All "Do" Requirements
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Required Entry
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Specific “Do” Number
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Explanation
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Lesson Plan #1 STOPME format
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2—“Inviting Other Multiple Theoretical Perspectives”
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I created a lesson in STOPME format that correlates with today’s
reading. The goal of this STOPME
lesson is to immerse students into multiple theoretical perspectives.
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Lesson Plan #2 STOPME format
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3—“Finding the Right Balance”
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I created a lesson in STOPME format that correlates with today’s
reading. The goal of this STOPME
lesson is to investigate “formal analysis,” and learning new information,” by
accessing “prior knowledge.”
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Classroom support material #1 (want to do in classroom)
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5—“Book Clubs”
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My “do” for this week is a PowerPoint presentation that introduces
book clubs and potential book club options to students when doing a unit on
Romeo and Juliet. I want to use this
PowerPoint in my future classroom.
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Classroom support material #2
(want to do in classroom)
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4—“Foster Talk Around Literature”
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I created a handout for conducting a Socratic Seminar with To Kill a Mockingbird. This hand out explains what a Socratic Seminar
is, what is expected of students, has model questions, and a potential
rubric. I want to use this in the
future.
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Artifact of what I did in classroom
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6—“Close Reading”
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The lesson that is included as this “do” was actually used in the
classroom. Students immersed in close
reading strategies while studying the short story “Marigolds.”
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Artifact from classroom, media environment, reading text
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3—“Finding the Right Balance”
**The original hand out we were given says that this lesson can be
reused from above **
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This is a lesson I actually did do in the classroom that immersed
students with technology and they had to “read texts”
**The original hand out we were given says that this lesson can be
reused from above.**
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Artifact from classroom, media environment, composing text
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9—“Teaching Grammar and Vocabulary”
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This “do” is a mini lesson that I actually did in the classroom to
help students with vocabulary (a part of today’s lesson). This mini lesson involves technology usage
when composing the self-composed “vocabulary flashcards.”
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**NOTE: . If you are not satisfied with either of the last
two “do” requirements, my do for #7 (“Reading Like Writers”) was also used in
the classroom, involves media, students reading, and students composing
texts.
The following “do’s” are categorized as:
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1—“Introducing Reader Repsonse” works as a
classroom support material I want to implement in the classroom.
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8—“Writing Multiple Genres” is an actual
artifact from my classroom, but it does not involve technology
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10—This is a unit plan I created that I want to
incorporate into my classroom one day.
It also has several STOPME lesson examples that can work with various
readings we did.
