Introduction
Sir or Madam:
This product is my electronic portfolio. It is the culmination of things that I
have learned over the past year and a good representation of myself as a
teacher. This would be used to present myself more thoroughly to school
administration for the purposes of evaluation or hiring. I consider this a living
document that will continue with me through the years, adding and subtracting
as I gain experience.
In the past year, I have put together one particularly notable mini unit and one
excellent learning centre plan. These would both be used in on par grade 2 or 3
level classrooms, however, they can be easily modified for other grades and age
ranges. They can be found under the tab for Professional Experience.
Please go to “view”, then “slide show” and page down once to the first page in
order to start. From then on, it will be a simple matter of pointing and clicking
through the various segments of the document.
Cheers,
MPV
P.S. Please note that due to the website restrictions, there may be some small
formatting issues within this document. I would appreciate your consideration
that I have tried to reformat it to the best of my ability for this forum.
Munira P. Ventresca
Professional Mission Statement
Education
Professional
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Each child (myself included) is a life long
learner. We all learn at different speeds
and in different ways. We all require a
stimulating and safe environment in which to
explore and acquire knowledge.
My goal is to create an open and learning
environment that is student-based and
inquiry-oriented. My focus is to aid our
children in an on-going, problem solving
process that will allow them to develop
strategies, ethics and gain personal
experience and insight.
Teaching is a complex and ever changing
activity. It is my welcomed challenge to
truly understand the individual students in
the class and to facilitate their interest and
knowledge.
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Munira P. Ventresca
Education
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Education
This past year has been a challenge. It has meant going back to school after many
years, starting a new knowledge base, new networking contact and a new
environment. It has been an exciting and rewarding process for me.
Degrees and
Certifications
Workshops and
Extra Courses
Testing
Scores
Munira P. Ventresca
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Degrees and Certifications
Masters of Science (Deaf Education)
June 2001 - May 2002
Language Certificate (American Sign Language)
September 1996 - May 1999
Bachelor of Applied Science Honours (Child Studies - emphasis the
Exceptional Child)
September 1989 - May 1994
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Extra Workshops and Courses
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• SAVE (Violence Workshop) New York State
• Child Abuse (Web workshop) New York State
• Food and the Government (Toronto Board of Education)
Ontario
• Social Sciences in the new curriculum (K – gr. 8)
As a teacher, it is my responsibility to
continuously upgrade and verify my knowledge
base. Workshops are available through school
boards and a variety of outside agencies.
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• GRE - score 1905
• LAST Exam (New York State) - score 267
Test Scores
• ATS-W Exam (New York State) - score 272
• SCPI – rating Intermediate Plus
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Professional Experiences
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Every child is special and deserves respect, understanding and encouragement...be
they bright and incredibly work focused or the ones who challenge your patience.
I believe that it is not what you or I make of them, its what they are inspired to
make of themselves.
Communication
Philosophy
Comments from
the Classroom
Educational
Experiences
Lesson Plans
and Units
Classroom
Properties
Other
Experiences
Collaboration
Notable
Competencies
Munira P. Ventresca
Communication Philosophy
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Over the past year, I have had the opportunity to have many educational
experiences, both voluntarily and through student and placement
assignments in a variety of programs - ASL, TC and Oral. They have
occurred either within a School for the Deaf or self-contained
classrooms. Each one of these has been crucial to creating the teacher
that I am today.
My experience has led me to the philosophy that it does not matter which
program is chosen (either an oral, combined or manual approach), one must
go about following it (as a teacher encouraging the child and the parents)
150%. It is up to us as professionals to ensure that the child has the best,
broadest experience possible to ensure their success.
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Educational Experiences
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Over the past year, I have had several in classroom experiences. Although some
were more valuable than others, each experience has taught me something
important.
Multi-handicapped classroom (St. Mary’s School for the Deaf)
Middle School Math (St. Mary’s School for the Deaf)
Grade 2 (St. Mary’s School for the Deaf)
Kindergarten and Grade 1 CAPD students (Harris Hill Elementary)
Grade 4-5 Split Classroom (Metro Toronto School for the Deaf)
Grade 4 Class (River Oaks Public School)
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Classroom Experiences
Multi handicapped classroom (St. Mary’s School for the Deaf)
This classroom belonged to Joan Dudek, a wonderful teacher with the patience of a
saint. Her common phrase was - never say "you know" because they really may not
know! Just help them work through it again. Over the month that I spent
volunteering twice a week in her class, I learned quite a bit about multi-handicapped
Deaf children.
Middle School Math (St. Mary’s School for the Deaf)
I observed Mindee Mutty over the course of four weeks. She taught middle school
math. What I most learned from this experience was organization. Mindee
recognized the limited amount of time that she had within a period, and tried to
maximize it. Definitely a trait that I have tried to pick up!
Grade 2 (St. Mary’s School for the Deaf)
Cathy Kibler's grade 2 class is made up of a wonderful bunch of young ladies. They
were enthusiastic and up to trying any and all ideas. Cathy is an inspiration to all
student teachers. Enthusiasm, precision and making absolutely EVERYTHING around
you a learning experience are what I learned from her. The time that I was allotted
to spend there was not heeded to as I used to go down on my spare time and spend
time with the class. What a wonderful experience.
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Classroom Experiences
Kindergarten and Grade 1 CAPD students (Harris Hill Elementary School)
Rita Cleary is an experienced and knowledgeable teacher. She generously shared
her thoughts and ideas with me, showing me many resources, and behaviour
management techniques. Her classroom of CAPD children were unique to the Deaf
and Hard of hearing field, and a treat to work with.
Grade 4-5 Split Classroom (Metro Toronto School for the Deaf)
Ivana Campbell's class was full of challenging 10 and 11 year olds. These children
were, for sure, a lesson to be observed and learned. Handling emotional behavioural
challenges and both effective and ineffective behaviour modification programs were
the challenges of the day. I came away from this experience feeling stronger and
more confident in my ability to stay patient and positive in any and all
circumstances.
Grade 4 Classroom (River Oaks Public School)
Lastly, I have spent four weeks in Meena Ghai’s classroom of grade four students.
Meena is an terrific, resourceful teacher. She spent lots of her time helping me
work through the use and application of the Canadian curriculum, setting up
appropriate units, teacher collaboration, team-teaching, evaluation techniques and
shown me a slew of resources. Her patience and encouragement with both the
students and me never waned. I have taken from this experience the concepts of
enthusiasm, good teaching practices, and assessment.
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Classroom Properties
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The classroom consists of a variety of properties - the basics of which are
the children, the staff and the lesson. However...as any good teacher
knows, there are three other factors that need to be looked at in order for
the classroom to function as a well oiled machine. These are management,
the learning environment and family integration.
Management
Classroom and behaviour management.
The Learning
Environment
Creating an inviting and safe environment.
Family
Integration
Bringing family into the classroom.
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Classroom management is crucial in order to have a co-operative and learning
environment. It can be fostered in a variety of ways. My personal philosophy is
that it is important to look at the classroom as a whole and see what its needs are
before deploying a management strategy.
Management
Some of the strategies that I have seen, been involved in, and will use in my own
classroom are:
Rule Creation - prior to the class settling into the year. This needs to be done
immediately as the teacher comes into a classroom. The rules should be set up by
the students, with appropriate consequences set up by the students themselves.
Individual benefit - This targets individual behaviours where the child works
towards an individual goal (i.e. getting a toy or free time). The teacher is in
control of administering the benefits. This is used for a child with a lower level
of comprehension for self-monitoring. An example of this is a token economy
system (giving pennies to purchase something at the end of the day) or redyellow-green light (visual cues of good and bad behaviour).
