"DO" Chart

All "Do" Requirements 

Required Entry	Specific “Do” Number	Explanation
Lesson Plan #1 STOPME format	2—“Inviting Other Multiple Theoretical Perspectives”	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.
Lesson Plan #2 STOPME format	3—“Finding the Right Balance”	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.”
Classroom support material #1 (want to do in classroom)	5—“Book Clubs”	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.
Classroom support material #2 (want to do in classroom)	4—“Foster Talk Around Literature”	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.
Artifact of what I did in classroom	6—“Close Reading”	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.”
Artifact from classroom, media environment, reading text	3—“Finding the Right Balance” **The original hand out we were given says that this lesson can be reused from above **	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.**
Artifact from classroom, media environment, composing text	9—“Teaching Grammar and Vocabulary”	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.”

 

**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:

·         1—“Introducing Reader Repsonse” works as a classroom support material I want to implement in the classroom. 

·         8—“Writing Multiple Genres” is an actual artifact from my classroom, but it does not involve technology

·         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.