Sara+Worthington

Hey everyone! My name is Sara Worthington and I am a senior here at MSU. I am double majoring in Interdisciplinary Studies of Social Science and Psychology- which are also my teaching major and minor respectively. I am especially interested in School Psychology. I am originally from Battle Creek, MI aka the Cereal City! I coach Varsity cheerleading at Lansing Christian School and I also work at Abbott Place Apartments. I love all kinds of music (but mostly country), the Yankees, and Keeping up with the Kardashians. The picture below is of me and my adorable shih-tzu Toby. He is 1 1/2 years old and a total HAM!



__**9/11 Lesson Plan:**__

Quick Write (5 mins): What do you remember about 9/11/01? Where were you? How old? What was your first reaction? What is terrorism? Think of 5 words you would use to describe 09/11/01 to a stranger who doesn't know about it.

Share out (10 mins): Students will have the opportunity to share their quick writes in a group for 4 mins. Then, they will discuss as a class what their group came up with or any questions they might have about it for the remaining 6 mins.

Lecture (20mins): Lecture on events leading up to, during, and after 9/11. Discuss the meaning of terrorism and how our country has fought against it. Discuss the role President Bush played in the war on terror.

Assignment (10mins): Think about if you were George W Bush after the attack of 9/11. Then, write a letter to adress the nation describing to the people what happened and what your next steps were going to be.

__**5 Day Alcohol Unit Plan:**__

Topic: Introduction || Day 2 Topic: Alcohol Use and abuse || Day 3 Topic: Discussing Alcohol abuse || Day 4 Topic: Discussing alcohol abuse and gateway drugs || Day 5 Topic: Conclusion of Unit || <span style="font-family: Georgia,serif;">Book work will be a formative assessment. || <span style="font-family: Georgia,serif;">Assessment: <span style="font-family: Georgia,serif;">Formative observation of participation. || <span style="font-family: Georgia,serif;">Assessment: Formative observation and assessment through an essay. || <span style="font-family: Georgia,serif;">Assessment: Formative observation of participation. ||
 * <span style="font-family: Georgia,serif;">Day 1
 * <span style="font-family: Georgia,serif;">Event: Quick write answering the question, what is alcohol abuse? What do you know about alcohol abuse that you could share with the class? Do a KWL chart about what they know, what they want to know, and on day 5 what they have learned. Weed out facts from fiction on alcohol || <span style="font-family: Georgia,serif;">Event: Students will engage in a discussion about what the difference between alcohol use and abuse is. A short lecture on what alcohol does to the body will then be given to class. Students will then be able to work on a short assignment from the book about alcohol’s effects on the organs. || <span style="font-family: Georgia,serif;">Event: Students will have the opportunity to see what it is like to “be drunk.” They will have the opportunity to wear beer goggles and try to do a tedious task. We will then have an open discussion on the dangers of drinking including drunk driving and binge drinking. || <span style="font-family: Georgia,serif;">Event: Students will watch an approved episode of intervention. They will have the opportunity to see what alcohol and gateway drugs do to actual people and families. They will follow along with a worksheet. They will also be assigned a short essay based on how alcohol is considered a gateway drug and if they think alcoholism is a disease. || <span style="font-family: Georgia,serif;">Event: Small group discussions on what they wrote in their essays. Also filling out the “what you have learned” section of the KWL from day 1. Class discussion based on any questions students may have and feedback on note cards about the lesson. ||
 * <span style="font-family: Georgia,serif;">Assessment: Formative assessment of their prior knowledge. || <span style="font-family: Georgia,serif;">Assessment:

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Abnormal Psychology ** <span style="color: #7030a0; display: block; font-family: Georgia,serif; text-align: center;">11-12 Grade Elective Course <span style="color: #7030a0; font-family: Georgia,serif;">**Course Description:** <span style="color: #7030a0; font-family: Georgia,serif;">This course will be geared toward upper level high school students, typically juniors and seniors. This class will provide an overview of general psychology with a more in depth look into abnormal psychology. This class will provide students with a greater understanding of different disorders, phobias, mental illnesses, and other psychological matters. They will also learn about the way the US diagnoses disorders and the treatment plans. This course will also compare and contrast the ways people around the world view psychological disorders. <span style="color: #7030a0; font-family: Georgia,serif;">This class will work to advance students in their writing and research skills as well as integrate other disciplines such as history and geography. Students will learn about controversial issues such as sexual identity and nature vs. nurture in the first few weeks of this class. They will also learn about phobias, all types of disorders, and addiction. This class will also help familiarize students with the DSM- IV and the methods used to diagnose abnormal behaviors/ mental illnesses.