Class benefit - the class works together towards a common goal (i.e. a pizza
party). They self monitor for appropriate behaviour. An example of this is a pair
of ball jars - Balls get put in the jars for good behaviour, and get removed for
poor behaviour.
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The Learning Environment
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The learning environment is developed by the atmosphere that the teacher creates in
the classroom. I believe that a classroom should be an open and learning
environment. My classroom would incorporate the following qualities:
Excitement - Everything these days seems to be sparkly and charged. My classroom
will be a place where students should, at least once a day, say the word
"cool". Learning should occur from themselves. Even Pokemon cards can teach
something!
Thematic Events - Tying a classroom around a particular item of note - it doesn't
have to be highly pre-planned or necessarily relevant to any "larger" topic, however,
it must be a learning experience. It may be teacher or student recommended.
Student Oriented - Lesson plans are important for ensuring particular learning,
however students retain more if things are particularly relevant to themselves. If
the class has an interest in the WWE, they are welcome to bring it up and we will
incorporate it into the classroom (checking up scores, points, appropriate
storytelling, what can you say in some company, but not in others, body imagery etc.
etc. etc.)
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Family Integration
Students don't exist in a vacuum. They are a part of their family, and they bring them into
the classroom (figuratively speaking) when they walk in the door. It is important for us to
acknowledge that, as teachers, and encourage the families to participate in our
classroom. The more the families are involved, the more the children will be involved. Here
are some ways I will encourage family involvement in my class:
Feedback/Journal books - These can be done daily or weekly depending on what is happening
in the classroom. It is a communication or dialogue book with a multitude of uses - examples
of which are to help me talk to the parents about focusing on a particular subject or
behaviour issue, or for the parent to let me know things that are happening in the family that
I may need to be sensitive to.
Inviting all the parents in! - Have a parent afternoon once ever two months. This encourages
the students to develop their social and organization skills in planning and preparation for the
"party".
Volunteering parents - Allowing a parent to volunteer either in your class or elsewhere in the
school is excellent. It gives the teacher a helping hand, and is a physical reminder of their
involvement in the school.
Newsletters - Have the class prepare a newsletter on a monthly basis. It can include what's
been happening in the classroom, children's writings, monthly activities, things that parents
and children can do together etc. This is a great tool for student participation with a
specific, tangible product that also gets the parents involved.
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Collaboration
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Collaboration in education occurs in many different ways. I have had the
fortunate experience of being able to collaborate with a variety of teachers and
staff over the past year. I have team taught with more experienced teachers,
collaborated on lessons with student teachers, and discussed methods of
presentation and sign with a variety of staff.
Collaborating on the best way to present an ASL
story (Student teacher, Scott and Educational
Assistant Missy)
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Comments from the Classroom
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This page is currently under construction. Tangible evidence will be input as it
comes in. It is important to note that both parents and children are very
generous with their support of a student teacher.
Parents
The parents are very supportive and encouraging of what I do in the classroom.
Two parents have approached me; asking me to tutor their children.
Children
The children are very generous in their love and immediate affection. I have been
given a number of treasured items - flowers, stapled together pine trees, crooked
flowers and best of all hugs and signs of "miss-you" and ILY!
One thing of particular interest has been an apology note written by one of my
students due to some inappropriate behaviour. It was notable to me as, despite
the brevity of the note, he took time and effort to make it as neat and tidily
written as he possibly could, and handed it to me with much care.
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Lesson Plans and Units
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Holiday Unit
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This unit plan contains 3 rubrics I created to
go along with the lessons.
Tree Learning
Centre
This received a commendation for my
professor. She currently uses it as an
example in her Canisius classroom!
Resources
My resources and good web pages
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This has been modified for this forum, and therefore may show some formatting issues.
Holiday Unit
A world of holidaying!
The world around us is a vast melange of traditions, customs and cultures. Within the melting pot
of our society, it is important to be aware of and understand these cultures. It is believed that
through this knowledge, we can have a better understanding of our own. This is the reason why
this topic, “A World of Holidaying!” is so important.
As North Americans, the holidays are very special to us. Our children tend to get caught up in
the commercial aspects of the season, and it is up to us to pull them away from that. Our Deaf
children tend to be very sheltered and their lack of communication makes it difficult to be
inadvertently exposed to other cultures and ways of life. Students studying this unit will come
away with an expanded understanding and appreciation of how our North American Christmas
traditions are celebrated in different cultures around the world – both their similarities and
differences. They will also be exposed to other celebrations that happen around the world that
they may never have seen or heard before – Kwanzaa, Holi and Hanukah.
So, to start, look around your classroom environment. What kind of things do you have up on your
walls? What kinds of things do you have in your holiday boxes that might be useful? What do
you have in your non-holiday related boxes that will be useful? Who else, in your peer group,
would have information or posters etc. that you could use or borrow?
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Holiday Unit
When putting up decorations or purchasing manipulatives, incorporate aspects of the
different cultures that will be studied - a menorah or dreidel for Hanukah, a set of
sparkling coloured lights for Holi, and a harvest garden or African mask for Kwanzaa.
Have the children bring in things of their own that they would like to share or display
in the classroom from their cultures.
Put together a learning centre with items for the children to do. A new item or poster
labelled with an explanation index card could be set up every day to keep the children’s
interest!
Lesson Plans: Plan 1 – Christmas around the World (Set Up)
Lesson Plans: Plan 2 – Christmas around the World (Research)
Lesson Plans: Plan 3 – Christmas around the World (Project)
Lesson Plans: Plan 4 – Holidays around the World (Holi)
Lesson Plans: Plan 5 - Holidays around the world (Hanukah)
Lesson Plans: Plan 6 – Holidays around the World (Kwanzaa)
Rubrics and Worksheets
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Lesson Plans: Plan 1 – Christmas around the World (Set Up)
Grades:
2-3
Theme: Holidays around the world - Christmas around the world
Holiday Unit
Length:
45 minutes
Over a series of three lessons, students will research, prepare, and present a short presentation regarding
how Christmas is celebrated in the country of their choice. Through this, students be exposed to and will be
able to contrast and compare traditions/customs of how Christmas is celebrated around the world.
NYS Standards:
Social Studies Standard 2 – World History
«
Study about different world cultures and civilizations focusing on their accomplishments, contributions,
values, beliefs and traditions.
Social Studies Standard 3 - Geography
«
Study about how people live, work and utilize natural resources.
«
Identify and compare the physical, human and cultural characteristics of different regions and people.
English Language Arts Standard 1 – Listening and Reading
«
Gather and interpret information from children’s reference books, magazines, textbooks, electronic
bulletin boards, audio and media presentations, oral interview and from such forms as charts, graphs, maps
and diagrams.
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Objectives:
«
SWBAT communicate ideas and information regarding the Christmas season.
«
SWBAT read both individually and aloud in a group the presented texts.
«
SWBAT locate the several different countries on a world map.
Holiday Unit
Materials:
«
Paragraph strips on different country’s Christmas Celebration.
«
World map
«
Country name labels (correlating with the paragraph strips)
«
Vocabulary words for Christmas around the World.
Procedure
Anticipatory Set:
«
“I am so excited today. I’m wearing my special red and green clothes with…you got it, candy canes on
them. What do they remind you of? That’s right, it’s Christmas soon.”
