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Sir or Madam:

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... Christmas traditions are celebrated in different cultures around the world ... and compare traditions/customs of how Christmas is celebrated around ... – PowerPoint PPT presentation

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Title: Sir or Madam:


1
Introduction
  • Sir or Madam
  • This product is my electronic portfolio. It is
    the culmination of things that I have learned
    over the past year and a good representation of
    myself as a teacher. This would be used to
    present myself more thoroughly to school
    administration for the purposes of evaluation or
    hiring. I consider this a living document that
    will continue with me through the years, adding
    and subtracting as I gain experience.
  • In the past year, I have put together one
    particularly notable mini unit and one excellent
    learning centre plan. These would both be used
    in on par grade 2 or 3 level classrooms, however,
    they can be easily modified for other grades and
    age ranges. They can be found under the tab for
    Professional Experience.
  • Please go to view, then slide show and page
    down once to the first page in order to start.
    From then on, it will be a simple matter of
    pointing and clicking through the various
    segments of the document.
  • Cheers,
  • MPV
  • P.S. Please note that due to the website
    restrictions, there may be some small formatting
    issues within this document. I would appreciate
    your consideration that I have tried to reformat
    it to the best of my ability for this forum.

2
Professional Mission Statement
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Each child (myself included) is a life long
    learner.  We all learn at different speeds and in
    different ways.  We all require a stimulating and
    safe environment in which to explore and acquire
    knowledge.
  • My goal is to create an open and learning
    environment that is student-based and
    inquiry-oriented.  My focus is to aid our
    children in an on-going, problem solving process
    that will allow them to develop strategies,
    ethics and gain personal experience and insight.
  • Teaching is a complex and ever changing
    activity.  It is my welcomed challenge to truly
    understand the individual students in the class
    and to facilitate  their interest and knowledge.

3
Education
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • This past year has been a challenge.  It has
    meant going back to school after many years,
    starting a new knowledge base, new networking
    contact and a new environment.  It has been an
    exciting and rewarding process for me.

Degrees and Certifications
Workshops and Extra Courses
Testing Scores
4
Degrees and Certifications
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Masters of Science (Deaf Education)
  • June 2001 - May 2002
  •  
  •  
  •    
  • Language Certificate (American Sign Language)
  • September 1996 - May 1999
  •  
  •  
  •  
  • Bachelor of Applied Science Honours (Child
    Studies - emphasis the Exceptional Child)
  • September 1989 - May 1994

Up
5
Extra Workshops and Courses
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • SAVE (Violence Workshop)  New York State
  • Child Abuse (Web workshop) New York State
  • Food and the Government (Toronto Board of
    Education) Ontario
  • Social Sciences in the new curriculum (K gr. 8)

!
As a teacher, it is my responsibility to
continuously upgrade and verify my knowledge
base.  Workshops are available through school
boards and a variety of outside agencies.
Up
6
Test Scores
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • GRE - score 1905
  • LAST Exam (New York State) - score 267
  • ATS-W Exam (New York State) - score 272
  • SCPI rating Intermediate Plus

Up
7
Professional Experiences
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Every child is special and deserves respect,
    understanding and encouragement...be they bright
    and incredibly work focused or the ones who
    challenge your patience.
  • I believe that it is not what you or I make of
    them, its what they are inspired to make of
    themselves.

Communication Philosophy
Comments from the Classroom
Educational Experiences
Lesson Plans and Units
Other Experiences
Classroom Properties
Notable Competencies
Collaboration
8
Communication Philosophy
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  •  Over the past year, I have had the opportunity
    to have many educational experiences, both
    voluntarily and through student and placement
    assignments in a variety of programs - ASL, TC
    and Oral.  They have occurred either within a
    School for the Deaf or self-contained
    classrooms.  Each one of these has been crucial
    to creating the teacher that I am today.
  • My experience has led me to the philosophy that
    it does not matter which program is chosen
    (either an oral, combined or manual approach),
    one must go about following it (as a teacher
    encouraging the child and the parents) 150.  It
    is up to us as professionals to ensure that the
    child has the best, broadest experience possible
    to ensure their success.

Up
9
Educational Experiences
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Over the past year, I have had several in
    classroom experiences. Although some were more
    valuable than others, each experience has taught
    me something important.
  • Multi-handicapped classroom (St. Marys School
    for the Deaf)
  • Middle School Math (St. Marys School for the
    Deaf)
  • Grade 2 (St. Marys School for the Deaf)
  • Kindergarten and Grade 1 CAPD students (Harris
    Hill Elementary)
  • Grade 4-5 Split Classroom (Metro Toronto School
    for the Deaf)
  • Grade 4 Class (River Oaks Public School)

Up
10
Classroom Experiences
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Multi handicapped classroom (St. Marys School
    for the Deaf)
  • This classroom belonged to Joan Dudek, a
    wonderful teacher with the patience of a saint. 
    Her common phrase was - never say "you know"
    because they really may not know! Just help them
    work through it again.  Over the month that I
    spent volunteering twice a week in her class, I
    learned quite a bit about multi-handicapped Deaf
    children.
  • Middle School Math (St. Marys School for the
    Deaf)
  • I observed Mindee Mutty over the course of four
    weeks.  She taught middle school math.  What I
    most learned from this experience was
    organization.  Mindee recognized the limited
    amount of time that she had within a period, and
    tried to maximize it.  Definitely a trait that I
    have tried to pick up!
  • Grade 2 (St. Marys School for the Deaf)
  • Cathy Kibler's grade 2 class is made up of a
    wonderful bunch of young ladies.  They were
    enthusiastic and up to trying any and all ideas. 
    Cathy is an inspiration to all student teachers. 
    Enthusiasm, precision and making absolutely
    EVERYTHING around you a learning experience are
    what I learned from her.  The time that I was
    allotted to spend there was not heeded to as I
    used to go down on my spare time and spend time
    with the class. What a wonderful experience.

