Models of Teaching Portfolio

Submitted by
Alesia Pantoja
to
Dr. Wendy Frazier
In the fulfillment of the requirements for
EDUC: 6330
Teaching Methodology for the Professional
August 21, 2016

Table of Contents
1

Purpose and Objective

4
Model 1: Learning to Learn Inductively
5
Example: Shapes
Model 2: Scientific Inquiry
9
Example: Sink or Float
Model 3: The Picture Word Inductive Model
12
Example: Creating a Paragraph
Model 4: Concept Attainment
17
Example: Realism vs. Fantasy
Model 5: Memorization
20
Example: Four Seasons
Model 6: Advance Organizers
23

Example: Wants and Needs

Model 7: Inquiry Training Model
26
Example: The Little Pig

Model 8: Group Investigation

29
Example: Using Our Senses
Model 9: Role Playing
34
Example: Learning Emotions
Model 10: Nondirective Teaching
38
Example: Working Together

Purpose and Objectives of Portfolio

EDUC: 6330 Teaching Methodology for the Professional
Purpose: The purpose of this portfolio is to exhibit the variety of teaching
models that have been presented in this class curriculum.
Objective: The objective of this portfolio is to reveal examples of different
types of teaching models that have been presented in this class. The lesson
plans were designed to contribute to my instructional methods as an
educator and to further my students learning. These lessons will also help
me introduce creative thinking methods and lesson models to not only my
students but my colleagues as well.

Inductive Thinking Model

Lesson Title: Shapes
Targeted Grade Level: Kindergarten
Subject: Math
Lesson goals: The learner will identify and sort 2 dimensional and 3
dimensional shapes. The learner will create 2 dimensional and 3 dimensional
shapes using a variety of materials. The goal will be facilitated by the data
set of the characteristics and attributes from the difference of 2 dimensional
and 3 dimensional shapes.
Lesson Objectives:

The learner will identify attributes of two-dimensional shapes using

informal and formal geometric language interchangeably.

The learner will classify and sort a variety of regular and irregular two
and three dimensional figures regardless of orientation or size.

The learner will create two-dimensional shapes using a variety of

materials and drawings.

Material/Resources Needed:

The room will have the following shapes hidden around the room for
the students to find and sort with a partner: The 2d shapes will be
circle, square, triangle, special triangles, and oval. The 3d shapes will
be cone, sphere, cube, pyramid and rectangular prism.

Students will need journals to draw in their results of the groups they
made.

Students will need construction paper, toothpicks, marshmallows,

lincoln logs and pipe cleaners to create 2d or 3d shapes to help
differentiate the shapes characteristics and attributes.

Lesson Components:
Focusing Event:

The teacher will discuss that there are different kinds of shapes and today we
are going to learn some new shapes. Ask the students what shapes do they
see around the room? ( clock, door, circle tables or tiles).
Phase 1: Data Collection and Presentation
Teacher will place 2d and 3d shapes around the room. The following shapes
will be placed: circle, square, triangle, special triangles, oval, cone, sphere,
cube, pyramid and rectangular prism. Students will collect the shapes around
the room like a scavenger hunt using a key of what shapes to find displayed
on the smartboard as a guide.
Phase 2: Examining and Enumerating Data
The teacher will ask students to return back to their seats and examine the
shapes. Students will discuss with a partner what similarities and differences
they see amongst the shapes.
Phase 3: Grouping Items into Categories
Students will then sort the shapes into groups. Some groups students might
create are flat shapes and non-flat shapes (2d and 3d shapes), circle family
( circle and spheres), triangle family (triangles, special triangles and
pyramids) and etc.
Phase 4: Interpreting Data and Developing Labels

