1. Laura Ontiveros Alejandra Salazar Elizabeth Sanchez

2. 4 th Grade 20 students 5 days (one week) Activities: – Social Studies – Language Arts – Mathematics – Art – P.E.

3. Classroom Set-Up

4. Management Plan Classroom Rules: – Respect each other at ALL times – Follow directions – Keep your hands to yourself (Students suggest 1 or 2 more rules to add)

5. Management Plan (contd.) Grouping Students (GT, SPED, ELL’s): – Color coded by strengths – Centers Responsibilities/Duties for students – Assigning tasks – Reward System “Chimp bucks”

6. Daily Schedule 8:30-9:00Morning Work (math and language practice/review) 9:00-10:00P.E. 10:00-11:00Math 11:00-11:30Writing (Writer's Workshop) 11:30-12:00Math & Reading Clubs 12:00-12:15 Study Hall (finish extra work or play math/reading games) 12:15-12:50Reading (read aloud and whole group lessons) 12:50-1:45Lunch & Recess 1:45-2:45Reading (small lesson and independent work) 2:45-3:30Science/Social Studies

7. Teaching Methodology and Strategies Lecture Brainstorming Cooperative learning Reinforce positive behaviors – “Chimp Bucks” Engage positive role models Make learning relevant Appropriate assessment – Formal and informal Visual lessons

8. Assessment Informal – Classroom observations during activities – Journal entries Formal – Short response to questions – Final project – Handouts

9. Modifications and Accommodations

10. Special Ed Demonstrate/model activities Use oral prompts Partner assisted Do not set time limits Avoid distractions Provide adequate space between students Sit student near teacher

11. Severe allergy (wind/dust) - Prevention The best strategy to prevent dust allergies is to reduce exposure to dust. Large numbers of dust mites can gather in mattresses, bedding, and upholstered furniture. Clean bare floors often with a damp mop or cloth. Vacuum carpets once or twice a week. Use a vacuum with a HEPA (high efficiency particulate air) filter. Wood, leather, plaster, or metal furniture is better for dust allergies. Replace drapes with roll-up window shades. Get rid of stuffed animals, soft toys, and other dust collectors.

12. ELL’s Give extra time Provide definitions of vocabulary Use word banks or word wall during assignments Orally explain instructions Provide visuals, manipulative material, and hands-on activities Pair-share or cooperative group work

13. Gifted and Talented Provide higher order thinking and more challenging work. Pair-share or cooperative group work

14. Objectives: Students will be able to: – recognize that countries have celebrations unique to them. – know why Cinco de Mayo is recognized as a national holiday in Mexico. – recall facts from the events on May 5, 1862. – recognize that the United States, and the world, are made up of cultures other than their own. – recognize and use various common Spanish words.

15. TEKS: Social Studies: (19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: – (A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas; – (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio.

16. TEKS: Language Arts: (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: – (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

17. TEKS: Mathematics: (6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: – (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; – (B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure.

19. Lecture Explain to students that all countries have celebrations unique to them. Tell children that they will be learning all about the Mexican holiday Cinco de Mayo. – Ask if anyone has heard of Cinco de Mayo. (If someone has, have them share it with the class.) – Ask if anyone knows what the words "Cinco de Mayo" mean in English. Provide children with information about the holiday (e.g., what it is, when it is, what it is a celebration of, etc.). Give children a visual representation of the ratio of French army to the Mexican peasants by calling six students up into one side and then two on the other side. – Ask students if they think this ratio is equivalent and fair.

20. ACTIVITY