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Running head: MODELS OF TEACHING PORTFOLIO1

MODELS OF TEACHING PORTFOLIO

Submitted by

Tiffany Ricketts

to

Dr. Katie Alaniz

In partial fulfillment of the requirements for

EDUC 6330:Teaching Methodology for the Professional

June 29, 2015

MODELS OF TEACHING PORTFOLIO 2

Table of Contents

Purpose and Objective 3

Model 1: Learning to Learn Inductively

Example : The Literary Element of Mood 4

Model 2: Scientific Inquiry

Example: Elasticity 7

Model 3: The Picture Word Inductive Model

Example: Monarchies 9

Model 4: Concept Attainment

Example: Science Safety 12

Model 5: Advance Organizers

Example A: Elements of Plot

Example B: Making Comparison and Contrasts

15

17

Model 6: Synectics

Example: Learning What to Say When You Don't Know What to Say 19

Model 7: The Nondirective Model

Example: Turn and Tell 22

Model 8: The Role-Playing Model

Example: What Would You Do? 26

Model 9: The Memory Model

Example: The Gods of Olympus 30


Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that

have been presented in our class in a practical lesson plan format with the intent to instruct

elementary English as a Second Language (ESL) teachers with practical approaches when

instructing English language learners (ELLs).

Objective: The specific objective of this portfolio is to demonstrate the use of various teaching

models in my role as a teacher educator. The following lesson plans were designed for use in my

Teaching Methodology for the Professional class at Houston Baptist University. These lesson

plans illustrate, that with the use of teaching models, teachers can create curriculum designed to

accomplish learning goals at high standards. Furthermore, they are meant to be adaptable to

accommodate the various stages and levels of English language proficiency of ELLs. I have

incorporated the specific syntaxes, or distinctive structure, of each model according to the text.


Model 1: The Inductive Thinking Model

Lesson Title: The Literary Element of Mood

Targeted Grade Level: Sixth Grade

Subject: English Language Arts/ English as a Second Language

Lesson Goals: Student will be able to identify and infer the implied mood in a writing or text.

Lesson Objectives:

The learner will make inferences about text and use textual evidence to support

understanding.

The learner will understand new vocabulary and use it when reading and writing.

The learner will make inferences and draw conclusions about the structure and elements

of fiction (specifically mood).

Materials/Resources Needed:

There will be groups of four students. Students will need one iPad to access a scavenger

hunt page.

Students will also need their literal elements foldable.

Chart Paper and markers

Sticky Notes

Lesson Components:

Focusing Event:

The teacher will ask students to turn in talk in their groups and explain why it is that they

have certain feelings, or emotions, when they listen to various types of music. In groups,


students will respond with the following sentence stem to encourage academic talk: " I think that

certain types of music evoke ( remind me of) feelings or emotions because..."

Phase 1: Data Collection and Presentation

The teachers will then play two sounds. One of a haunted house and then the other one of

a tranquil stream and ask groups to discuss by comparing and contrasting how each made them

feel. Each group will share out to the whole class.

Phase 2: Examining and Enumerating Data

Now the teacher will focus each groups attention to the online scavenger hunt. The

scavenger hunt consists of five different websites. Each website contains a movie trailer or

music sound. After viewing, or listening, to the contents on each page, each group will do a

quick draw on the feeling evoked by the content.

Phase 3: Grouping Items into Categories

Each group will decide which drawing best represent the groups interpretation of the

content. Students will now post their group's sticky note with the drawing on the corresponding

chart paper. After each group has posted their sticky notes, the class will analyze the contents

and decide together a one or two word category for that poster.

Phase 4: Interpreting Data and Developing Labels

After posting and discussing all of the contents of the chart papers, students will return

discussion back to their group. Students will be asked to categorize the entire collection of chart

papers and decide on a best overall one or two word description that summarizes the contents.

Phase 5: Building Hypotheses and Generating Skills


The teacher will then facilitate discussion by asking each group to notice the similarities

on each chart paper.

For accountable talk students should use the following sentence stems:

"_________ and _____________ are ___________. "

"Both _____ and _______ have ____________."