Students will come together and discuss their different groups and how they
come up with those groups. Students will then discuss with their table what
would they name the groups they created. Students will then draw the
groups they made in their journals for discussion. Some teacher directed
questions that may be asked: How did you sort the objects and why? What
things do the shapes have in common?
Phase 5: Building Hypotheses and Generating Skills
After discussing the different groups of shapes and the characteristics, the
students will create the shapes. Students will create the shapes they
collected in the scavenger hunt by using a variety of materials. The materials
are: toothpicks, marshmallows, construction paper, pipe cleaners and lincoln
logs. Students will practice creating the shapes.
Students will come together in whole for group discussion. Teacher will
display a chart that shows 2d shapes on one side and 3d shapes on the
other. Teacher will discuss what difference do you see between 2d and 3d
shapes. The teacher will explain that 2d shapes are flat and can't stand up
by themselves unlike 3d shapes. Questions to help with discussion: After
creating the shapes did it change how you would sort the shapes? What
shapes were harder to create than others and why? If you could sort the
shapes into two categories what would they be?
Students will resort the shapes they found in the scavenger hunt into 2
categories. Help students come to the conclusion of two categories one with
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flat shapes and one with non-flat shapes (2d and 3d shapes). (Reteach)
Have students recreate the shapes if needed and sort.
Modifications Suggested for English Language Learners:
The lesson has shapes that are displayed on the smartboard for guidance in
the scavenger hunt. The students will also be working with tangible shapes
so it's easier for them to explore the differences amongst the shapes. The
student will also be paired with a partner to help with understanding during
discussions.

Scientific Inquiry
Lesson Title: Sink or float
Targeted Grade Level: Kindergarten
Subject: Science
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Lesson Goals: The learner will explore what causes an object to sink or float
by using the scientific inquiry method.

Lesson Objectives:
The learner will understand the meaning of buoyancy.
The learner will conduct a simple experiment.

Materials/Resources Needed:
This lesson will require a tub full of water for each table, an aluminum foil
sheet and modeling clay.
Students will also need their science journals to help record the results of
their simple experiment.

Lesson Components:
Phase 1: Area of Investigation Is Posed to the Students
The students will be paired with a partner and each pair will be given a ball
of clay and an aluminum foil sheet. The teacher will ask students to explore
the materials by touching the clay and aluminum foil and to place the
materials in the water. Students will then record the results of placing the
ball of clay in the water and the sheet of aluminum foil in their science
journals. After students recorded what happened, the teacher will pose a
question. What do you think causes objects to sink or float?
The students may respond by the following statements:

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The object may be heavy so it sinks.

The object may be light so it floats.
The shape of the object can make it sink or float.
What the material is made out of can make the object sink or float.

The teacher will then pose the following area of investigation: Your problem
is to determine what causes these 2 objects to sink or float?

Phase 2: Students Structure the Problem

Next, the teacher will have the students create a way where both objects
float. Before manipulating the materials the students must draw in their
journals what they are going to do to the clay and aluminum foil. After
illustrating the student can model the clay or aluminum foil and test if how
they changed the material makes a difference. Students will continue to
illustrate the steps they take to make the clay and foil float.

Phase 3: Students Identify the Problem in the Investigation

Students will then come together in whole group and discuss their findings
and how they manipulated the materials to float. The students will discover
the more space the object took up the easier it was for the object to float. For
example when they clay was in the form of a ball it immediately sunk to the
bottom, but once the clay was modeled into a bowl like shape the clay
floated.
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Phase 4: Students Speculate on Ways to Clarify the Difficulty

After the students have discussed their findings in their simple experiment
they will make a list of the elements of what can cause an object to sink or
float. The students will make a t-chart in their journal with one side that
reads sink and the other side that reads float. The students will then come
together in whole group and generate examples of what they see every day
that sinks or floats and answer why they think these objects sink or float.

Picture Word Inductive Model

Lesson Title: Creating a Paragraph
Targeted Grade Level: Kindergarten
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Subject: English language arts

Lesson Goals: The learner will analyze a picture and use that picture to
build words, create sentences and a short story or paragraph.

Lesson Objectives:
The learner will build words from a photograph.
The learner will create simple sentences.
The learner will place sentences in chronological order to tell a story.

Materials/Resources Needed:
This lesson will require a picture for the students to identify items in the
picture.
The teacher will need a whiteboard, sentence strips and markers to help
write words and structure sentences.

Focusing Event: The teacher will introduce a photo, having the students
examine the photo and think about what they see in the photo.

Lesson Components
Phase 1: Study the Photograph
The teacher will display the following photograph of a dog.