<span style="color: #7030a0; font-family: Georgia,serif;">**Exemplar Units to Address:** <span style="color: #7030a0; font-family: Georgia,serif;">**History of Treatment of the Mentally Ill:** Students will learn about the way mentally ill were treated by society in the past. They will also delve into the medical treatments used in the past for people who were mentally ill. Students will learn about treatments such as “bleeding” and lobotomies. We will discuss abnormal behaviors that were then seen as mentally ill and compare/ contrast views from then to today. Students will also become familiar with how our medical system works today in the United States and how it compares with other parts of the world. <span style="color: #7030a0; font-family: Georgia,serif;">**Anxiety Disorders- Phobias:** Students will learn about the different types of disorders and phobias. Students will identify symptoms and causes of anxiety disorders, phobias, OCD, etc. They will also learn about the various treatments associated with these psychological problems. Students will become familiar with the different anxiety-based disorders by the end of this unit. Students will also learn the DSM-IV criteria for diagnosis. <span style="color: #7030a0; font-family: Georgia,serif;">**Somatoform Disorders:** Students will learn the different types of somatoform disorders. These will include, but are not limited to, somatization disorder, body dysmorphic disorder, and hypochondria. Students will learn the causes and symptoms of these disorders as well as things that cause these disorders to manifest. Students will learn about real-life examples of these situations through research. Students will also learn about treatments of these disorders and the DSM-IV criteria for diagnosis. <span style="color: #7030a0; font-family: Georgia,serif;">**Addiction:** Students will learn about the traits of addiction. We will cover drugs and alcohol in this course as well as abnormal addictions. Students will learn the causes of these addictions and treatment options. They will also learn about the societal and economic effects of these disorders. Students will also be able to identify whether they think addiction is an actual illness. <span style="color: #7030a0; font-family: Georgia,serif;">*Others to include schizophrenia, dissociative disorders, and mind/ mood disorders.

<span style="color: #7030a0; font-family: Georgia,serif;">**Possible Texts:** This course will involve many DVDs and videos to provide a visual for students of mental illnesses and disorders. Students will also have access to a text book which will be provided by the instructor. They will also use various websites as they conduct their own research. Student will also read excerpts of various novels about disorders icluding:

<span style="color: #7030a0; font-family: Georgia,serif;">Snyder, Kurt. //Me, Myself, and Them (schizophrenia)// <span style="color: #7030a0; font-family: Georgia,serif;">Noble, Kim. //All of Me (multiple personality disorder)//

<span style="color: #7030a0; font-family: Georgia,serif;">**Assessments:** Assessments in this class with take the form of an end of the year research paper/ presentation and various quizzes. Students will also partake in a mid-term exam. There will be various DVDs and videos shown in class to allow students to get a visual of different disorders and illnesses. Students will also be able to represent different topics in a visual manner by use of posters, video, or presentation. The main assessment will be through discussion and daily class observation.


 * <span style="color: #0000ff; font-family: Georgia,serif;">Guided Note-taking/ Study Guide for pages 67-88 **

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Lesson Planning:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What are lesson objectives and what purpose do they serve?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What types of assessments can social studies teachers use in a classroom effectively?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is important about the way you start a lesson?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is the main teacher activity discussed and why is it a good tool for first year teachers?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Why should the teacher put student activities in the lesson plan?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is important about the way you close a lesson?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is the most important thing about having your materials and resources available?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Why is reflection an important part of the lesson planning process?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Briefly describe each of the types of reflections while planning a lesson: <span style="color: #0000ff; font-family: Georgia,serif;">What is reflection-in-action? <span style="color: #0000ff; font-family: Georgia,serif;">Reflection-on-action? <span style="color: #0000ff; font-family: Georgia,serif;">Reflection-for-action? <span style="color: #0000ff; font-family: Georgia,serif;">Action Research?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What does the author mean by “flow experiences?”

