EDSS 547

http://laprensa-sandiego.org/stories/community-notes/father-of-chicano-theater-to-speak-at-csusm/

  ‘Father of Chicano Theater’ to Speak at CSUSM

April 27, 2012
San Marcos — California State University San Marcos (CSUSM) will welcome internationally-renowned playwright, director and social rights activist Luis Valdez for a guest lecture on Tuesday, May 1 at 6 p.m. in Arts 111 to discuss the birth of the Chicano theater movement and its continued relevance nearly 50 years later. Held in honor of International Workers’ Day, the event is free and open to the public.
Born in Delano, California in 1940, Valdez is the founder of the El Tea-tro Campesino (translation: The Farmworkers Theater) and is revered to be the father of Chicano theater in the United States. In 1965, he joined César Chávez in his effort to educate and organize farmworkers into a viable union, where Valdez wrote and performed brief satirical sketches and plays relevant to the civil rights struggles of migrants. His plays deliver powerful social or political messages and frequently infuse humor to attack the opposition. His published plays, actos and films include Zoot Suit, La Bamba, La Pastorela and I Am Joaquín, among others. He is most notably known for Zoot Suit, which debuted on Broadway in 1979 making Valdez the first Chicano director to premiere on the Broadway stage. The play was later adapted into a film in 1981.
Valdez’s visit to campus is sponsored by CSUSM’s Arts and Lectures series, the Theatre Arts Program, Social Justice & Equity Project, Center ARTES and National Latino Research Program. Admission is free and open to the community.
Where: California State University San Marcos, Arts Building, Room 111, 333 South Twin Oaks Valley Road, San Marcos.
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 Lesson Plan 

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Final Outcome Assessment




Juve Rocha
Dr. DG
Spring  2012

Outcome Assessment

The Importance of Lesson Plans.

1.  Why do you think is lesson planning important?
2.  How is lesson planning important for the teacher?
3.  How is lesson important for the learner (students)?
4. What are some of the aspects you consider when designing a lesson plan?
5.  What are the major components of a lesson plan?

         These are just a few of the questions I have asked myself throughout the course of my preparation to become a better teacher.  I struggle writing lesson plans at the beginning of the course mainly because I was not familiar with the process of writing, designing and/or with the different kinds of lesson plans.  I knew I was learning how to write a lesson plan when I felt comfortable going into a classroom and teaching a lesson following my lesson plan. 
At the beginning of this course I did not know the importance of Lesson planning and how much it affects the learning environment of my students.    Lets star by defining what is a “lesson plan?” 
lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan”. (1)
One of the things I have learned through out this course is that there are many types of lesson plans developed or designed to help teacher prepare, organize and keep a structured, student-focused learning environment.
1.  Why do you think is lesson planning important?
First of all, it shows you are professional and you are committed to provide your students with the best education they deserve.  It helps you to know exactly what you are going to teach, and keep things clear on what to do every step of the lesson. 

2.  How is lesson planning important for the teacher?
You as teacher will come prepare with you lesson plan based on previous material and ready for the lesson in hand.  You will know exactly what comes before and after, so you wont be lost in the middle of the instruction/lecture. 
3.  How is lesson important for the learner (students)?
This is one of the most and crucial aspects of lesson planning, the students; they have to know you care enough for their learning that you took the time to plan in order for you to help them assimilate and learn the material in a more organized and planned way. 
4.  What are some of the aspects you consider when designing a lesson plan?  It is important for a teacher to address the different learning styles of the students, as well as to keep the interested in any topic you are teaching.  Keep them engaged.  Always make sure you vary every aspect of the lesson, do not make it predictable have the students guessing what the next activity, interaction will be used, or done.  As teacher you have to make sure your lesson make sense to you, because if it does not make sense to you it will never make sense to your students. Make sure there is a clear and smooth transition in between the different activities in the lesson. Everything you do in a previous lesson has to be something you build upon in preparation for the next lesson. Never underestimate the students’ ability to learn, make sure you challenge them and motivate them to want to learn more.  Flexibility is key in lesson planning, if something did not work or did not go as well as you planned it in previous activities or previous periods you have to be prepared to change gears and do something different in order to assure students learning achievement.
5.  What are the major components of a lesson plan? (4)
1.  Information about the learners
2.  Objectives and goals
3.  Anticipatory Set
4.  Direct Instruction
5.  Guided Practice
6.  Independent Practice
7.  Closure
8.  Required materials and Equipment
9.  Assessment and follow up.

