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ACP Portfolio

Shaista Mansoor
4-19-2016

Table of Contents

1 Syllabus Snapshot -------------------------------------- 1
2 Student Preparation Strategy ------------------------ 2
3 BOPPPS Lesson ------------------------------------------- 3
4 Test Questions -------------------------------------------- 4
5 Rubric ------------------------------------------------------- 5
6 Show case Presentation -------------------------------- 6
7 Reflective Essay ------------------------------------------ 7

Mansoor 1

Instructor Contact Information

Instructor: Mansoor Shaista

E-mail: [email protected]

Phone: 832-412-0121
Days & Mo We 8:00PM – 9:20PM
Times:

Welcome to English 1301

In this course, we will apply affectively Intensive study and practice in writing processes, from invention
and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on
effective rhetorical choices, including audience, purpose, arrangement, and style .

Student Learning Outcomes:

1. Demonstrate knowledge of individual and collaborative writing
processes.

2. Develop ideas with appropriate support and attribution.
3. Write a coherent essay observing appropriate grammatical,

mechanical, and stylistic conventions to peruse your audience and purpose.
4. Read, reflect, and respond critically to a variety of texts.
5. Evaluate, edit, understand, and revise at all stages of the writing, reading, speaking and listening

process.

Required Material: 1. A Writer's Reference w/Writing about Literature, 7th Edition by Hacker,
ISBN #9781457699726

2. The Blair Reader, 8th Edition by Kirszner, ISBN #9780205901845

Keys to success in the course

In this class participation is measured based on the following criteria:
 Take a chance

Mansoor 2

 Be enthusiastic
 Learn to love your work
 Learn from your mistakes
 Do the hard jobs first
 Persistence is the quality that most frequently leads to success
 Do not fear
 We determine our happiness

 Remember that everything you do sends a message

GRADE DETERMINATION:

Your grade will be Details Points Percent of
determined by the following (if applicable) Final
Homework, Quizzes, Assignments ,Class Average
Daily Work Activities,Presentations, Group Work ,Journal 25%
Discussions, Participation, Folder,Class
Exam # 1 Evaluation,Attendance 20%
Exam # 2 Narrative or Descriptive Paper – Due in 15%
Exam # 3 Classroom 20%
Exam # 4 Definition or Classification Paper – Due in 20%
Classroom
Research – Based Cause/ Effect or Research- 100%
Based Argumentative Paper- Due in
Classroom
Comparison / Contrast Paper – Due in
Classroom

Total:

Student Prep Strategy: The plans to prepare students outside of class

I would like to suggest the following plans to peruse students in charge of their learning outside
class:

 I would like to assign to read a chapter thoroughly of the Text Book.

 They have to look at the title, and then write down what it tells about the text’s topic
and focus.

 They will do research on the author and write down what they find out.
 Choose five key words and do some research on them.
 Write down what they learn about structure of the text. Put all or most of summary in

their own words.
 Student will make conclusion in order to their point of view.
 In the end, they will write five questions to discuss in the classroom.
 In this way, I would able to achieve the goal of the SPS is to get students to come to

class adequately prepared to get the most out of their lesson. Therefore, they are not
in- class activities but rather things the students do on their own time. They will feel
more confidence and enthusiasm to ask questions and make feedback.

Complete BOPPPS Sample Lesson

COURSE: SPCH 1311 Introduction to Communication
Lesson Title: Do You See What I See? Perception

Bridge: A series of 4 optical illusion slides will be displayed on screen for 1 second each. Students are asked to write down what they see. Slides will be shown
a second time for 7 seconds- students again asked to write what they see.
Class asked: Raise your hand if you saw at least 2 things in every image? Now raise your hand if you saw something the second time that you did not see the
first time?
BLOOM QUESTION (ANALYSIS): What do you think the “moral” of these slides might be?
Quickly go back over the slides to show students the two images in each one.
End with: Today we will be exploring some of the reasons why what we see can be a distortion (show the slide with the learning objectives stated)
5 minutes
Course Student Learning Outcome:

1 - Understand and apply the principles of human communication including: perception, verbal communication, nonverbal communication, listening,
and audience analysis.

Learning Objectives: By the end of this lesson, students will be able to
1. Explain 3 ways perception can become distorted. (COMPREHENSION)
2. Use a three step perception checking technique. (APPLICATION)

Pre-Assessment:

The student preparation assignment I chose is Peer Carding. We will take a few minutes to review random question cards students have submitted about the

reading material.

5 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min Perceptual distorters: Answer question: Raise your hand if you think you have Slide listing three distorters
Stereotyping: Discuss the process; introduce video never stereotyped. Slide with links to videos on
clip View implicit bias video: implicit bias and
http://digital.films.com.lscsproxy.lonestar.edu/play/NT2P3B stereotyping
BLOOM QUESTION (EVALUATION): Should implicit bias be
used as a defense against criminal prosecution of police
shootings? Why or why not?

