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Session 11 Assignment

Mini-Lessons
Damaris Talamantes

The Curriculum map context is from the Mesa Public Schools website. The grade is for
second grade and the subject is English Language Arts.

For the standard RL.1 I would add the mini-lesson about sleep. The first thing that I would do is read the
story Goodnight Gorilla (Rathmann, P). This story is about a night watcher who goes to the zoo to close
up the gates of the animals and a gorilla steals the keys from him. The gorilla then opens up the rest of the

animals gates and follows the guy back to his home to go to bed. The guy realizes that the animals follow
him so he takes them all back. Now he is able to go to sleep but he was very tired! After I had read the
story I would ask some questions. I will have a graphic organizer for them to fill out. They will have the
words, Who, What, Where, When, Why, and How As I am asking the questions they will have to fill out
the answers on the graphic organizer. After the graphic organizer has been filled out the teacher will talk
about sleeping and why it is important. The officer didnt feel that the gorilla got the keys because he was
half asleep. The teacher will make the connections that if they do not get enough sleep they will feel half
asleep and they dont perform their best at school or their jobs. I will give scenarios to the students and
have the students read them in groups of four at their tables. The scenarios will be different but one
example will be that a student will be doing homework at home and he did not get any sleep, maybe like 3
hours of sleep. The question is How is the student going to perform on his homework if he is working on it
while being very tired. What are some things that the student can get wrong on the homework or what
can he/she miss on the homework if he/she is half asleep and how can it effect their grade in the
classroom overall. The students will have a class discussion. Teacher will close the lesson by stating that
sleep is important and that it is important that everyone gets enough sleep.

Teacher will start the lesson with doing Mingle to Music. The students are going to move around while
the music is playing and when the music stops they will find a partner closest to them. Once they are with
a partner they will talk about one thing that they like to do when they are at home. After that the teacher
is going to have the students vote about the things that they do at home. The choices are watching
television, playing outside (anything that has to do outside), or doing homework. The students are going to
vote on the thing that they do the most. Once that is done, the teacher will talk to the students about how
important it is for them to move around and use their energy. The teacher will read a book (Cole, B.) that
talks about healthy eating and what it does to their bodies. The teacher will then have the students talking
to each other why eating healthy is good for them. Once they are finished they will each get a paper and
create their own pamphlet that talk about healthy eating and they are doing a pamphlet to convince
people to eat healthy. Once everyone is finished, a few people can share it with the classroom.

SL.2 The teacher will ask the question before she begins the lesson, Where do you think the trash goes
after you throw it in the bin in the classroom? The students will discuss with their partner and have a 5 to
10 minute discussion about that. Then the teacher will show a video on youtube (REDUCE REUSE RECYCLE)
that talks about the recycling and how important recycling is. After that, the teacher will show a video
(Wastewater: Where does it go?) about the process of the trash and where it ends. After the video is shown

and they realize that it ends at the landfill they will have to make a sequencing chart where they will tell
the steps of what happens to trash after it is thrown in the bin in the classroom. Once that is finished the
students will build their own landfill using, cookie crumbs, oreos, gummy worms, a fruit rollup, gummie
worms, marshmellows, and granola. These ingridients represent something from the landfill and that will
be explained to the students. The goal is have all of those ingridients packed in the cup and when water is
added it must not be able to get to the bottow of the cup. The whole thing represents the landfill and how
effective is it. Students will be able to vizuales it and realize all the hard work it takes to get rid of trash but
the reality of it is that we never really get rid of it, it all just gets compressed, which will make them aware
that they need to recycle more.

References
Cole, B. (2007). Good enough to eat. New York: Farrar Straus Giroux.
Rathmann, P. (1993). Goodnight, Gorilla (Imagination library ed.). New York: G.P. Putnam's Sons.
REDUCE REUSE RECYCLE (The Documentary). (n.d.). Retrieved November 7, 2015, from
https://www.youtube.com/watch?v=6BkcviD65Bo
Wastewater: Where does it go? (n.d.). Retrieved November 7, 2015, from https://www.youtube.com/watch?
v=oaXth88i7rk

Criteria

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

Curriculum
Map/Scope and
Sequence
Integration of
Health Topics

Teacher Content
Knowledge
(TCK)

Your Assignment includes:

Score: x1

A cover page that includes the


followingname, the course, the
assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Sun
Safety = Yellow, Environmental
Health = Green
Integration of the health
components do not detract from the
academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge.
Specifically, places that logically
fits into the academic content that is
being taught, where you can teach
three separate mini lessons; one
about sun safety, one about sleep,
and one about environmental
health. (TCK-Tap)

Your Assignment includes:

A cover page that includes most of


the followingname, the course, the
assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum
map/scope and sequence appropriate
for placement classroom.
Highlighted text, outlining most of
the followingSleep = Blue, Sun
Safety = Yellow, Environmental
Health = Green
Integration of the health components
sometimes detract from the academic
content
Teacher sometimes implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge.
Specifically, places that logically fits
into the academic content that is
being taught, where you can teach
three separate mini lessons; one about
sun safety, one about sleep, and one
about environmental health. (TCKTap).

Your Curriculum Map includes:

A cover page that includes some of the


followingname, the course, the
assignment, the date and an appropriate
Running head in APA format. Your
cover page should include a page
number.
District provided curriculum map/scope
and sequence is not appropriate for
placement classroom.
Highlighted text, outlining some of the
followingSleep = Blue, Sun Safety =
Yellow, Environmental Health = Green
Integration of the health components
often detract from the academic content
Teacher rarely implements a variety of
subject-specific instructional strategies
to enhance student content knowledge.
Specifically, places that logically fits
into the academic content that is being
taught, where you can teach three
separate mini lessons; one about sun
safety, one about sleep, and one about
environmental health. (TCK-Tap).

Instructional
Plans (IP)

SCORE:
x1

References are included where


appropriate
This rubric is attached at the end of
the document
Your word document file name
includes your last name, first name,
assignment #, and your class
section #
There are no writing, grammatical
or spelling errors
Curriculum map includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 3, 1 page, double spaced
mini-lessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context and
other pertinent information

References are included where but


not on the last page of the document
This rubric is attached but not at the
end of the document
Your word document file name
includes most of the following last
name, first name, assignment #, and
your class section #
There are few writing, grammatical
or spelling errors
Curriculum map mostly includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 2 of the 3 following, 1 page,
double spaced mini-lessons
in teacher talk format, one for
sleep, one for sun safety, and
one for environmental health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information

References are not included


This rubric is not attached at the end of
this document
Your word document file name includes
some of the following last name, firs
name, assignment #, and your class
section #
There are many writing, grammatical or
spelling errors
Curriculum map sometimes includes:
(IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of all
learners you teach and;
o 1 of the 3 following, 1 page,
double spaced mini-lessons in
teacher talk format, one for
sleep, one for sun safety, and
one for environmental health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information