Fccla Job Interview 2lq4

JOB INTERVIEW: PARAPROFESSIONAL Shianne Wichtman

Table of Contents 1.

FCCLA Planning Process Summary Page

16.

Example of Communication in Written

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Evidence of Online Project Summary Submission Page

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Education Enhancement Opportunities

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Job Shadow

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Job Specification 19.

Holiday Ho-Ho-Ho-Down

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Job Description 20.

My Chinese Experience

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Business Communications 21.

Examples of Skills

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FCCLA Employment Application 22.

Skill 1: : Leadership

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Cover Letter 23.

Cadet Teacher Academy Observation

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Resume 24.

Skill 2: Creativity

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Letter of Recommendation #1 25.

Utopia Lesson Plan

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Letter of Recommendation #2 26.

Skill 3: Responsibility

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Career-Related Education

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Career-Related Education Part 1 and Part 2

27. Mentor Evaluation Sheet/CTA Certificate of Completion/ Career Readiness Certificate

13.

Career-Related Education Part 3

28.

Skill 4: Determination

14.

Career-Related Education Part 3 (Continued)

29.

Chinese New Year Lesson Plan

15.

Example of Communication in Written

30.

Skill 5: Communication

31.

Letter of Recommendation from Professor

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FCCLA Planning Process Summary Page IDENTIFY CONCERNS • Statewide employment needs for dedicated and ionate teachers who specialize in English as a Second Language. Government policy can create a safe environment for children and their parents. SET A GOAL To further my knowledge of teaching ESL and to research what it takes to become certified through job shadowing as well as other opportunities such as immersing myself in an ESL classrooms and forming connections with ESL students. FORM A PLAN (WHO, WHAT, WHEN, WHERE, HOW, COST, RESOURCES, AND EVALUATION) Who: Children in various age groups throughout Van Buren County. What: Interview and observe teachers, and work individually with children in a general education setting. Where: Various classrooms in Van Buren County from ages 6-8. When: December - March 2018-2017 Why: To acquire a more in depth understanding of children and to make a decision on which career path within education to focus on. How: Create interviews in the field of ESL and schedule job shadows, intern with general education teachers, and coordinate research related to the field. ACT

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Accepted into the Cadet Teacher Academy. Work with students in a general education setting. Observing general education teachers including mentors Matthew Baleja and Heather VanderMolen. Provided childcare for children from birth to eleven from 2010-2013. Interview Theresa Gleason (Migrant Teacher) with the focus on the career of ESL in an education setting at Bloomingdale Elementary in Van Buren County. Pursue a degree in the field of education/ESL during my first and second semester of the Cadet Teacher Academy, 2016-2017. Coordinate research on the education field and learn the qualifications needed to become a teacher. FOLLOW UP The knowledge that I have gained during my job shadows and interviews, I have immersed in my classroom at Paw Paw Middle School. I gear my concentration on learning thing that can’t be taught by simply sitting in a college classroom. For example, like having excellent communication as well as social skills with the students and motivating them to reach their full potential. I conduct full lesson plans and work with students in groups and one-on-one. To further my education, I have been accepted to Northern Michigan University. My declared major at Northern is Secondary Education. I will begin that journey in the fall of 2017. Upon high school graduation, I will be recognized through the state of Michigan as a Paraprofessional.

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JOB SPECIFICATION

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Employer: Jerry McDaniel, Paw Paw Middle School Principal Job Title: Paraprofessional

Job Description: The job as a Paraprofessional might not get the same show of respect and recognition by others as a teaching job does. What most people don’t understand is that Paraprofessionals do as much work as teachers do and they should get some credit for that. Paraprofessionals have two roles. They supervise during student lunches, oversee discipline processes, and help out teachers in their classrooms. Specifically, they work with small groups of children that need help in math and/or reading. Typically, they children at the medium or high level, leaving the neediest children for the certified teachers since they have the most training. Some Paraprofessionals take direction right from the teachers. Others work collaboratively with the teachers, helping to plan the interventions that will be used. Required Hours: Paraprofessionals can work up to eight hours in day depending on the required lunch and other breaks they may get in between. Some, however, choose to put in extra hours beyond that, depending on their jobs and their own work ethic. Typical Wages: $10.20 to start with, then they’ll get a raise after a 90 day probationary period. Following that it follows contract rates which all depends on the school district.

