Jessica Evangelista

Practicum portfolio
1. The Matching Game
a. Lesson Plan (p.2-3)
b. Visual support slide and pictures (p.4-5)
c. Reflection (p.6-7)
2. Think Pair Share
a. Lesson Plan (p. 8-9)
b. Visual support slide and handout (p.9)
c. Reflection (p.10-11)
3. Kahoot
a. Lesson Plan (p.12-13)
b. Visual support slide and sample (p.13-14)
c. Reflection (p.15-16)

Lesson Plan of The Matching game (content pertinent to activity is in a blue font)
Jessica Evangelista

02/11/2015

Lesson 3: Introduction and Body of the Opinion Text

Core ESL Cycle 2 Year 3 (Sec. 5)
Total of 27 students:

20 students L1 French
o 1 students on IEP (Autism).
3 students L1 Spanish
2 students L1 Persian.
2 student L1 Arabic.

What the teacher does

What the students do

Rationale

Hook 28 minutes
2 minutes - Attendance.
5 minutes -Ask students to take out their
KWL chart and discuss in their teams
what they know learned about
introduction. The focus is finishing up
the intro section L and covering any intro
related questions in the W.
5 minutes invite students to write their L
part on the computer for the class to see.
3 minutes discuss with the class what
they wrote. Answer any pending
questions.
5 minutes -Still on the KWL chart. Invite
students to now focus on Body. Have
them come up with ideas for the K and
W sections.
5 minutes invite students to write their L
part on the computer for the class to see.
3 minutes discuss with the class what
they wrote. Answer any pending
questions.

Hook 28 minutes
Students interact with the
class and their classmates
about their KWL.
-Focus on introduction
questions they might
have in the W and fill in
the L.
-The students then focus
on body by filling in the
K and W sections.

Hook 28 minutes
Enables the students
to start discussing
right away. (C1)
-Reviewing existing
knowledge and
questions they might
have before starting a
new area.

Development:
10 minutes
-Body. Explain to students what the
different parts of the body are.

Development:
10-15 minutes
- Students take notes on
the body. Ask questions

Development:
10-15 minutes
-Scaffolding learning
of the opinion text.

(arguments + facts and statistics,

examples, personal experiences).
Following the PowerPoint as a guide.
20-25 minutes
10 minutes-Explain game of matching
introductions with arguments for the
body. Instructions from PowerPoint
slides.
Game
-Folder A, B, C, D, E, F has
introductions. Goal of game,
make sure your team puts papers
pieces in right folder. Everyone
takes turns rolling the die.
-7 pieces of paper for each folder.
-When you roll a 6 one of your
teammates can go and look at the
folder for 30 seconds.

and are encouraged to

ask questions.

Focus on mastering
the body.

20-25 minutes
-Students listen to
instruction of the game.
-Staying in their team of
3 or 4 they are given 3-4
pieces of paper that need
to be place with the
correct folder.
-By taking turns, Only
one person per team can
only go and see the
folder at 6 or place the
paper at 1.
- Students circulate and
try and match their pieces
of paper with the right
introduction.

20-25 minutes
-Game offers students
a chance to view body
arguments in a fun and
engaging way. Great
for kinesthetic
learners. A chance to
practice C2 reinvest
understanding of texts
and C1 interacting
with their peers.

Closure:
10 minutes
- Students try and figure
out in teams which
arguments are pertinent
and not pertinent. They
have to explain why.

Closure:
10 minutes
-Students understand
that difference
between a pertinent
and non pertinent
arguments.

-When you roll a 1 one of your

teammates can go place the
pieces of paper.

-The pieces of paper are one of

the following:
-Topics (Question ?)
-Supporting Arguments
-Picture
15 minutes-Teacher circulates with
clipboard and guides students with the
game.
Closure:
10 minutes
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4 min-Explain to students what are

pertinent and not pertinent arguments,
use the A as an example. Explain that
they have to write why an argument is
pertinent or not.
5 minutes- Have students figure out in
teams the pertinent and the non-pertinent
arguments for A and B. They write one
sheet per team. Continuing next class
with the rest.

Rules of The Matching game (Slide 8 from Body Lesson 3 PowerPoint)

The Matching game content: folders, pieces of paper and dice

The Matching Game: inside the folder, students are expected to add the papers that belong.