10 min Perceptual Accentuation: a predisposition to perceive One student asked to read the three triangles slide. Keep Slides

only what we want or expect to perceive asking them to read it until they realize the extra words. Link to video on perceptual
Explain what it is, introduce video clip View video: http://digital.films.com/play/8MC4TH accentuation

10 min Implicit Personality theory Memorize the “sleep” slide for 20 seconds. Slides

Demonstration with the sleep memorization slide. BLOOM QUESTION (COMPREHENSION) Why do you think so

Explain how this works with regards to personality. many of you saw a word that wasn’t there?

Discuss interview experiment on attractiveness. Discussion questions: Have you seen this happen? Do you

think it might impact how teachers respond to young

children?

15 min Introduce 3-step perception checking technique BLOOM QUESTION (SYNTHESIS): Now that we know we are Slides with steps and

Work through example interaction susceptible to these perceptual distortions, what could be sample perception checking

done to maximize our perceptual accuracy? encounter.

Students write 3-step perception checking responses to 2 Slide with practice

provided scenarios. Pair and share, then report out to the scenarios.

class.

Post-assessment: NEW TECHNOLOGYAdminister Socrative quiz: 6 Multiple choice questions that determine whether students can identify examples of

stereotypes, perceptual accentuation, and implicit personality theory. 3-step technique was assessed during the lesson during the report out.

5 min

Summary: address any commonly missed questions on post-assessment. Show slide of cube. Explain how it is a great metaphor for perception. Even when
we know there is another way to look at something, we are still more comfortable seeing it “our way”. CAT Explain it to a 4th Grader: Take one minute and
write a summary of today’s lesson that a 4th grader could understand.

3 min

See Attached PPT

“HOW TO GET A REAL
EDUCATION”

SCOTT ADAMS 1957 –
Chapter 2

1

Objectives

• By the end of this class , students will be able
to:

• Explain and understand the main goals of
Education.

• Students will recognize and evaluate the
seven valuable tools of learning that introduce
the meaningful education.

2

• Scott Adams is the creator of Dilbert,
the long-running comic strip about
office mediocrity.

3

He is also the author of more than eighty comic books

featuring the antics of Dilbert and his coworkers,

• including, most recently, I’m
TEMPTED TO Stop Acting Randomly:
Dilbert (2010).

4

• In the following essay , Adams outlines the
ideal education for entrepreneurs.
Amazon.com: Dilbert-Comic strip: Books

5

• Adams says that he understands why
the top students in America study
Physics , Chemistry, Calculus and
Classic Literature.

6

• He says that kids in this brainy group
are the future professors, scientists,
thinkers and engineers who would
move civilization forward.

7

• There was a small business on our
campus called The Coffee House.

• It served beer and snacks and
featured live entertainment.

8

• Seven students are running this
coffee house, however all are unable
to explain where all the money goes.

9

• One day the managers of The Coffee
House has a meeting to discuss two
topics.

• First , our Minister of Employment is
recommending that we fire a
bartender , happened to be one of
his best friends.

10

• Second, we need to choose a leader
for our group.

• There is a general consensus that my
friend lacks both the will and the
potential to master the bartending
arts.

11

• For new leader, he point out that his
friend - the soon- to-be-fired
bartender – is tall, good – looking
and so gifted that he would be the
perfect leader.

12

• That is the year he has learned
everything about management.

View viedo:Dilbert2016wallcalender
Scott Adam

13

Seven Tools of Learning

14

1-Combine skills

• The first thing you should learn in a
course on entrepreneurship is how
to make yourself valuable.

15

• It is unlikely that any average
student can develop a world –
class skill in one particular area.

16

2- FAIL FORWARD
• The trick is to get paid while you

are doing the failing and to use
the experience to gain skills that
will be useful later.

17

• Students should be taught that
failure is a process , not an
obstacle.

18

3 - FIND THE ACTION
• I n his senior year of college he

asked his advisor how he should
peruse his goal of being a banker.

19

• He told to figure out where the most
innovation in banking was happening
and to move there.

20

• And so he did. Banking did not work
out for him , but the advice still
holds: Move to where the action is .
Distance is your enemy.

21

4 - ATTRACT LUCK

• You can not manage luck directly, but you
can manage your career in a way that
makes it easier for luck to find you.

• To succeed , first you must do something.

22

5 - CONQUER FEAR

• Adam took classes in public speaking in
college and a few more during his
corporate days.

• That training was marginally useful for
learning how to mask nervousness in
public.

23

• Then, he took the Dale Carnegie
course.

• It was life- changing.

24

• It ignores speaking
technique entirely
and trains you instead
to enjoy the experience
of speaking to a crowd
DaleCarnegie.com

25

• The point is that people can be
trained to replace fear and shyness
with enthusiasm.

26

6 - WRITE SIMPLY
• Simplicity makes ideas powerful.

27

• He took a two day class in business
writing that taught him how to write
direct sentences and to avoid extra
words.

www.skillpath.com

28

7 - LEARN PERSUASION

• Students of entrepreneurship should
learn the art of persuasion in all its forms
, including psychology , sales, marketing ,
negotiating , statistics and even design.

29

• Remember , children are our
future , and the majority of them

30

• After completion of the article “How
to get a real education” by Scott
Adam, teacher would able to apply
the following strategy in the class
room to understand the students
‘feed back and response.