Up
11
Classroom Experiences
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Kindergarten and Grade 1 CAPD students (Harris
    Hill Elementary School)
  • Rita Cleary is an experienced and knowledgeable
    teacher.  She generously shared her thoughts and
    ideas with me, showing me many resources, and
    behaviour management techniques.  Her classroom
    of CAPD children were unique to the Deaf and Hard
    of hearing field, and a treat to work with.
  • Grade 4-5 Split Classroom (Metro Toronto School
    for the Deaf)
  • Ivana Campbell's class was full of challenging 10
    and 11 year olds.  These children were, for sure,
    a lesson to be observed and learned.  Handling
    emotional behavioural challenges and both
    effective and ineffective behaviour modification
    programs were the challenges of the day.  I came
    away from this experience feeling stronger and
    more confident in my ability to stay patient and
    positive in any and all circumstances.
  • Grade 4 Classroom (River Oaks Public School)
  • Lastly, I have spent four weeks in Meena Ghais
    classroom of grade four students. Meena is an
    terrific, resourceful teacher. She spent lots of
    her time helping me work through the use and
    application of the Canadian curriculum, setting
    up appropriate units, teacher collaboration,
    team-teaching, evaluation techniques and shown me
    a slew of resources. Her patience and
    encouragement with both the students and me never
    waned. I have taken from this experience the
    concepts of enthusiasm, good teaching practices,
    and assessment.

Up
12
Classroom Properties
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • The classroom consists of a variety of properties
    - the basics of which are the children, the staff
    and the lesson.  However...as any good teacher
    knows, there are three other factors that need to
    be looked at in order for the classroom to
    function as a well oiled machine.  These are
    management, the learning environment and family
    integration.

Management
Classroom and behaviour management.
The Learning Environment
Creating an inviting and safe environment.
Family Integration
Bringing family into the classroom.
Up
13
Management
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Classroom management is crucial in order to have
    a co-operative and learning environment.  It can
    be fostered in a variety of ways.  My personal
    philosophy is that it is important to look at the
    classroom as a whole and see what its needs are
    before deploying a management strategy.
  • Some of the strategies that I have seen, been
    involved in, and will use in my own classroom
    are
  • Rule Creation - prior to the class settling into
    the year.  This needs to be done immediately as
    the teacher comes into a classroom.  The rules
    should be set up by the students, with
    appropriate consequences set up by the students
    themselves.
  • Individual benefit - This targets individual
    behaviours where the child works towards an
    individual goal (i.e. getting a toy or free
    time).  The teacher is in control of
    administering the benefits.  This is used for a
    child with a lower level of comprehension for
    self-monitoring.  An example of this is a token
    economy system (giving pennies to purchase
    something at the end of the day) or
    red-yellow-green light (visual cues of good and
    bad behaviour).
  • Class benefit - the class works together towards
    a common goal (i.e. a pizza party).  They self
    monitor for appropriate behaviour.  An example of
    this is a pair of ball jars - Balls get put in
    the jars for good behaviour, and get removed for
    poor behaviour.

Up
14
The Learning Environment
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • The learning environment is developed by the
    atmosphere that the teacher creates in the
    classroom.  I believe that a classroom should be
    an open and learning environment.  My classroom
    would incorporate the following qualities
  • Excitement - Everything these days seems to be
    sparkly and charged.  My classroom will be a
    place where students should, at least once a day,
    say the word "cool".  Learning should occur from
    themselves.  Even Pokemon cards can teach
    something!
  • Thematic Events - Tying a classroom around a
    particular item of note - it doesn't have to be
    highly pre-planned or necessarily relevant to any
    "larger" topic, however, it must be a learning
    experience.  It may be teacher or student
    recommended.
  • Student Oriented - Lesson plans are important for
    ensuring particular learning, however students
    retain more if things are particularly relevant
    to themselves.  If the class has an interest in
    the WWE, they are welcome to bring it up and we
    will incorporate it into the classroom (checking
    up scores, points, appropriate storytelling, what
    can you say in some company, but not in others,
    body imagery etc. etc. etc.)

Up
15
Family Integration
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Students don't exist in a vacuum.  They are a
    part of their family, and they bring them into
    the classroom (figuratively speaking) when they
    walk in the door.  It is important for us to
    acknowledge that, as teachers, and encourage the
    families to participate in our classroom.  The
    more the families are involved, the more the
    children will be involved.  Here are some ways I
    will encourage family involvement in my class
  • Feedback/Journal books - These can be done daily
    or weekly depending on what is happening in the
    classroom.  It is a communication or dialogue
    book with a multitude of uses - examples of which
    are to help me talk to the parents about focusing
    on a particular subject or behaviour issue, or
    for the parent to let me know things that are
    happening in the family that I may need to be
    sensitive to.
  • Inviting all the parents in! - Have a parent
    afternoon once ever two months.  This encourages
    the students to develop their social and
    organization skills in planning and preparation
    for the "party".
  • Volunteering parents - Allowing a parent to
    volunteer either in your class or elsewhere in
    the school is excellent.  It gives the teacher a
    helping hand, and is a physical reminder of their
    involvement in the school.
  • Newsletters - Have the class prepare a newsletter
    on a monthly basis.  It can include what's been
    happening in the classroom, children's writings,
    monthly activities, things that parents and
    children can do together etc.  This is a great
    tool for student participation with a specific,
    tangible product that also gets the parents
    involved.