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Discuss the role of student motivation:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is extrinsic motivation? What are some examples?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is intrinsic motivation? What are some examples?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is the difference between the two and how does it differentiate between teacher and student?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is self-efficacy?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Know the differences of classroom management and discipline:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What is the difference between classroom management and discipline?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What are some examples of relational teaching?

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Know the models of teaching:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Behaviorism:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Canter’s Assertive Discipline Model

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Dreikur’s/ Albert Model:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Ginott’s Model:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Glasser’s Model:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Jone’s Model:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">Kounin’s Model:

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 10pt;">What are the three ways discussed to “make it work in the classroom?”

<span style="color: #4ac039; font-family: Georgia,serif; font-size: 10pt;">Reflection #5-

<span style="color: #4ac039; font-family: Georgia,serif;">My colleague correspondent is my TE 302 instructor, Erica Hamilton. She was a great mentor to me last year and I really value all of her advice/ input. She taught high school English, so although her unit plans would be very different than mine, I figured it would still be the same concept. She told me that she always used the Backward Design unit planning technique. She said that at first she would think about what she wanted her students to know at the end of her unit and work her way back from there. By starting with a goal to work toward, Erica said that it kept the units organized and focused so that the students could get a better understanding as to what she was teaching them. We discussed that this type of plan works well when there are specific tests you have to give out, because if everyone has the same ending goal, then it makes it easier to teach the students what they will need to know for the tests. She also discussed differentiated learning with me and how to add that into more of a lesson plan (but it was still relevant). We talked about giving the students different activities, such as a lecture, a visual, and a hands-on learning strategy all for the same lesson, but in a way all students could understand it.

<span style="color: #4ac039; font-family: Georgia,serif;">I think the backwards design is actually a great way to design a unit plan, especially if you are working with other teachers in your department to get students to do well on a certain test. The way she described coming up with the common goals, then assessments, then lesson plans seems like a better way to get the students to where they need to be going rather than to just hit the ground running with no real destination in mind. This is really what we have been doing in class by starting with EQ's and EU's. I usually try to think of those first before I start trying to figure out what I'm going to teach my students. I think unit planning can be difficult and I have definitely experienced that these past couple weeks in practicing unit plans. I think they are probably harder than lesson plans, because you need to figure out all the standards and try to narrow down the unit into smaller lesson plans. It was difficult for me to try and shrink everything into a unit and cut things out that I though maybe weren't as important even though it might be. It is hard as a teacher to determine exactly what students need to know and what's "nice to know" as Mark would say. That is why backward design would be good touse, because then you know exactly what your students are going to need to know.

<span style="font-family: Georgia,serif;">* After looking at other lesson plans, I have a better idea of things that I would like to change on mine. I definitely want to add time limits and also elaborate more on my teacher activities and student activities. I will fix it asap.

<span style="font-family: Garamond,serif; font-size: 10pt;">2) SSU that the North and South developed differently for various reasons. <span style="font-family: Garamond,serif; font-size: 10pt;">3) SSU that child labor became a growing issue during the industrial revolution. || <span style="font-family: Garamond,serif; font-size: 10pt;">1) U 4.1 <span style="font-family: Garamond,serif; font-size: 10pt;">2) U 4.2 <span style="font-family: Garamond,serif; font-size: 10pt;">3) U 4.3 ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">CLASS: 8th Grade U.S. History ** || **<span style="font-family: Garamond,serif; font-size: 8pt;">DATE: Monday, October 17, 2011 ** || **<span style="font-family: Garamond,serif; font-size: 8pt;">UNIT: Expansion and Reform (1792-1861) ** ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">ENDURING UNDERSTANDING: **<span style="font-family: Garamond,serif; font-size: 8pt;">What will my students be able to do or understand by the end of class? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">1) SSU that there are many different ways to assess the impact of the Industrial Revolution on America.
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">ESSENTIAL QUESTION: **<span style="font-family: Garamond,serif; font-size: 8pt;">What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">1) How did life change during the industrial revolution? ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">MICHIGAN GLCE: **<span style="font-family: Garamond,serif; font-size: 8pt;">Which three state standards does my plan address?