".___and ___ are both similar because they both _____. "

"There are several major differences between ____ and ____. The most notable is

____________."

Students should be able to state that all of the words are emotions or feeling. The teacher

will then ask students to read a selected passage from the text and ask the students how they felt

when they read it and record their response in the foldable. The teacher will then state that the

feeling that students felt was the literary element of mood.


Model 2 : The Biological Scientific Inquiry Model

Lesson Title: Elasticity

Targeted Grade Level: Eighth Grade

Subject: Science

Lesson Goals: The learner will relate practices and steps necessary for inducing elasticity in an

object by comparing the elasticity of material components. This goal will be facilitated through

the biological scientific inquiry method.

Lesson Objectives:

The learner will recognize the elements and components that define elasticity.

The learner will interpret findings of materials to identify which materials will improve

elasticity.


This lesson will require two pieces of sugared gum ( like Hubba Bubba) and two pieces

of sugar free or sugar less gum.

Ruler

Science textbook

Chart paper and markers will also be necessary for each group.

Lesson Components:

Phase 1: Area of Investigation Is Posed to the Students

Students will gather in their science partner tables. The teacher will ask each to student to

analyze both types of gum by smelling, looking, touching, and then ultimately chewing it.

The teacher will ask one member from the pair to take notes on the initial analysis.


The teacher will then ask students to what they notice is the same and what is different about

each type of gum as they chew it. The teacher will ask each group to chew the gum for at least

two minutes, one partner chews the sugared gum and the other partner chews the sugar free gum.

The teacher will then pose the following area of investigation: “You problem is to

determine which type of gum displays the most elastic properties."

Phase 2: Students Structure the Problem

Using their rulers, students will then stretch the gum as far as they can before it breaks and

measure the length of the gum with the ruler. The students will repeat the same steps with the

next piece of gum. Next the teacher will ask student which gum, the sugared or sugar free

stretched the furthers before it broke. In their groups students will discuss their outcomes and

reference their science textbook as to what properties contributed to their conclusion.

Phase 3: Students Identify the Problem in the Investigation

Based on their findings, each group will discuss with other groups to compare and

contrast the properties of elasticity that allowed each type of gum to stretch and which stretched

the furthers. Students will use the chart paper to document other groups discussion.

Phase 4: Students Speculate on Ways to Clarify the Difficulty

After each group has shared with one another, each group will return to their original

partner and discuss the findings. In their partner tables each group will provide examples and

non-examples of elastic materials and provide an explanation as to which gum was actually more

elastic.


Model 3: The Picture Word Inductive ModelLesson Title: Monarchies


Subject: Social Studies

Lesson Goals: Students will be able to compare the characteristics of limited and unlimited

governments by synthesizing vocabulary terms in a picture to draw upon a definitions of the key

terms.

Lesson Objectives:

Students will be able to identify possible reasons for limiting the power of governments.

Students will be able to give some examples of limited and unlimited governments.

Students will be able to distinguish vocabulary associated to governments.

Students will be able to identify and give examples of governments with rule by one, few,

or many.


A picture of the coronation of Queen Elizabeth II (www.theenchantedmanor.com) An

example of one such picture can be found at the conclusion of this lesson. The picture

must be displayed in such a way that the entire class may view it as the teacher writes

words surrounding the image. Also the crown must be made visible for all students to

see.

A writing instrument for the teacher will also be necessary.

Writing paper and a pencil will be used by each student as well.

Lesson Components:

1. Teacher selects a picture.


The teacher will select a picture of the coronation of Queen Elizabeth II. The picture must

clearly show the queen, her subjects, a crown, a royal procession.

2. Students identify what they see in the picture.

The teacher will ask student what they see in the picture. As students provide words for what

they see, the teacher draws a line from the picture to the word, says the word, spells the word

while pointing to each letter, says the word again, then students spell the word with the

teacher.

3. Read the labels aloud.

Once the class has had ample time to suggest labels for the items in the picture, the teacher

will lead the students in reading the words surrounding the picture aloud simultaneously.

4. Students classify the words into categories.

The teacher will help students in creating word cards. In groups students will categorize and

classify the words and share with the whole group. If new words are generate, the teacher will

add these words to the class picture following the procedure in phase two.

5. Say, spell, say the words.

Once these lists have been created, the teacher will lead the students in once again saying,

spelling, and saying each item after he or she has modeled this process.

