Behavorist Lesson Plan

Instructor: Priscilla Vasquez

Date: January 16, 2010

Unit: Monster Fun: Learning the Five Senses

Objectives: Given a set of picture handouts, a student will be able to indicate when specific senses are being represented in the story, Brave Little Monster.
By the end of the lesson the student will be able to identify and explain the working knowledge of the five senses (taste, touch, smell, sight, sound). The student will also gain a working knowledge of words and their definition. The same five words that were mentioned earlier that come directly from the story “Brave Little Monster” by Ken Baker and illustrated by Geoffrey Hayes. The student will correctly identify 3 out of 5 of the senses correctly then 3 out of the 5 words correctly.

At the end of the lesson the student will be able to identify which senses are being used in the story. The student will be able to answer several different questions regarding the story as well as the definitions to the five key words listed above.


1. Knowledge: How well the student can relate to the characters and their experiences. Can the student can identify the shift in the characters wants and identify the cause for the change.
2. Comprehension: How well the student can construct a set of circumstances given the theme of the story and predict another type of ending before the actual reading of the story.
3. Application: How the student interprets the motivational components of the characters actions to solve their problems.
4. Analysis: Assisting the student in understanding the process of problem solving by looking at each part of the problem and all of the alternatives.
5. Synthesis: The student will be able to demonstrate the reasons why it was better for Alexander to remain real and change Willie instead.
6. Evaluation: The student will be able to judge the quality and quantity of ideals and values held by the characters of the story based on standards of internal and external criteria.


Standards:

Language Arts: The student uses the reading processes effectively:

LA.A.1.1.1, Predicts what a passage is about based on its title and illustrations.

LA.A.1.1.2, Identifies words and constructs meaning from text, illustrations, graphics and charts using the strategies of phonics, word structure and context clues.

LA.A.1.1.4, Increases comprehension by rereading, retelling and discussion.

Materials:
• Brave Little Monster by Ken Baker and illustrated by Geoffrey Hayes (published by HarperCollins; ISBN 0060286989)
• a kaleidoscope or interesting photograph
• whistle or musical instrument
• piece of sandpaper
• soft or furry piece of material
• perfume or sweet smelling flower
• a piece of candy or sugar cube for each child
• Monster Fun with Senses - Picture Handouts

Anticipatory Set:
(Prior to the lesson, make enough copies of the provided picture handouts for each student; cut out the individual pictures.)

Introduction to the Five Senses:
Explain that almost every person has five senses: sight, sound, touch, smell, and taste. Teach the students about each of the individual senses as follows:
• Sight - Explain what the sense of sight is in your own words. Let the students look at the photograph or kaleidoscope. Explain that everything they see with their eyes is through their sense of sight. Colors, movement, light, dark, people, animals, and places are all things that they see with their sense of sight.
• Sound - Explain what the sense of sound or hearing is in your own words. Blow the whistle or play the musical instrument. Explain that they heard that noise and that they hear all noises with their ears using their sense of sound or hearing. Shouting, whispering, singing, laughing, lions roaring, frogs croaking, all animal noises, noises in the city, noises in the country, and all noises are heard through these sense of hearing.
• Touch - Explain what the sense of touch is in your own words. Let them feel the soft material and the rough sandpaper. Explain that they use their sense of touch in their skin, fingers, and all parts of their body (inside and out), to know how something feels. Pain, cold, heat, hunger, soft textures, rough textures, etc., are different things they can feel with their sense of touch.
• Smell - Explain what the sense of smell is in your own words. Let them smell the perfume or flower. Explain that everything they smell with their nose is using their sense of smell. Flowers, perfume, skunks, and cookies in the oven are all things that they can smell.
• Taste - Explain what the sense of taste is in your own words. Let them taste and eat the candy or sugar cube. Explain that when they eat, the taste buds on their tongue let them taste all the different flavors found in food. They taste the sweet, sour, salty, and bitterness of different things with their taste buds.

