunt fish under the ice.

• Between April and mid-July polar bears find most of their food because there are lots of seal pups.

6

Threats to the Polar Bear

There are about 25,000 polar bears in the wild. In the past the polar bears’ main threat was

humans who were killing the polar bears. Now the main threat for the polar bears is the

planet becoming warmer. Much of the ice covering the north pole has melted.

7

Possible Solution to the Threats

The polar bear's survival is linked to the arctic sea ice, a habitat greatly affected by climate change. Research shows, however, that it's not too late to take action to save sea ice and polar bears by greatly reducing greenhouse gas emissions.

8

Polar Bear Family

A mom loves their son and daughter because they’re her babies. The dad

and mom go to get food for the babies so they can eat and have everything they need. The mom and dad hibernate a long time and have to get food when they are done. Everything is good when they are not hungry anymore.

9

Polar Bear Quiz DIRECTIONS: All of these statements are true

or false 1.Polar bears are super cute True or False 2.Mama polar bears love their sons True or False 3. Parents get food for their babies True or False 4.Polar bears eat seals and fish True or False Answers: 1. True 2. True 3. True 4. True

10

Glossary

• Emissions-something that is emitted discharge; emanation

11

About the Author • Why did you choose polar bear? Because the

babies are super cute • Coolest Fact Learned- Polar Bears eat seals,

they are carnivores because the only eat meat

• From- Dominican Republic • Currently live in-Manchester, NH • School- The Webster School • Hobbies- Watch TV, Singing, Writing,

Drawing, Basketball, Playing Tag, Playing Outside, Playing board games and card games, playing with dogs,English class

I\IE\^I ENGLANI)BELOW IS A HAP OF THE NEW ENGLAND STATES. USE THELINES BELOW THE MAP FOR YOUR ANSWERS.

A , Ni.rme each New Eng I and st at e as numbered .

B. Name the border I ng etates of N. H ,

C, Wrlte ln the name of the country north ofN. H.

D, hrrlte the name of the only ocean thattouches part of N,H.

E, Co l or N, H, green ,

A. l.

4.

4.

5.

b.

B.

C.

D.

5

SURFACE MAP

Scal e of Mi I es

0* ?,o

Height above sea-level

I.._ll::.:l

ffinNm

Above 2000 Feet

1000 2000

500 1000

200 500

0 ?ao

Color the map. Use three shades of green for thethree graduations ln elevation betwein 0 and 10oofeet, yellow for 1000 20oo feet, and brown for landover 2000 feet above sea level.

1L'

MaJor Rlwers a.nd La.kes of N. H -

agr

al

"-fl

sewrouxgllLATE V

*-

11

In an Algonquln vl I lage, an Indlan younggf,spworks outslde a blrch bark wlgvram, gtrlndtng *;"r, tomake meal. Nearby, a young mother wttn h;; ;;;oo=*strapped to her back plcks over a harvest of berrles.

,Vi)N\i\

(

' o\'r$t'

I. ltt.

2t

ffiffiffi

ffiffiffi

ffiffiffi

ffiffiffi

ffiffiffi

ffiffiffi

. coNcoRDE

Ona inch aud! amtd. I mila

$IE NEfi EAI{PSEIRE SAATE tsOUSE

Conclusion

iffi

- -q ffie tm-$-Slls({nd,s- bc!*r:p* lgsx-mI*dw*'tz-

\o h*erpffirVq.r }ffi-Ssrclem s*trstl&s:f :s*cne h$*ms-o&-su " ift € frsc l?rCR

*greffianJp- kd-lI ll:e *kx*- -

Lt

-Wtt-w5.:y4l,

i"'tt co "&l

${r**"

G}/. \raN thar,tlftr\

4o ;Fc,..{" .u ogr7.tt\.

is ,ro sucla l& co.rlAn't ttrrd

|*tl' -!'x"**ioSood

--Us *kMag"ktuk--*-.-7---F* r, /

Q*t"u^ d-D

OMf.iluttLl! etwyrdiJ -Ue-- bwbl. Sql*dadr**hnornr- -b/-[&]-,lLcllJ' t-

-*L-_9;-**Lo t o bo-t + a- {-

I

o -, ,}i).-U-u\r-

Ot -ub"r l. -r4 il!

-rei*F: - -%.,t- *lFq-t r:,t.*..-'{aa-r*i +rB;,- Sie. ery -affF;.,irl ilF. ,.ei@ll

f\&r, I\l #.4/ ; A\- 2o" /q

-Aons- u44 --+s----o-Jd-dt-err****

d"*?

e%**

tK.n&ar r\ c\ss:

* @- My--__huqsr\L. -aAss:\\v - -L!\s--il;;*-\_

!)

l

l_--_.--l

i

Self-Reflection

I have been fortunate to be able to work with hundreds of ELLs, ages ranging from 8-19,

over the past fourteen weeks. It has been fascinating to experience the differences between

teaching primary versus secondary students. Primary school students are extremely energetic

and crave learning activities that require playfulness. One of the significant challenges I faced

with my younger ELLs was disguising academic work. When I gave my younger ELLs vibrant

projects, their skills and work ethic outshined their signs of fatigue.

The most challenging aspects of teaching young ELLs were confronting refusal and

maintaining positive relationships. Several of my young ELLs refused to do specific tasks and

had to be redirected to other academic activities. Often times I received the responses of, “No”

and “That’s not fair” when giving directions. These responses often came when directions or a

task required challenging language they were not familiar with. I never realized how fragile

relationships can be between young people. My 3rd and 4th graders were together the majority of

the day and when friendships were damaged, it caused a negative ripple effect throughout the

entire class. Group discussions were needed to explain proper coping behaviors.

I was amazed at how quickly one of my students from Iraq, who was completely

unfamiliar with the English alphabet, was able to start speaking English. Within two weeks she

was asking questions and saying many different words in English. It was encouraging to see how

second language acquisition is truly a natural process for younger learners.

My experience teaching at Manchester High School was significantly different. Students

were able to function much more independently. However, it was a challenge getting my high

school students focused at times. Some adjustments I had to make throughout my internship

were: raising my voice when disciplining, rearranging seats, and speaking with my face towards

them, not towards the whiteboard.

I enjoyed teaching both my EL I and EL IV classes in the high school. I would

recommend other schools divide their ESOL classes by language ability/level as Manchester did.

There are clear benefits to this approach. If my classes weren’t divided by ability, I’m certain my

EL I students would have felt overwhelmed. Conversely, EL IV students would have felt like

they weren’t being challenged according to their abilities.

Another challenge ESOL teachers face is consistent class attendance. Many ELLs are

employed outside of school and many migrate to different cities and countries on a regular basis;

sometimes this occurs in the middle of a semester. As a result, I was forced to improve my

classroom organization to best serve them. Students had their own folders with missing work in

them, as well as binders to use for organizing papers.

It is important for teachers to take the opportunity to reflect on a regular basis. I have

started a blog where I discuss additional challenges teachers face in greater detail. I encourage

readers to visit my blog: soyouwantobeateacher.wordpress.com