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BUSINESS COMMUNICATIONS

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286567 42nd Avenue Paw Paw, MI 49079

February 1, 2017

Jerry McDaniel Principal Paw Paw Middle School 313 West Michigan Ave. Paw Paw, MI 49079 Re: Application for Paraprofessional Dear Principal McDaniel: Please accept this letter of application for the position of Paraprofessional at Paw Paw Middle School during the year of 2017. I am an energetic, fun and caring individual with experience in educating children between the ages of 2-14. My creativity and ion for teaching earned me student of the month in the Van Buren Technology Center Cadet Teacher’s Academy in November during the course of the 2016-2017 school year. I am excited about the opportunity to apply what I have learned to Paw Paw Middle School setting. I am confident that I would become a valued addition to the PPMS team. During the 2016-2017 school year I excelled at assisting my mentor teachers plan activities and develop curricula for science, reading, social studies, and English. I regularly assisted with lesson plan implementation and organized daily activities. Often I would dedicate time after school to helping my mentor teachers with anything they needed. I am an excellent communicator, have a keen sense for detail and pride myself in spotting issues and constructively recommending areas of improvement. I am organized, dependable, and like to be busy. I know that I would be an excellent addition to your staff. Through my experiences in childcare and working closely with Middle School students I have developed many personal benefits such as excellent leadership and phenomenal communication skills. Furthermore, I was certified as a babysitter at age of 13, and regularly babysit my younger cousins and children of family and friends. Babysitting has taught me lessons in both responsibility and the importance of good role modeling. Babysitting also provided experiences in problem solving, safety, appropriate behavior management, all of which are easily transferable to a day camp environment. Please find my enclosed resume which provides a more detailed description of my education, experience and qualifications. I look forwarding to hearing from you at your earliest convenience so that we may discuss how I might become a valuable member of the Paw Paw Middle School team in the position Paraprofessional. I can be reached at 269-716-8894. Sincerely,

Shianne Wichtman [email protected] 269-716-8894 Enclosure

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Shianne Kathleen Wichtman 28567 42nd Avenue Paw Paw, MI 49079 (269)716-8894 [email protected]

Shianne Kathleen Wichtman 28567 42nd Avenue Paw Paw, MI 49079 (269)716-8894 [email protected]

Work Experience______________________________________________________________l Cadet Teacher Intern, Paw Paw Later Elementary and Paw Paw Middle School September. 2015-Present -Assist mentor teachers in 4th and 7th grade classrooms to give guidance and satisfy every student’s needs. -Assemble bulletin boards to display achievements of the students -Lead centers (small groups) to help students understand newly taught concepts -Grade assignments and assessments of individual students -Conduct MAZE testing and communicate with each student on how they can improve -Manage classroom by monitoring and giving students warnings of inappropriate behavior -Teach new ideals and objectives in Language Arts, science, and mathematics Child Care Provider, Biron/Holtz, Gobles, MI, Harrison, Paw Paw, MI Sept. 2010-2013 -Assisted two families by tending to their children’s needs

Education____________________________________________________________________l Paw Paw High School Sep. 2012-May 2017 Graduation Date: May 2017, General course of study Van Buren Technology Center Sep. 2015-June 2017 - Cadet Teacher Academy Lake Michigan College Introduction to Psychology - January, 2016- June 2016 Communications 101 - September, 2016 - December 2016 Achievements_________________________________________________________________l - FCCLA, Member (Family, Career and Community Leaders of America)