Input:
1. The teacher will assess and reinforce students' understanding of the five senses.
2. Give each student a set of the picture handouts. Tell the class that you’re going to read them a story and that as you read the story you want the children to listen and look for times when the characters use their different senses. When they discover one of the senses being used, they should hold up the picture representing that sense as well as a picture of the item the sense is acting on or related to.
3. As the teacher reads the story, Brave Little Monster, the teacher will observe students to see if they display the correct pictures.
4. Encourage or congratulate them as they do so. The following represent the most obvious scenes in the story where the senses are used and which pictures are provided for in the handout.
5. The teacher will review the words from the word list.
6. The teacher will have the students write the words in a spelling notebook with the definition.
Modeling:
As the story is read, observe students to see if they display the correct pictures; encourage or congratulate them as they do so. The teacher reviews the correct answer by showing them which picture corresponds with to the correct sense following the reading in the story. The following represent the most obvious scenes in the story where the senses are used and which pictures are provided for in the handout:
• Albert the monster thinks he sees a girl in his closet (sight).
• The girl is eating an ice cream cone (taste).
• Albert picks up a smelly sock off the floor (smell).
• Albert hears crayons squeaking (hearing).
• Boys like to grab your feet and play piggy on your toes (touch).
• Albert sees a coloring book under his bed (sight).
• Albert sees the boy and girl dancing (sight).
• Albert sees the tree waving in the wind (sight).
• Albert feels his mom’s kiss (touch).
Guided Practice:

The teacher will have/conduct:
1. A cooperative storytelling experience full of imagery
2. Discussion that includes a question and answer section
3. New words have been introduced for cognition
4. Definitions of the words to enhance understanding of the story
5. Word journal activity to enhance comprehension
6. Student will retain spelling notebook with holds new word definitions
Check for Understanding:
The teacher will use questioning in an activity to establish how much comprehension has taken place as well and correct answers to comprehension questions will judge the level of learned knowledge. The teacher will ask at least two questions for each section. The areas to be covered will include:
• Memory skills: Can the student recall events and ideas from the story? “What smelly item does Albert pick up off the floor? Can the student define the word of the sense that Albert used in this passage of the story?”
• Translation: Can the student express key concepts of the story from alternate perspectives? “What does Albert see under his bed? “What sense is being used here? If Albert did not have sight would he still be able to see his coloring book? (comprehension)”
• Interpretation: Can the student identify values of the characters and facts of the story using definitions and generalizations? “Albert feels his mother’s kiss what sense is being used by his mother?” Ask the students what emotion do you thing Albert feels when he gets kissed by his mother in this passage?”
• Extrapolation: Can the student predict alternate outcomes for the characters and explain the change of events in the story? “Have you ever been afraid of something that later turned out to be not so scary? Why was Albert scared of what was in his closet?”
• Application: Can the student identify the available solutions that the characters chose from and can they apply the situation to a similar event? “How do you thing that Albert feels about the girl inside his closet?”What did he do about it?”
• Analysis: Can the student appreciate the importance of the relationship between the characters well enough to understand the problem they encountered? “Why do you think that Albert’s mom kiss made him feel better?




Checking through structured activities:
1. The teacher will watch the student progress throughout the activity to make sure that the student is progressing through activity; matching the correct picture to the corresponding sense. The student is defining the words correctly and is writing the definitions in their notebook.
2. The teacher will answer any concerns or questions pertaining to the assignment at this time. The meaning of the story will also be clarified so that its meaning is clear to the student.
3. If the students are using the fun picture cards correctly then the teacher can access that comprehension is taking place.
4. The student will be asked to tell the teacher about his/her favorite parts of the story and hold up their picture cards to point out these sections.
Independent Practice:
The student will be asked to review how the different senses were used throughout the story. Also discuss some of the other senses not represented in the picture handouts, such as Albert feeling goose bumps on his arms or hearing his mom telling him to go to sleep. Make any needed additional explanations about the senses to reinforce students’ understanding. The student will write a sentence that will tell the teacher about their favorite sense and why it is their favorite. The student may be allowed to work in pairs on this activity. Being creative is encouraged, so the student may draw and color an illustration pertaining to this sense. This activity will be graded.