Answers (example of cellphones from Slide 22 from Body Lesson 3 PowerPoint)

Reflection of The Matching Game

I believe secondary 5 students rarely get a chance to move around in the classroom and
play educational games; they are expected to learn by taking notes or discussions. I created the
matching game to make the opinion text unit fun and different. Instead of having the students
read and write about what is a pertinent and non-pertinent argument, I decided to try something
different. I wanted to see how incorporating a game based on learning would motivate the
students. I was also interested in seeing how physical movement can add to the learning
experience.
The game took some time to assemble but was relatively simple since all I needed were
folders, dice and texts. I created the content based off of introductions and arguments that were
from opinion texts examples given by a pedagogical advisor. It was thanks to a conference on
MELS exams offered by the school board that I was able to find most of my documentation for
my unit plan on opinion texts.
When I presented the lesson plan and game to my CT, she believed it was a novel idea
and seemed fun. She did explain to me the importance of being clear in the delivery of my
instructions of the game. She also warned me that some students might feel reluctant to
participate in the activity since there is no prize and it might be uncomfortable for some
students since it is not what they are used to.
I ended up doing the lesson with all 6 of my groups (Core ESL secondary 5). At first I
only had 3 folders. I was puzzled since most of the students found it relatively easy and
completed it too fast. I thought I had to keep it simple but the first group had proven to me that I
had to make it more challenging. I decided to adapt it for the next classes. By adding 3 more
folders, it made the game more interesting since it became a challenge for the whole class.

During the activity, most students did participate and enjoyed the competition aspect of
the game. They wanted to beat the other teams by getting rid of all their papers the fastest. At
times, the classroom seemed a little chaotic since students were walking around trying to find
which folder their paper had to go with. All the groups were able to complete the activity with
success. I did not however anticipate the issues that arose while the game was happening. Some
students did not want to participate and found it childish, they sat back and watched other
members of their team play. Also a small number of students cheated by not following the rules;
they would get up and place their paper without rolling the dice. At first I thought this was
because they did not understand the instructions but it turned out they did not care about the
rules.
In the future, I plan on revising this lesson by possibly introducing a prize which will
peak students interest. Also for the students who did not follow the instructions and cheated, I
have to make sure that they lose their chance of participating in the activity. Since I did not
anticipate this issue I was not properly prepared to address it. Overall I learned the importance of
planning for the unplanned. I also believe that the instructions could be explained in a clearer
way. In the future I should model what I want them to do since simply reading the instructions
and showing them the PowerPoint slide of the rules is not enough. I ended up modeling the
activity with the final groups since one student asked if I can show what I mean by the game. I
also have to be careful in my planning and review the answers with the students since I did not
even consider how long it would take to go over each folder afterwards. I did not end up
following what was on the lesson plan after the game. I think this happens to a lot of novice
teachers. I believe the more experience we have with creating activities the better equipped we
are with planning logical sequences.

Lesson Plan of Think Pair Share (content pertinent to activity is in a blue font)
Jessica Evangelista

03/10/2015

Lesson 7: Think Pair Share Prom Questions

Core ESL Cycle 2 Year 3 (Sec. 5)
Total of 27 students:

20 students L1 French
o 1 students on IEP (Autism).
3 students L1 Spanish
2 students L1 Persian.
2 student L1 Arabic.

What the teacher does

What the students do

Rationale

Hook: 10 minutes
Attendance: 2 min
-Give back essay to students
and have them look over what
they wrote. Invite them to
question about what they are
still unsure about.
-Explain to students that there
is a written essay next class.
They are expected to actively
participate in the Think Pair
Share activity that is planned.

Hook 10 minutes
- Students look at their
essays from the previous
class and ask questions if
needed.

Hook 15 minutes
-Inviting students to review
what they had previously
written to notice what is
expected of them for the next
class.

Development:
45-50 minutes
Think Pair Share
2 minutes
-Explain to students that they
are expected to find arguments
from the textbook to help
support or go against the 3
prom essay questions.
-Teacher circulates to help
students.

Development:
45-50 minutes
Think Pair Share
2 minutes
-Students write individual
arguments and are
expected to find
arguments from the
textbook to help support
or go against the 3 prom
essay questions.

Think : 15 minutes
Prompt students to work
individually and with a partner

Think : 15 minutes
Students work
individually and with a
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Development:
45 minutes 50 min
Think Pair Share activity
-Students discuss in teams
(C1)
-Researchers have found
that students' learning is
enhanced when they have
many opportunities to
elaborate on ideas through
talk (Pressley 1992)
- The think, pair, share
strategy increases the kinds
of personal communications
that are necessary for
students to internally
process, organize, and retain

Pair: 15 minutes
Prompt students to work in
teams of 4 where they discuss
the arguments and compare
their notes.
Share: 15 minutes
Students share with the class
their arguments. Teacher
animates discussion.
Closure 10 minutes
-Explain to students that
there is homework is to
review Read and review
notes and texts pertaining
to the prom Student book
(p.121- 145) Literature
book (p. 91 -102)

partner
Pair: 15 minutes
Students work in teams of
4 where they discuss the
arguments and compare
their notes.
Share: 15 minutes
They share with the class
their arguments.
Closure:10 minutes
-Students listen to what is
expected of them for the
essay next class. They ask
questions if needed.

ideas (Pimm 1987).