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The students will identify what they see in the picture as the teacher writes
down on the photograph what they see. The teacher will say the word as
they are writing it and then spell the word. The teacher will then ask students
to say the word and then spell the word. Here is a list of words that may be
displayed:
Sand
Water/ ocean
Dog
Sunglasses
Necklace
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 Rocks
towel

Phase 2: Analyzing Word Attributes and Building Categories

The teacher will review the words on the chart. The teacher will ask students
to place their hand under their chin and say a word displayed in the picture.
The teacher will then ask students to separate the words by how many times
their hand hits their chin. The students will be given the words written on a
sentence strip and students will practice sorting the words based on how
many syllables are in the word. Teacher will explain that they are separating
the words by syllables.

Phase 3: Creating Sentences

The teacher will then ask the students to create a sentence by using the
words and what they see in the picture. The sentences can be
straightforward or as creative as the students want them to be.
Example sentences:
The dog is relaxing in the sand.
The silly dog has sunglasses on.
The sand is too hot for the dog.
The dog has a towel.

Phase 4: Making Titles

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The teacher will ask the students to look at the photograph and think of a
title for the photograph. The teacher will explain a title is like a name for a
book or photograph. The students will take turns naming the photograph and
the teacher will write 5 down on a whiteboard.

Examples of names:
The Funny Dog
A Surprise at the Beach
A Day at the Beach
The Talking Dog

The teacher then asks the students to think of a sentence that would fit
under one of the titles they came up with until there is about 4-5 sentences
per title.

Phase 5 Classifying Sentences

After the students give examples of sentences the teacher will write them on
a sentence strip and have the students place them under a title. The
students place a sentence under a title and tell why they placed it there. The
students will continue sorting the sentences and justify their reasoning.

Phase 6: Composing a Paragraph

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The teacher will have the students vote and choose one title. The students
and teacher will read the sentences under the title out loud. The teacher will
explain that we are going to put a paragraph together and that a paragraph
is 4-5 sentences about the same topic. The teacher will start with a sentence
The dog was bored at the house. The students will share sentences that
will go with the paragraph or use a sentence that was created earlier in
whole group. After the paragraph is finished the teacher and students will
read the paragraph together.

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Concept Attainment Model

Lesson Title: Realism vs. Fantasy
Targeted Grade Level: Kindergarten
Subject: English Language Arts
Lesson Goals: The learner will explore the genres: fantasy and realism, and
define the characteristics or attributes of fantasy and realism. This goal will
be facilitated through data sets and sorting pictures into two predetermined
categories.
Lesson Objectives:

The learner will identify the difference between realism and fantasy.
The learner will create examples of both fantasy and realism.
The learner will classify and sort pictures.

Materials/Resources Needed:

Teacher will use 2 pictures from the following fairy tales: Goldilocks and
the Three Bears, The Gingerbread Man and Cinderella. The teacher will
also need 6 pictures of events students see in everyday life. The
following are the pictures: people in a house, children baking cookies,
children dancing, children in a school, children on a playground and
people walking in the street. The teacher will use these pictures to
display them on the whiteboard and place them on a t-chart in a yes
and no column.

Lesson Components:
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Focusing Event:
The teacher will guide students to the pictures they see displayed on the
left side of the board. Teacher will ask students where they have seen some
of the pictures before.
Phase 1: Presentation of Data and Identification of Concept
After discussing the scenes in some of the pictures, the teacher will draw a
t-chart on the whiteboard and label one column yes and the other no. The
teacher will display 3 fantasy pictures on the yes side and 3 realism pictures
on the no side. The teacher will then ask the students what do you notice
about the pictures on the yes side and what do you notice about the pictures
on the no side. After the students discuss what they see that is different
between the columns, they will be asked to describe the yes column and the
no column.
Phase 2: Testing Attainment of the Concept
The teacher will then refer the students to the last 6 pictures on the left side
of the board. The students will then sort the remaining pictures in the yes
and no categories according to the definitions they came up with for the
columns described in phase 1. The teacher will then restate the definition
that the students stated in phase 1 and state that in the yes column the
pictures you described are called fantasy and in column no the pictures you
described are called realism. The students will then be asked to give
examples of what they believe is fantasy and realism.