One of the lesson plans I learned in (EDSS 547) Methods class was the CALLA (The Cognitive Academic Language Learning Approach).  This methods/type of lesson planning is one I will be using in my future teaching career.  I am in the process of getting my teaching credential; my subject area is Spanish with a BCLAD (Bilingual, Cross-cultural, Language and Academic Development).   It is important to me because this type of lesson planning place emphasis in language and how students develop their language skills needed for learning in school.
“The Cognitive Academic Learning Approach is an instructional model for second and foreign language learners based on cognitive theory and research.  CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.  The goals of CALLA are students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.”(2)
Other type of lesson plan I learned is the PACE (Presentation, Attention, Co- Construction and Attention) Model.  In this model the students or learner is required to take a more active participant in his/her learning process.  The pace model consists of clearly specify the objectives of the lesson, ass well as the material that will be used in the lesson plan, and the procedure is where the PACE model comes into place.  The PACE model is made of four parts. 
Presentation: this is time is used by the teacher to present the students/learners with the grammar structure using appropriate texts.  One of the things teachers might use through this step is the use of pictures, TPR activities, this will motive the student to participate and will help increase comprehension. 
Attention:  Now that the teacher has the student’s attention is time to have students focus on the language form, or structure.  Teacher will help maintaining students’ focus by using different types of graphic organizers, transparencies, power points, handouts, underlining, highlighting, circling, etc. 
Co-Construction:  Now that students are focused on a specific target language form, teacher and students will work together to co-construct the grammatical explanation.  Teacher will provide students with different scaffolding activities to and will also help students with questions they might have.  Teacher will encourage students to reflect about what they just read, or listen to. If students have questions about grammar/targeted language the teacher has to make sure students have an explanation.
Extension:  Teacher will assign grammatical activities to complete tasks relating to the theme of the lesson by doing so it will help with the communication and the use of the targeted language as well as making sure students are learning a particular structure.
Also, in this model a teacher should include and encourage students to find out cultural information about their theme/topic.

Another lesson plan I learned through this course is the Thematic Unit. According to www.funderstanding.com - "Thematic instruction is the organization of a curriculum around macro "themes." Thematic instruction integrates basic disciplines like reading, math, and science with the exploration of a broad subject, such as communities, rain forests, river basins, the use of energy, and so on."   By incorporating Thematic Units into our teaching we build upon on students’ prior knowledge as well as some of the students’ interests and making the topics discussed in the unit relevant to their lives.  One of the aspects I like about thematic units is the fact that they address all the diverse students’ learning styles.  Thematic Units are especially important in teaching because it enables all ELL students to participate in active learning.  We as teachers have to make sure we provide students with hands on activities, modeling, and most important, to make all the differentiation and the adjustments needed for the unit.  These are some reason you might consider if you decide to use Thematic Units; students will be bale to see the “big” picture as well as to see what is the main objective/goal of the unit.  Also, the fact that you can collaborate with other teachers from different content areas to teach a unit a topic is a very important aspect of Thematic Unit. Teachers will repeat the same vocabulary throughout the unit, and with the different content areas, by doing so students will be able to retain better the given information.  By creating a unit based on a theme teachers will be able to make a connection between curriculum and students’ lives.  If students are able to make that connection and make sense of what they are learning then learning will come more easily and students will be more interested and engaged in the learning process. One of the things I really like about Thematic Units is the fact that you can use any theme, and all themes are going to be dealing with human topics, therefore, all students can be included.