«
Request information about how the students celebrate Christmas/the holidays. “How do you celebrate
Christmas? What does your family do? “
«
Tell the students one way your family celebrates Christmas that is different or unique. “My family puts up
the tree on December 1st! Its always a real tree that we cut ourselves.”
«
Request information about the student’s families outside of North America and how they celebrate
Christmas. “Does anyone have any cousins outside of the United States? My cousin is French, and her family
opens presents on Christmas Eve, not Christmas morning! Can you believe that!”
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Body - Guided Practice:
Holiday Unit
«
“Well, there’s lots of different ways to celebrate.” Bring out the sentence strips and the map. Keep
them up front with the teacher. Have either yourself or the students read the strips, and come up one by one,
to put the map labels on the board.
«
Use the countries mentioned in the discussion, pinpoint them.
«
One at a time, read the sentence strips out loud, highlighting the vocabulary words.
«
Point out those countries on the map again.
Body - Independent Practice:
«
The students will take a sentence strip each.
«
Have the students read their strips themselves, underlining the vocabulary words as they go along.
«
Let the students repeat with another strip.
Closure:
«
Summarize the lesson for today, pointing out the different countries that were discussed on the map.
«
Divide the students into pairs to start putting together the research for tomorrow.
«
Request the students to go over the vocabulary and sentence strips for homework.
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Holiday Unit
Evaluation: Student Performance
«
Participation during the discussion.
«
Monitored and corrected as they read the sentence strips.
«
Monitored and corrected as they mark down the vocabulary words and say/sign them correctly.
«
A formal evaluation will be done at the end of the third lesson.
Synthesis: Teacher Process
The teacher will continuously monitor and adjust the situation as need be for independent learning and will
provide as much reinforcement (varied) as possible (i.e. The spelling words will be redone in Reading). She will
be on hand to help the students with concrete aid and ensure that the students will be prepared for the next
step in the lesson.
Key Vocabulary Words
Christmas Words
almond
dessert
doorstep
Eve
fill
celebrated colourful
crown
families
festival
gifts
traditional
wrapped
present
Add vocabulary words as the lesson as needed.
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Lesson Plans: Plan 2 – Christmas around the World (Research)
Grades:
2-3
Theme: Holidays around the world - Christmas around the world
Holiday Unit
Length:
1 hour, 30 minutes
Over a series of three lessons, students will research, prepare, and present a short presentation regarding
how Christmas is celebrated in the country of their choice. Through this, students be exposed to and will be
able to contrast and compare traditions/customs of how Christmas is celebrated around the world.
NYS Standards:
Social Studies Standard 2 – World History
«
Study about different world cultures and civilizations focusing on their accomplishments, contributions,
values, beliefs and traditions.
Social Studies Standard 3 - Geography
«
Study about how people live, work and utilize natural resources.
«
Identify and compare the physical, human and cultural characteristics of different regions and people.
English Language Arts Standard 1 – Listening and Reading
«
Gather and interpret information from children’s reference books, magazines, textbooks, electronic
bulletin boards, audio and media presentations, oral interview and from such forms as charts, graphs, maps
and diagrams.
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English Language Arts Standard 3 – Listening and Reading
«
Students will read, write, listen and speak for critical analysis and evaluation.
Objectives:
Holiday Unit
«
SWBAT communicate ideas and information for a variety of purposes.
«
SWBAT research information from a variety of sources – books, information sheets and the
internet and write down five facts from their research.
Materials:
«
Web access for research purposes
«
Printer to print pictures etc. off the web
«
Pencils and papers for writing down notes
«
“What country did you choose?” worksheet
«
Library access/books for research
T
The Festivals of the World series
T
Merry Christmas
T
How I Celebrate
T
Santa’s Tons of Fun Colouring Book
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Procedure:
Anticipatory Set:
Holiday Unit
«
Have the sentence strips face up in front of you, but don’t refer to them (yet). “Do you remember what
we did yesterday?” Point to the sentence strips if the students are thinking for a long time or are off
topic. “Why yes! We talked about Christmas in other countries.”
«
“I’d like you to get into groups now, please. Can everyone get together with the partner we decided on
yesterday?”
«
Go through the student groups randomly, and ask for the countries that the students would like to
research and write them down on the board. “So, which country would you like to work on?”
Body - Guided Practice:
«
Tell them which country you are going to work on. “Now that we’ve all chosen our country, how do we
find the information we need?”
«
Discuss the internet and books. Explain which books you would use to get your information and how you
would find it (use prior chapter book knowledge).
«
Show the book for your country. Model the behaviour needed to find information and write it down.
«
Read a portion of the blurb, or have a student read it. Ask for a main idea from the students. Write it
down in a sentence.
«
Let the students know that this is what you are looking for from them – but five sentences in total –
show them the worksheet.
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Body - Independent Practice:
«
Bring out the stack of books that you have taken from the library and have the students choose the
books that are for their country.
«
Encourage them to share for themselves the books that are not country specified.
«
One by one, let each group have web access to do a search (an assistant needs to be with them at all
times).
Holiday Unit
Closure:
«
Bring the class back together as a group and verify the amount of information that they were able to
find.
«
“Was it hard? Was it easy? Were there lots of pictures? Lots of words? Lots of information?”
«
Let them know that tomorrow they will be putting together everything that they found onto a poster,
and that they can bring in things from home to show if they would like.
Evaluation: Student Performance
«
Monitored and corrected as they searched for information.
«
The students will have 5 facts written down about Christmas in the country that they have chosen.
«
A formal evaluation will be done at the end of the third lesson.
Synthesis: Teacher Process
The teacher will continuously monitor and adjust the situation as need be for research and fact
writing. There must always be someone on the web with the students. The teacher can find additional
websites, help with the search engine or to sort information as needed. Exploration and self evaluation are
critical traits to be encouraged.
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Lesson Plans: Plan 3 – Christmas around the World (Project)
Grades:
2-3
Theme: Holidays around the world - Christmas around the world
Holiday Unit
Length:
1 hour, 30 minutes
Over a series of three lessons, students will research, prepare, and present a short presentation regarding
how Christmas is celebrated in the country of their choice. Through this, students be exposed to and will be
able to contrast and compare traditions/customs of how Christmas is celebrated around the world.
NYS Standards:
Social Studies Standard 3 - Geography
«
Study about how people live, work and utilize natural resources.
«
Identify and compare the physical, human and cultural characteristics of different regions and people.
English Language Arts Standard 2 – Listening and Reading
«
Gather and interpret information from children’s reference books, magazines, textbooks, electronic
bulletin boards, audio and media presentations, oral interview and from such forms as charts, graphs, maps and
diagrams.
English Language Arts Standard 2 – Speaking and Writing
«
Students will read, write, listen and speak for literary response and expression.
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Objectives:
«
SWBAT put together a summarization bulletin board on the celebration of Christmas on a country of their
choice.
«
SWBAT concisely write and aesthetically place five facts gleaned from their research.
Materials:
Holiday Unit
«
Art materials for creating the poster project
T
Scissors
T
Construction paper
T
Glue
T
Poster board
«
Completed worksheets from the day before (the 5 facts)
«
Sentence strip paper
«
Food samples, artefacts etc. from the countries the children have brought in
«
Teacher’s materials
T
4 completed sentence strips and 1 extra not completed strip
T
Worksheet of the five facts
T
Pictures or drawings
T
Pens/markers for writing down name and title
T
Poster board
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Procedure:
Anticipatory Set:
«
“Well, friends, this is it!! For the past two days we’ve been working hard on the ‘Christmas around the
World’ presentation, and today we’re going to pull it all together!!”