Volunteer Experience__________________________________________________________l Paw Paw Later Elementary, 512 W North Street, Paw Paw, MI 49079 Child Care Provider, Fall 2013-Summer 2014 -Assisted in entertaining and tending to the needs of children ages 4-6 Paw Paw High School Fundraising Sales Associate, Fall 2013-Summer 2014 - Assisted in raising funds for school activities and events

-DECA, Member (as association of Marketing Students) -FCCLA National Gold Medalist Chapter Service Project -Key Club, Member

Fall 2015-Present Fall 2012-2016 Spring 2016 Fall 2013-2014

References____________________________________________________________________l Mrs. Sheryl Johnsen Cadet Teacher Academy Instructor

Training_____________________________________________________________________l R Certified Fall, 2016-2018 -Adult, child, infant Completed Training Modules August, 2016- September 2016-Received online training in Bloodborne Pathogens, Cyber Bullying, Hazard Communications, State and Federal Laws K-12, PPT: Internet Usage Policy Technology Skills -Basic knowledge of Microsoft Word, Prezi, Google Docs, Drive, and Classroom, Smart Board usage and Xerox office printer.

(269) 806-3531 [email protected]

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To any and all whom might have the privilege to work with Shianne Wichtman, I would like to submit my recommendation for her to be a part of your team, class, or any other group in which one might seek well-mannered, intelligent and caring individuals. Shianne was a member of one of my Tenth-grade English classes, and over the last year and a half, I have gotten to know Shianne as a student and a person, as well as, a good-hearted soul. Shi was one of the top students in my roster of well over 160 students. In my room, Ms. Wichtman consistently showed esteem for those in positions of authority. On any given day I might rely on Shianne to model the proper classroom etiquette for those around her; she was always an illustration of the way to interact socially in an educational arena. To her credit, Shianne was also one of the most intellectual thinkers in my class as well. Ms. Wichtman used her mind to facilitate critical thinking of various situations (both abstract and concrete) which we discussed in literature, and while having discussions covering the myriad of topics which arose from our looks at the “real world” in which we live. Her comments were insightful and sharp on a level that is often not seen in the sophomore year of High School. Finally, Ms. Wichtman is at the top of the class in respect to caring for her fellow students. Many times, I found that Shianne not only considers others and their needs before acting/saying, she followed through on this standard. Shianne is a young lady who possesses outstanding moral character, and allows her kind and gentle ways to be seen by all around her; she is a representation of this in her actions and treatment of others. The way that Shi conducts and motivates herself is very evident in her ion for pursuing a career in teaching; she consistently discusses lessons, outcomes, and methods with me as she discovers her new found ion.

Richard A. Miller English Teacher Paw Paw High School Paw Paw, Michigan

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CAREER-RELATED EDUCATION

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Career-Related Education Part 1

Career-Related Part 2 I was apart of Key club during my freshman and sophomore year of my high school

I have been in the Cadet Teacher Academy program for two years now and they have career and they were the most eye-opening two years of my life. Being apart of this club brought

been the most life-changing two years of my life. I was very excited to participate in the program

me much joy and understanding of myself and my love to assist others. Through Key club I got

when I first heard about it. Through this program I got to have a taste of what being a teacher is

to experience what it was like to dedicate my time willingly in order to help others. I volunteered at numerous places doing various tasks. Such as running the Paw Paw high school bake sale and

like. I was in classrooms in my local school district and got to play the role of a team-teaching watching children from 6-8 P.M. in my local community at the elementary school. While I was

situation. While I was expecting to work hard, I quickly learned that the job of a teacher is more than a job - it is lifestyle. Teachers eat, sleep and breathe lesson plans, student development, and curriculum delivery.

expecting to work hard, I quickly learned that being a Key club member is about more than volunteer work. - it is about bringing my local community together and helping each other out. Additionally, I had to spend many hours outside of school - preparing, pondering, and perplexing about what I can do to bring my fellow residents of Paw Paw together. Through Key

