INTERACTIVE

NOTEBOOK
MARLENE RIVERA
TED407
 NAME TAG
TO LEARN STUDENTS NAMES AND WHO THEY ARE. ALSO HELPS IN PEERS LEARNING
EACH OTHERS NAMES

• Procedure in classroom: fold construction paper in half, write name, draw three pictures or
symbols that represent you
• Support all language learners: use of pictures to help students build their English vocabulary
 GALLERY WALK
TO SHARE YOUR WORK

• Procedure in classroom: students display their work on walls, students will rotate and observe
and discuss the work seen. At the end students will collaborate in a whole group discussion

• Support all language learners: displaying work and discussing with peers, developing confidence
in their work
 COMMUNITY CIRCLE
TO SHARE PERSONAL FEELINGS, PERSONAL EXPERIENCES, AND KNOWLEDGE

• Procedure in classroom: students sit in a circle, a question is given. One students starts with a
talking piece and the piece gets passed around to each student so they can speak.

• Supports all language learners: students will develop their comprehension and build self
confidence
 MODELING
“I DO, WE DO, YOU DO”

• Procedure I classroom: teacher will give a step by step demonstration of activity students will
do

• Supports all language learners; students will be able to efficiently understand the activity by
the visual examples given
 EXIT TICKET
S T U D E N T S W I L L W R I T E A TA K E AW AY O N W H AT T H E Y L E A R N E D

• Procedure in classroom: at the end of the lesson the teacher will give a question or activity
that students must complete to show their understanding of the concept

• Supports all language learners: students practice their check for understanding and academic
writing format
 PAIR SHARE
S T U D E N T S P A R T I C I P AT E I N P E E R D I S C U S S I O N W I T H A P A R T N E R

• Procedure in classroom: teacher will give a question for students to discuss with a partner
near them

• Supports all language learners: students have the opportunity to share their ideas and learn
from new ideas from their partner.
 THINKING MAP
V I S U A L L E A R N I N G T O O L T H AT O F F E R S C L A R I T Y A N D C O O P E R AT I V E L E A R N I N G

• Procedure in classroom: main idea or topic goes in the center, around it goes subtopics or
ideas and details. Continue until idea is completely detailed and discussed.

• Supports all language learners: students will develop their collaborative skill and compare their
ideas with their peers and teaher
 FIRE WRITE
S T U D E N T S W R I T I N G W I T H N O A C A D E M I C F O R M AT

• Procedure in classroom: teacher will give a question or prompt for students to write about.
Teacher will explain that there is no right or wrong way to write and no academic format is
needed.

• Supports all language learners: students will not be marked down for any misspelling, or
grammatical errors. Students will not feel the pressure to write in correct academic format
 GOLDEN LINE
S E L E C T A Q U O T E F R O M A T E X T T H AT C A P T U R E S Y O U R AT T E N T I O N

• Procedure in classroom: after reading a story or article the teacher will ask students to choose
a quote that captured their attention. Students will then share their quote to a partner and
discuss why they chose that quote.

• Supports all language learning: students will be able to share their ideas and develop their
social skill with their peers.
COLLABORATIVE CLOCK
S T U D E N T S P I C K N A M E S O F 1 2 D I F F E R E N T C L A S S M AT E S F O R E A C H T I M E

• Procedure in classroom: teacher provides a clock or asks students to draw a clock. Students
will need to go around the classroom and pick 12 different classmates for each time.

• Supports all language learners: students will have be exposed to peer interaction and have the
opportunity to share their ideas and learn new ideas from their partners.
 FIELD
VISIT #1
M AT E R I A L S
 FIELD
VISIT #2
M AT E R I A L S
F I E L D V I S I T # 3 M AT E R I A L S
 CAMPUS TOUR PLAN &
POST TOUR REFLECTION
T H E S T U D E N T S W E R E R E A L LY E X C I T E D T O S E E T H E
C A M P U S . I F E LT T H AT I C O U L D H AV E B E E N A L I T T L E
M O R E P R E PA R E D B U T I G AV E T H E M O S T
I N F O R M AT I O N I C O U L D. A LT H O U G H W E H A D
A B O U T A N H O U R F O R T H E TO U R T I M E W E N T B Y
R E A L LY F A S T A N D W E S T I L L W E R E N OT A B L E T O S E E
THE WHOLE CAMPUS.
T H E W O R K S H O P I H E L P E D I N W A S R E A L L Y G R E A T.
W E J U S T H A D O N E S T U D E N T PA RT I C I PAT E B U T I
F E LT T H AT I T M A D E T H E W H O L E E X P E R I E N C E F O R
T H E S T U D E N T M O R E I N T I M AT E . I F E E L T H AT T H E
WORKSHOP HOST DID AN AMAZING JOB IN
DELIEVERING HER MESSAGE.
 SERVICE LEARNING
REFLECTION

I R E A L LY E N J OY E D V I S I T I N G C O M P T O N H I G H
S C H O O L . T H I S WA S M Y F I R S T T I M E WO R K I N G I N
A H I G H S C H O O L A N D I T WA S V E RY D I F F E R E N T
T H A N E L E M E N T A R Y. H A V I N G G O N E T O A H I G H
S C H O O L H A S M A D E M E D E C I D E TO P U R S U E A
M A S T E R S D E G R E E I N C O U N S E L I N G . I R E A L LY
E N J OY E D I N G I V I N G C O L L E G E A DV I C E TO T H E
STUDENTS.