«
Show them the pieces that you’ve completed for your display.
Holiday Unit
Body - Guided Practice:
«
Based on the country that you previously told them that you were going to do, bring out your fact sheet
and show the students how to rewrite the information onto an index card or sentence strip. “Let’s read this
sentence together. Wow! That’s a long sentence. How can we make it shorter? What exactly are we trying to
tell people about?”
«
Bring out your poster board and cut out pictures.
«
Show the students the four other completed strips and discuss how to arrange them on the board for
maximum visibility. “Where should I put all these things! Wow!! Should I put all the words together on one
side and the pictures on the other? What’s another way I can put things together? Oops, we’ve forgotten
about two things! What’s our topic again? And what have I forgotten that would tell me who’s this is? (Ensure
that a title and your name is adequately visible as part of the display.)
Body - Independent Practice:
«
Give the children space to work, and the art materials that they would like to use ensure that they have
the supplies that they need.
«
Leave the teacher’s poster board up as an example for a short while, and then turn it around to let the
students creative juices flow…or show it to them whenever requested.
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Closure:
«
Bring the class back together as a group, and verify that their projects are complete, and or is more time
required (i.e. Lunch or free time later).
Holiday Unit
«
Figure out in which order they will be presenting their boards to the class and have the students that
have completed present their projects, and the students who have not, complete and present them for the next
day.
Evaluation: Student Performance
«
Monitored and corrected as they put together their sentence strips (five in all).
«
The project must have a title, their names on it and some pictures and drawings that they have done or
found. (see Rubric)
Synthesis: Teacher Process
The teacher will continuously monitor and adjust the situation as needed for appropriate room to work on the
bulletin boards. There must be adequate supplies to put the board together and enough time for evaluation and
correction. It is crucial to let the children do it themselves, and not over correct their behaviour in this
situation.
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Lesson Plans: Plan 4 – Holidays around the World (Holi)
Grades:
2-3
Theme: Christmas around the world – Holi (Science)
Length:
1 hour
Holiday Unit
NY State Standards
NYS Standard #3 - Science (Physical Setting)
«
Matter is made up of particles whose properties determine the observable characteristics of matter and
its reactivity.
NYS Standard #3 – Social Studies (Geography)
«
Study about how people live, work and utilize natural resources. Identify and compare the physical, human
and cultural characteristics of different regions and people.
English Language Arts Standard 2 – Speaking and Writing
«
Students will read, write, listen and speak for literary response and expression.
Objective:
«
SWBAT name the three primary colours, and the three secondary colours.
«
SWBAT create 10 colours in pairs, and add the adjectives appropriate to their shades (light, dark, pale,
bright, more of one i.e. –ish – redish purple, less of another).
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Holiday Unit
Materials
«
Book: How I celebrate
«
Chalk and a blackboard – for drawing a rainbow/labelling it
«
Two pieces of construction paper in different shades of blue
«
Adjective cards on a variety of shades of construction paper (pale, dark, baby, soft, bright,
light, -ish)
«
Prepared bottles - 10 drops food colouring in tiny, squirtable or eyedropper bottles, in a variety
of colours
«
White paper towel strips (1 inch wide)
«
One ruler per two students
«
Tape
«
Several books to use as a support for the pencil
«
Small cups to catch drips
«
Lined paper and pens to write down findings
«
Instruction Sheet
Procedure:
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Anticipatory set
Holiday Unit
«
Read the non fiction passages about Holi from “How I celebrate” to the students (2 pages) and show them
the pictures. “Wow, they are different, aren’t they?”
«
“In India, people don’t celebrate Christmas, because they are not Christian. They are Hindu. Do we know
anyone who is Hindu.” Name students if you know any ones that they students might, i.e. peers. “I also have a best
friend who is Hindu and she celebrates Holi too. One year, she asked me to come with her, and I had lots of
fun. There were lots of colours and lights everywhere! It was very exciting.”
«
“What kinds of things are similar between Holi and Christmas?” Make comparisons and contrasts between
some of the practices gleaned from the book (i.e. we both have lights, Christmas is colourful but mostly red and
green, whereas Holi is all colours.) on the chalkboard. Point out the importance of colour.
«
“What colours do we see all the time?” Review the different colours in the spectrum (draw a rainbow on the
board). Review the three primary colours and the three secondary colours.
«
Bring out two pieces of construction paper, in different shades of blue. “What colour is this? And what
colour is this? Wait a second! They’re both blue? Well, how can we tell which one we want? Oh, we use
adjectives to describe the colour! Okay, what adjectives do we use?”
«
Put up the adjective cards on the board as the students say them. Add on as needed.
«
“Okay, today we’re going to look at all the different colours we can make. I want you all to make at least 10
colours, and write down how you would describe them using these adjectives.”
Body - Guided Practice:
«
Divide the class into groups of two and give them an instruction sheet.
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«
Each student pair should label each strip of paper towel with a letter or number.
«
Have the students stack books about 10 inches apart on their work space, so that they are even.
«
Ask the students to prop the ruler between two stacks of books.
Holiday Unit
«
Tape one strip of paper towel (letter side under the tape) to the ruler for each sample being tested. The
strips should nearly reach the desk top.
«
Place one cup under each strip to catch the drips.
Body - Independent Practice:
«
Have the students take a variety of squirt bottles and squirt the colours onto the strips, one at a time.
«
On the worksheet provided, have the students write down their findings – the colours they used, how
much they used, and what shades they created.
Closure:
«
Have the student pairs present 2 colours to the class.
«
Clean up the area. Start reviewing colours while doing so (can you wipe up the pale blue, don’t miss out on
the purplish-red). Have the students sit down and complete reviewing the colours, increasing the labels on the
rainbow.
«
Discuss Are the colors of different foods a product of combined colors? What about juices, shampoo,
candy, other foods?
«
Let them know they’re going to be doing something exciting with mixing the colour tomorrow (icing for the
cake), but it’s a surprise!
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Evaluation: Student Performance
«
Three things are crucial for evaluation. Correctly followed instructions, a completed colour
worksheet, and a relatively tidy cleanup area.
«
See Rubric.
Holiday Unit
Synthesis: Teacher Process
The teacher will ask for a parent volunteer or have an assistant come into the class with this
project. She will continuously monitor and adjust the situation as needed, offering support and
ensuring that the students are using all the vocabulary words, and verifying the colour mixes (do the
students need help trying to get a particular colour).
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Lesson Plans: Plan 5 - Holidays around the world - Hanukah
Grades:
2-3
Theme: Holidays around the world – Hanukah
Length:
2 hours
Holiday Unit
NY State Standards
NYS Standard #3 Mathematics (section 5)
«
Students use measurement in both metric and English measure to provide a major link between the
abstraction of mathematics and the real world in order to describe and compare objects and data
NYS Standard #3 – Social Studies (Geography)
«
Study about how people live, work and utilize natural resources. Identify and compare the physical, human
and cultural characteristics of different regions and people.
English Language Arts Standard 2 – Speaking and Writing
«
Students will read, write, listen and speak for literary response and expression.
Objective:
«
SWBAT read a recipe – find (identify), measure and bake the ingredients to bake a cake, and then cut it
up, ice it and count out enough pieces for the class.
«
SWBAT work together forming a cooperative environment.
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Holiday Unit
Materials
«
Hanukah symbols (Menorah, Dreidel, Star of David)
«
Smocks for the children
«
Measurement chart (for 1 tsp, 1 tbsp, ¼ cup, ½ cup, ¾ cup, 1 cup etc.)