Additionally, teachers spend many hours outside of the classroom - preparing, pondering, club I learned volunteering with people to helping brighten our community brings out the best in

and perplexing. Through the Cadet Teacher Academy, I learned that middle school aged children are my preferred students. I learned that procrastination has no place in the life of a teacher. I learned that big ideas require big commitment. I learned that over-committing my time and

them. I learned that procrastination had no room in my life if I wanted to keep up with school as well as be a member. I learned that big ideas require big commitment. I learned that overcommitting my time and myself can be stressful. Most importantly, I learned that while I this is just a club that I can put on my resume, it has transcended to be even more than that and I have

myself can be stressful. I learned that student achievement, however small, is very rewarding. become a better person for it, and I will be forever grateful.

Most importantly, I learned that while I have long way to go, I want to be a teacher.

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Career-Related Education Part 3: Career Cruising: Exploration Name of the first career you explored: English as a Second Language Suitable for you? ● An interest in helping people: In regards to helping people I don’t only just have an

feel comfortable and participate in class. Like all teachers, they have to come up with interesting and varied lesson plans, activities, and assignments, so that students stay motivated. And, like all teachers, they spend many hours outside of class planning and

people by teaching. Specifically I want to help people raise their self-esteem by

grading.”

● Good with people: No matter what age I can get along with anyone. I am very people-

● One of the things that stick out to me the most is acclimating students especially ones that are very shy. This is because moving to a country when you don’t know one ounce of the

oriented person, I can start a conversation with a complete stranger with ease. Especially

language can be very difficult and intimidating. I love helping students becoming

when someone seems to be having an off day, to be able to put a smile on their face after

confident in themselves and this is another way to do it.

we’re done talking gives me joy that I can’t put into words. At a Glance

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● “ESL teachers may have to work particularly hard to help shy or self-conscious students

interest, I have a ion. You can help people on various ways but for me I want to assist

successfully communicating in a language that isn’t their native tongue.

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Job Description

Working Conditions ● The working conditions of an ESL teacher can range from community organizations,

Teach numerous aspects of the English language such as grammar, reading, writing, and

elementary, all the way up to college. I appreciate that this career has such a wide variety

pronunciation.

of options. You can literally work with anyone. The average hours for this type of career

Teach students common phrases and words that are used in daily life or conversation.

is anywhere between 50 and 60.

● Prepare, conduct, and grade tests and assignments. ●

Taking classes on field trips that teach them about American culture, history and other things of that nature.

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Earnings (Michigan Wages)

Related Careers

● Annual Entry Level Wage: $37,800

● Translator

● Annual Intermediate Level Wage: $53,000

● Interpreter

● Annual Experienced Level Wage: $68,880

● Foreign Language Instructor

Education ● I have currently taken all the suggested classes I needed take in order to be one right path towards being an ESL teacher. Some of these classes are Cadet Teacher Academy, Psychology, International Languages, and English. Sample Career Path ● It is obviously shown that the last step of the journey will be the most rewarding because

● Community Worker ● Instructional Coordinator ● Career Counselor Other Resources ● http://www.tesol.org ● http://www.cal.org

you’re at the top of your career. However I also think the first step is rewarding as well because that’s how you gain experience and begin your journey. It’s where you decide where you want to go and what kind of person you want to become. ● Places that are in need of ESL teachers include: International schools, K-10 schools. Colleges, and Community Organizations.

