CTSE 130 Final Project: Erin Anne Woods

1
CTSE 130 Final ProjectErin Anne Woods

• University of Southern California

2
The School 32nd St. School

• Demographics
• See graph
• Classroom Setup
• 5 rows of 5-6 desks all facing front
• Posters and students work on the wall (Including
  standards)
• 5 computers (2 on, but none used) and 1 TV

3
Lesson 1 English 9th-10th

• Standard covered
• 1.2. Distinguish between the denotative and
  connotative meanings of words and interpret the
  connotative power of words.

4
Lesson 1 Description

• Objective
• The students should be able explain the
  difference between the connotative and denotative
  meanings of words.
• Motivation
• Read the students a series of sentences with the
  words that have the same denotation but not
  connotation (pertaining to their livesi.e.
  dating, etc.) and ask if the sentences differ
  when the words are changed the mood or tone that
  they take on. Ask them what they think would be
  useful about being able to recognize and use the
  connotations of certain words.

5
Lesson 1 Input

• Input of Information
• Put together a PowerPoint slideshow that has
  sentences and paragraphs from stories we have
  read and at first have the students raise their
  hands to answer questions about the
  denotative/connotative meanings of the words that
  are underlinedonce they get the hang of it, have
  the students change the word with the same
  function and tell how it changes the sentence

• Technological Enhancements
• PowerPoint

6
Lesson 1 Comprehension and Practice

• Checking for Comprehension
• Assess how well the students can identify and
  comment on the meanings in the exercise if need
  be, move slower through the exercise and leave
  the second part out.
• Practice
• Break the students up into groups for a gamegive
  them a definition and have them come up with as
  many different ways to say it with different
  meanings. Have a couple of rounds and have a
  representative from the group read the answers
  aloud...give some sort of prize for the winners
  of each round.

7
Lesson 1 Closure and Assessment

• Closure
• Ask the students what they learned during the
  exercise and possible ways that they can apply it
  to there lives
• Assessment
• Both evaluating the students during discussion
  and during the game will be the assessment.
  Include on the next quiz some questions about
  this lesson.

8
Lesson 2 English 9th and 10th

• Standard Covered
• 1.10 Analyze historically significant speeches
  (e.g., Abraham Lincoln's "Gettysburg Address,"
  Martin Luther King, Jr.'s "I Have a Dream") to
  find the rhetorical devices and features that
  make them memorable.

9
Lesson 2 Description

• Objective
• The students shall be able to identify and
  explain the rhetorical devices found in
  historical speeches.
• Motivation
• Show the students footage from the MLK speech or
  read them the Gettysburg address, ask them to
  identify the speech and the speaker. Ask the
  students if they know why the speeches are
  memorable.

• Technological Advancement
• Speeches on Television or Computer

10
Lesson 2 Input

• Input of Information
• Compile a worksheet that has the rhetorical
  devices that are found in speeches with examples
  for each (from other speeches) then ask the
  students to identify at least three rhetorical
  devices that are being used in the MLK
  speechgive them printed copy

11
Lesson 2 Comprehension

• Checking for Comprehension
• Walk around the classroom and see if the students
  are getting the hang of it. If they need help,
  have them raise their hand and help them.

12
Lesson 2 Practice

• Practice
• Then have the students share what they found in a
  discussion, if need be (they do not understand)
  give them another copy of the speech with the
  devices highlighted and underlined for them. Go
  through the speech and sporadically ask why they
  make the speech easier to remember.

• Advanced Practice
• Show another speech on the TV or PowerPoint and
  ask the students to write down any rhetorical
  device that they are hearinggive a prize to
  those that raise their hands and share one.
• Technological Enhancement Television/PowerPoint

13
Lesson 2 Closure and Assessment

• Closure
• Ask the students to pair-share and tell the rest
  of the class one thing that they learned. Let
  the students know that now that they can
  recognize devices in speeches, they can also
  recognize them in literature and in the speeches
  of today (i.e. presidential speeches)
• Assessment
• For homework have the students look up another
  famous speech (give some suggestions) speech and
  identify the devices used. On the next quiz,
  include a speech (either famous or made-up) and
  have them answer multiple-choice and/or short
  answer questions about the devices found in it.

14
Lesson 3 English 9th and 10th

• Standard covered
• 3.4 Determine characters' traits by what the
  characters say about themselves in narration,
  dialogue, dramatic monologue, and soliloquy

15
Lesson 3 Description

• Objective
• The students shall be able to determine and list
  a characters traits from the clues they find in
  the text.
• Motivation
• Show the students a caricature that you have
  drawn on one of the characters in the current
  book that they are reading. Have them try to
  guess the character.

16
Lesson 3 Practice

• Practice
• Let the students get into groups of two and have
  each group pick one of the major characters from
  the book. Have them first make a list of the
  characteristics that they found and in what kind
  of text they found it. (i.e. dialogue, monologue,
  etc.)Once the students have their list compiled
  their list, distribute art supplies and poster
  board and have them draw their caricature. (May
  need extra class time)
• Advanced Practice
• Have the students present their posters to the
  class and have the other students try to guess
  the character by the caricature.

17
Lesson 3 Input

• Input of Information
• Prepare a PowerPoint presentation that breaks
  down the different traits and the quote from the
  text that supports it. Go through the poster and
  explain what kind of text it is (narration,
  dialogue, etc.)

• Technological Enhancement
• PowerPoint

18
Lesson 3 Comprehension

• Checking for comprehension
• For the second half of the traits (on the poster)
  have the students raise their hands and tell what
  type of text it is. (maybe by finding it in the
  text)

19
Lesson 3 Closure and Assessment

• Closure
• Ask the students to summarize what this lesson
  was about what are different types of text that
  we kind find character traits in?
• Assessment
• Grade the work that the pairs of students turn in
  (including the list that they compiled) and on
  the next quiz give questions about the different
  quotes that the groups used to identify
  characters. (see if they were paying attention
  to the reading and the presentations)

20
Appendix

• References
• California Content Standards
• http//www.cde.ca.gov/board/
• Getty Images (for PowerPoint)
• http//creative.gettyimages.com/
• Feedback
• Erin- Awesome job on the powerpoint. It was clear
  and got the point across. All of your lessons
  involved the students and were interesting enough
  to capture their attention. The three lessons all
  are very informative and involve some sort of
  technological aspect to enhance the lessons.
  (Gabrielle Bidart)
• I liked the pictures that you added to the
  presentation they grabbed the readers attention.
  It was also great that the lessons were clear and
  understandable if anyone else should want to use
  them. ( Raquel Rodriguez)