Penny++and+Carol's+Workshop+Proposal

**One + One = Twogether Teaching - Co-Teaching!** **RATIONALE** The philosophical rationale for co-teaching in grounded in the legislation of No Child Left Behind and its mandates as well as the Individuals with Disabilities Act of 2004. An educators philosophical rationale would likely stem from the understanding that today's classrooms are made up of a diversified group of students, who need instruction based on their learning strengths and weaknesses. Co-teaching provides a strong and effective method of providing this diverse group of the most effective instruction. Marilyn Friend and Lynn Cook (2004) provided the Co-teaching models most commonly used in education today. At the end of this workshop, teachers, co-teachers, and administrators will have knowledge and understanding of the fundamentals of co-teaching. This workshop will clarify misunderstandings and misconceptions that educators might have between a traditional classroom that has just one teacher, and a co-teaching classroom with co-teaching teachers. **CRITICAL COMPONENTS** **1. Interpersonal Relationships:** The relationships between teachers, general education/content teacher and special needs teacher, is critical for true co-teaching to take place. Co-teachers must be able to work //collaboratively// in the same classroom to deliver instruction. **2. Physical Arrangement:** The physical arrangement is also critical to effective co-teaching, Teachers must plan for collaborative learning and consider how groups should be arranged, flexible grouping is positive for all students in the classroom. it is additionally important that both teachers have **equal** assess to the assigned classroom. 3**. Content Knowledge:** It is critical in co-teaching that teachers share their knowledge. Ideally both teachers have equal content knowledge, but generally, the content teacher will have a greater body of content knowledge and the special needs teacher will have greater knowledge of how to accommodate and modify content for special learners. 4. **Accommodations and Modifications:** It is critical in co-teaching classrooms that the general educator become familiar with the IEP's of students with disabilities and become knowledgeable in strategies that are more effective with diverse learners **5. Co-teaching models for instruction:** For true co-teaching to take place, it is critical that //co-teachers use a variety of instruction models other than, one teach and one assist.// **6. Planning:** It is critical in co-teaching that both teachers participate **equally** in planning lessons, activities and classroom management. **7. Classroom Management:** In effective co-teaching classrooms it is critical that both teachers participate equally in developing and implementing a classroom plan that includes classroom climate, rules, positive reinforcement for behaviors, and discipline. **8. Assessment:** It is critical for both co-teachers to collaborate together to develop assessments and design a grading system that works for all students across all ability levels. **Station/Center Co-Teaching** Using the station model, co-teachers plan and implement instruction in which the instructional content is divided into two or more segments and the classroom is arranged into two or more teaching stations or centers. It is best, especially when beginning, to use just two stations in order for a teacher to be present at each learning station**.** Each teacher provides the content instruction while students are at their station. One method that can be used to decide which students will participate in which station is to give a a pre-test to determine who understands the concepts and who might need additional instruction. Another grouping method might be flexible, or mixed ability groups, and another method could be random grouping. Station co-teaching is useful when presenting content in cooperative settings, providing group activities, review, enrichment and when introducing new topics. //** Benefits of Station/Center Co-Teaching **// * Students work in small groups * Fewer discipline problems *Students who need to be separated can work in separate groups * Stations are conducive to individualized instruction *Varying readiness and ability levels can be addressed * Each teacher has equal teaching status //** Possible Pitfalls of Station Co-teaching **// //** * ** Station teaching requires much pre-planning // //*All materials must be prepared in advance// //* Classrooms can appear noisy or disarrayed// //*Co-Teachers should be able to match the pace of their stations so that all they end at the same time// **Workshop Proposal** Copies of a lesson plan that is created by us using station to station co-teaching Fundamentals of Co-Teaching posters http://www.dayonepublishing.com/Educational/CoTeaching/index.html This poster includes all the major strategies of Co-Teaching---techniques proven by research and classroom implementation.
 * APPROACH **
 * Workshop Title**: One+One = TWOgether Teaching
 * Presenters:** Carol Cannon and Penny Chaney
 * Description:** The theme of our workshop is how to bring two professionals together to create one effective and efficient classroom.
 * Intended Audience:** Teachers, Co- teachers, and Administrators
 * Materials Provided:** A list of co-teaching websites
 * Audio/Visual and Computer Requirements:** laptop**,** projector

**Co-Teaching Lesson Plan**

Co-planning Lesson Plan by Penny Chaney and Carol Cannon Lesson topic: Figurative Language- Station Teaching Grade level: 7th Grade 2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity d. The student will analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. //(DOK//3) 3) Sound devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, assonance)
 * Standards: ** Mississippi Language Arts Frameworks 2006

Create Mississippi

6. Participate cooperatively while engaging in small group activities to analyze and interpret information to make decisions, to solve problems, and to produce a given product. c. Analyze, evaluate and compromise to arrive at a consensus 8. Read and use print and non-print media to experience the rhythm, energy and pictorial qualities of language.