Up
16
Collaboration
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Collaboration in education occurs in many
    different ways.  I have had the fortunate
    experience of being able to collaborate with a
    variety of teachers and staff over the past
    year.  I have team taught with more experienced
    teachers, collaborated on lessons with student
    teachers, and discussed methods of presentation
    and sign with a variety of staff.

Collaborating on the best way to present an ASL
story (Student teacher, Scott and Educational
Assistant Missy) 
Up
17
Comments from the Classroom
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • This page is currently under construction.
    Tangible evidence will be input as it comes in.
    It is important to note that both parents and
    children are very generous with their support of
    a student teacher.
  • Parents
  • The parents are very supportive and encouraging
    of what I do in the classroom. Two parents have
    approached me asking me to tutor their children.
  • Children
  • The children are very generous in their love and
    immediate affection.  I have been given a number
    of treasured items - flowers, stapled together
    pine trees, crooked flowers and best of all hugs
    and signs of "miss-you" and ILY!
  • One thing of particular interest has been an
    apology note written by one of my students due to
    some inappropriate behaviour. It was notable to
    me as, despite the brevity of the note, he took
    time and effort to make it as neat and tidily
    written as he possibly could, and handed it to me
    with much care.

Up
18
Lesson Plans and Units
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
This unit plan contains 3 rubrics I created to go
along with the lessons.
Holiday Unit
This received a commendation for my professor. 
She currently uses it as an example in her
Canisius classroom!
Tree Learning Centre
Resources
My resources and good web pages
Up
19
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • This has been modified for this forum, and
    therefore may show some formatting issues.
  • A world of holidaying!
  • The world around us is a vast melange of
    traditions, customs and cultures. Within the
    melting pot of our society, it is important to be
    aware of and understand these cultures. It is
    believed that through this knowledge, we can have
    a better understanding of our own. This is the
    reason why this topic, A World of Holidaying!
    is so important.
  • As North Americans, the holidays are very special
    to us. Our children tend to get caught up in the
    commercial aspects of the season, and it is up to
    us to pull them away from that. Our Deaf
    children tend to be very sheltered and their lack
    of communication makes it difficult to be
    inadvertently exposed to other cultures and ways
    of life. Students studying this unit will come
    away with an expanded understanding and
    appreciation of how our North American Christmas
    traditions are celebrated in different cultures
    around the world both their similarities and
    differences. They will also be exposed to other
    celebrations that happen around the world that
    they may never have seen or heard before
    Kwanzaa, Holi and Hanukah.
  • So, to start, look around your classroom
    environment. What kind of things do you have up
    on your walls? What kinds of things do you have
    in your holiday boxes that might be useful? What
    do you have in your non-holiday related boxes
    that will be useful? Who else, in your peer
    group, would have information or posters etc.
    that you could use or borrow?

Next
20
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • When putting up decorations or purchasing
    manipulatives, incorporate aspects of the
    different cultures that will be studied - a
    menorah or dreidel for Hanukah, a set of
    sparkling coloured lights for Holi, and a harvest
    garden or African mask for Kwanzaa. Have the
    children bring in things of their own that they
    would like to share or display in the classroom
    from their cultures.
  • Put together a learning centre with items for the
    children to do. A new item or poster labelled
    with an explanation index card could be set up
    every day to keep the childrens interest!
  • Lesson Plans Plan 1 Christmas around the World
    (Set Up)
  • Lesson Plans Plan 2 Christmas around the World
    (Research)
  • Lesson Plans Plan 3 Christmas around the World
    (Project)
  • Lesson Plans Plan 4 Holidays around the World
    (Holi)
  • Lesson Plans Plan 5 - Holidays around the world
    (Hanukah)
  • Lesson Plans Plan 6 Holidays around the World
    (Kwanzaa)
  • Rubrics and Worksheets

Up
21
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Lesson Plans Plan 1 Christmas around the World
    (Set Up)
  • Grades     2-3
  • Theme   Holidays around the world - Christmas
    around the world
  • Length    45 minutes
  •  
  • Over a series of three lessons, students will
    research, prepare, and present a short
    presentation regarding how Christmas is
    celebrated in the country of their choice. 
    Through this, students be exposed to and will be
    able to contrast and compare traditions/customs
    of how Christmas is celebrated around the world.
  • NYS Standards
  • Social Studies Standard 2 World History
  •       Study about different world cultures and
    civilizations focusing on their accomplishments,
    contributions, values, beliefs and traditions.
  • Social Studies Standard 3 - Geography
  •       Study about how people live, work and
    utilize natural resources.
  •       Identify and compare the physical, human
    and cultural characteristics of different regions
    and people.
  • English Language Arts Standard 1 Listening and
    Reading
  •       Gather and interpret information from
    childrens reference books, magazines, textbooks,
    electronic bulletin boards, audio and media
    presentations, oral interview and from such forms
    as charts, graphs, maps and diagrams.

Next
22
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Objectives
  •       SWBAT communicate ideas and information
    regarding the Christmas season.
  •       SWBAT read both individually and aloud in
    a group the presented texts.
  •       SWBAT locate the several different
    countries on a world map.
  • Materials
  •       Paragraph strips on different countrys
    Christmas Celebration.
  •       World map
  •       Country name labels (correlating with the
    paragraph strips)
  •       Vocabulary words for Christmas around the
    World.
  • Procedure
  • Anticipatory Set
  •       I am so excited today.  Im wearing my
    special red and green clothes withyou got it,
    candy canes on them.  What do they remind you
    of?  Thats right, its Christmas soon.
  •       Request information about how the students
    celebrate Christmas/the holidays.  How do you
    celebrate Christmas?  What does your family do?
  •       Tell the students one way your family
    celebrates Christmas that is different or
    unique.  My family puts up the tree on December
    1st!  Its always a real tree that we cut
    ourselves.
  •       Request information about the students
    families outside of North America and how they
    celebrate Christmas. Does anyone have any
    cousins outside of the United States?  My cousin
    is French, and her family opens presents on
    Christmas Eve, not Christmas morning!  Can you
    believe that!