Closure:
1. Teacher will be able to show, throughout several activities, the student has a working understanding of five senses, there definition, and there meaning in the environment.
2. This lesson plan will teach the student language arts concepts in a fun yet practical way that will also assist the student in understanding the world around them.

Asili the blogSpot.com

The Womb: To me this ink blot looks like a woman's vagina however, it could be a flower as well. I do see the problem in identifying which is which. The two are some what synonymous with each other and i think that is what you are trying to get at in your poem. The are apart of nature, they are beautiful and they are representational of life and fertility. I enjoyed that your poem made me think about art that I see like this and question its underline message.

The Jaw Bone:Firstly a pious man should show some of that same loyal reverance towards his wife and take her word at face value. Does it matter that she is barron? Does that mean that she is less of a woman or untrustworthy in some shape or form? If however, this "pious" man have doubt in his wife he should have thought about that before she came to be in fact his wife. More over if he is living his life piously then he should trust in his god that he worships so deeply that he will give him an honorable mate. Not an heifer who plows around town. This reminds me of when I was a teen and would watch my mother give money to homless people (possible drug adicts), she would reply to me that the blessing in not in what they do with the money but rather your gift given from the heart. The sin is not the husbands if the wife plays him a fool, for his blessing is there for his god see's his devotion is purely true.

The Jeweled Frog:The totem of a virgin is a wart covered frog, wow, who knew. It is wonderious that an animal that is the source of hatred is really a sacred creature. The reason that the frog's lover doesent want him to be prince charming is that prince charming is beneth Mr.Frog. Whom is a represenative from the goddess, his form is just as she (the goddess)created him to be thus he is perfection in motion.

Reflection 1: What is a lesson Plan

A lesson plan is a precisely detailed layout of what will be taught to a class. The instructor will use this lesson plan to direct their course of instruction. It will include the specific goals in areas such as academics, student performance, learning materials, and evaluating student comprehension. The three lesson plan formats are Constructivist, Behaviorist, and Transpersonal lesson plan. The constructivist lesson plan has changed a multiple times over the years, however, now the key elements of this plan is Groupings, Bridge, Situation, Questions, Exhibit, and Reflections. The main points are meant to provoke planning and reflection in teachers regarding how students process information or learn. Instructors develop the element (situation) for students to deifier information. They then select a way to (grouping) student information and materials together. By building a (bridge) between what is already know to a student and what an instructor wants to teach them. This moves the lesson plan towards (questions) that the instructor will see coming thus knowing what to ask, what to answer, and what to explain without giving the away the answer. This encourages students to think or (exhibit) by cooperating with others while (reflecting) on what they have learned. Behaviorist lesson plan was first introduced by educator Madeline Hunter who found that no matter a teacher background if they had a methodical lesson plan it would enhance and maximize the amount of learning in the classroom. There are eight parts to the behaviorist lesson plan. They are Purpose, Anticipatory Set, Input, Modeling , Guided Practice, Checking for Understanding , Independent Practice, and Closure. Transpersonal is another lesson plan that is meant to increase student’s perception of the content of their course of activity as being “real” and important in a way that life is on its own terms and relevant to self satisfying what is perceived and felt needs. The important skills that are emphasized in this lesson plan is to learn about one’s identity, power, connectedness, values of clarification, community skills, group work, role play, co-counseling/peer counseling, assertive training, and achievement in motivation.