«
Measuring cups, spoons, bake pans
«
Cake ingredients (chocolate, flour, sugar, salt, baking powder, milk, note: no eggs as they can’t have flesh
and milk in the same meal, oil, butter, bring in extra not necessary ingredients as well)
«
Icing
«
Knife, napkins, plates
Procedure:
Anticipatory set
«
Bring in symbols of Hanukah (menorah, dreidel and the Star of David) and pass them around for the
students to see.
«
“Have you ever seen these before? Do you know where they’re from? They are actually for the holidays.
Remember yesterday we discussed Holi – the people from India don’t celebrate Christmas, they celebrate
Holi. Well, these are from Israel. Can we find that on the map? The people who live there are called Jewish,
and they don’t celebrate Christmas. They have a different holiday. They celebrate Hanukah!”
«
Explain the meaning of these symbols (dreidel is a traditional toy, menorah has eight candles lit every day,
Star of David is a yellow, six point star) and briefly explain that Hanukah means freedom.
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“During Hanukah, candles are lit and a people have a big feast and make all kinds of wonderful food.”
«
“So, celebration of Hanukah (and using our newly learned measuring skills), we’re going to bake a dreidel
cake!”
Body - Guided Practice:
Holiday Unit
«
“So, in order to do this, we need to review the way we measure things. Who can remember one way to
measure wet things? Dry things?” (1 tsp, 1 tbsp, ¼ cup, ½ cup, ¾ cup, 1 cup etc.) Bring out the measurement
chart that they previously did and have the students point them out on a chart.
«
Have the children put on their smocks and stand beside the kitchen table.
«
Hand out the recipe card to each student. Each child, in turn will go and fetch one of the ingredients on
the list. They will take turns measuring and putting all the ingredients into a large mixing bowl (being held by
the teacher). The teacher is to reinforce the measurement procedure and verify the measurement.
«
All the children will take turns to mix the ingredients.
«
In pairs, they will grease and flour the pans, and share the scraping of the bowl into the pans.
«
Have one student set the temperature on the oven, while the others watch. Have the other students
verify that it was done correctly.
«
The teacher should put the cakes in the oven.
«
Have the students set the timer for when it will be done.
«
Have the children cut out the shapes (along the black lines) for a pan sized version of the dreidel.
«
While waiting for the cakes, have the students divide into two groups and prepare icing – three different
colours and fill icing bags. Discuss what it is that needs to be iced and how. Where do the colours go? Review
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When the timer goes off, the teacher removes the cakes from the oven to cool.
Body - Independent Practice:
Holiday Unit
«
Once the cakes are cooled, put the pieces of the pan-sized dreidel cut outs on the cake and cut on the
appropriate lines to make the pieces to form the dreidel.
«
Ice according to the style instructions.
«
Have the teacher take pictures and cut it up into more pieces than necessary.
«
Have the students, as a group, count the number of people and the number of pieces of cake and
distribute.
Closure:
«
Share the leftover pieces of the cake with people outside your room – the principal, other teachers, etc.
«
Eat the cake and review the activity. What was interesting? What was hard to cut the cake into the
right shape? What kinds of liquid were measured? Etc. etc.
Evaluation: Student Performance
«
No formal assessment is to be done.
«
Ensure that each student measures an ingredient appropriately, correct when necessary.
«
Ensure that all students are all working together, discussing with one and other in the group, and sharing
tasks – cooperative work.
Synthesis: Teacher Process
The teacher will continuously monitor and adjust the situation as needed for cooperative work and task
sharing. She will ensure that all students get an opportunity to practice measuring.
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Lesson Plans: Plan 6 – Holidays around the World (Kwanzaa)
Grades:
2-3
Theme: Holidays around the world – Kwanzaa
Length:
1 hour
Holiday Unit
NY State Standards
NYS Standard #3 – Social Studies (Geography)
«
Study about how people live, work and utilize natural resources. Identify and compare the physical, human
and cultural characteristics of different regions and people.
English Language Arts Standard 2 – Speaking and Writing
«
Students will read, write, listen and speak for literary response and expression.
Objective:
«
SWBAT recognize, and read the seven words of Kwanzaa.
«
SWBAT associate one of Kwanzaa’s principles with its corresponding symbol.
«
SWBAT write at least 3 sentences on a Kwanzaa topic related to their own prior knowledge and represent
it graphically for their peers.
Materials
«
The seven symbols of Kwanzaa (mat, cup, bowl of fruits and vegetables, ears of corn, candleholder, seven
candles – three red, three green and one black, gift wrapped package)
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«
Word cards (with Swahili words and English translation)
«
Paper and pens
«
Poster paper and markers
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Procedure:
Anticipatory set
Holiday Unit
«
Ask the students to sit on the floor in a circle. Ask them to be very quiet (in respect).
«
Have the seven symbols of Kwanzaa in a bag and bring them out one by one. Place them in order onto the
mat, naming each one in Swahili, and stating the English meaning:
o
Mkeka (m-KEH-ka). This is the first object to be put out. It is made by hand and shows how important
tradition and history are to the African American people. Can anyone guess what we’re going to look at
now? What do you think will come next?
o
Kikombe cha umoja (kee-KOM-beh cha oo-MO-jah). Everyone drinks from this cup to show that African
American people are united, one people. (if there is a student or students who are aware of Kwanzaa) What do
you think will come next?
o
Mazao (mah-ZAH-oh). This is a symbol of the harvest. It means that hard work has a reward. This is
similar to our …(pause)…Thanksgiving.
o
Muhindi (moo-HIN-de). One ear of corn is placed for each child in the family. It is a symbol of the
future. How many ears of corn would be in your family, [enter child’s name here], and yours [enter another
child’s name] (add on a third or fourth as you see fit).
o
Kinara (ki-NAH-rah). This is a candleholder with seven spaces which holds the seven candles of
Kwanzaa. This is similar to another holiday we just looked at. Can you remember which one it is?
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o
Mishumaa Saba (mee-shu-MAH SAH-bah). These are the seven candles of Kwanza – one black to
represent the African Americans, three red for hard work and the fight for freedom and three green for
hope. Red and green? What holiday also has red and green as its colours?
Holiday Unit
o
Zawadi (zah-WAH-dee). These are the gifts that children get. They are homemade or heirlooms that
have to be treated very carefully. How is this different to Christmas?
«
“So, these are the seven principles of Kwanzaa. You may have guessed by now, that this is a celebration of
African American people. Today, we’re going to work on learning those Swahili words that I just mentioned, and
a bit more about Kwanzaa. I want you to get into groups. I’m going to count you off by seven. Count with me
please.”
Body - Guided Practice:
«
Hand each pair (or trio) of students a card so that all seven cards have been distributed.
«
The teacher states each of the seven principles, in turn. The students with the principle have to say claim
it as theirs (sight recognition).
Body - Independent Practice:
«
Once all seven principles have been identified, have them read the cards that explain the principles,
practice the words in Swahili, identify the symbol that goes along with the principle and write down three
examples of it.
«
Using poster paper, have the students draw out a picture of what they discussed and wrote down.
Closure:
«
Bring the class back as a group. Have each group of students read out their principles with the
corresponding Swahili word, symbol, English meaning, and three examples.
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Evaluation: Student Performance
«
Students will be evaluated on the work that they have done in their small group activity as well as on the
presentation that they make.