<span style="font-family: Garamond,serif; font-size: 10pt;">Have the students write down 4 similarities and 4 differences. ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">HOOK/INITIATION: **<span style="font-family: Garamond,serif; font-size: 8pt;">What will you do to get the students invested in the lesson? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Put up a picture of the first factories during the Industrial revolution (with children working in them) and a picture of today’s factories.
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">TEACHER ACTIVITIES: **<span style="font-family: Garamond,serif; font-size: 8pt;">How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Watch a short clip based on child labor during the industrial revolution

<span style="font-family: Garamond,serif; font-size: 10pt;">Create a power point for students to copy important information about the Industrial Revolution ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">STUDENT ACTIVITIES **<span style="font-family: Garamond,serif; font-size: 8pt;">What will the students do to demonstrate their understanding? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Have the students create a visual in groups about how the Industrial Revolution affected America ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">CLOSURE/SHARE BACK: **<span style="font-family: Garamond,serif; font-size: 8pt;">How will the students share/interpret knowledge for others in the class? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Present visuals to the class on what they took from today’s lecture on the Industrial Revolution ||


 * **<span style="font-family: Garamond,serif; font-size: 8pt;">BELLRINGER: **


 * <span style="font-family: Garamond,serif; font-size: 8pt;">Write in your journal entry as if you were 10 years old and had to go to work in a factory. Write about your surroundings, work environment, people you might work with, your feelings about working, etc. **


 * <span style="font-family: Garamond,serif; font-size: 8pt;">TICKET OUT THE DOOR: **


 * <span style="font-family: Garamond,serif; font-size: 8pt;">On a slip of paper write down three major issues that arose from the Industrial Revolution. ** || **<span style="font-family: Garamond,serif; font-size: 8pt;">ANNOUNCEMENTS: ** ||
 * ^  || <span style="font-family: Garamond,serif; font-size: 10pt;">ENI test Wednesday! ||
 * ^  || **<span style="font-family: Garamond,serif; font-size: 8pt;">HOMEWORK: ** ||

<span style="color: #ff5300; font-family: Georgia,serif;">Halloween Lecture 10/31/11 <span style="color: #ff5300; font-family: Georgia,serif;">

<span style="color: #0000ff; font-family: Georgia,serif;">The Roaring '2os: Events Leading up to the Great Depression

<span style="color: #0000ff; font-family: Georgia,serif;">



<span style="font-family: Georgia,serif;">Micro Teaching #5- Political Cartoon Primary Source Questioning



<span style="font-family: Georgia,serif;">What do you notice first about this cartoon? <span style="font-family: Georgia,serif;">What people are shown and what words do you see? <span style="font-family: Georgia,serif;">What time period is this cartoon from? <span style="font-family: Georgia,serif;">What’s happening in this cartoon? <span style="font-family: Georgia,serif;">What major current event(s) is this reflecting? <span style="font-family: Georgia,serif;">Who is the audience for this cartoon? <span style="font-family: Georgia,serif;">What do you think the cartoonist’s opinion is? <span style="font-family: Georgia,serif;">What is the point of this cartoon? <span style="font-family: Georgia,serif;">What do you think this cartoonist is trying to prove? <span style="font-family: Georgia,serif;">What would be the opposite of this cartoon? <span style="font-family: Georgia,serif;">What is the actual merit of this cartoon?

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Differentiated Lesson Plan **

<span style="font-family: Georgia,serif;">** Name: Sara Worthington **

<span style="font-family: Georgia,serif;">** Grade Level: 8th Grade Social Studies **

<span style="font-family: Georgia,serif;">** Date of Lesson: April 4th, 2012 **

<span style="font-family: Georgia,serif;">** Length of Lesson: 85 minutes **

<span style="font-family: Georgia,serif;">** Lesson Title: Music and the Underground Railroad **

<span style="font-family: Georgia,serif;">** Enduring Understanding: **

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Students should understand that resistance can be seen using various mediums throughout history.