Review of Another Perspective on Cultural Competence: Preparing Students for an Increasingly Diverse Society

Review Perspective Cultural Competence: Students Diverse Society

As there has been a continued growth in culturally diverse students all over the nation cultural competency is very important. In public schools growth has increased namely because of the increase of Hispanic students (National Center for Education Statistic [NCES], 2006). These statistics will continue to grow as students become more diverse. Ford and Whiting (2007) site scholars in the field of multicultural education call for special attention to the need for teachers, administrators, psychologist and counselors to become culturally competent. Students will benefit from this knowledge by becoming sensitive to and interested in social justice and equality issues on an international scale.
Cultural Competence will allow students with the skills they need to successfully function in diverse society (Cross, 19988). Incorporating the importance of various cultures into a daily route can help students to obtain cultural developmental growth (Cross, 1988; Cross et al., 1989). This competence, Ford and Whiting (2007) states, is demonstrated by having certain knowledge, dispositions and skills to work with individuals for diverse culture backgrounds. To determine where an individual ranks currently when responding to cultural differences a continuum ranging from cultural proficiency to cultural destructiveness is used (Cross, 1988).
There are a variety of possibilities based on the continuum between two extremes. The negative extreme being Cultural Destructiveness the most negative end of the continuum that represents bad attitudes, policies and practices that are destructive to cultures and individuals within the culture. Individuals that are examined on this level are involved in the purposeful destruction or elimination of a culture. The most extreme example of this orientation would be individuals and programs that actively participate in cultural genocide (Ford &Whiting, 2007).
The opposite of that continuum then is Advanced Cultural Competences (Ford &Whiting, 2007) the most positive and progressive end of the model that is represented by advanced cultural competence or proficiency. The individual whose cultural competency level places at this level holds cultural in high esteem. They often seek new educational models to develop new educational approaches based on culture. Ford and Whiting (2007) believe schools who are culturally competent hire staff members who are specialist in culturally competent practices as well as advocates to help improve culture relationships thought schools.
Between the extreme positive and extreme negative continuum levels are cultural incapacity, cultural blindness, and cultural pre-competence, Ford and Whiting (2007) describe the various levels in the continuum as applied to individuals. Each of these levels shows in site into the characteristics of individuals based on their cultural sensitivity. Some examples of this would be cultural incapacity where individuals may act as agents of oppression by enforcing racist policies and maintain stereotypes. Their decisions and actions are guided by ignorance and an unrealistic fear of diverse groups (Ford & Whiting, 2007). Then in cultural blindness, the mid-point on the continuum is where individuals express the philosophy of being unbiased. However they often fall short as members of minority communities are viewed from the cultural deprivation model (Ford & Grantham, 2003; Valencia, 1997), which asserts that problems are the result of inadequate cultural resources. In short (Ford & Whiting, 2007) culturally blind individuals, professionals and schools suffer from a deficit of information and often lack the avenues through which they can obtain needed information. Although they often view themselves as unbiased and responsive to diverse needs, their ethnocentrism is reflected in attitude, policy, and practice.
The last level on the continuum cultural pre-competence according to Cross (1988), culturally competent individuals and organizations are characterized by acceptance and respect for differences, vigilant attention to the dynamics of difference. Which is an ongoing self-assessment regarding culture, regular expansion of cultural knowledge and resources, and a variety of adaptations to delivery and instructional models in order to better meet the needs of diverse students. In essence culturally competent individuals are proactive and strive to seek out guidance from competent culturally diverse families and communities.
In summarizing their model, Cross (1988) maintained that the degree of cultural competence an organization achieves is not dependent on any one factor. In order to change the individual’s level of competency attitudes, policies and practice must be developed in order to move forward, toward cultural competency. A positive move along the continuum results from being aware visionary, and proactive. For students K-12 it has been shown that cultural responsive schools standards (Assembly of Alaska Native Educators, 1998) focus on students becoming well grounded in the cultural heritage and traditions of their community. They are able to build on the knowledge and skills of local cultural community as personal and academic success throughout life. Students are able to actively participate in various cultural environments. These students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. They are able to demonstrating an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them.
Ford and Whiting (2007) believe that guiding students toward competence in their own culture and toward competence in one or more other cultures should be developed into these standards. They also state that this is just the beginning and that schools should encourage personnel and educational organizations to build upon these cultural standards. These skills will prepare students to live, grow, and thrive in other cultural situations throughout their lives. Educators are encouraged to infuse multicultural content into their lesson plans at the highest levels (Banks, 2006). An example of a social action activity that encourages cultural competency is creating opportunities for students to interact with students from other culture (e.g., pen pals). An example of a transformation activity that addresses social issues would be to challenge stereotypes that appear in curricula (e.g., books, videos, newspapers) and guide students in correcting misconceptions. Students will then examine issues and events from more than one perspective and seek to address social issues where inequities are presented (Ford & Whiting, 2007).