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23
Holiday Unit
Munira P. Ventresca
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Education
Resume
  • Body - Guided Practice
  •       Well, theres lots of different ways to
    celebrate.  Bring out the sentence strips and
    the map.  Keep them up front with the teacher. 
    Have either yourself or the students read the
    strips, and come up one by one, to put the map
    labels on the board.
  •       Use the countries mentioned in the
    discussion, pinpoint them.
  •       One at a time, read the sentence strips
    out loud, highlighting the vocabulary words.
  •       Point out those countries on the map
    again.
  • Body - Independent Practice
  •       The students will take a sentence strip
    each.
  •       Have the students read their strips
    themselves, underlining the vocabulary words as
    they go along.
  •       Let the students repeat with another
    strip.
  • Closure
  •       Summarize the lesson for today, pointing
    out the different countries that were discussed
    on the map.
  •       Divide the students into pairs to start
    putting together the research for tomorrow.
  •       Request the students to go over the
    vocabulary and sentence strips for homework.

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24
Holiday Unit
Munira P. Ventresca
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Professional Experiences
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Education
Resume
  • Evaluation Student Performance
  •       Participation during the discussion.
  •       Monitored and corrected as they read the
    sentence strips.
  •       Monitored and corrected as they mark down
    the vocabulary words and say/sign them correctly.
  •       A formal evaluation will be done at the
    end of the third lesson.
  • Synthesis Teacher Process
  • The teacher will continuously monitor and adjust
    the situation as need be for independent learning
    and will provide as much reinforcement (varied)
    as possible (i.e. The spelling words will be
    redone in Reading).  She will be on hand to help
    the students with concrete aid and ensure that
    the students will be prepared for the next step
    in the lesson.
  • Key Vocabulary Words
  • Christmas Words
  • almond dessert doorstep Eve fill
  • celebrated colourful crown families festival
  • gifts present traditional wrapped
  •  
  • Add vocabulary words as the lesson as needed.

Up
25
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • Lesson Plans Plan 2 Christmas around the World
    (Research)
  • Grades     2-3
  • Theme   Holidays around the world - Christmas
    around the world
  • Length    1 hour, 30 minutes
  •  
  • Over a series of three lessons, students will
    research, prepare, and present a short
    presentation regarding how Christmas is
    celebrated in the country of their choice. 
    Through this, students be exposed to and will be
    able to contrast and compare traditions/customs
    of how Christmas is celebrated around the world.
  • NYS Standards
  • Social Studies Standard 2 World History
  •       Study about different world cultures and
    civilizations focusing on their accomplishments,
    contributions, values, beliefs and traditions.
  • Social Studies Standard 3 - Geography
  •       Study about how people live, work and
    utilize natural resources.
  •       Identify and compare the physical, human
    and cultural characteristics of different regions
    and people.
  • English Language Arts Standard 1 Listening and
    Reading
  •       Gather and interpret information from
    childrens reference books, magazines, textbooks,
    electronic bulletin boards, audio and media
    presentations, oral interview and from such forms
    as charts, graphs, maps and diagrams.

Next
26
Holiday Unit
Munira P. Ventresca
Personal Information
Professional Experiences
References Contact Info
Education
Resume
  • English Language Arts Standard 3 Listening and
    Reading
  •       Students will read, write, listen and
    speak for critical analysis and evaluation.
  • Objectives
  •       SWBAT communicate ideas and information
    for a variety of purposes.
  •       SWBAT research information from a variety
    of sources books, information sheets and the
    internet and write down five facts from their
    research.
  • Materials
  •       Web access for research purposes
  •       Printer to print pictures etc. off the web
  •       Pencils and papers for writing down notes
  •       What country did you choose? worksheet
  •       Library access/books for research
  • T       The Festivals of the World series
  • T       Merry Christmas
  • T       How I Celebrate
  • T       Santas Tons of Fun Colouring Book

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27
Holiday Unit
Munira P. Ventresca
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  • Procedure
  • Anticipatory Set
  •       Have the sentence strips face up in front
    of you, but dont refer to them (yet). Do you
    remember what we did yesterday?  Point to the
    sentence strips if the students are thinking for
    a long time or are off topic.  Why yes!  We
    talked about Christmas in other countries.
  •       Id like you to get into groups now,
    please.  Can everyone get together with the
    partner we decided on yesterday?
  •       Go through the student groups randomly,
    and ask for the countries that the students would
    like to research and write them down on the
    board. So, which country would you like to work
    on?
  • Body - Guided Practice
  •       Tell them which country you are going to
    work on.  Now that weve all chosen our country,
    how do we find the information we need?
  •       Discuss the internet and books.  Explain
    which books you would use to get your information
    and how you would find it (use prior chapter book
    knowledge).
  •       Show the book for your country.  Model the
    behaviour needed to find information and write it
    down.
  •       Read a portion of the blurb, or have a
    student read it.  Ask for a main idea from the
    students.  Write it down in a sentence.
  •       Let the students know that this is what
    you are looking for from them but five
    sentences in total show them the worksheet.