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Phase 3: Analysis of Thinking Strategies

Students will then be asked why they would put the examples they gave in
the fantasy column and the realism column. The teacher will ask the
students what kind of picture would be on the fantasy side and what kind of
picture would be on the realism side. The teacher will then ask students to
restate the names of the concepts.(checking for understanding).
Modifications Suggested for English Language Learners: If possible,
ELL students will sit in the front and be given clarification if needed.
However, all examples will be pictures and easier for students to understand
the difference amongst the two columns. ELL students should feel
comfortable participating and giving examples due to the numerous
examples pictured.

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The Memory Model

Lesson Title: Four Seasons
Targeted Grade Level: Kindergarten
Subject: Science
Lesson Goals: The learner will memorize the four seasons.
The learner will identify and describe the seasons.
Lesson Objectives:
The learner will create an illustration to help them remember the names of
the seasons.
The learner will identify each season.
Materials/Resources Needed

A large illustration of the four seasons without the names, labels of the
four seasons, and construction paper and crayons.
A smartboard to create an illustration.

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Each student will need a piece of large construction paper and

crayons.

Lesson Components:
Phase 1: Attending to the Material
The teacher will display a large illustration of the four seasons that is not
labeled. The display will show each season in a square the teacher will use a
dry erase marker to label each square with a number 1, 2, 3 and 4. I will ask
the students to pretend they are in one of the squares. The students will then
take turns acting out which square they chose by what they see in the
picture. For example if they choose winter which is labeled number 1 they
can pretend they are cold because of the snow. The students that are not
acting out a season will guess by holding up the number 1, 2, 3 or 4. Next,
the teacher will ask the students If you can name the numbered boxes what
would you name them? After students have given examples, the teacher
will introduce the word seasons. The teacher will say These four boxes are
called seasons and there are four of them winter, spring, summer and fall.
The teacher will take away the numbers and label the season chart with their
correct labels.

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Phase 2: Developing Connections

The teacher will then tell the students that we will learn some words through
a short story and draw silly pictures to help us remember the seasons
names. The teacher will draw on the smartboard a large window to illustrate
each season as they tell a story. The teacher will start telling their story.
There was a village of snowman who always loved to race so their village
was called the winner village. The teacher will ask students does the word
winner sound like one of the seasons. The teacher will go to the first square
in the window and draw snowman with medals and label the box winner. The
teacher will continue with the story and say there is another village with
silly flowers that bounced everywhere because they had springs for stems.
The teacher will then go to the next box and draw silly bouncing flowers and
label the box Spring. The teacher will continue with the story. The next
village was a village with numbers that wore sunglasses and they loved to
add, so every day they would add a number to some more numbers and
some more numbers. This village was named the some more village. The
teacher will illustrate the next village with numbers wearing sunglasses and
label the box as some more. The teacher will continue with the last village.
In this last village the people there were really clumsy and fell everywhere
because there were colorful trees everywhere. They would fall going up the
stairs down the stairs just everywhere. The teacher will then illustrate the
last box and label it fall.

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Phase 3: Expanding Sensory Images

Next, the teacher will ask students to go back to their desk and illustrate the
four season village to help them memorize the names of the four seasons.
The students will work with a partner to collaborate what they could draw to
help them remember the name of the seasons.

Phase 4: Practicing Recall

After each pair of students has created their season village they will practice
retelling the village story to each other pointing to the correct village and
saying the correct name. The students will walk around the room and tell the
village story until they feel comfortable with the story and are familiar with
the name of each season. The teacher will then meet with each student and
display a four season chart that is not labeled and ask the student to identify
each season.

The Advance Organizer Model

Lesson Title: Wants and Needs
Targeted Grade Level: Kindergarten
Subject: Social Studies
Lesson Goals: The learner will understand the difference between wants
and needs.
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Lesson Objectives:

The learner will identify wants and needs.

The learner will create a t-chart and give examples of wants and
needs.

Materials/Resources Needed:

The book Pigeon wants a Puppy is needed for phase 1.

