Assignment 1A Establishing a Classroom Culture Template
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South Texas College *
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3300
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Mathematics
Date
Feb 20, 2024
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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
Students are studying alone and finishing their own assignments. The measure of the student's progress lies on tests and quizzes. Letter grades or percentages are given for both assignments and tests. This type of setting pushes students to be competitive with each other in order to get the best grades and recognition.
Cooperative
Students are usually divided into small groups to work together and maximize their own learning and build connections. In this setup, students develop important cooperative social skills. Students can actually learn better when they are helping other students learn. Additionally, students who might be left behind can be brought up to speed by their classmates.
Individualistic
Students complete assignments monitored by the teacher. Students are encouraged to complete assignments with the answers they think are best. Emphasis is on getting through and testing oneself.
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. Competitive
Instructional Activity
Content Area
Mathematics
Grade
6th
TEKS
(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as
appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
(2) Number and operations. The student applies mathematical process standards to
represent and use rational numbers in a variety of forms. The student is expected to:
(A) represent integer operations with concrete models and connect the actions with the models to standardized algorithms;
(B) add, subtract, multiply, and divide integers fluently;
(C) add, subtract, multiply, and divide rational numbers fluently; and
(D) convert between fractions, decimals, and percent's using real-world problems.
ELPS
Listening 2.A: Follow and give oral instructions that involve a series of related actions
Listening 2.E: Process and follow oral directions that involve a multi-step sequence in familiar and academic contexts
Speaking 3.B: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
Speaking 3.G: Explain and discuss academic concepts, ideas, and issues using language appropriate for the audience and purpose
Instructional
Activity Description
In this activity, students will participate in a math problem-solving competition in pairs. The teacher will provide a set of problems related to the TEKS and ELPS for the students to solve. Each pair will have a whiteboard and a marker to write their answers on. The teacher will give a time limit of 5 minutes for each problem, and the pair with the correct answer first will be awarded a point. If both pairs have the
correct answer, the pair who presented it first will be awarded a point. The team with the most points at the end of the competition will be declared the winner.
Lesson Plan Area Explanation
This activity fits best in the Guided Practice portion of the lesson. The teacher should provide the pairs with the set of problems related to the TEKS and ELPS for them to solve together. The teacher should also model how to solve a similar problem before the competition begins. This activity focuses on the application of mathematical processes to real-world problems and the use of academic language to explain and discuss the solutions. The competitive aspect of the activity promotes engagement and motivation for the students to work together to solve the problems.
Individualistic
Instructional Activity
Content Area
English Language Arts
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Grade
11th
TEKS
(5): Comprehension skills: Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(B): Write responses that demonstrate analysis of texts, including comparing texts within and across genres.
(C): Use text evidence and original commentary to support an analytic response.
(D): Paraphrase and summarize texts in ways that maintain meaning and logical order.
(E): Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
(G): Discuss and write about the explicit and implicit meanings of text.
(H): Respond orally or in writing with appropriate register and effective vocabulary, tone, and voice.
ELPS
Reading 2G: Understand general meanings, main points, and details. Reading 4H: Read silently with comprehension
Reading 4I: Show comprehension through basic reading skills.
Writing 2I: Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages from peers / audiobooks, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
Writing 5B: Write using newly acquired vocabulary
Writing 4K: Show comprehension through analytical skills.
Writing 5F: Write using variety of sentence structures and words
Instructional
Activity Description
Students will participate in a journal entry assignment after completing their required reading of The Great Gatsby. The assumption can be made that this is a teaching style frequently used and students are aware of the rules and expectations for the journal entry assignment. The teacher assigns each student a character, from the novel, in which the student must write from their perspective. In the journal entry, students must describe a dream, write a poem, write a song or
share something that they (the character in which they are portraying) are pleased about or unhappy about. Students are required to be creative in their journal entry,
as they have the freedom to discuss thoughts and ideas that they believe the character may possess. This activity will continue until the "Closure" section of the lesson plan.
Lesson Plan Area Explanation
This activity fits best in the Independent Practice portion of the lesson. While the teacher starts the lesson by modeling a character web of a specific character, students are expected to use a similar idea of organization to plan for the character, in which they are portraying in their journal entry. It would be beneficial if the teacher provided an example of a journal entry, showing a character's perspective about anything that the teacher wishes to talk about. While participating in writing their journal entry, the teacher will walk around and assist, when needed, in the student's pre-writing organization and during their actual journal writing assignment. By allowing students to have the freedom to write about whatever, the teacher allows their creative side to show while making sure they possess a comprehension and understanding of the character being portrayed.