Reflection #19

Education has come a long way from the dame schools of early colonial education. Dame schools were often converted homes where manners, social graces, and some vocational skills were taught. After the dame schools students attended the Latin grammar schools which were a continuation of a boy’s education. This is if they could afford to attend. Girls mostly returned home to practice the “art” of housekeeping. The Latin grammar school was the first step in creating the American high school. One of the reasons that the school taught Latin and required student to read and recite works in Latin was that graduates of this school were expected to go on to college. They would then be leaders in their communities, this especially includes ministers. The Latin Grammar Schools curriculum began to include mathematics, science, and modern languages in the eighteenth century. This was a switch from the original basics of Greek works like Socrates and Homer. Most non-white males were excluded from this new educational growth in the nation. This was a time of denial of equal educational rights and a second rate education for outsiders. Horace Mann was the leading advocate for the establishment of what was called common schools or what we now call elementary schools. . These schools were open to all, poor and wealthy alike. He believed that public education should serve practical as well as idealistic goals. Elementary schools became a great success and more and more Americans were enrolled in them. However, there was a great gap between elementary schools and the university. The same place where the first tax supported elementary school and college in American, Massachusetts, was also the site of the first secondary school (English Classical School). While high schools were slow to take off like elementary schools because of public resistance to paying additional school taxes, they began to take on a uniquely American look. The high school was a continuation of elementary education and a path to high education and affirmed of our constitution.

Extra Credit - Hispanic Heritage

I really enjoyed the Hispanic heritage performance. Even my finikey husband who does not like anything enjoyed it. As musicans both of us love to go to live showing when ever we can. This event was the first time that Ive ever seen a live Mariachi Band. There were awesome and so professional. There lyrical sound left me with chills racing up my spine. Who knew that Mariachi's had such beauticul voices. They must have practiced for a long time to get there perforce just right. KiKi and the Afro Peruvian project was great as well. They made me want to get up and dance a salsa dance that I dont quite know. It just make me want to move my body. The bongo player was very talented and was throwing "bows" on the bongos. We were transfixed under there spell moving to the swave of the rhytum that was surrounding us on all sides. I just wish that i could have stayed long enough to see the flamingo dancers.

Extra Credit- Muhammad Airport

I am left with a burgage of feeling after reading these two stories. On the one hand I have a fear for traveling to places like this because of the corruption. On the other hand I am excited as have always want to travel to the mother land and see how African live. As I know that the author of this story is well and had many wonderful adventures in many foreign in lands I have a deep since of respect for him. It takes a lot to leave your comfort zone and explore the scary unfamiliar world. Bravery is a wonderful trait to have and builds moral character. Would I have been brave enough to argue with customs over the outrageous fee? Would I have panicked when a total stranger took my passport on the pretence of helping me through customs? I am not sure of either of these answers but I would like to think that I would take a leap on faith and do whatever I could to get what I wanted. The author obviously wanted to travel the country no matter what and would not be deterred. I enjoyed both poems immensely as they made me hunger for an African adventure.