-In sharing their ideas,
students take ownership of
their learning and negotiate
meanings rather than rely
solely on the teacher's
authority (Cobb et al. 1991).
https://www.teachervision.co
m/group-work/cooperativelearning/48547.html
Closure:
10 minutes
-Recapping what is expected
from them next test enables
students to best prepare
themselves.

Think Pair Share Handout (Slide 3 from Lesson 7 Think Pair Share PowerPoint)

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Reflection of Think Pair Share

I wanted to find an approach to brainstorming arguments that would entice students to
eventually share with the class. Think Pair Share came to mind since it is considered to be an
excellent way of getting students involved and talking to each other about a topic. I had recently
learned about this activity in my Cross-Curricular teaching methods class and noticed how
motivating it was for enabling students to formulate responses that were well thought out.
I believed this activity fitted in my unit plan when it came time to help the students best
prepare for their exam. Since my CT and I wanted to provide the essay questions in advance, we
decided to show them the day of the Think Pair Share activity. The reason for this was to have
the students find all the supporting evidence they needed to best prepare them for the opinion
text production. The activity itself is straight forward but one has to make sure that the students
follow the instructions without skipping steps.
Ive heard from classmates that it is a great strategy and my CT encouraged me to do this
with the class. She helped me brainstorm which activity would be best for preparing the students
for the exam and she agreed with me that Think Pair Share was the right option. It enabled the
students to engage with all 3 ESL competencies throughout one activity.
Explaining the activity is relatively simple but expecting the students to follow through is
not. When we started the think part which consists of individual reflection and/or talking with a
partner, some started talking in groups of 3-4 immediately. I did not expect that to happen since I
thought I was explicit in explaining that there would be group discussions afterwards. Some
students ended up skipping and went straight to team discussions. I walked around the class and
had to remind the students that they would be able to talk as a group in a couple of minutes and
that skipping the first step of individual research would impact the flow of thoughts. Most

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understood what to do while others did not fully cooperate. However, I was still pleased since
they were on task and talking about finding supporting evidence in English. Since I had primed
the students that the following class was the exam, many took this activity seriously. They filled
out the handout I provided and were able to find supporting facts for the arguments. Many
though were confused in distinguishing between arguments and supporting examples since this
was an issue for many in the previous classes.
Besides a few issues with some skipping steps, overall the activity was a success. Most
students followed the sequence and when it was time for group discussion. I noticed an abundant
participation on behalf of the students. Some of the more reserved students also spoke up which
was fantastic. Nevertheless, I have to make sure that all students are able to follow through with
the instructions and have a voice. I also have to be careful with students that can monopolize the
class discussions since it usually is the same students who participate.
I think I would definitely use Think Pair Share again for brainstorming and finding
supporting arguments. I also think it would work well with critical thinking units since it enables
opportunities for deeper thinking. Allowing the students to reflect on a topic for a while enables
them to have a platform to become independent learners. Overall, I believe that this activity
would be better if I collect the individual work of the students for formative feedback. One
cannot assume that from classroom discussion at the end that all the students understood the
purpose and goal of the lesson. It is often hard to find an activity that will benefit all learners but
this one helps learners open up and share. If they arent brave enough to share with the class,
they usually are more comfortable in sharing in smaller groups.

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Lesson Plan of Kahoot (content pertinent to activity is in a blue font)

Jessica Evangelista
ESL Cycle 2 Year 3

Date: 03/17/2015 Time: 8am-915am

Core

Lesson 1: Introduction to organizing a trip

Group 6: Most of the students native language is French, some are Spanish
and a couple of students have other foreign languages. 1 student is on an IEP
and is permitted to use electronic devices.
Competencies: C1 interacts orally and C3 writes and produces text. Cross
curricular competency uses information and communication technology.
Teaching skill: Evaluating and monitoring student interaction (C1) when
students work in groups.
What the teacher
does
Hook: 20 minutes
2 minutes- Attendance
-Kahoot cellphone
activity. Teacher guides
students to answer 10
questions based on
world travel.
https://getkahoot.com/
-Change seating
Teacher tells students
to change seating
arrangements (new
unit, new group
members)
Development: 50
minutes
15 minutes
-Teacher introduces new
project of organizing a
trip and kiosk
presentation, goes over
guidelines,
expectations from
handout booklet
document.
-Invite students to
question.