These are the components of a thematic unit: (3)
1.    Theme
2.    Grade level appropriateness
3.    Focus
4.    Objectives
5.    Materials and resources
Printed resources
Computer/CD room resources
Internet resources
Audio/visual resources
Community resources
Instructional resources
Literature resources
6.    General activities
7.    Discussion questions
8.    Literature selections
9.    Culminating activities
10. Evaluation
11. related works of literature

Another lesson plan I learned about is the SADIE (Specially Design Academic Instruction in English).  Some of the aspects I learned about creating a SADIE lesson plan are that there are a lot of techniques and strategies to aid the students learning acquisition; for instance: link vocabulary and language to prior knowledge, the use of “ linguistic cues” such as facial expressions and gestures.  Also modeling, the use of graphic organizers, check for understanding, active student participation, When corrective the student you have to be sensitive when doing so; Always try to encourage your students to participate and express their thoughts in English even though they are afraid of taking risk.  Whenever possible make sure you display students work, by doing this you will make them feel and know that their efforts are being noticed and that their learning is important.
These are the steps to prepare a SDAIE lesson plan: (5)
1.    Subject
2.    Grade level
3.    Lesson topic
4.    Academic content standards (standards you are planning to address through this lesson).
5.    Learning objectives/outcomes (measurable objectives for this lesson)
6.    Language objectives/outcomes (speaking, listening, reading, or writing objectives you want to achieve as a result of this lesson)
7.    Into activities
-       Background/summary (what came before and what will    follow after this lesson)
-       Entry/anticipatory (introduce the topic/chapter, this is where you get students “hooked” into the lesson).
8.    Through activities:
-       Instructional Input (what you will teach in this lesson, the steps you are going to take, vocabulary words you are going to use, instructional activities.  This is the area in which you are going to incorporate most of your SADIE strategies).
-       Guided Practice (MODEL, this part is crucial for students, specially those who are visual learners.  As teacher it is your job to provide students with examples of what exactly you want students to do in a certain activity and how you want them to accomplish it.  You need to take (guide) them through this process;  In this step is very important you use SADIE strategies because you may need to make modifications in order to assist the diversity of your students).
9.    Beyond activities. 
-       Independent practice (students work on their own)
-       Assessment/evaluation (how you are going to grade the students’ performance; indicate any differentiation or modification you are making through your lesson plan).
-       Closure (assess on whether you succeeded or failed in teaching this lesson.
Conclusion:
Lesson plans are such and important and crucial aspect of a teachers success in helping students achieve learning success.
The CALLA lesson plan is one of the models I will be using most in my future as a bilingual teacher.  This model is aimed for second and foreign language learners.  One of the aspects I like about this model is the fact that I can be incorporated into bilingual, ESL, EFL, and in general classrooms.  The PACE model is particularly designed to teach language in context, including real-life tasks this will help increase the meaning of the task/lesson for the student.  Thematic units have been used to study children’s literature, to explore topics of interests, and different kind of projects; all of these are focused in motivating students to learn and to teach them the necessary skills and concepts needed in order to have success in school as well as in their personal lives.  SADIE lesson plans are used as an approach to make input comprehensible for ELL students.  For instance if a student is unfamiliar about a certain topic, by using SDAIE strategies and different procedures, by providing students with these tools you will make students feel comfortable and will gain the confidence and the knowledge they need to succeed in class. Although SDAIE something is refer to it as sheltered English, the goal of this method is to provide ELL students with the same access to the curriculum being used as the rest of their classmates.
Learning the different lesson plans has helped me tremendously in my student teaching because it has enable me to incorporate the different lesson plans accordingly to the diversity of my students and their learning needs.
I see myself using these different lesson plans and methods in order to provide my students with a positive learning experience. I think one valuable aspect I, as an bilingual individual can offer, is the fact that I can identify with the students needs, and I can understand their struggles and, perhaps I can serve as a role model.  They will see someone who is an ELL and someone how used her primary language to learned a second; they will see that everything is possible. 

Sources:


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TPE Reflection Artifact

 Uploaded to Cougar Courses

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Cultural Presentations
 
Students, working In groups, choose a topic relevant to their culture of choice and research it to present it (in a Power Point format) to the class
Each presentation will include:  
1 page handout (with APA style book reference, key concepts & book review)  
Skit (either directly from book or created by group to illustrate a main idea)  
Presentation Visuals (poster, PPT, overhead, and/or props).        
  
PPT uploaded to CCs
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Power Point Presentation
uploaded to CCs
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 Unit Plan
Uploaded to CCs
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Outcome Assessment                                                                                                   

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