Holiday Unit
«
Rubric:
o
Presentation
o
The topic was clearly displayed.
o
Everyone’s name was displayed.
o
There was a graphical representation of the three examples.
o
All three items were identified and explained without teacher intervention.
o
Worksheet
o
The writing was clear and easy to read.
o
Everyone’s name was displayed.
o
There were a total of three examples.
o
Examples were written in clear sentences.
Synthesis: Teacher Process
The teacher will continuously monitor and adjust the situation as needed for optimal learning – encouraging the
children when they need direction, and letting them discuss ideas for themselves. She will clearly outline the
rubric - the things that she feels are required in order for the students to get good grades on this short
project.
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Kwanzaa Worksheet
Our Principle is (see card):
Personal
Information
Kwanzaa Rubric
Rubric Items
Presentation
It means (1 or 2 words):
Holiday Unit
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1
2
3
4
5
The topic was clearly
displayed.
Everyone’s name was
displayed.
It’s symbol is (see teacher’s display):
Three things examples we can think of are:
There was a graphical
representation of the
three examples.
All three items were
identified and
explained without
teacher intervention.
Worksheet
The topic was clearly
displayed.
Everyone’s name was
displayed.
There were a total of
three examples.
Examples were written
in clear sentences.
5 – Over and beyond the call of duty, no prompting 4 – Had exactly what was
requested, and no prompting was required 3 – The work was all completed, however
the students needed some guidance, or prompting, 2 – The work was partially
completed, but no prompting was required, 1 – The work was partially completed, and
some prompting was required.
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Colour Worksheet
Christmas Around The World Rubric
Rubric Items
Holiday Unit
Worksheet
1
2
3
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4
5
No.
The topic was clearly
displayed.
Ex.
Everyone’s name was
displayed.
1.
There were a total of five
sentences.
One Colour
Blue
How
much?
2
drops
Another
Colour
Red
How
much?
5 drop
How would you
describe it?
Redish blue
Bright, dark purple
2.
Sentences used correct
grammar.
3.
Presentation
The topic was clearly
displayed.
Everyone’s name was
displayed.
The sentences were clearly
and correctly written.
The board was well spaced
and aesthetically pleasing.
All items were identified and
explained without teacher
intervention.
4.
5.
6.
7.
8.
9.
5 – Over and beyond the call of duty, no prompting 4 – Had exactly what was
requested, and no prompting was required 3 – The work was all completed, however
the students needed some guidance, or prompting, 2 – The work was partially
completed, but no prompting was required, 1 – The work was partially completed,
and some prompting was required.
10.
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Colour Rubric
Rubric Items
Holiday Unit
Directions
1
2
3
4
5
The students followed the
written instructions.
The worksheet was labelled
with the student’s names.
10 colours were created.
There was at least one
adjective attached to each
colour.
Everyone should be in pairs!! Each group should do the
following:
1.
Take 10 strips of paper towel. Label each strip
of paper towel with a letter or number (your
choice).
2.
Stack books about 10 inches apart on their work
space, so that they are even.
3.
Prop the ruler between two stacks of books.
4.
Tape one strip of paper towel (letter side under
the tape) to the ruler for each sample being
tested. The strips should nearly reach the desk
top.
5.
Place one cup under each strip to catch the
drips.
6.
Squirt colour onto each strip in turn. Only work
on one strip at a time.
Write down your answers on the sheet!
Sentences used correct
grammar.
Presentation
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Colour Instructions
The students cleaned their
area before leaving.
Worksheet
Resume
Both colours were identified
and explained without
teacher intervention.
5 – Over and beyond the call of duty, no prompting 4 – Had
exactly what was requested, and no prompting was required 3 –
The work was all completed, however the students needed some
guidance, or prompting, 2 – The work was partially completed,
but no prompting was required, 1 – The work was partially
completed, and some prompting was required.
7.
Once you’re finished, pick your two favourite colours
to present to the class!
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This has been modified for this forum, and therefore may show some formatting issues.
Tree Learning Centre
Objectives:
Language
Reading Tree – SWBT encouraged to read one book from a variety of choices and levels
Directions: Read one of these books. When you’re finished, put your name and the books
name on a leaf and attach it to the reading tree. Lets see how many the class can read!
The Three Wishes B y M. Jean Craig (Pictures by Yuri Salzman) The Tree of Life By
Barbara Bash Mr. Tamarin’s Trees By Kathryn Ernst (Pictures by Diane deGroat) The
Giving Tree By Shel Silverstein
Crossword puzzle – SWBT encouraged practice vocabulary, math and letter/pattern
recognition.
Directions: Acorn
Elm
Oak
Bark
Evergreen Pine cones
Birch
Fir
Rings
Leaves
Sap
Colour
Maple
Sunlight
Needles
Tree
Nuts
Trunk
Bonus word: Fruit
Tree Survey – SWBAT ask questions to “strangers”, follow directions, and add up the
responses appropriately.
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Directions: Talk to your friends, neighbours and family and find out if they have any
trees in their yards - either front or back. Make sure you speak to only one person
per house! Do more people have trees in their yards or do very few? Ask your
classmates about their surveys. How were their neighborhoods? The same or
different than yours?
Poe”tree”– SWBAT to write a short poem in shape form.
Write a poem in the shape of a tree! There’s all different kinds of tree shapes to use.
Which is of your favorite!
Math
Subtracting Rings – SWBAT practice their subtraction and counting using a
manipulative.
Directions: Count the number of rings on each wood sample and use them to practice
your subtraction! (Bring in actual rounds of wood easily found from anyone who owns a
fireplace or bits from the forest)
Tangrams – SWBAT put together manipulative shapes in a preset form.
Directions: Use the 7 shapes to form these patterns
Compare and contrast – SWBAT compare and contrast two like items. (initial Venn
diagram).
Directions: Compare the two trees shown (or choose two out our window) Write
sentences or draw a picture of your answers. (logic, Venn diagrams, Math)
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The Money Tree – SWBAT count coins and figure out which two add together to form
a preset dollar value.
Tree Learning Centre
Directions: Count the amount of money on each acorn. Add together two acorns to
form the amount on each money tree.
Science
Leaf Rubbings – SWBAT identify textures and shapes of various leaves.
Directions: Leaves have wonderful textures – ruffled edges, veins, bumps and ridges.
Choose a leaf. Put a piece of white paper over it. Choose a colour of pencil crayon or
charcoal, and rub gently. Watch as the leaf’s hidden texture begins to show through!
See the book “I found a leaf” for examples.
A Tree’s life cycle – SWBAT sequence the life cycle of a tree.
Directions: What does a tree’s life look like? Arrange the sentences to create the
tree’s life! Check your answers by flipping over the cards and seeing if you have
ordered them from 1 -10. The seed is dropped onto the ground and begins to grow. A
stem and roots grow at the same time. It is now called a seedling, which means it looks
like a little tree. The roots take food and water from the soil to become strong. The
tree grows bark to help protect itself. The tree grows buds, which are very small
leaves folded inside a case. The leaves burst out of the buds, and get larger. Leaves
get energy from the sunlight that they turn into food. The tree grows fruit, berries,
nuts or cones in order to reproduce. The wind and animals help spread the seeds
everywhere.
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Which leaf belongs to which tree? – SWBAT match leaves to their corresponding
tree names.
Tree Learning Centre
Directions: Match the leaf to the tree name. Use the books “The Tree Almanac” or “A
First Book of Tree Identification” if you help.
Tree and Temperature Change – SWBAT identify the various seasons and see how a
thermometer changes accordingly.