What the students do

Rationale

Hook 20 minutes

Hook 20 minutes

-Kahoot cellphone
activity. Students answer
10 questions based on
world travel. Those that
have cellphones with
internet access go on the
website: www.kahoot.it

- Kahoot cellphone
activity. Enables
introduction to new
unit in a fun way.
- Cross curricular
competency: uses
information and
communication
technology.

-Change seating
Students can pick their
group members

Development: 50
minutes
15 minutes
-Students listen and take
notes of the new project.
A handout is provided for
each student.
-They are welcome to
question as we go
through the guidelines.
35 minutes
-Students work in teams
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- Change seating
Enables students to
change
Development: 50
minutes
-New project is
introduced to
students. They will
be working on the
project for the next
8 courses.
-Teacher brings
authentic materials
to support lesson
e.g. travel related
books, vacation

35 minutes
-Ask students to work in
teams of 3-4 to
brainstorm ideas. They
have to decide on a
country as a group.
(Not allowed to pick
country of origin nor
Quebec since it would
be too easy)
-Teacher circulates to
help students and listen
if students are
interacting in English
and taking notes.
Conclusion: 5 minutes
-Closure, teacher asks
students if they have
questions.
-Explains next class will
be in the library for
research.
-Teacher picks up the
booklets.

of 3-4 to brainstorm
ideas. They have to
decide on a country as a
group.

pictures, maps, etc.

Conclusion: 5 minutes
-Students are invited to
ask any additional
questions.
-Students hand in
booklet.

Conclusion: 5
minutes
-Teacher can
examine what
students have
completed during
class time.

-As students work in

teams they are
expected to interact
and take notes.
Combination of C1
and C3.

Kahoot Quiz invitation (Slide 1 from Organizing a trip Lesson 1 PowerPoint)

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Sample of Kahoot World and Travel Quiz created by Jessica Evangelista

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Reflection of Kahoot
Cellphones in the classroom has often been frowned upon and discouraged. Many believe
they have no place in learning and are a distraction that should be banned. It is true that students
who do use them in the classroom are distracted and disrupt the learning environment. However,
I think it is time we try and use this tool to as an educational learning tool.
It was thanks to a fellow student teacher who showed me a great website called Kahoot.
It is a classroom response system which creates an engaging learning space, through a gamebased digital pedagogy (https://getkahoot.com/). The teacher can creates quizzes where the
students use their digital devices to participate. It happens in real time and the students get to see
on their devices if they get the right answer. They also are introduced to competition element to
try and answer the question the fastest to get the most points.
At first my CT was reluctant to have me do this activity with the students. Since it is a
software that only works when connected to the internet, she was worried that it would not be
fair to all the students. The reality is that not all the students have phones or tablets and expecting
them to have internet connection can be discriminating to students who dont have the means. I
agreed with her that it does cause a sense of injustice and that kept me stumped on the activity.
Still, I wanted to try and see what was the general response would be to this. Since Kahoot has to
be projected and viewed by all on a big screen rather than just on an individual device, I thought
the students without cellphones could still enjoy viewing it on the projector. I also encouraged
students to pair up with others to answer questions on the cellphones.
The response to the quiz I created was phenomenal. All the students who played loved it.
Also those who did not have a cellphone or tablet also enjoyed the experience. The students we
did not have access told me that they loved watching and some were guessing out loud the

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answers. Everyone was excited since they felt that they were on a game show in the ESL class.
They never knew it existed before I showed them and the absolutely went nuts when they played
it. I never saw students as focused and as involved in an educational setting. The learning
experience was fun, interesting and captivating.
Many left positive feedback in regards to Kahoot. I think it enables students who are shy
a chance to participate. Since students can pick nicknames, their identity could still be held
anonymous. Overall it was a success but there were still unplanned surprises that occurred. Since
the students could pick their names the inevitable happened. Sometimes inappropriate names
appeared but I was able to dismiss the students since there is a feature with the software that
allows the teacher to kick out students. This is an excellent feature since the teacher can control
who is allowed to play and who is not.
Since I started the class with the game, that really got the students excited and it was hard
to carry out the rest of the lesson. I recommend using Kahoot as a reward at the end of class.
There is also a feature to have the answers sent to an excel document which shows the students
scores. This document can show which questions students had the most difficulty with. This
feature allows for assessing students in a productive way. The possibilities with this tool are
endless, one can create numerous exercises such as grammar quizzes, idioms exercises, spelling
tests, vocabulary building, etc. Kahoot is now my go to tool for engaging with students in a fun
and interactive way.

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