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  • Body - Independent Practice
  •       Bring out the stack of books that you have
    taken from the library and have the students
    choose the books that are for their country.
  •       Encourage them to share for themselves the
    books that are not country specified.
  •       One by one, let each group have web access
    to do a search (an assistant needs to be with
    them at all times).
  • Closure
  •       Bring the class back together as a group
    and verify the amount of information that they
    were able to find.
  •       Was it hard?  Was it easy?  Were there
    lots of pictures?  Lots of words?  Lots of
    information?
  •       Let them know that tomorrow they will be
    putting together everything that they found onto
    a poster, and that they can bring in things from
    home to show if they would like.
  • Evaluation Student Performance
  •       Monitored and corrected as they searched
    for information.
  •       The students will have 5 facts written
    down about Christmas in the country that they
    have chosen.
  •       A formal evaluation will be done at the
    end of the third lesson.
  • Synthesis Teacher Process
  • The teacher will continuously monitor and adjust
    the situation as need be for research and fact
    writing.  There must always be someone on the web
    with the students.  The teacher can find
    additional websites, help with the search engine
    or to sort information as needed.  Exploration
    and self evaluation are critical traits to be
    encouraged.

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  • Lesson Plans Plan 3 Christmas around the World
    (Project)
  • Grades     2-3
  • Theme   Holidays around the world - Christmas
    around the world
  • Length    1 hour, 30 minutes
  •  
  • Over a series of three lessons, students will
    research, prepare, and present a short
    presentation regarding how Christmas is
    celebrated in the country of their choice. 
    Through this, students be exposed to and will be
    able to contrast and compare traditions/customs
    of how Christmas is celebrated around the world.
  • NYS Standards
  • Social Studies Standard 3 - Geography
  •       Study about how people live, work and
    utilize natural resources.
  •       Identify and compare the physical, human
    and cultural characteristics of different regions
    and people.
  • English Language Arts Standard 2 Listening and
    Reading
  •       Gather and interpret information from
    childrens reference books, magazines, textbooks,
    electronic bulletin boards, audio and media
    presentations, oral interview and from such forms
    as charts, graphs, maps and diagrams.
  • English Language Arts Standard 2 Speaking and
    Writing
  •       Students will read, write, listen and
    speak for literary response and expression.

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  • Objectives
  •       SWBAT put together a summarization
    bulletin board on the celebration of Christmas on
    a country of their choice.
  •       SWBAT concisely write and aesthetically
    place five facts gleaned from their research.
  • Materials
  •       Art materials for creating the poster
    project
  • T       Scissors
  • T       Construction paper
  • T       Glue
  • T       Poster board
  •       Completed worksheets from the day before
    (the 5 facts)
  •       Sentence strip paper
  •       Food samples, artefacts etc. from the
    countries the children have brought in
  •       Teachers materials
  • T       4 completed sentence strips and 1 extra
    not completed strip
  • T       Worksheet of the five facts
  • T       Pictures or drawings
  • T       Pens/markers for writing down name and
    title
  • T       Poster board

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  • Procedure
  • Anticipatory Set
  •       Well, friends, this is it!!  For the past
    two days weve been working hard on the
    Christmas around the World presentation, and
    today were going to pull it all together!!
  •       Show them the pieces that youve completed
    for your display.
  • Body - Guided Practice
  •       Based on the country that you previously
    told them that you were going to do, bring out
    your fact sheet and show the students how to
    rewrite the information onto an index card or
    sentence strip. Lets read this sentence
    together.  Wow!  Thats a long sentence.  How can
    we make it shorter?  What exactly are we trying
    to tell people about?
  •       Bring out your poster board and cut out
    pictures.
  •       Show the students the four other completed
    strips and discuss how to arrange them on the
    board for maximum visibility.  Where should I
    put all these things!  Wow!!  Should I put all
    the words together on one side and the pictures
    on the other?  Whats another way I can put
    things together?  Oops, weve forgotten about two
    things!  Whats our topic again?  And what have I
    forgotten that would tell me whos this is? 
    (Ensure that a title and your name is adequately
    visible as part of the display.)
  • Body - Independent Practice
  •       Give the children space to work, and the
    art materials that they would like to use ensure
    that they have the supplies that they need.
  •       Leave the teachers poster board up as an
    example for a short while, and then turn it
    around to let the students creative juices
    flowor show it to them whenever requested.

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  • Closure
  •       Bring the class back together as a group,
    and verify that their projects are complete, and
    or is more time required (i.e. Lunch or free time
    later).
  •       Figure out in which order they will be
    presenting their boards to the class and have the
    students that have completed present their
    projects, and the students who have not, complete
    and present them for the next day.
  • Evaluation Student Performance
  •       Monitored and corrected as they put
    together their sentence strips (five in all).
  •       The project must have a title, their names
    on it and some pictures and drawings that they
    have done or found. (see Rubric)
  • Synthesis Teacher Process
  • The teacher will continuously monitor and adjust
    the situation as needed for appropriate room to
    work on the bulletin boards.  There must be
    adequate supplies to put the board together and
    enough time for evaluation and correction.  It is
    crucial to let the children do it themselves, and
    not over correct their behaviour in this
    situation.