6. Think of a title.

The teacher will then lead students to think about a one to two word phrase that best

summarizes their picture. This will be their title.

7. Write a sentence.

Through a think aloud process the teacher will demonstrate how to writing a sentence from

the "evidence" in the picture. Students will follow this model to generate their own sentences.


8. Read the sentences aloud.

The class will next read each of the sentences written below the picture aloud in unison.

9. Students classify the shared sentences.

The teacher will record the sentences shared aloud and then ask students to categorize the

sentences and group them to generate a paragraph about the picture.


Model 4: The Concept Attainment Model

Lesson Title: Science Safety


Subject: Science

Lesson Goals: The learner will be able to demonstrate safe laboratory practices during field

investigations

Lesson Objectives:

The learner will compare attributes of safe and unsafe safety practices during science

investigations.

The learner will classify given exemplars as examples or non-examples.

The learner will interpret data and develop labels for the categories in order that they can

be manipulated symbolically.

The learner will formulate his or her own examples or non-examples.


Images of students conducting laboratory investigations in a safe way and an unsafe way.

paper, pens, and markers

Lesson Components:

Phase 1: Teacher Presents Labeled Exemplars and Students Compare Attributes

The teacher will divide students into groups of four. Each group will be given a set of images

and the teacher will tell the students to put the image either in the example column or the non-

example column. The teacher will then tell the students that each of the images in the example


column has something in common. The teacher will also share that the non-example

demonstrates the opposite of the example. The teacher will then ask students to make

comparisons between the examples and non-examples.

Phase 2: Students Generate and Test a Hypothesis

Each group will then be asked to generate a statement that ties together the similarities

between the examples. Students will also be asked to generate a statement as to why the non-

examples contrast to the examples.

Phase 3: Students State a Definition According to Essential Attributes

Students will then be asked to write their definition of the examples as a group. Each

group will then share their hypothesis with the class.

Phase 4: Students Classify Additional Exemplars as Examples or Non-Examples

The teacher will then present to each group a different set of images and ask them to

classify them according to their previous hypothesis, if it is an example or non- example.

Phase 5: Teacher Confirms Hypothesis, Names Concepts, and Restates Definition

As the groups are working, the teacher will facilitate the learning by confirming if the

group's hypothesis is correct or not. After the group is finished, the teacher will then ask the

group to reaffirm their hypothesis statement with the new set of images. Does their hypothesis

still hold true even if the images for the examples and non-examples are different?


Phase 6: Students Generate Examples or Non-Examples and Describe Thoughts

Each group will now create their own example and non-example image to match their

group's hypothesis and present it to the class.

Phase 7: Students Discuss the Role of the Hypothesis and Attributes

Through whole class discussion, the teacher will then ask the students what role safety

has in the science laboratory. She may also want to ask what could happen if laboratory safety

rules were not followed?


Model 5: The Advance Organizer Model - Example A

Lesson Title: Elements of Plot


Subject: Language Arts

Lesson Goals: Students will be able to identify and explain the elements of plot by using a plot

diagram to analyze a grade level text.

Lesson Objectives:

The learner will analyze the elements of the plot diagram.

The learner will synthesize elements of plot to form a story outline on the plot diagram.


Each student will need a blank plot diagram advanced organizer.

Each student group will need preprinted posters containing the different elements of plot

for the selected story.

PowerPoint presentation defining the elements of the plot diagram.

Chart paper

Tape

Lesson Components:

Phase 1: Presentation of Advance Organizer

The teacher will read an abridged version of the Cinderella fairytale to the whole group. After

the reading, the teacher will lead a discussion prompting students to provide a brief summary of

the story. The teacher will explain that although this is a popular western version of Cinderella,

other cultures may have a similar story, but with a different name. He or she will then ask

students if they know of a similar story in their culture. After summarizing the story with the


whole group the will explain that the plot diagram can aid us in analyzing the important events of

the story and can also provide an outline, or summary. The teacher will further explain the use of

the plot diagram, as an advanced organizer. Students will then engage in a PowerPoint

presentation defining each element of the plot diagram.