Each student will need construction paper, crayons, glue and scissors.

Each table will need 3-4 magazines for students to use to create their
t-charts.

Lesson Components:
Phase 1: Presentation of Advance Organizer
The teacher will read Pigeon Wants a Puppy by: Mo Willems; which tells
about a pigeon that really wants a puppy and how he would take care of it.
After reading, the teacher and the students will discuss: what did the pigeon
want and what does the pigeon and a puppy need to live.
The teacher will then ask students, What are some things you want and
what are some things you need to live? The teacher will then display a tchart. The teacher will explain that this chart will help us brainstorm and
organize our ideas.
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The teacher will give an example of something they want on the left side of
the t-chart and something they need on the right side. The teacher will then
ask students what does this t-chart show you. The students may say one side
shows wants and the other shows needs. The teacher will then label the left
side wants and the right side needs. The teacher will then ask for more
examples and illustrate the examples given on the t-chart and have the
students tell them which side to draw the example given whether it's right or
wrong.
Phase 2: Presentation of the Learning Task or Material
The teacher will introduce that today we are going to talk about the meaning
of wants and needs and what they are. The teacher will explain that wants
are things we would like to have but don't need to live and needs are things
we need to live and survive. The teacher will ask students to look at the tchart and have them make changes of the examples illustrated if needed.
For example if donuts are on the need side have a student erase it and put it
on the wants side. Teacher will continue until all students agree the t-chart is
correctly placed under the correct label.
Phase 3: Strengthening Cognitive Organization
Students will then go back to their tables where glue, scissors, construction
paper and magazines are placed. The teacher will have students create a tchart using crayons on the construction paper and labeling one side wants

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and the other side needs. The students will then look in the magazines and
cut out pictures and glue them on the correct side of their t-chart.
The students will then come together in a whole group and share their tcharts explaining why they placed the pictures on the side they did. After
students have discussed their t-charts, the teacher will ask, Why do you
think it is important to organize your thinking? What would happen if we took
away the t-chart? The teacher will go back to the smartboard and erase the
t- chart and labels leaving just the pictures. The students may respond that
you would just be looking at pictures and not know what the picture is about.
The teacher will keep prompting students to help them understand how
important it is to organize your thinking and there are different ways to do it.
For example today we used a t-chart to organize our ideas and work, so that
we can easily understand our thinking.

Inquiry Training Model

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Lesson Title: The Little Pig

Targeted Grade Level: Kindergarten
Subject: Social Studies
Lesson Goals: The learner will explore ways of building a protective shelter
and the importance of shelter.
Lesson Objectives:
The learner will collaborate with others.
The learner will conduct a simple experiment.
Materials/Resources Needed:
This lesson will require play-doh, a cut out of a little pig, a blow dryer and
toothpicks.
Students will also need their science journals to help record the results of
their simple experiment.
Lesson Components:
Phase 1: Confrontation with the Problem:
The students will be paired with a partner and each pair will be given a jar of
play-doh , a cutout of a little pig and 15 toothpicks.The teacher will ask
students to explore the materials by touching the play-doh, the little pig cut
out and toothpicks. After the students had time to explore the materials, the
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teacher will pose a problem to the students. You must find a way to protect
this little pig from a windy storm by only using the materials given.
Phase 2: Data Gathering-Verification
Next, the teacher reiterates the problem that a windy storm is coming and
you need to protect the little pig. The teacher will let the students know they
may manipulate the play-doh anyway and the toothpicks. The pig must fit in
what you built. The students will then discuss a way to protect their little pig
using the materials given.
Phase 3: Data Gathering Experimentation
Students will then ask the teacher yes or no questions pertaining to the
experiment. The students will use the answers to help think of ways to make
something to protect the pig. If students do not ask a yes or no question the
teacher will ask the students to rephrase the question.
Examples of questions:
Do we need to use all materials? No
Can we build a building? Yes
Does the building need walls? Yes
Does the pig need to be inside the building? Yes
Phase 4: Organizing, Formulating an Explanation

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The students will then draw out a plan or a blueprint for their pig. The
students take the data gathered from phase 3 to discuss and record the
steps they want to conduct. The students also discuss and record what steps
they think will work, won't work and why.