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  • Lesson Plans Plan 4 Holidays around the World
    (Holi)
  • Grades     2-3
  • Theme   Christmas around the world Holi
    (Science)
  • Length    1 hour
  • NY State Standards
  • NYS Standard 3 - Science (Physical Setting)
  •       Matter is made up of particles whose
    properties determine the observable
    characteristics of matter and its reactivity.
  • NYS Standard 3 Social Studies (Geography)
  •       Study about how people live, work and
    utilize natural resources.  Identify and compare
    the physical, human and cultural characteristics
    of different regions and people.
  • English Language Arts Standard 2 Speaking and
    Writing
  •       Students will read, write, listen and
    speak for literary response and expression.
  • Objective
  •       SWBAT name the three primary colours, and
    the three secondary colours.
  •       SWBAT create 10 colours in pairs, and add
    the adjectives appropriate to their shades
    (light, dark, pale, bright, more of one i.e. ish
    redish purple, less of another).

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  • Materials
  •       Book How I celebrate
  •       Chalk and a blackboard for drawing a
    rainbow/labelling it
  •       Two pieces of construction paper in
    different shades of blue
  •       Adjective cards on a variety of shades of
    construction paper (pale, dark, baby, soft,
    bright, light, -ish)
  •       Prepared bottles - 10 drops food colouring
    in tiny, squirtable or eyedropper bottles, in a
    variety of colours
  •       White paper towel strips (1 inch wide)
  •       One ruler per two students
  •       Tape
  •       Several books to use as a support for the
    pencil
  •       Small cups to catch drips
  •       Lined paper and pens to write down
    findings
  •       Instruction Sheet
  • Procedure

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  • Anticipatory set
  •       Read the non fiction passages about Holi
    from How I celebrate to the students (2 pages)
    and show them the pictures.  Wow, they are
    different, arent they?
  •       In India, people dont celebrate
    Christmas, because they are not Christian.  They
    are Hindu.  Do we know anyone who is Hindu. Name
    students if you know any ones that they students
    might, i.e. peers. I also have a best friend who
    is Hindu and she celebrates Holi too.  One year,
    she asked me to come with her, and I had lots of
    fun.  There were lots of colours and lights
    everywhere!  It was very exciting.
  •       What kinds of things are similar between
    Holi and Christmas? Make comparisons and
    contrasts between some of the practices gleaned
    from the book (i.e. we both have lights,
    Christmas is colourful but mostly red and green,
    whereas Holi is all colours.) on the chalkboard. 
    Point out the importance of colour.
  •       What colours do we see all the time?
    Review the different colours in the spectrum
    (draw a rainbow on the board).  Review the three
    primary colours and the three secondary colours.
  •       Bring out two pieces of construction
    paper, in different shades of blue.  What colour
    is this?  And what colour is this?  Wait a
    second!  Theyre both blue?  Well, how can we
    tell which one we want?  Oh, we use adjectives to
    describe the colour!  Okay, what adjectives do we
    use?
  •       Put up the adjective cards on the board as
    the students say them.  Add on as needed.
  •       Okay, today were going to look at all
    the different colours we can make.  I want you
    all to make at least 10 colours, and write down
    how you would describe them using these
    adjectives.
  • Body - Guided Practice
  •       Divide the class into groups of two and
    give them an instruction sheet.

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  •       Each student pair should label each strip
    of paper towel with a letter or number.
  •       Have the students stack books about 10
    inches apart on their work space, so that they
    are even.
  •       Ask the students to prop the ruler between
    two stacks of books.
  •       Tape one strip of paper towel (letter side
    under the tape) to the ruler for each sample
    being tested.  The strips should nearly reach the
    desk top.
  •       Place one cup under each strip to catch
    the drips.
  • Body - Independent Practice
  •       Have the students take a variety of squirt
    bottles and squirt the colours onto the strips,
    one at a time.
  •       On the worksheet provided, have the
    students write down their findings the colours
    they used, how much they used, and what shades
    they created.
  • Closure
  •       Have the student pairs present 2 colours
    to the class.
  •       Clean up the area.  Start reviewing
    colours while doing so (can you wipe up the pale
    blue, dont miss out on the purplish-red).  Have
    the students sit down and complete reviewing the
    colours, increasing the labels on the rainbow.
  •       Discuss Are the colors of different foods
    a product of combined colors? What about juices,
    shampoo, candy, other foods?
  •       Let them know theyre going to be doing
    something exciting with mixing the colour
    tomorrow (icing for the cake), but its a
    surprise!

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  • Evaluation Student Performance
  •       Three things are crucial for evaluation. 
    Correctly followed instructions, a completed
    colour worksheet, and a relatively tidy cleanup
    area.
  •       See Rubric.
  • Synthesis Teacher Process
  • The teacher will ask for a parent volunteer or
    have an assistant come into the class with this
    project.  She will continuously monitor and
    adjust the situation as needed, offering support
    and ensuring that the students are using all the
    vocabulary words, and verifying the colour mixes
    (do the students need help trying to get a
    particular colour).

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  • Lesson Plans Plan 5 - Holidays around the world
    - Hanukah
  • Grades     2-3
  • Theme   Holidays around the world Hanukah
  • Length    2 hours
  • NY State Standards
  • NYS Standard 3 Mathematics (section 5)
  •       Students use measurement in both metric
    and English measure to provide a major link
    between the abstraction of mathematics and the
    real world in order to describe and compare
    objects and data
  • NYS Standard 3 Social Studies (Geography)
  •       Study about how people live, work and
    utilize natural resources.  Identify and compare
    the physical, human and cultural characteristics
    of different regions and people.
  • English Language Arts Standard 2 Speaking and
    Writing
  •       Students will read, write, listen and
    speak for literary response and expression.
  • Objective
  •       SWBAT read a recipe find (identify),
    measure and bake the ingredients to bake a cake,
    and then cut it up, ice it and count out enough
    pieces for the class.
  •       SWBAT work together forming a cooperative
    environment.