Phase 2: Presentation of the Learning Task or Material

The teacher will then divide the class in groups of four. Each group will be given posters

containing the main events in the Cinderella story that was read to the whole group. The teacher

will model the expected assignment in which she will instruct each member in the group to work

together as they identify each poster with its correct plot element. They will then draw a basic

plot diagram outline on the chart paper and affix each poster to its correct location on the

diagram with the tape provided. As groups are working, the teacher will facilitate discussion

among each group. Each group will then present their Cinderella plot diagram to the class.

Phase 3: Strengthening Cognitive Organization

The teacher will then ask students how a plot diagram could be used to generate writing.

Then in the same group, the teacher will ask each group to create an original story. After they

have created an original story, each group will then chart the elements of plot on chart paper.

Then each group will present their plot diagram to the rest of the class. Then each group will

then read their original story and the class will assess if the main elements of plot are in the

correct location on the plot diagram.


Model 5 : The Advance Organizer Model- Example B

Lesson Title: Making Comparison and Contrasts


Subject: Language Arts

Lesson Goals: Students will be able to identify comparisons and contrasts using a Venn Diagram about

differing settings in a grade level text.

Lesson Objectives:

The learner will analyze the elements of a Venn diagram.

The learner will describe settings in the same book are alike and how they differ.


Each student will need a blank Venn diagram advanced organizer.

Each student group will need a copy of The Hunger Games by Suzanne Collins.

An abridged version of The Three Little Pigs

Chart paper

Lesson Components:

Phase 1: Presentation of Advance Organizer

The teacher will read an abridged version of The Three Little Pigs to the whole class. The teacher will

then reread the section of the story that describes the house that one pig made out of straw. Then the teacher will

reread the section of the story that describes the house that one pig made out of brick. The teacher will then draw a

Venn diagram on the chart paper. He or she will label the Venn diagram with the appropriate labels. The teacher

will explain that a Venn diagram is a learning strategy that helps us to mark the similarities and differences between

two or more objects or concepts. The teacher will then facilitate whole group class discussion listing the unique

characteristics of the straw house and writing student responses on the appropriate side of the Venn diagram. He or

she will then do the same for the unique characteristics of the brick house. Then the teacher will ask students what

the two houses had in common writing student responses in the middle section of the Venn diagram.


Phase 2: Presentation of the Learning Task or Material

The teacher will then divide the class in groups of four. Each group will be a copy of The Hunger

Games by Suzanne Collins. The teacher will ask the students to read the section of the book that

describes District 12 , as well as, the sections of the book that describe the Capitol. He or she will explain

that they are going to use a Venn Diagram to mark the similarities and differences of the country of

Panem in which the two settings belong to. Each group will make a Venn diagram on their chart paper

and label it similarly to the chart diagram in phase 1. Each group will then present their Hunger Games

Venn diagram to the class.

Phase 3: Strengthening Cognitive Organization

The teacher will then ask students to make another Venn diagram. On this Venn diagram the

student groups will compare using a Venn diagram to take notes as opposed to the Roman Numeral

method. The groups will then use the chart paper to complete the assignment. Then each group will

present their Venn diagram to the rest of the class.


Model 6: The Synectics Model

Lesson Title: Learning What to Say When You Don't Know What to Say


Subject: English Language Arts

Lesson Goals: Students will be able to identify strategies to overcome learned helplessness.

Lesson Objectives:

The learner will recognize when they need to ask for assistance by asking targeted

questions.

The learner will create direct analogies, personal analogies, and compressed conflict to

combat learned helplessness.


Graphic organizer.

Pictures of students who look confused.

A scenario that describes why the student looks confused in the picture above.

Writing paper and a pencil will also be used by each student.

Lesson Components:

Phase 1: Description of the Present Condition

The teacher will display a picture of a little girl who looks confused. The teacher will

then read a scenario about a classroom discussion explaining why the girl in the picture looks

confused. The teacher will then explain that the term learned helplessness is when we sometimes

don't want to think about the answer to a question and how it is easier just to say " I don't know"

and hope that we don't have to answer the question. The students will take notes on learned

helplessness on the graphic organizer.


Phase 2: Direct Analogy

The teacher will then explain that a direct analogy is a comparison between two objects.

The teacher will then elicit direct analogies by asking a questions that ask for a direct

comparison, such as:

"How is eating broccoli like school work?"

"How is exercising like life?"