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The Effects of Self-Esteem on Children who are Learning Second Languages

Self-Esteem is one of the most controversial and researched topics when it comes to children, adolescents, and even adulthood. However, there is actually little research when it comes to students of various degrees learning a second language, and how that influences their sense of self-worth. Shockingly, learning a language that is not your native tongue is an anxietydriven experience that leaves most students perturbed. I believe that students should not have to undergo this type of event; fearing for the destruction of their self-respect and ability to love themselves. By the same token, English as a Second Language teachers need to reignite their ion for education and take the time to learn even just the basics of a student’s first language. If they can do this it will result in their student’s self esteem rising, this is because ESL teachers will be more viable when it comes to assisting their students. Most of the time ESL students struggle with the content because obviously they cannot understand it and if their teacher only speaks English there is no convenient way for them to ask questions. Therefore, student’s competence and worthiness suffer because they think that they lack the ability to comprehend the material and consequently think it is their fault. So, I feel if ESL teachers want their students to reach their full potential they have to be willing to learn about their students, through their culture or more exclusively their language. This ideal will not necessarily solve the situation but, by acknowledging this issue and taking the steps needed in order unravel this dilemma, it will slowly yet surely start to mend.

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Test of English as a Foreign Language Test of English as a Foreign Language (TOFEL) is a standardized test that measures the ability of non-native speakers wishing to learn the English language and enroll in Englishspeaking universities. This test is widely known and accepted by English-speaking academic and professional institutions. No matter where one desires to study, the TOFEL test is the step needed to make it to that destination. There is huge flexibility when it comes to performing the TOEFL test, as you can take it whenever you want to and as many times as you want. For this test, there are practice tools offered, , and more alternatives to study abroad than any other English-language test in the whole world. This exams allows you access to various resources, such as listening to lectures, viewing films, attending seminars, reading textbooks, assistance in performing online research, speaking with professors as well as students, writing academic papers and reports, and much much more. Foreigners who want to pursue a higher education in the United States know that this test is the gateway to success.

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EDUCATIONAL ENHANCEMENT OPPORTUNITES

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Once I finally met Mrs. Gleason she brought in two girl from kindergarten and got started

Cadet Teacher Academy: Job Shadow 3

right away. She had the students read a few sentences by themselves and then as a group, the

CADET TEACHER INTERN’S NAME: Shianne Wichtman girls were very attentive and seeing them work so hard was adorable. While they were busy

SCHOOL DISTRICT: Bloomingdale working on a writing assignment I got a chance to conduct an interview with Mrs. Gleason. She

DATE OF JOB SHADOW: February 22nd, 2017 proceeded to tell me the difference between a migrant teacher and migrant and ESL teacher. For

TIME: 8:00-10:00 GRADE LEVEL(S): Kindergarten, 1st, 4th SCHOOL BUILDING: Bloomingdale Elementary School NAME OF TEACHER YOU ARE SHADOWING: Theresa Gleason

her job she does Language Arts, however she teaches other subjects like math and social studies. Whereas a migrant and ESL teacher do a Language program such as Language Learning. She then told me of her background and how she graduated from Western Michigan University and taught elementary Spanish for 5 years then transitioned to a Second Grade teacher for a few years. She then moved to Mexico to help out her mother rebuild her house for two years, after

For my third job shadow I wanted to look at a career opportunities that were similar to my future aspiration which is an English as a Second Language Teacher. With this in mind, I met up with Theresa Gleason; a migrant teacher at Bloomingdale Elementary School. When I first arrived at the school I could feel the warm and welcoming atmosphere envelope me. I recalled that sense of childish giddiness of going to school all on my own that I

that she moved back to the States and was a substitute teacher. After a year of being a substitute she got a position as a migrant teacher at the Van Buren Intermediate School District and has currently been here for 11 years. We proceeded to talk about various other topics concerning her career and one thing that I thought was the most heartfelt was her dedication and ion for this position. Even though it is not required, Mrs. Gleason does home-visits for her students and translates for her student’s

thought was once long forgotten. Right then, I knew that this school was extraordinary and I was parents. She also goes as far as making packets or finding packets of information that inform the

not disappointed. All of the staff was cheery and sincere when I greeted them and asked where

parents of their rights as an immigrant in the United States and what to do if government policy

Mrs. Gleason was residing. Multiple teachers guided me to her classroom, I was handed off from

tries to deport them. When I learned about this I was shocked and also touched that she would do

one teacher to the next because even though it was just an elementary school it was very large,

these sorts of things for these families. These actions speak volumes of her character and I hope that one day when I am in the same field as she, that I can live up to be a woman as well as a

because of this I feel that it displayed excellent dynamics of the relationships here. teacher of her caliber.

