Running head: PRACTICUM EXPERI – TERTIO
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Urban Teacher Program
Spring - 2012
VANCE
HOLMES
PRACTICUM EXPERI DOCUMENTA
ORDINEM PROPOSITUM INSTRUCTIO E TERTIO
PRACTICUM EXPERI – TERTIO
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Practicum Experi Documenta
ORDINEM PROPOSITUM INSTRUCTIO E Tertio
This summary notation of the last of my three practicum teaching sessions at Northeast Middle
School is proposed as evidence of having met Metropolitan State University’s Urban Teacher
Program guidelines requiring the design and delivery of three urban middle school lessons. The
third session’s planning, performance and post-instruction notes have been combined and are
represented here in a condensed format – edited for clarity and redacted to ensure that private
names, personal information and professional confidences are protected.
Lesson Overview: Cooperating teacher, Laurie Lamberty, has assigned students a multicomponent children’s book project. Each learner will work at his or her own pace to complete
the many project requirements, which include reading story books, writing an original story,
and possibly, reading it to a group of younger children. Most learners need some guidance
through the process.
Learners: A group of 22, mixed ability, Grade 6-8 English Language Learners from widely diverse
cultural backgrounds, including Latino/Latina, Hmong, Black and White students.
Instructional Strategies: The method underpinning this learning plan is the strategy of “making
explicit the process, purpose and expectations” as outlined by Bonnie M. Davis in, How to Teach
Students Who Don’t Look Like You: Culturally Relevant Teaching Strategies.
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Lesson Plan 3
Children’s Book Project Rubric Review
Language Arts / Grades 6-8
Lesson Plan
Creator: Vance Holmes
Create Date: May, 2012
Standard:
 6.7.4.4. -- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Objective:
 Review the Children’s Book Project rubric and clarify process.
Target:
 I can identify project requirements.
 I can identify the parts of a story.
02-05 | Preflection: What are the three main parts common to stories?
Discuss character, plot and setting (who, what, where).
Additional discussion points: What are some other components of a story?
Discuss time (when) as well as theme and style (how).
05-15 | Mini-Lesson: Rubric Review
[This is a discrete mini-lesson examining the final class project through the rubric. Its
purpose is simply to ensure that learners contemplate what elements a successful
project is composed of.]
15-20 | Sharing Activity: Read all or part of some students’ stories and determine character,
plot and setting.
Materials: Children’s Book Project Evaluation Rubric
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Summary Assessment of the Third Teaching Experience:
Student response to this lesson was very positive. Learners like working with these story
books. The flexibility and choice in the general assignment is central to its success. I note that
most of the behavior problems are minor (talking out of turn, laughing, etc.) and the students
are generally well-mannered and respectful. The group has clearly bonded through the school
year.
This lesson is meant mainly as a review to clarify the project rubric. It is also an
opportunity to generally assess for student understanding of some basic literary concepts and
terms. Overall, learners appear to grasp the ideas outlined in the rubric. My attempt at keeping
a patient, positive attitude has paid off in establishing good working relationships with learners.
It is difficult to evaluate this session’s level of student learning in isolation. Allowing that this is
a very rudimentary lesson plan, it worked very well. The value of conferencing with students to
clarify learning targets and objectives cannot be overestimated.
Reading is critical to the writing process. Although the rubric specifies that learners are to
read four children’s books, I am not certain that all students completed that part of the project.
This overall project plan may benefit from the addition of periodic whole-class or group reading
and discussion activities. Discussion groups would allow learners to exchange ideas about the
stories they are reading and generate excitement around the books. It would also serve as a
formative assessment opportunity.
MN SEPT - Areas of Strength:
o Standard 2 (Student Learning)
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o Standard 5 (Learning Environment)
The lesson went very well. Particularly effective was the use of positive feedback and the
open discussion. Considering the independent learning that mainly characterizes the writing
workshop, it seems important to schedule times to bring the whole class together and, as a
group, instruct students on overall project goals and expectations.
MN SEPT - Areas of Opportunity:
o Standard 3 (Diverse Learners)
o Standard 9 (Reflection)
This session has provided insight and direction for further study in the area of diversity. The
experience has highlighted my need to actively pursue dialogue and partnership with
individuals and organizations in diverse communities. Student learning would be better
facilitated with an improvement in my understanding of diverse learners – Mexican American
learners in particular here, as fully three-quarters of the class are Latino/ Latina students.
While my success in learning to speak Spanish may be a long way off, I can learn to listen to
Spanish right now. This practicum session compels me to work toward reaching the following
limited, short-term goals:
(1) knowledge of the broad history and core characteristics of the Spanish language;
(2) appreciation for the language through active listening to speech recordings, music and
live conversation;
(3) recognition and translation of commonly used words and phrases related to the
classroom.
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Summary Reflection on Learning:
My practicum lesson teaching experience has provided new understandings about
urban learners’ emotional needs. Urban learners value and respond to encouragement. AfricanAmerican and Latino/ Latina students in particular consistently identify teacher encouragement
as a motive for their efforts. I see that positive attention has immediate positive effects on
student learning.
Implications for Practice:
 Have a plan to maintain order
 Culturally Responsive Classroom Management
This third practicum lesson teaching experience comports with my background knowledge
and training, supports my professional development and deepens my understanding of what
constitutes effective practice for teachers.
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Reflections on Urban Middle School
Lesson Design and Delivery – Third Teaching
Urban teachers must always be moving toward a higher level of cultural competence. I
find it appropriate to note here the observation of a middle-aged, White, female substitute
teacher and her approach to two girls -- who were engaged in a quiet, personal conversation.
The teacher asked them to refrain from speaking Spanish. When the students questioned the
reason for the request, she replied that it was off-putting to those who did not speak Spanish.
“People think you’re talking about them,” she loudly declared. Awkward pause. The students
just stared blankly at the woman – their faces almost expressionless but for the slight trace of
resentment. The teacher let out a nervous laugh and offered: “What if there were two people
over there speaking in Hmong – wouldn’t you think they were talking about you?” Neither girl
said a word. They lowered their heads and sat quite still. As the teacher turned and walked
away, I observed the two girls sneak a knowing glance at each other. As an urban educator in a
multicultural classroom, I am tasked with more than just acknowledging or tolerating diversity. I
am mandated to undo the damage daily done to young urban learners in city schools.