Possible response may include:

"Eating broccoli is good for, but you don't always want to eat it."

"Exercise is like life because it can be hard to do but make you stronger."

Phase 3: Personal Analogy

The teacher will then facilitate discussion by asking students to create personal analogies

from the direct analogies above. He or she will ask the students to become a piece of broccoli.

Then the teacher will ask the class to empathize with the broccoli by exploring how the

broccoli might feel about not wanting to be eaten even though it knows that it is a healthy food

for people to eat.

Possible student responses might include:

" I don't understand why people don't want to eat me if I'm good for them."

"It's not like I'm going to hurt them."

"I feel sad because people don't understand how I am healthy."

Phase 4: Compressed Conflict

The teacher will then introduce the term of compressed conflict to the class explaining

that compressed conflict is generally a two-word phrased in which words seem to contradict each


other. The teacher will give examples of compressed conflict and liken then to an oxymoron,

such as: awfully good, living dead, alone together, and loud whisper. The teacher will then ask

the students to come up with compressed conflicts using their descriptions from phrases two and

three. Possible student responses may include: poor health, terribly good, or pretty ugly.

Phase 5: Direct Analogy

Next the teacher will students to develop another direct analogy, based on the compressed

conflict in phase 4. The teacher might facilitate discussion with the following questions:

"How is learned helplessness an example of poor health?"

"How can you describe not understanding and not seeking clarification as pretty ugly?"

Phase 6: Reexamination of the Original Task

The teacher will then ask students to present and explain their direct analogy in phase 5.

The teacher will then ask students to refer to the picture of the student looking confused and

write about what the image with their analogy in mind from phase 5.


Model 7: The Nondirective Model

Lesson Title: Turn and Tell



Lesson Goals: Students will be able to develop a strategy to help them seek information through

peer collaboration when they do not know the answer to a questions posed by the teacher.

Lesson Objectives:

The learner will be able to communicate with peers using accountable talk.

The learner will recognize the appropriate use for collaboration amongst peers.

The learner will recognize how to seek solutions to problems and develop problem

solving skills.

Materials/Resources Needed: Due to the nature of this lesson, no specific materials/resources

will be necessary.

Lesson Components:

Phase 1: Defining the Helping Situation

The following lesson format was created as a means of reaching a student who has

developed learned helplessness and does not want to contribute to class discussions due to the

fact they simply do not know the answer or they do not understand the expectation for their

participation. For the purpose of this lesson, the teacher will be named “Mrs. Smith” and the

student will be called “Debuu.”

After a recent lesson on communities, Mrs. Smith asks Debuu to explain what a community as a

warm up and to spiral the lesson into the new lesson. Mrs. Smith has noticed that when she has

called upon Debuu in previous lessons for an answer or response, Debuu always responded, " I


don't know Miss." This time instead of asking another student for the correct answer, Mrs.

Smith decides to help Debuu to generate an answer and to hold him accountable for his learning.

After the school day has ended, Mrs. Smith see Debuu waiting in the car rider line and decides to

have a conversation with him:

Mrs. Smith: Hi Debuu! I hope that you had a great day today.

Debuu: It was alright.

Mrs. Smith: I noticed that in class today you didn't seem very talkative.

Debuu: Nope!

Mrs. Smith: Sometimes I don't feel very talkative too.

(Debuu just listens and looks at the ground.)

Phase 2: Exploring the Problem

Student defines the problem.

Mrs. Smith: Sometimes I don't know what the answer is so I don't want to talk in front of the

class. Do you sometimes feel that way too?

(Debuu looks up at Mrs. Smith.)

Debuu: Yeah, sometimes. My friends are in that class and I don't want them to think that I'm

stupid or something.

(Mrs. Smith empathizes by nodding her head.)

Mrs. Smith: Thank you Debuu for expressing your concerns about participating in classroom

discussions. So let me just recap. You feel that if you don't know the answer the other kids

might make fun of you.

Debuu: Yeah.


Phase 3: Developing Insight

Mrs. Smith: You know Debuu, I wouldn't want to look stupid either and I wouldn't want you to

feel that way in my classroom. What makes you feel like some of the kids will make fun of you?