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Holiday Ho-Ho-Ho-Down Alexandra Paladi, Staysha Johnson, and I were approached by Deb Alburtus, the wellness coordinator of the Van Buren Intermediate School District, to help with the children’s holiday dance, which had been taking place for the last 9 years. For the 10th year anniversary they wanted to make it an extra special event, but they couldn’t do it alone. Our goal for this project was to increase the number of families that come to this annual dance each year which we more than exceed by 100%. The weeks leading up to the FCCLA State Conference were exciting yet nerve-wracking. Early on , given the success of our event, my FCCLA team and I made a commitment to do our very best to go as far in the competition as possible. We spent hours preparing our board, drafting and practicing our speeches, and overall presentation delivery. During the competition all of our hard work payed off. In addition to learning valuable skills and meeting many cool students, we made it to the National Competition. We competed in San Diego, California in the summer of 2016 and received gold medals.

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My Chinese Experience In the year of 2015 I had a Foreign Exchange student stay with me and it changed my life. His English name is Peter and his real name is 徐敬远 (Xu Jingyuan) he is one year older than me and I am proud to call him my brother. Before he came I was already interested in Chinese culture, I wanted to have a career where I could teach and still be immersed in my interests. Peter was the one who really drove me to want to pursue becoming an English as a Second Language Teacher. Having him talk about his culture and teaching him English really opened my eyes to the ESL world. When he was here I learned so much about China that I am actually teaching myself how to speak it. My plan is to become an ESL teacher and hopefully teach in China or Taiwan. Once Peter heard of my ambitions he invited me to come meet his family in the summer of that following year. I was ecstatic and humbled, so I take the 14-hour flight there and that was a feat in itself. When I arrived, I was loved and hugged by Peter’s mother who is the sweetest woman I have ever met. It was an interesting time because the only person who could speak fluent English was Peter. I tried my best to listen and speak Chinese myself but it was way over my head. Later that night that we arrived, Peter’s family took us out to eat at his family’s restaurant which has its very own culture. In China family dinners aren’t just Mother, Father, Siblings, Grandpa, Grandma, it’s Mother, Father, Siblings, Grandparents from both sides, Cousins from both sides, and Aunt and Uncles from both sides. As you can see I was very overwhelmed my very first night in China but I absolutely loved the value of family and being together that is very important in China. Overall, during the trip I got a good taste of what life in China is like and what it is all about and I am happy to say that I can’t wait to have more.

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EXAMPLES OF SKILLS

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Skill 1: Leadership

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Skill 2: Creativity

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Utopia Lesson Plan COMMON CORE STANDARD: ● CCSS.ELA Literacy.RL 7.1 Key Ideas and Details ● CCSS.ELA-LITERACY.WHST.6-8.2.A Text Types and Purposes ● CCSS.ELA-LITERACY.WHST.6-8.2.B Text Types and Purposes ● CCSS.ELA-LITERACY.WHST.6-8.9 Research to Build and Present Knowledge LEARNING GOAL: ● Students will understand the structure of an Utopian society and formulate their own. OBJECTIVE(s): ● How would you explain the significance of an Utopian society? ● Devise a way to show knowledge of how an Utopia operates ● Determine the value of rules, regulations, and other concepts in regards to what makes an Utopia. MATERIALS: ● Google Powerpoint ● Google Documents ● Computer ● Google Chrome PROCEDURES: 1. Introduction: “I do” a. Gain student attention ● How does creating your own utopian society make you better understand the ideal of it? ● Show an example of my Utopian society on Powerpoint and answer any questions they may have ● Discuss the importance of this project because it will highly affect their grade Review ● Compared my Utopia to that of The Giver so they can relate to how to make their own Utopia ● Showed a picture of Vermont so they could understand that their society does not have to be in a totally different universe c. Define new concepts: ● I will be teaching them about how to make their own Utopian society and make them ponder if a Utopia is even achievable Guided practice: “We do” ● Think, Pair, Share about their ideas of their Utopia ● At the end show Powerpoint of my example of an Utopia ● Have discussion on the structure of an Utopian society Independent practice: “You do” ● Create your own Utopia