<span style="font-family: Georgia,serif;">** Essential Question: ** //The essential question(s) should give rise to the content knowledge of the lesson and focus your instruction. The essential question(s) should connect the different activities of your lesson, avoiding superficial or purposeless coverage of content.//

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> What has been the importance of music throughout history?

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> In what ways do codes and secrets benefit society?

<span style="font-family: Georgia,serif;">** Objectives: **

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Students will gather, evaluate, and synthesize a variety of historical sources.

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Students will explain the hidden codes of the slave spirituals and their importance in slaves' communication.

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Students will create a visual aid that represents the evidence provided through research and group discussion.

<span style="font-family: Georgia,serif;">** Standards: **

<span style="font-family: Georgia,serif;"> 8 – U5.1.5: Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan’s role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2)

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> 8 – U4.3.2: Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, SojournerTruth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2) (National Geography Standard 6, p. 154)

<span style="font-family: Georgia,serif;">** Resources: **

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> http://www.manhattanbeachmusic.com/html/swing_low.html

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> http://pathways.thinkport.org/secrets/music2.cfm

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Attached worksheet

<span style="font-family: Georgia,serif; font-size: 14.6667px;"> Youtube.com for music

<span style="font-family: Georgia,serif;">** Procedure: **

<span style="font-family: Georgia,serif;">Have students write in their daily journals (that are left in the classroom) and answer the following questions: How can music be used to convey a mood that may not be an accurate portrayal of the subject of the song? How can music be "coded"? Are songs popular with young people today "coded" in any way? If you need to communicate a secret to someone, in what ways would you do so? Students will share-out their responses. ||  || <span style="font-family: Georgia,serif;">Time
 * <span style="font-family: Georgia,serif;">Initiation/Opening/Hook:

<span style="font-family: Georgia,serif;">10 minutes [SW1] || <span style="color: #000000; font-family: Georgia,serif;">Using the "Words and Images of Music" worksheet:
 * <span style="font-family: Georgia,serif;">Teacher Activities:
 * 1) <span style="color: #000000; font-family: Georgia,serif;">Read through the directions for using the "Words and Images of Music" worksheet with students
 * 2) <span style="color: #000000; font-family: Georgia,serif;">Play a selected piece (Swing Low Sweet Chariot)
 * 3) <span style="color: #000000; font-family: Georgia,serif;">After the selection is over, allow time for students to discuss and share their thoughts about what the music made them think of in preparation for the next step
 * 4) <span style="color: #000000; font-family: Georgia,serif;">Play the music two more times until the students have all completed the three tasks on the worksheet. They will need at least 10 words. || <span style="font-family: Georgia,serif;">Student Activities:

> - Listen only > - Draw a picture of what them music makes them think of. > - Write words that come to mind as they're listening to the music.
 * 1) <span style="color: #000000; font-family: Georgia,serif;">Students may do one of three things:
 * 1) <span style="color: #000000; font-family: Georgia,serif;">After the teacher has played the music three times, the students will share out in their small groups about what they thought about the music. || <span style="font-family: Georgia,serif;">Time

<span style="font-family: Georgia,serif;">About 25 minutes [SW2] ||
 * <span style="font-family: Georgia,serif;">Teacher Activities:


 * 1) <span style="font-family: Georgia,serif;">Show short PowerPoint on Slave Songs and Coding.
 * 2) <span style="font-family: Georgia,serif;">Pass out lyrics to “Swing Low Sweet Chariot,” “Wade in the Water,” or “Steal Away.” The students may choose which song they analyze as long as each song has at least one group.
 * 3) <span style="font-family: Georgia,serif;">Students may work in groups of 3 to analyze the lyrics and determine what they might have meant during the Underground Railroad. They may use the Internet to research the song.
 * 4) <span style="font-family: Georgia,serif;">Instruct students to put together a poster explaining what they determined each song meant. || <span style="font-family: Georgia,serif;">Student Activities:

<span style="font-family: Georgia,serif;">a. <span style="font-family: Georgia,serif;">b.
 * 1) <span style="font-family: Georgia,serif;">Take notes over the PowerPoint on Slave Songs and Coding.
 * 2) <span style="font-family: Georgia,serif;">In groups of three, analyze each line of the song they chose as a group. They may use the Internet to research the songs.
 * 3) <span style="font-family: Georgia,serif;">Answer the questions:
 * <span style="font-family: Georgia,serif;">What does this song seem to be saying?
 * <span style="font-family: Georgia,serif;">What words do you think had possible hidden references or meanings?
 * <span style="font-family: Georgia,serif;">Where do you imagine this song being sung?
 * <span style="font-family: Georgia,serif;">Under what circumstances?
 * <span style="font-family: Georgia,serif;">Describe two possible scenarios.
 * <span style="font-family: Georgia,serif;">What would an outsider listening to this song think about it?
 * <span style="font-family: Georgia,serif;">Why did this song work as a successful coded song?
 * <span style="font-family: Georgia,serif;">How were songs a form of resistance?
 * 1) <span style="font-family: Georgia,serif;">Create a poster that represents what the group decided was the meaning of the song to the slaves. || <span style="font-family: Georgia,serif;">Time:

<span style="font-family: Georgia,serif;">35 minutes [SW3] ||
 * <span style="font-family: Georgia,serif;">Closing:

<span style="font-family: Georgia,serif;">Discuss as a class what each group decided was the meaning of their respective song and how they came to that conclusion. Do they think differently about their answer for the bell- ringer assignment? ||  || <span style="font-family: Georgia,serif;">Time: <span style="font-family: Georgia,serif;">15 minutes ||
 * <span style="font-family: Georgia,serif;">Ticket out the Door:

<span style="font-family: Georgia,serif;">Turn in posters and worksheet. ||  ||   ||

<span style="font-family: Georgia,serif;">** Assessment: **

<span style="font-family: Georgia,serif; font-size: 14.6667px;">The assessment will be an informal assessment based on responses during class discussion as well as thoughtfulness and creativity on the worksheet and poster.

<span style="font-family: Georgia,serif;">**WORKSHEET**

<span style="font-family: Georgia,serif;">**Name:**

<span style="display: block; font-family: Georgia,serif; text-align: center;">**__Words and Images of Music__**

<span style="font-family: Georgia,serif;">**Purpose**: Just as the music affects our moods, the music we listen to reminds us of certain images and words. This exercise will help you keep track of what pictures and words you think of while listening to the slave spirituals "Swing Low Sweet Chariot" and "Steal Away."

<span style="font-family: Georgia,serif;">**Directions**: In the left column, write down single words in each line provided. Write down at least ten words. In the right column, draw whatever comes to mind. Use colors if you want, but don't be afraid to draw stick figures as I have to!

<span style="font-family: Georgia,serif;">Words I think of when I hear this music: Pictures I see when I hear this music:

<span style="font-family: Georgia,serif;">1)_

<span style="font-family: Georgia,serif;"> __2)___

<span style="font-family: Georgia,serif;"> 3)_

<span style="font-family: Georgia,serif;"> __4)___

<span style="font-family: Georgia,serif;"> 5)_

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<span style="font-family: Georgia,serif;"> [SW1] This activity will benefit all of the students with special needs. The students will be able to write in their own words and about music which is generally universal. It will especially help Danielle and Louis since the journals are always in the classroom and one less thing for them to remember to bring to class.

<span style="font-family: Georgia,serif;"> [SW2] This activity will benefit the ESL students, because the teacher will be reading the directions out loud. They have the opportunity to draw a picture of what the music makes them think of, so if they cannot articulate what they want to say they can draw it on the paper.

<span style="font-family: Georgia,serif;">It also benefits all students, because again, it is opinion based. <span style="font-family: Georgia,serif;"> [SW3] This activity will benefit all students, because it allows them to work in smaller group setting.

<span style="font-family: Georgia,serif;">It benefits Louis, because it requires him to sit still for a short period of time, but also gives him the opportunity to talk and move around in the group.

<span style="font-family: Georgia,serif;">It benefits Danielle, because she could work with her friend Sophie in the group project. It also does not require a lot of reading which will help with her learning disability.