Debuu: Well in math, Ms. Turr asked me to go up to the board to answer a simple question. I

just stood there and I heard someone laugh behind my back. I couldn't answer the problem.

Mrs. Smith: Oh.

Debuu: Ms. Turr rolled her eyes at me and I just sat down in my seat.

Mrs. Smith: I'm sorry. You know what in my classroom I want you to feel free to express

yourself. I have listened when you talk to your group and you have some pretty good ideas. I

would love for the rest of the class to hear them.

Phase 4: Planning and Decision Making

Student plans initial decision making.

Debuu: " Mrs. Smith, sometimes I want time to practice what I'm about to say so I don't mess it

up in front of everyone."

(Mrs. Smith listens attentively.)

Mrs. Smith: You know Debuu that's a good idea. I would feel more comfortable too with a little

practice.

Phase 5: Integration

Student gains insight and develops more positive actions.

Debuu: Maybe there is a way I can practice before I speak. Mrs. Smith thanks for saying that you

like what you hear when I work with my group. I didn't think you noticed that kind of stuff.

Mrs. Smith: I do!

Debuu: It make me feel good that you think that I'm smart!


Action Outside the Interview

The next day Mrs. Smith again talks about communities. To his surprise she asks Debuu.

Before he can answer the question though, she asks the entire class to turn and talk to their table

partner about what a community is. Debuu then turns to his table partner Tobias and explains his

response. After listening to the Debuu and Tobias's answer, Mrs. Smith feels confident that

Debuu has had time for the desired practice that he sought.

Mrs. Smith: Debuu what is an example of a community?

(Debuu smiles)

Debuu: A community is like a family.

(Mrs. Smith smiles)

Mrs. Smith: Great job Debuu! That's exactly right!

Throughout the rest of the year Mrs. Smith notices that Debuu is eager to contribute with class

and has built confidence in himself.


Model 8: The Role-Playing Model

Lesson Title: What would you do?


Subject: Character Development

Lesson Goals: Students will be able to demonstrate an understanding of bullying and its effects

on others, both the victim(s) and bystanders. This goal will be facilitated through the role-

playing model of learning.

Lesson Objectives:

Students will be able to identify what to do if they are the victims of bullying.

Students will be able to identify what to do if they see others being bullied.

Materials/Resources Needed: The only material and /or resource needed for this lesson are the

role play prompt given by the teacher.

Lesson Components:

Phase 1: Warm Up the Group

The teacher will introduce the problem by asking a set of questions such as the following:

" What is your definition of the term bullying? What are some ways that people bully others?

Have you seen a cartoon, or television show, in which someone was bullied? How do you think

that the person being bullied feels? Why do you think people bully other people? Have you ever

witnessed, or seen, someone else being bullied?"

“wondered if it is okay to do something sneaky (such as copying the word) to get ahead, even

when it seems as though no one will be harmed by this action?”

Next, the teacher will ask students an essential question about the overarching problem:


“ Is it ever hard sometimes to do the right thing?" The teacher will then read the role play

prompt:

Kiana is new to Arta Xeres Middle School and so far she has been able to make a few

friends, Donald and Silma. At her previous school Kiana was one of the popular kids who didn't

concentrate too much on her grades or school work. This time around Kiana wants to make

herself proud and has vowed to do her best at her school work. So far Donald and Silma are just

like Kiana, while they are not part of the "in crowd" they feel happy about their friends and do

the best they can at school. One day while during a math test, Kiana notices Charles glaring at

one of the students and mouthing that he wants the answer to number 3...or else. Kiana quickly

looked around to see if Mr. Haratio witnessed the threat. Indeed he had not, Mr. Haratio was

sitting in the front of the room busily grading the math tests from the class period before. The

student, LeRoy, who Charles had been bullying was a quiet student who really didn't have any

friends and Kiana noticed that he often ate by himself at lunch. After this encounter with

Charles, LeRoy look visible upset. Kiana went back to her test, but she wondered what, if

anything, she could do...

The teacher will then aid the students in defining the term bullying and explain how the

students will role play to identify what they would do if they were in Kiana's shoes.