CLOSURE: ● This lesson was to give students an idea of how they would set up their utopia. The homework would be start their Utopia project and we will be working on their Utopia until the end of class CLASSROOM MANAGEMENT PLAN TO LEARNING: ● Students will be able to use the restroom during this time if absolutely necessary ● I will gain and hold their attention during the presentation with how important the project will be to their grade and have them be thinking of how they would run their own Utopian society BACK UP PLAN: ● If my powerpoint won’t work then I will make copies of the powerpoint and hand them out to the students. Then as a class we will have a more in depth discussion about an Utopian society than what was originally intended LEARNING STYLES: ●

Visual - Students will be able to look at the powerpoint and make connections with the slides

● Auditory - Students will be allowed to explain the significance of a Utopia and explain in general what their Utopia would be like ● Kinesthetic - Students will be able to move around and work in partners if they wish to bounce off ideas each other when it is time to start their Utopia project ● Tactile - Students will be able to write their ideas of their Utopia down

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Skill 3: Responsibility

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Skill 4: Determination

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Chinese New Year Lesson Plan COMMON CORE STANDARD: ● 1-8.W3 Classical Traditions, World Religions, and Major Empires ● Gl.1.3 Geographical Understanding LEARNING GOAL: ● Students will understand other traditions outside of America in order to become more cultured OBJECTIVE(s): ● How would you explain the significance of writing wishes on Chinese Lanterns? ● Devise a way to show prior knowledge of Chinese New Year ● Determine the value of concepts in regards to the Chinese New Year MATERIALS: ● Sky Lanterns ● Sharpie ● Powerpoint ● Chinese Treats PROCEDURES: 1. Introduction: “I do” a. Gain student attention ● How does culture/traditions provide better understanding of the world? ● Show pictures on Powerpoint and ask them what they think ● Show them the Chinese Treats and materials to gain their attention also my kimono b. Review ● Compared Chinese traditions to Christmas so they can relate to Chinese New Year ● Showed Tangled picture so they can relate to Sky Lanterns c. Define new concepts: ● I will be teaching them about Chinese New Year and their traditions during that time. I want to teach them about Chinese New Year because it will expand their horizons and I want to share my ion with them 1. Guided practice: “We do” ● Think, Pair, Share about prior knowledge about Chinese New Year ● At the end show Powerpoint of Chinese New Year ● Have discussion on traditions of Chinese New Year ● Write wishes on Sky Lanterns and eat treats 1. Independent practice: “You do” ● Write wishes on Sky Lanterns CLOSURE: ● This was a fun lesson to share my ion with my kids. So there will be no followup or homework. Plus to end it they’ll be writing wishes on the Sky Lanterns and we will hang them up.

CLASSROOM MANAGEMENT PLAN TO LEARNING: ● Students will be able to use the restroom during this time if absolutely necessary ● I will gain and hold their attention during the presentation with snack time and showing them the Chinese treats and have them Think, Pair, Share during that time BACK UP PLAN: ● If my powerpoint won’t work then I will make copies of the powerpoint and hand them out to the students. Then I will have them match the correct slide to statements that I make about Chinese New Year LEARNING STYLES: ● Visual - Students will be able to look at the powerpoint and make connections with the slides ● Auditory - Students will be allowed to explain the significance of Chinese New Year and explain what each slide means ● Kinesthetic - Students will be able to work with a partner in a Think, Pair, Share activity and get up and show the class where China is on the World Map ● Tactile - Students will be able to write their wishes on the Chinese lanterns

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Skill 5: Communication

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