<span style="font-family: Georgia,serif;">This activity also benefits, C, a student in my placement who does not like to speak in large groups, because it gives him the opportunity to have a lively discussion in a smaller setting.

<span style="font-family: Georgia,serif;">It also benefits the ELL students, because they will have the opportunity to speak English with other students, but also be creative in the poster which would help them describe their thoughts.

<span style="color: #ff00ff; font-family: Georgia,serif;">Classroom Management Plan

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<span style="color: #0000ff; font-family: Georgia,serif;">Psychology Curriculum- TE Minor Lab

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;"> I have always been fascinated by people and the way they behave, but as I have grown older and become more aware of psychology I have begun to question why people are the way they are, why they interact differently with other people, and why we all take a different approach to certain situations. I also find it interesting how society, culture, and the attitudes and opinions of other people can have such an impact on a person's behavior. For example, how can someone intentionally harm or abuse another and feel no remorse or guilt at all, whereas another may feel extremely guilty for even just pushing someone down? I am also extremely interested in developmental psychology. I love learning about how children learn to do things as they grown up. The way babies learn language is so fascinating to me. Another subject in psychology that I believe is very intriguing is abnormal psychology. Rare case studies- such as Genie’s story- are exciting to me, because it is not something that can be studied or recreated. Her story is so different that I think it is important to see what happens when people do not learn and develop like a normally functioning human being.

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;"> My love for psychology started my freshman year at Michigan State. I had never taken a psychology course in high school because we did not offer it after my junior year and we could only take it as a senior. I was so excited to take psychology as a freshman, but I was worried that my inexperience would affect my grades. I had to work really hard in my Introduction to Psychology class, but I loved it and I knew that I wanted to do something with psychology in the future. I continued to take psychology courses and discovered that my heart was in the field of school psychology. Since I had always wanted to be a teacher growing up, I figured school psychology would be the perfect fit for me. I decided I would still get my teaching certificate and minor in psychology so that I could still teach as I went to graduate school for my Ed.S. in School Psychology. I have taken such a wide range of psychology courses throughout my college career such as developmental, social, brain and behavior, and child and family psychopathology. I have thoroughly enjoyed almost every single one.

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;"> I agree with all of the standards that are outlined although I think it may be difficult to teach all of them in the one semester of psychology that most schools offer. I particularly like the standards on memory, emotion, personality, and social interactions because I feel that those areas are applicable to many students. The students would probably be most interested in the psychological disorders standards; however, if I had to focus on one standard, I believe the most important one to teach a student while they are in high school is the standard area of learning. I think it is vital for students to understand the different ways learning takes place. It is important for students to understand that everyone learns differently and that having a fixed mindset versus a growth mindset can drastically affect how they will do in school. Someone with a fixed mindset might think that they are just not good at school and give up if they get a bad grade on a test. They would attribute it to their ability and not to how hard they studied or if they took their time. A student with a growth mindset would think that they could practice and do better on the next test. I believe that it is important to teach students about these things so that I might be able to help them change their mindset and possibly be more successful in their learning endeavors after high school.

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;"> I was surprised that there was nothing in the standards about developmental psychology. I think that the students should have at least a general idea about the stages of developmental psychology such as infancy, childhood, adolescence, etc. Learning more about how children develop and grow can provide additional insight into why we have become the way we are today. Studying development can also help students to learn more about their future. By understanding the aging process, they could be better prepared when facing issues associated with growing older. It is also important if they plan on having children or working with them at some point. Studying human development can greatly improve their ability to interact with kids and they will also be able to recognize developmental patterns that may be abnormal.

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 110%;"> I think psychology is very important for students to study. Psychology can help students to understand who they are and why they are that way. I think psychology hits on all of the major issues in today’s society and helps to explain why things happen. I feel as if many people, not just students, are looking for the answers to the why questions and I believe that study psychology can help to answer them. It can help to answer questions about learning disabilities, psychological illnesses, familial issues, and even social issues. I feel that psychology can help students in any field they decide to go into after high school whether it is teaching, criminal justice, human resources, law, business, or even just being a good parent.