Directions: Trees change with when weather and temperature change. Adjust the
temperature for each season by moving the ribbon on the thermometer. Check your
answer by matching the season name to the picture. How do the trees react to the
different temperature? What do you notice about the temperature in Spring and
Autumn?
Social Studies
Popsicle stick totem pole – SWBAT recognize and understand a totem pole and the
some of the different animals that are carved.
Directions: Make a own totem pole using popsicle sticks! Each animal has a meaning.
Bear
Strong
Protector Salmon
Beaver
Wealth
Frog
Good luck Raven
Long life
Snake
Magic
Wolf
Helpful Use a variety of animals to show you feel. Which one will you put on top?
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Tree Learning Centre
Write a story about walking in your neighbourhood.- SWBAT write a short story
using prior experience and knowledge.
Directions: Hint: Think about our community walk. Think about walking home or to a
friend’s house. What do you see? What kinds of trees were there? How do they
look? How do they make you feel?
Tree Posters- SWBAT write and draw a persuasive poster.
Directions: You’ve been learning how important trees are to our environment. You
want people to learn how trees help our world. Make a poster that will encourage
them to plant a tree. Be persuasive. Use markers, crayons, leaves, or anything else
you’d like. See what you can find at the art table. Be creative.
What’s made from trees? – SWBAT identify common products made from wood, and
those not made from wood.
Directions: Each popsicle stick has an item on it that’s either made from trees or not
made from trees. Sort the popsicle sticks into the two cups – “Made from trees” And
“Not made from trees” Check at the end to see if you’re right be matching the co lour
at the bottom of the cup to the colour at the tip of the popsicle sticks.
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Tree Learning Centre
Assessment
This center was set up to be a practice and reinforcement centre for the current unit
being done in our grade 2/3 class. It was meant for the students to check their
learned knowledge, however, not count towards their particular grades. These
activities were to be charted as complete on a wall chart, benefits/credits to be
awarded in the token economy system (that is being used with our class) as they
finished every 10 activities (as per the current rules of the classroom).
Student monitor their own progress by colouring in the squares for themselves.
Student 1
Student 2
Student 3
Student 4
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Leaf Rubbings
Leaves have wonderful textures –
ruffled edges, veins, bumps
and ridges.
1.
Choose a leaf.
2.
Put a piece of white paper
over it.
3.
Choose a colour of pencil
crayon or charcoal, and rub
gently.
4.
Watch as the leaf’s hidden
texture begins to show
through!
See the book “I
found a leaf” for
examples.
Write a
story
about
walking
in your
neighbor
hood.
Hint: Think about our community walk.
Think about walking home or to a friend’s
house. What do you see? What kinds of
trees were there? How do they look?
How do they make you feel?
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Tree Learning Centre
Compare the two trees shown (or choose two out our window)
Write sentences or draw a picture of your answers.
How are they the same?
How are they different?
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Tree Learning Centre
The Money Tree
Count the amount of money on each
acorn. Add together two acorns to
form the amount on each money tree.
+
=
$0.00
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Tree Learning Centre
Reading Tree
Read one of these books. When you’re finished, put your name
and the books name on a leaf and attach it to the reading tree.
Lets see how many the class can read!
Subtracting Rings
The Three Wishes
B y M. Jean Craig (Pictures by Yuri Salzman)
A fairy tale about a poor woodcutter who’s given three wishes
by a tree fairy. After thinking about the things he would like
to wish for, he ends up wasting all his wishes on undoing the
damage caused by his other wishes.
Count the number of rings on
each wood sample and use them
to practice your subtraction!
The Tree of Life
By Barbara Bash
On the hot dry savannahs of Africa stands the ancient and
mysterious baobab tree…read and find out more about it…
Mr. Tamarin’s Trees
By Kathryn Ernst (Pictures by Diane deGroat)
When autumn comes, no matter how often Mr. Tamarin rakes
his lawn, more leaves fall to the ground. “Why don’t they stay
on the tree where they belong” he says grumpily…what do you
think he will do?
The Giving Tree
By Shel Silverstein
Once there was a tree..and she loved a little boy…Every day the
boy would come to the tree to eat her apples, swing from her
branches, or slide down her trunk and the tree was happy…
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Tree Learning Centre
Subtracting Rings
Count the number of rings on each wood
sample.
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Subtracting Rings
Practice your subtraction!
Tree A
-
Tree B
=
Tree B
-
Tree C
=
Tree A
-
Tree D
=
Tree B
-
Tree C
=
Tree A
-
Tree C
=
Tree A
Tree B
Tree C
Tree D
Bonus question:
Which tree is the oldest
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Tangrams
Tree Learning Centre
Use the 7 shapes to form these patterns!
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Popsicle stick totem
pole
Make a own totem pole using popsicle
sticks! Each animal has a meaning.
Bear
Beaver
Frog
Raven
Salmon
Snake
Wolf
Strong
Wealth
Good luck
Protector
Long life
Magic
Helpful
Use a variety of animals to show you feel.
Which one will you put on top?
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The seed is dropped onto the ground and begins to grow.
A Tree’s Life Cycle
A stem and roots grow at the same time.
Tree Learning Centre
What does a tree’s life look like?
Arrange the sentences to create the tree’s life!
It is now called a seedling, which means it looks like a little tree.
The roots take food and water from the soil to become strong.
The tree grows bark to help protect itself.
The tree grows buds, which are very small leaves folded inside a case.
The leaves burst out of the buds, and get larger.
Leaves get energy from the sunlight that they turn into food.
The tree grows fruit, berries, nuts or cones in order to reproduce.
Check your answers by flipping over the cards and
seeing if you have ordered them from 1 -10.
The wind and animals help spread the seeds everywhere.
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Which leaf belongs to
which tree?
Match the leaf to the tree name. Use
the books “The Tree Almanac” or “A
First Book of Tree Identification” if
you need help.
Maple
Oak
Horse chestnut
Apple
Pine
Cedar
Fir
Magnolia
Willow
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Poe”tree”
Tree Learning Centre
Write a poem in the shape of a tree!
There’s all different kinds of tree shapes to use. Think
of your favorite!
How many people have trees in their yard?
Yes, we have trees:
No, I haven’t got trees
Total
Total
Talk to your friends, neighbours
and family and find out if they
have any trees in their yards either front or back.
Make sure you speak to only one
person per house!
Do more people have trees in
their yards or do very few? Ask
your classmates about their
surveys. How were their
neighborhoods? The same or
different than yours?
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What’s made from trees?
Tree and
Temperature
Change
Tree Learning Centre
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Trees change with when
weather and temperature
change. Adjust the
temperature for each season
by moving the ribbon on the
thermometer.
Each popsicle stick has an item on it that’s
either made from trees or not made from trees.
Sort the popsicle sticks into the two cups –
“Made from trees” And “Not made from trees”
Check your answer by
matching the season name to
the picture.
How do the trees react to
the different temperature?
What do you notice about
the temperature in Spring
and Autumn?
Winter
Summer
Spring
Autumn
Check at the end to see if you’re right be matching the co
lour at the bottom of the cup to the colour at the tip of the
popsicle sticks.
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Anything and anyone can be a resource for teaching. Some of the
more frequently used ones are as follows:
– Ontario Exemplars and recommendations
– Mailbox Magazine
Resources
– Web Addresses
• http://ericir.syr.edu/Virtual/Lessons/
• http://www.lessonplanspage.com
• http://www.canadianlessonplans.com/aclp/
• http://educate.si.edu/lp/lp_fs.html
• http://www.coollessons.org/
– Other teachers and student teachers
– Resource Rooms (at the schools)
– OPSU Bookstore and Library
– My own personal library of books and resources
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Other Experiences
Previous to taking on the challenge of being a professional teaching, I was working in
a completely different environment – in the corporate high tech world.