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  • Materials
  •       Hanukah symbols (Menorah, Dreidel, Star of
    David)
  •       Smocks for the children
  •       Measurement chart (for 1 tsp, 1 tbsp, ¼
    cup, ½ cup, ¾ cup, 1 cup etc.)
  •       Measuring cups, spoons, bake pans
  •       Cake ingredients (chocolate, flour, sugar,
    salt, baking powder, milk, note no eggs as they
    cant have flesh and milk in the same meal, oil,
    butter, bring in extra not necessary ingredients
    as well)
  •       Icing
  •       Knife, napkins, plates
  • Procedure
  • Anticipatory set
  •       Bring in symbols of Hanukah (menorah,
    dreidel and the Star of David) and pass them
    around for the students to see. 
  •       Have you ever seen these before?  Do you
    know where theyre from?  They are actually for
    the holidays. Remember yesterday we discussed
    Holi the people from India dont celebrate
    Christmas, they celebrate Holi.  Well, these are
    from Israel.  Can we find that on the map?  The
    people who live there are called Jewish, and they
    dont celebrate Christmas.  They have a different
    holiday.  They celebrate Hanukah!
  •       Explain the meaning of these symbols
    (dreidel is a traditional toy, menorah has eight
    candles lit every day, Star of David is a yellow,
    six point star) and briefly explain that Hanukah
    means freedom.

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  •       During Hanukah, candles are lit and a
    people have a big feast and make all kinds of
    wonderful food.
  •       So, celebration of Hanukah (and using our
    newly learned measuring skills), were going to
    bake a dreidel cake!
  • Body - Guided Practice
  •       So, in order to do this, we need to
    review the way we measure things.  Who can
    remember one way to measure wet things? Dry
    things? (1 tsp, 1 tbsp, ¼ cup, ½ cup, ¾ cup, 1
    cup etc.) Bring out the measurement chart that
    they previously did and have the students point
    them out on a chart.
  •       Have the children put on their smocks and
    stand beside the kitchen table.
  •       Hand out the recipe card to each student. 
    Each child, in turn will go and fetch one of the
    ingredients on the list.  They will take turns
    measuring and putting all the ingredients into a
    large mixing bowl (being held by the teacher). 
    The teacher is to reinforce the measurement
    procedure and verify the measurement.
  •       All the children will take turns to mix
    the ingredients.
  •       In pairs, they will grease and flour the
    pans, and share the scraping of the bowl into the
    pans.
  •       Have one student set the temperature on
    the oven, while the others watch.  Have the other
    students verify that it was done correctly.
  •       The teacher should put the cakes in the
    oven.
  •       Have the students set the timer for when
    it will be done.
  •       Have the children cut out the shapes
    (along the black lines) for a pan sized version
    of the dreidel.
  •       While waiting for the cakes, have the
    students divide into two groups and prepare icing
    three different colours and fill icing bags.
    Discuss what it is that needs to be iced and
    how.  Where do the colours go?  Review the colour
    words from yesterdays lessons on an individual
    group basis.

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  •       When the timer goes off, the teacher
    removes the cakes from the oven to cool.
  • Body - Independent Practice
  •       Once the cakes are cooled, put the pieces
    of the pan-sized dreidel cut outs on the cake and
    cut on the appropriate lines to make the pieces
    to form the dreidel.
  •       Ice according to the style instructions.
  •       Have the teacher take pictures and cut it
    up into more pieces than necessary.
  •       Have the students, as a group, count the
    number of people and the number of pieces of cake
    and distribute.
  • Closure
  •       Share the leftover pieces of the cake with
    people outside your room the principal, other
    teachers, etc.
  •       Eat the cake and review the activity. 
    What was interesting?  What was hard to cut the
    cake into the right shape?  What kinds of liquid
    were measured? Etc. etc.
  • Evaluation Student Performance
  •       No formal assessment is to be done.
  •       Ensure that each student measures an
    ingredient appropriately, correct when necessary.
  •       Ensure that all students are all working
    together, discussing with one and other in the
    group, and sharing tasks cooperative work.
  • Synthesis Teacher Process
  • The teacher will continuously monitor and adjust
    the situation as needed for cooperative work and
    task sharing.  She will ensure that all students
    get an opportunity to practice measuring.

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  • Lesson Plans Plan 6 Holidays around the World
    (Kwanzaa)
  •  
  • Grades     2-3
  • Theme   Holidays around the world Kwanzaa
  • Length    1 hour
  • NY State Standards
  • NYS Standard 3 Social Studies (Geography)
  •       Study about how people live, work and
    utilize natural resources.  Identify and compare
    the physical, human and cultural characteristics
    of different regions and people.
  • English Language Arts Standard 2 Speaking and
    Writing
  •       Students will read, write, listen and
    speak for literary response and expression.
  • Objective
  •       SWBAT recognize, and read the seven words
    of Kwanzaa.
  •       SWBAT associate one of Kwanzaas
    principles with its corresponding symbol.
  •       SWBAT write at least 3 sentences on a
    Kwanzaa topic related to their own prior
    knowledge and represent it graphically for their
    peers.
  • Materials
  •       The seven symbols of Kwanzaa (mat, cup,
    bowl of fruits and vegetables, ears of corn,
    candleholder, seven candles three red, three
    green and one black, gift wrapped package)