Phase 2: Select Participants

The teacher will next guide the students in analyzing the main characters, namely Kiana,

Donald, Silma, LeRoy and Charles. The teacher will ask students to volunteer to play the roles

of the aforementioned students for a reenactment. The teacher will ask the students who

volunteer to "go into the minds" of the main characters and describe how they feel, what they


might say and do and why they might say and do those things. The teacher will ask the actors to

come up with a plausible solution to the event.

Phase 3: Set the Stage

The teacher will guide students by asking questions that will help set the stage. For

example, "Where is the enactment taking place? What is it like? Can you provide us a brief

timeline of the day?"

The teacher then asked the actor playing Kiana where in the story she would like to

begin.

Phase 4: Prepare the Observers

The teacher will then ask the other students who are observing to pay attention to the

action in the story. To ensure engagement, the teacher assigns each student to listen to the role

play and generate at least one "accountable" question to ask at the end. The teacher then asks

the observers to think about how they would have handled the situation if they were Kiana. Do

they agree with the role play or do they disagree with the solution?

Phase 5: Enact

The teacher then asks the actors to begin the role play, and before they begin she asks

them to think about the feelings of the characters involved and their motives. The teacher asks

the actors to really believe that this is happening in real life.

Phase 6: Discuss and Evaluate

The teacher will thank the actors for their role play and ask the observes what other

resolutions they would have come up with. The teacher will then ask the observes what

emotions they noticed in the enactment and if they had been role playing if these were the


emotions they would have acted out. The teacher will then set the scene for another enactment

by asking students what other resolutions could have been possible?

Phase 7: Reenact

The teacher will then ask for new volunteers to reenact the role play. Just like before, the

teacher will ask the students actors to empathize and pretend that they are the students they are

playing.

Phase 8: Discuss and Evaluate

As before, the teacher will ask all of the students to discuss how they felt about the

reenactment. The teacher will guide students and facilitate discussion about the comparisons

between the first rendering and the second one.

Phase 9: Share Experiences and Generalize

The teacher will then ask the whole class if they know someone who was in a similar

situation as the characters in the role play. The teacher should quickly remind students the

importance of listening carefully to others and to participate in active learning while other share

their views and experiences.


Model 9: The Memory ModelLesson Title: The Gods of Olympus



Lesson Goals: Students will be to memorize and recall four common Greek and Roman Gods

Lesson Objectives:

Students will be able to recognize the Greek Gods

Students will be able to recognize the Roman Gods.


A pictures of Zeus, Hera, Hermes, and Hades

Each group of two students will also have a personal size picture of the god

Each group will need colored map pencil

a booklet on the origin of the Greek gods," Welcome to Mount Olympus."

Lesson Components:

Phase 1: Attending to the Material

The teacher will read the origin story ," Welcome to Mount Olympus." Then the teacher will

display the photographs one at a time starting with Zeus. As the teacher rereads the part of the

story about Zeus students will recognize key features in the story that are also represented in the

picture. Next the teacher will ask the students to image if they were the king of the gods what

other items she would expect him to have. The teacher will also do this for Hera, Hermes, and

Hades.

After students share out the teacher the teacher will share aloud sayings for them to

remember the Greek and Roman names for each god.


Phase 2: Developing Connections

The teacher will then tell the students that they can learn and remember the Roman names for the

Greek gods at the same time with sayings.

The teacher will introduce them to the following sayings:

For Zeus:

Ju Better (Jupiter) starts with Zeus, He was the king of the Olympians.

For Hera:

He ruled there with his wife, the goddess of women. Do you know Juno, Hera?

For Hermes:

I'm more curious (Mercury) than you to find out what her message (Hermes) said.

For Hades:

Just like how Pluto is not a planet, Hades is not a god on Mount Olympus since he's in the

underworld.

In order that the students learn the sayings, the teacher will ask each group to develop a rap song

for each saying.

While each group presents the teacher will display a picture of the god.

Phase 3: Expanding Sensory Images

Next, the teacher will ask each group to generate an original saying to come up with to

remember the gods and goddess. As each group does this they will also be instructed to draw a

picture of the god or goddess that will match with that new saying.

Phase 4: Practicing Recall

Each group will the present their new saying with their picture. First they will say they saying,

and then each group will display their new picture that goes along with that saying. Instead of


telling the class, the attributes of each god, they class must be able to tell the group why they

what symbol they included associated with that god. The group must clarify any questions.

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