Having graduated in 1994, I moved to Ottawa and was unable to find adequate work,
so I fell back onto a profession that had taken me through high school and university
- I worked on contract in an office. At the end of the third week of newly moving to
Ottawa, I found myself working for Nortel Networks. It was an enjoyable job in a
wonderful company...one that would last me for the next seven years.
Through continuous training and upgrading, I moved from being an ordinary secretary
to a technical administrator, and eventually to engineer. Nortel hired me on full time,
and trained me extensively.
This professional experience is invaluable. It gave me a real world opportunity that I
can move into my classroom. I have a clear understanding now of what is expected
and occurs out in the market. I also have developed computer skills that are very
useful in the classroom and in creating presentations and workshops. These skills will
help me in developing myself as a professional teacher in helping put together
interesting workshops, and consulting with other teachers who may be interested in
developing particular life skills.
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Notable Competencies
Languages (English, French, ASL, Urdu, Hindi and Gugrati)
I have a high affinity for languages. I speak five languages (English, French, Urdu,
Hindi and Gugrati) and am a relatively fluent signer (ASL). I also read and write in
both English and French.
Cultural Sensitivity
Due to my background and life choices, I have a broad cultural knowledge and
sensitivity. My heritage is both Pakistani and Indian, I grew up in Canada and my
husband’s family, which I am quite close to, are Italian and English/Scottish. Our life
has been an undulation of balance and understanding.
Computers
Due to the past seven years of working for a high tech company, I have become very
comfortable with all aspects of computers – both hardware and software. I am very
competent with most of the popular software packages for both Windows and
Macintosh computers.
Music
Music has always been a very big part of my life. I both play the organ and sing. I find
both playing by myself and collaborating with others to be an enjoyable experience.
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Personal Information
Family is very important to me. My family consists of my husband of eight years,
Mark, my two cats, Ziggy and Ion and my border collie, Kes (there is nothing better
at clearing your mind and relaxing you than taking your dog for a walk).
I have a variety of hobbies, reading (I have an extensive and wide-ranging library),
crafts (taking classes, learning new crafts or techniques, working by myself or with
others), sports (volleyball, rollerblading) and of course, walking and training my dog
(border collies need to continuously keep their minds active, so continuous training is
the key)!
I also love to volunteer my time to help others. Having just moved to Toronto, I am
exploring my community and setting up volunteer opportunities with the Bob Rumball
Centre for the Deaf. I am looking at two different aspects - one is working with
children in after school or weekend programs, and the other is visiting older deaf
who are hospitalized with my dog.
Munira P. Ventresca
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Munira P. Ventresca
207-375 Brunswick Avenue Toronto, ON M5R 2Z3
Phone: (416) 929-9126
Email: mpepperv@hotmail.com
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Personal Objective
Each child is a life long learner, learning at different speeds and in different ways. With a stimulating and safe
environment in which to explore and acquire knowledge, I will create a student-based and inquiry-oriented
situation. The children will work in an on-going, problem solving process that will allow them to develop strategies,
ethics and gain personal experience and insight. It is my welcomed challenge to truly understand the individual
students in the class and to facilitate their interest and knowledge.
Qualifications
•Effective interpersonal, listening and communication skills.
•Well-developed written communication and presentation skills.
•Facilitator
Selected Achievements
Enthusiastic and friendly person, welcoming to all within her ken. All people have a valid and important role within
the school and should be acknowledged.
Creative and resourceful regarding adaptations of the curricula to actual lesson plans and learning. My lessons are
created using a variety of visual, linguistic and processing items and skills.
Knowledgeable a variety of subjects and content areas. One of my learning centres is being used as an example
for teacher education in the “Teaching in Content Areas” class.
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Multiple Intelligences was one of the focuses of my lessons. Children learn in different ways and at different
speeds and need the freedom in order to gain information in the way that they best learn.
Well versed with the Canadian curricula and its applications in the field of Deaf education. IEPs and report
cards have both been previously experienced.
Well organised and meticulous in classroom, in both set up and regulation. Locating things was done quickly and
easily.
Resume
Lifelong learner with an enthusiasm over a variety of subjects. I have begun to participate in a variety of
workshops to increase the depth of my knowledge.
Fair but firm is my motto. Behaviour modification and management techniques have been used, modified and
reapplied according to the needs of the class. My last eight week placement was a challenge in pulling the
students into the lesson and keeping their focus.
Experience
Middle School Math
2001
Mindee Mutty
St. Mary’s School for the Deaf, Buffalo
I observed and assisted with a variety of middle school children between grades 5 and 8. I checked homework
and taught lessons to a group of life-skills oriented children.
Grade 2
2001
Cathy Kibler
St. Mary’s School for the Deal, Buffalo
I observed and aided in this class of grade 2 students. I was able to teach lessons in reading, comprehension, and
new vocabulary and participate in a variety of activities ranging from art class to special presentations.
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Kindergarten and Gr. 1 CAPD
2002
Rita Clarey
Harris Hill Elementary School, Buffalo
I was a student teacher in this classroom of children with central auditory processing. I prepared and taught
lessons in language and art, and observed and assisted in testing. I practiced behaviour management techniques
and was able to move with the class to a variety of their other classes.
Gr. 4-5 Split
2002
Ivana Campbell
Metro Toronto School for the Deaf, Toronto
This session of full day teaching was a challenge in behaviour management. The eight weeks in this classroom gave
me an appreciation of the depth of teacher involvement in every aspect of a child’s life, and experience in the
Canadian curricula.
Gr. 4
2002
Meena Ghai
River Oaks Public School, Oakville
I volunteered with Ms. Ghai for a period of four weeks. It was a terrific experience in truly understanding and
implementing the Canadian curriculum. I spent my time working with all the students and understanding their
individual needs and challenges.
Education
M.S. Deaf Education
Canisius College (Graduate Education)
2002
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Teacher’s Certification
Canisius College
2002
Certificate (ASL)
Algonquin College
1998
B.A.Sc.
University of Guelph (Honours Child Studies)
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1994
Resume
Personal
Fully fluent in English, French and ASL. Orally fluent in Urdu, and Hindi. Comprehensive Gugrati only.
Sophisticated computer user with in-depth knowledge of most major suites.
Personal travel has provided me with a deep appreciation of other cultures.
Avid reader with special interests in Science Fiction, and Children’s books.
Volunteered in a Multi handicapped classroom (SMSD in Buffalo)
Enjoy an active lifestyle of recreational sports: volleyball and rollerblading.
Craftsperson
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References
Please feel free to contact me for
copies of my reference letters.
Contact
Information
Phone numbers, home and e-mail
address
Munira P. Ventresca
Education
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Canisius College:
Personal
Information
Mr. Doug Hinton
716-834-7200
Dr. Marg Harrington
716-888-2260
References
Dr. Pat Chrosniak
Placements:
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716-888-2260
Cathy Kibler
716-834-7200
Rita Cleary
716-???-????
Ivana Campbell
416-832-3000
Professional
(Non-educational): Mr. Howard Robinson
David Chow
613-763-2211
613-763-2211
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Munira P. Ventresca
Home address
207-375 Brunswick Ave
Toronto, Ontario
M5R 2Z3
Phone Numbers
E-mail
(416) 929-9126
mpepperv@hotmail.com
(416) 889-9126
ventresca@sympatico.ca
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