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  •       Word cards (with Swahili words and English
    translation)
  •       Paper and pens
  •       Poster paper and markers
  • Procedure
  • Anticipatory set
  •       Ask the students to sit on the floor in a
    circle.  Ask them to be very quiet (in respect).
  •       Have the seven symbols of Kwanzaa in a bag
    and bring them out one by one.  Place them in
    order onto the mat, naming each one in Swahili,
    and stating the English meaning
  • o        Mkeka (m-KEH-ka). This is the first
    object to be put out.  It is made by hand and
    shows how important tradition and history are to
    the African American people. Can anyone guess
    what were going to look at now?  What do you
    think will come next?
  • o        Kikombe cha umoja (kee-KOM-beh cha
    oo-MO-jah).  Everyone drinks from this cup to
    show that African American people are united, one
    people.  (if there is a student or students who
    are aware of Kwanzaa) What do you think will come
    next?
  • o        Mazao (mah-ZAH-oh). This is a symbol of
    the harvest.  It means that hard work has a
    reward.  This is similar to our
    (pause)Thanksgiving.
  • o        Muhindi (moo-HIN-de).  One ear of corn
    is placed for each child in the family.  It is a
    symbol of the future.  How many ears of corn
    would be in your family, enter childs name
    here, and yours enter another childs name
    (add on a third or fourth as you see fit).
  • o        Kinara (ki-NAH-rah).  This is a
    candleholder with seven spaces which holds the
    seven candles of Kwanzaa.  This is similar to
    another holiday we just looked at.  Can you
    remember which one it is?

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  • o        Mishumaa Saba (mee-shu-MAH SAH-bah). 
    These are the seven candles of Kwanza one black
    to represent the African Americans, three red for
    hard work and the fight for freedom and three
    green for hope.  Red and green?  What holiday
    also has red and green as its colours?
  • o        Zawadi (zah-WAH-dee).  These are the
    gifts that children get.  They are homemade or
    heirlooms that have to be treated very
    carefully.  How is this different to Christmas?
  •       So, these are the seven principles of
    Kwanzaa.  You may have guessed by now, that this
    is a celebration of African American people. 
    Today, were going to work on learning those
    Swahili words that I just mentioned, and a bit
    more about Kwanzaa.  I want you to get into
    groups.  Im going to count you off by seven. 
    Count with me please.
  • Body - Guided Practice
  •       Hand each pair (or trio) of students a
    card so that all seven cards have been
    distributed.
  •       The teacher states each of the seven
    principles, in turn.  The students with the
    principle have to say claim it as theirs (sight
    recognition).
  • Body - Independent Practice
  •       Once all seven principles have been
    identified, have them read the cards that explain
    the principles, practice the words in Swahili,
    identify the symbol that goes along with the
    principle and write down three examples of it.
  •       Using poster paper, have the students draw
    out a picture of what they discussed and wrote
    down.
  • Closure
  •       Bring the class back as a group. Have
    each group of students read out their principles
    with the corresponding Swahili word, symbol,
    English meaning, and three examples.

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  • Evaluation Student Performance
  •       Students will be evaluated on the work
    that they have done in their small group activity
    as well as on the presentation that they make.
  •       Rubric
  • o        Presentation
  • o        The topic was clearly displayed.
  • o        Everyones name was displayed.
  • o        There was a graphical representation of
    the three examples.
  • o        All three items were identified and
    explained without teacher intervention.
  • o        Worksheet
  • o        The writing was clear and easy to read.
  • o        Everyones name was displayed.
  • o        There were a total of three examples.
  • o        Examples were written in clear
    sentences.
  • Synthesis Teacher Process
  • The teacher will continuously monitor and adjust
    the situation as needed for optimal learning
    encouraging the children when they need
    direction, and letting them discuss ideas for
    themselves.  She will clearly outline the rubric
    - the things that she feels are required in order
    for the students to get good grades on this short
    project.

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Kwanzaa Rubric
5 Over and beyond the call of duty, no
prompting 4 Had exactly what was requested, and
no prompting was required 3 The work was all
completed, however the students needed some
guidance, or prompting, 2 The work was
partially completed, but no prompting was
required, 1 The work was partially completed,
and some prompting was required.
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Christmas Around The World Rubric
Colour Worksheet
5 Over and beyond the call of duty, no
prompting 4 Had exactly what was requested, and
no prompting was required 3 The work was all
completed, however the students needed some
guidance, or prompting, 2 The work was
partially completed, but no prompting was
required, 1 The work was partially completed,
and some prompting was required.
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Colour Rubric
Colour Instructions
  • Everyone should be in pairs!! Each group should
    do the following
  • Take 10 strips of paper towel. Label each strip
    of paper towel with a letter or number (your
    choice).
  • Stack books about 10 inches apart on their work
    space, so that they are even.
  • Prop the ruler between two stacks of books.
  • Tape one strip of paper towel (letter side under
    the tape) to the ruler for each sample being
    tested. The strips should nearly reach the desk
    top.
  • Place one cup under each strip to catch the
    drips.
  • Squirt colour onto each strip in turn. Only work
    on one strip at a time.
  • Write down your answers on the sheet!
  • Once youre finished, pick your two favourite
    colours to present to the class!

5 Over and beyond the call of duty, no
prompting 4 Had exactly what was requested, and
no prompting was required 3 The work was all
completed, however the students needed some
guidance, or prompting, 2 The work was
partially completed, but no prompting was
required, 1 The work was partially completed,
and some prompting was required.
Up
49
Tree Learning Centre
Munira P. Ventresca
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  • This has been modified for this forum, and
    therefore may show some formatting issues.
  • Objectives
  • Language
  • Reading Tree SWBT encouraged to read one book
    from a variety of choices and levels
  • Directions Read one of these books. When youre
    finished, put your name and the books name on a
    leaf and attach it to the reading tree. Lets see
    how many the class can read! The Three Wishes B
    y
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