31

• Use a 3 – step perception checking
technique , individually apply for
every student:

1. Reading & Discussion
2. Writing
3. Feed Back & Response

32

• First, students will read &discuss the
topic in group.

• Then individually every student will write
brief summary and conclusion in order to
his/her point of view.

• After writing, students will read their
summary and response .

33

Check it.

• I would able to check my students by asking
three questions

1. How does the writer define the main goals of
education?

2. Do you find the writer’s ideas convincing?
3. Are the writer’s educational experiences

similar to or different from yours ? How do
these similarities or differences affect your
response to the essay?

34

Today's plan

Course Title:1301

Topic: Education

After reading the above topic,students would able to write their answers of the following
four questions then they will read and discuss their feedback in the classroom.

Q 1 How does the writer define education? Is this definition consistent with yours?( Knowledge)

Q 2 What does the writer think, the main goals of education should be? Do you agree? Will you
interpret in your own words?( Comprehension)

Q 3 Does the writer use personal experience to support his points? Does he use facts and
statistics or expert opinion as support? Do you find the writers 'ideas convincing?( Evaluation)

Q 4 Are the writer's educational experiences similar to or different from yours? How do these
similarities or differences affect your response to the essay?( Analysis)

Assignment

Write an essay in which you develop a definition of good teaching, considering the relationship
of the teacher to the class, the standards teachers should use to evaluate students and what
students should gain from their educational experience. Refer to the ideas of Stephen G.
Emerson and Scott Adam. Borrow a phrase or a sentence from the text, put it in quotation
marks and give the page number in parentheses. Be concise make every word count,1000
words.

Persuasive Analysis Paper Rubric

Categories Excellent Good Needs Work
Assignment Answer difficult to
Specific and arguable introduction and find: incomplete,
Recognize definition of good definition of good and/or out of place
Purpose teaching with teaching May be mismatched
And introduction Includes 2-3 with content of the
Audience Includes 2-3 persuasive strategies paper. Concept is not
persuasive strategies Explains how the cleared
Explain how the author uses those
author uses those strategies to
strategies to accomplish his or her
accomplish his or her purpose
purpose May be blunt or less
Written in an eloquent
effective and
sophisticated style

Evidence 3 point 2 point 1 point
And Detailed relationship Week throughout
Analysis Relevant – all of the teacher to the Little explanation of
Unity and Focus evidence clearly class evidence
explained about the More support , Poorly integrated
connection between explanation and Connections to
teacher and more relevant purpose unclear, very
classroom evidence needed uneven, or do not
Specific match up with
Well integrated Standard teachers use assignment
Insightful to evaluate students
observations More support, detail No attempt to
Explicitly connected explanation and more connect evidence to
to purpose of text relevant evidence purpose.
Relevant – all needed
evidence clearly No attempt
explained What students should Misunderstanding
Standard teachers gain from their
and their method of educational
evaluation to experience,
students Discuss in detail
Specific Needed more specific
Clearly Explained and arguable
Specific and arguable
–What Students
should gain from their
educational
experience
Clear concept

Refer to the ideas of Refer to the ideas of Missing
Stephen G. Emerson Stephen G. Emerson 1 point
and Scott Adam and Scott Adam
Borrow a phrase or a borrow a phrase or a
sentence from the sentence from the
text at least three, text less than three,
put it in quotation put it in quotation
marks and give the marks and give the
page number in page number in
parenthesis parenthesis
5 points 4 points

Organization in Logical paragraph Some less focused Problematic
writing order paragraphs paragraph
Clear topic sentences Awkward transition Uneven paragraph
Format/Mechanics Smooth transition development
Recognize effective 2 points Rough transition
sentences 3 points 3-5 minor 1 point
grammatical or 10 or more
Language No grammatical or spelling errors grammatical or
spelling errors A couple of minor spelling errors
Response/Feed back Correct MLA format errors in MLA format Incorrect MLA format
2 points
3 points Clear, coherent prose 1 point
Slightly less precise Confusing prose
Clear, coherent prose word choices Problematic word
Good, specific word Sentence lengths and choices
choices structures vary Sentence lengths and
Sentence lengths and somewhat structures vary basic
structures vary 2 points or repetitive
effectively Individually, every 1 point
3 points student will read Student is not able to
Individually, every his/her paper, discuss share his /her paper
student will read conclusion and reply in the classroom on a
his/her paper, discuss less than five answers particular day
effective conclusion
with strong point of 2 point 1 point
view and reply the
answers at least five
questions of his/her
fellows
3 point

Overall Score Excellent Good Needs work
20 or more 14 or more 0 or more

ACP Showca

Name: Shais
Discipline
Date:4-1

4/20/2016

ase Portfolio

sta Mansoor
e: English
14-2016

1

Table of Contents

• Student Preparation Stra
• BOPPPS lesson

• CAT
• Questions
• Technology
• Reflection

4/20/2016

ategy

2

Describe student prepa

Student Prep Strategy: T
students outside of class

• I would like to suggest the
students in charge of their
• I will assign to read a chap
Book.

4/20/2016