Identify types of figurative language devices, personification, onomatopoeia, alliteration, assonance, hyperbole and imagery. Write poetry using two types of figurative language devices Write tongue twisters ake a PowerPoint scrapbook of figurative language devices, poetry, tongue twisters, etc. Read poetry aloud
 * Objectives:**


 * Introduction to Lesson:**

Figurative language will be introduced to students by a teacher made PowerPoint http://ccannonwiki.wikispaces.com/ PowerPoint provides examples of figurative language devices.

Teacher will explain what is meant by tongue twisters and use Handout A @http://volweb.utk.edu/Schools/bedford/harrisms/1allitera.htm list of tongue twisters

Teacher A will provide students with a list of poetry and figurative language websites that can be used to create scrapbooks

Teacher will provide poetry books and other print resources

Teachers will assign times for students to visit PowerPoint Centers and Poetry Reading Centers


 * Station A:** PowerPoint Scrapbook

Teacher A will assign groups and times to make scrapbooks, provide all materials, instructions; websites and rubric (see attachment)


 * Station B:** Poetry Reading

Teacher B will provide poetry books, poems and other figurative resources

Assign groups and times for poetry reading

Evaluate poetry reading

Students will read aloud poetry and be evaluated on using Handout B (see attachment)


 * Evaluation:**

Rubrics and evaluation


 * Guided Practice:**

Teacher A: will give direct instruction on creating a PowerPoint and using websites

Teacher B: will model poetry reading by reading aloud to students using expression, tone, pointing out imagery and figurative language.


 * Closure:** Students will share scrapbooks and read a selected poem to class.

Independent Practice: Students will write poems and identify the figurative language devices used in each.


 * Differentiated Instruction:** Use of technology, variety of products and learning modalities.


 * Websites:**

> http://www.msu.edu/~miazgama/aapoets_day_two_handout.htm > @http://www.frostfriends.org/figurative.html > http://www.pfmb.uni-mb.si/eng/dept/eng/poetry/text/list.htm > http://homepages.tesco.net/~andy.oddjob/wwindex.htm > @http://fictionwriting.about.com/ > @http://volweb.utk.edu/Schools/bedford/harrisms/allitera.htm > @http://volweb.utk.edu/Schools/bedford/harrisms/7lesson.htm > http://www.teenlit.com/workshop/poe.htm > @http://volweb.utk.edu/Schools/bedford/harrisms/imagery2.htm
 * African American Poets Unit
 * The Poetics of Robert Frost � Examples
 * English Poetry: Examples
 * William Wordsworth Poems
 * Creative Writing - Help for Creative Writers -- Creative Writing Advice
 * Alliteration Game
 * Personification
 * Poetry Writing Tips
 * Poetry Reading Evaluation Form

See rubrics below. Scrapbook Of Poetry
 * 4 — **


 * The scrapbook contains 20 poems as well as the author and title of each poem and a brief statement about the poetry. **
 * There are examples of personification, imagery, hyperbole, onomatopoeia, and alliteration represented. **


 * There are no grammatical/mechanical errors. **


 * The Web sites where the poems were found are referenced. **


 * The format of the scrapbook shows evidence of planning. **


 * 3 — **


 * The scrapbook contains 20 poems as well as the author and title of each poem and a brief statement about the poetry. **
 * There are examples of personification, imagery, hyperbole, onomatopoeia, and alliteration represented. **
 * There are some grammatical/mechanical errors. **
 * The Web sites where the poems were found are referenced. **
 * The scrapbook shows some evidence of planning. **


 * 2 — **


 * The scrapbook contains at least 15 poems and the author and title of each poem. **
 * There are some grammatical/mechanical errors. **
 * There are no Web sites referenced. **
 * There is no sign of planning. **


 * 1 — **
 * The scrapbook contains only ten poems. **
 * There are three types of figurative language represented. **
 * There are many grammatical/mechanical errors in the scrapbook. **


 * 0 — **


 * No attempt was made to turn in any work **


 * Handout B **

** Poetry Reading Evaluation Form **

Name

__Selection(s)__

Poet(s)


 * || **INTRODUCTION** ||  || **PHYSICAL** ||   || **VOCAL** ||
 * || Tone ||  || Gesture ||   || Rate ||
 * || Information ||  || Movement ||   || Diction ||
 * ||  ||   || Stage Use ||   || Volume ||
 * || **PERFORMANCE** ||  || Character ||   || Projection ||
 * || Initiation ||  || Focus ||   || Imagery ||
 * || Dynamics ||  || Script Use ||   || Phrasing ||
 * || Shaping ||  || Transitions ||   || Mood ||
 * || Resolution ||  || Effectiveness ||   || Quality ||