Phase 5: Analysis of the Inquiry Process

The students then analyze their final plan and attempt their structure. After
all the students have conducted their structure for their pig, everyone will
bring their structure to the whole group. The teacher will then use a blow
dryer to test all the structures one at a time. As a group, the students will
record what structures work, what structure didn't and why? The students
will end the discussion on the similarities of the buildings that did work and
how to improve the ones that did not work.

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Group Investigation Model

Lesson Title: Using our Senses
Targeted Grade Level: Kindergarten
Subject: Science

Lesson Goals: The learner will use one of their 5 senses to examine and
identify an unknown substance.

Lesson Objectives:
The learner will use one of their 5 senses to examine an item.
The learner will work in a group to analyze items.

Materials/Resources Needed:
The teacher will need the book My 5 Senses by Aliki
This lesson will require 4 small plastic cups for each table or paper bags
filled with salt, sugar, lemon juice and hot cheetos. The students will also
need q-tips to help examine the items in the cup.
Students will also need their science journals to record their findings.

Lesson Components
Phase 1: Encounter Puzzling Situation

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The teacher will read the book My 5 Senses to review the 5 senses and what
each sense does. After reviewing the 5 senses, the teacher will pose a
scenario. The teacher will tell the students Each of you will be given a super
power. Here are the following superpowers: perfect sight, incredible hearing,
smell master, taste tester and strong touch. You will make a superhero team
and each team member will have a different power. You will be intrusted with
4 different unknown substances and your mission is to examine and identify
the substances using only your super powers.

Phase 2: Explore Reactions to the Situation

After the teacher discusses the scenario with the students they discuss how
they should analyze and discover each substance.
In what ways can you examine the substance?
How could you use your power to help your other teammates?
The teacher will pass out superpower cards and each card will have one of
the 5 super powers mentioned in phase 1. The students will then be put in
superhero groups where each member of the group will have a different
superpower. The students will then talk to their group about what
superpower they have and how they can use that super power to discover
the substances.

Phase 3: Students Formulate Study Task

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After students have discussed what steps they should take in discovering the
substances, the teacher will remind students of their task.
Your mission is to identify these four senses by working together with your
superhero team and only using the superpower you have been given.
The teacher will then describe each superpower and the superheros jobs.

Perfect sight job: Your job is to use your eyes to identify the items and help
guide your other teammates to use their powers.

Incredible hearing job: You have the ability to hear anything, you must use
your ears to identify the substance. You may not use any other power so
your items will be in paper bags.

Smell master job: You have the power of smell and you must use this power
to find out what the substance is and you may only use this power. You must
use your skill of wafting so you can examine the substances and the
substances will be placed in small paper bags so that you can only use your
incredible smell sense.

Taste tester job: You have the power to taste any substance. You are to use a
q-tip and dip it in the substance to try to identify the substance. Your items
will be in a paper bag so you will not be able to see the items, but only taste
them.
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Strong touch job: You have the power to touch any substance to examine it.
You may use your fingers to only touch the items and try to identify them.
Your items will be in a paper bag.

Teacher will explain that the cups or bags will have a number 1, 2, 3, or 4 to
help keep track of what substance you examined. After examining the
substance you record in your science journals what you think the substance
is.

Phase 4: Independent and Group Study

Students will then examine the substances by using their superpower.
The students will discuss with others in their group what they discovered and
what they believe the substance is. The students will ask each other
questions to come to a conclusion of what the substance is such as:
What does the object smell like?
What does it look like?
What does it feel like?
What does it sound like?
What does it taste like?

Phase 5: Analyze Progress and Process

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After each group of students have come to a conclusion of what each

substance is everyone will come together in whole group. The teacher will
ask students what do you believe is substance number 1 and why? The
teacher will go through all 4 substances. The students will reveal what each
substance is and the teacher will reveal the true substances.
Substance 1: salt
Substance 2: sugar
Substance 3: lemon juice
Substance 4: Hot Cheetos
The students will refer back to their science journals and discuss if they were
right or how close they were at identifying the substance.

