Assignment 1A Establishing a Classroom Culture
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South Texas College *
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Arts Humanities
Date
Jan 9, 2024
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docx
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Assignment 1A: Establishing a Classroom Culture
In the table below, summarize the characteristics of each type of classroom climate. Then, create an instructional activity for either a
competitive
classroom culture or an individualistic
classroom culture filling in all components of the chart. Be sure you choose the appropriate chart. (You may not do a cooperative classroom culture.) An exemplar has been provided.
Competitive
This is when students are competing against their classmates. This would be during their work activities are events in the classroom. Some examples can be group projects, team competitions, or presentations. Cooperative
This is when students are engaged in large or small group discussions. Students are discussing their opinions and points of view. Students can listen to their peers and hear what they have say. Individualistic
This is when students work on their own. Students work alone and try without any help. The teacher can still provide feedback and support for the students if needed.
SAMPLE: Cooperative Instructional Activity
Content Area
English Language Arts and Reading
Grade
8
TEKS
(5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both
develop and deepen comprehension of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding; ELPS
Listening 2.D: Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
Listening 2.H: Understand implicit ideas and information in increasingly complex spoken language commensurate with grade-
level learning expectations
Listening 2.I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
Speaking 3.E: Share information in cooperative learning interactions
Speaking 3.H: Narrate, describe, and explain with increasing specificity and detail as more English is acquired
Instructional
Activity Description
Students will participate in a Socratic seminar after completing their required reading of The Outsiders. [The assumption can be made that this is a teaching style frequently used and students are aware of the rules and expectations for the seminar.] The teacher will begin the seminar with an open-ended question. Students will respond to the question and each other
based on the ordering procedure for the seminar. When a new question is needed, the student whose turn it is based on the ordering procedure will present their question. [Students have been expected to bring to the seminar an open-ended question they have created based on the reading.] This will continue until it is time for the Closure portion of the lesson.
Lesson Plan Area Explanation
This activity fits best in the Guided Practice (with the first round of questioning) & the Independent Practice (with the student rounds of questioning) portion of the lesson. While the teacher does start the seminar
off with the first open-ended question, students are expected to keep the seminar moving as they ask and answer questions. It would be beneficial if the teacher facilitated the first round during the Guided Practice portion of the lesson. However, the students should be running the seminar during the Independent Practice part of the lesson. While they are participating in a group, the responding to questions or other student responses should be done one at a time resulting in their own application and understanding of the conversation.
Individualistic
Instructional Activity
Content Area
English and Language Arts and Reading Grade
3rd Grade TEKS
(8) Multiples genres: listening Multiples genres: listening, speaking, reading, writing
and thinking using multiples texts- literary elements. The students recognize and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The students is expected to: (A) infer the theme of a work, distinguishing theme from topic:
(B) explain the relationships among the major and minor characters:
(C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and (D) explain the influence of the setting on the plot.
ELPS
-Reading 4.H: Read silently with increasing ease and comprehension for longer periods.
-Reading 4.K: Demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content are and grade-level needs.
-Writing 5.F: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases clauses, and sentences in increasingly, accurate ways as more English is acquired. -Writing 5.F: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Instructional
Activity Description
After reading the story and going over the major parts of a story. Students will be ask to get their pencils and a piece of paper. Students will create a story that has a setting, a theme, events, a conflict, and a resolution. As the students write their stories, they will highlight each of the requirements in the stories, so they understand what each one is. The stories need to have clear details and show explain the relationship between the major and minor characters. The teacher will
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be walking around to see if the students are working or if they have any question about the requirements that they need to highlight. When the students finish, the teacher will have students to come to their desk and explain each of the requirements that they highlight. Lesson Plan Area Explanation
This activity will help the students to work individual and understand better the stories. Students are learning about stories and how they are structured. The teacher will read them a story at the beginning of the class and go over the major parts of a story. Afterwards, the teacher wants to see if they understand the requirements and how to create a story. Before they start working in their stories the teacher will remain them about the story elements, theme, setting, and the relationship between the major and minor characters. Once they know this students are expected to be creative in their stories while also implementing the elements in their story.