Phase 6: Recycle the Activity

The teacher will ask students why is it important that we have 5
senses? The teacher will then mention we have investigated with only having
one superpower, what could we do with more than one? The teacher will
have students investigate ways we use more than 1 of our senses at the
same time. The students will investigate new substances and practice
identifying them by using as many senses as they can.

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The Role-Playing Model

Lesson Title: Learning Emotions
Targeted Grade Level: Kindergarten
Subject: Social Studies
Lesson Goals: The students are to use problem solving skills as a group and
work to identify the problem and create a solution.

Objectives:
The learner will identify a problem in a short story.
The learner will create a solution to the problem.
.
Materials/Resources Needed: The teacher will need the book Marvin Gets
Mad by: Joseph Theobald. The students will need construction paper and
markers to draw out a relatable problem and a solution to the problem.

Lesson Components:
Phase 1: Warm Up the Group
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The teacher will read the book Marvin Gets Mad. This book is about a
sheep named Marvin who has trouble controlling his emotions and gets mad
when another sheep eats an apple that he wanted. Marvin ends up turning
into a monster and throwing a tantrum. He then falls into a hole and his
friend comes and helps him, then Marvin apologizes.
The teacher then has the students think about a time when they were mad
and you hurt someone's feelings on accident like Marvin?
Next, the teacher asks the students, have you ever been so mad that
you lost control? The teacher will then ask the students to retell the story
about Marvin.
After the students retell the story in whole group the teacher will
explain what roleplaying is. The teacher will explain that roleplaying is when
you pretend to be other people and act out a scene that could happen in real
life.
Phase 2: Select Participants
The teacher will ask the students about the two main characters in the
story. The teacher will then help the students to analyze the characters
Marvin and Molly and their actions. The students will go into depth on the
characters feelings and their actions in the story and why they think the
characters act the way they did in the story.
After students have discussed Marvin and Molly's actions in the story,
they will practice becoming the characters. The teacher will first pick two
students to role play Marvin and Molly's characters.
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Phase 3: Set the Stage

The teacher will then ask the students What was the setting of the
book? The teacher will then ask the students to imagine that they're outside
watching sheep underneath an apple tree. The teacher will ask the two
students to act out the beginning of the book until Marvin has a problem.
Marvin comes across to his first problem where he does everything to try to
get an apple, but he can't and ends up falling asleep. Marvin wakes up and
realizes that Molly ate the apple he wanted. Marvins second problem occurs
when he gets really angry and turns into a monster.
Phase 4: Prepare the Observers
As the two students are role playing, the other students will be
observing the problems in the story and the characters reactions. Before the
students act out the scenes, the teacher discusses with the students which
scenes in the story are most important; the characters actions and
behaviors. The teacher will ask the students how do you think Mollys
character acted compared to Marvins.

Phase 5: Enact
After the observers understand what they're looking for, the two
students role playing will start. The teacher will ask the observers to put
their thumb up when they see a problem. The teacher will stop when the
majority of the observers have their thumbs up. The teacher will then ask the
students to remember what happened in the story and think about how they
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could solve the problem. After the students finish roleplaying they will be
given time to reflect on how they want to react to the problem, then the
roleplaying will continue. The students will keep roleplaying until the
students demonstrate how to be considerate towards others feelings.
Phase 6: Discuss and Evaluate
After the students act out the scene the teacher and the students
review what happened. The teacher will specifically go into the actors
feelings and actions. The teacher will ask what happened when Molly ate the
apple and did she know Marvin really wanted that apple?
Phase 7: Reenact
After analyzing the actors feelings and discussing their behaviors the
students will start to think about solutions to Marvin and Mollys problem.
Students will then offer suggestions to the following questions. How should
Marvin react to Molly eating the apple? How should Molly react to Marvin
getting angry at her? The students will reenact solutions that were
suggested.
Phase 8: Discuss and Evaluate
After students have reenact a solution to the problem in the story, the
students and teacher will discuss the reenactment, explore the meaning of
being considerate and start to develop another reenactment.
Phase 9: Share Experiences and Generalize
The teacher will have students to think about a time where they were
really mad and they were mean to someone else because they could not
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control their emotions. The teacher will then have the students go back to
their seats and draw about a time they were mad. Students will then come
back to whole group and discuss the time they were mad and talk about a
solution. The teacher will remind students to be considerate towards others
feelings during the discussion. The students may role play the problem and
solution if needed.

The Nondirective Model

Lesson Title: Working Together
Targeted Grade Level: Kindergarten
Subject: Character Development
Lesson Goals: The learner will seek to work cooperatively with a partner
and in a group setting. The teacher will be the facilitator to help effectively
instruct the appropriate behavior when working with others.
Lesson Objectives:
The learner will collaborate with other students.
The learner will express their concerns or comments by using
their words.
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 The learner will recognize the benefits of sharing.

Materials/Resources Needed:
The teacher will need the book llama llama Time To Share for a discussion at
the end of this model.
Lesson Components:
Phase 1: Defining the Helping Situation
The following lesson is created to reach students who have difficulty
working with other students in and outside the classroom. The teacher will
be named Ms. Jay and the student will be called Erik.
The teacher Ms. Jay notices that Erik has been reluctant to work with a
partner, and hits his peers instead of using his words to communicate
effectively to others. Ms. Jay decides to have a conversation with Erik during
station time.
Ms.Jay: Erik, I notice that you like to work and play by yourself. I noticed that
another student wanted to work with you during station time, but you did not
want to work with her and you pushed her away.
Erik: I like working by myself Ms. Jay I don't want to share my tools and I
want to do my work on my own.
Ms. Jay: I understand that sometimes it can be hard to work with others, but
sometimes we need to work with others. I work with other teachers to think
of lessons to teach you all. Im certain other students would love to hear your
ideas and work with you.

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Erik: I didn't know other students wanted to hear my ideas. I didn't know you
had to work with others even if you're a grown up.
Ms. Jay: Of course others would want to work with you and hear your ideas.
Phase 2: Exploring the Problem
Student defines the problem.
Erik: I try to work with others but they wont share. I get mad that I can't use
their stuff, so I take it from them. If I tell on them then they might call me a
tattletale.
Teacher accepts and clarifies feelings.
Ms. Jay: Erik thank you for sharing your feelings. I know it must be hard to
work with others at times. So, you're feeling afraid that they will call you
names and you're upset that they won't share.
Erik: Yes, I want to work with others, but it's hard and scary.
Phase 3: Developing Insight
Ms. Jay: I understand what you mean. Why do you think you feel this way?
Student discusses problem.
Erik: At home it's just me and no other kids, I get to do everything by myself.
At school there are so many kids, I don't know how to play with them. I want
their toy and they won't give it to me.
Ms. Jay: I see, what happens after they won't give you their toy?
Erik: I hit them because they won't give it to me.
Teacher supports student.

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Ms. Jay: I understand sharing is not easy. What do you think I can do to help
you? I want you to think about it and talk to me after station time.
Phase 4: Planning and Decision Making
Student plans initial decision making.
Erik: Ms. Jay can you help me share with others. I want other kids to like me
and work with me. I wouldn't like it if someone hit me.
Teacher clarifies possible decisions.
Ms. Jay: I would love to help. Other students need a reminder on how to
share, so this will help other students. I think other students want to work
with you too. Sometimes it's hard to use our words to communicate with
others. Do you think it's hard for others to communicate too?
Phase 5: Integration
Student gains insight and develops more positive actions.
Erik: You are right, I don't know what to say. I want to learn and have friends.
I think others have trouble too and want to learn to communicate too.
Teacher is supportive.
Ms. Jay: Yes, I agree others need to learn how to use their words and it's not
easy.
Action Outside the Interview
The next morning the teacher gathers everyone on the carpet. The
teacher reads llama llama Time to Share. The students discuss different
feelings and behaviors that they see in the story. The teacher ask students,
Why do you think it's important to share and how can you use your words to
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share? The students agree it is important to share and use your words. The
teacher then has students go back to their seats and draw a picture of how
to share.
The next day Ms. Jay notices that Erik is working with others during
station time. He is also using his words when he wants to share a toy and
asks for help when he needs help to use his words.

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