MergedFile

ACP
Portfolio

Romona J. Thomas

April 25, 2019

Table of Content

Cover
What is ACP
Syllabus Snapshot
Student Preparation Strategy
BOPPPS Lesson Plan
BOPPPS Application Worksheet
Test Questions
Rubric
Showcase Presentation
Reflective Essay

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Welcome to Lonestar College

March 6, 2019

General Classroom Syllabus

Course: English As a Second Language (ESL)
Meeting Days:
Time: Mondays & Wednesdays
6:00pm – 9:00pm

This document doesn't constitute the entirety of the official syllabus

Instructor Information

Ms. Romona Thomas
E-mail: [email protected]
The best way to contact me is via e-mail. Allow me at least 24 hours to response to you.

Summary Objective

o This course is designed for students to increase their verbal communication skills and
develop basic reading and writing abilities.

o To assist students to enhance speaking English
o Build the students confident
o Provide you with tools you can use to enhance your communication in English.
o Develop your basic reading and writing abilities.
o By the end of this course my primary objective for you to progress to the next level in

English.

Instructor Summary Background Information

o Working at Lonestar is my dream job. I been employed as an instructor for
approximately 2 years. I enjoy teaching and helping other reach their goals.

o I worked in the healthcare industry for 23 years. I was a Program Manager at MD
Anderson Cancer Center.

o I studied at University of Houston-Downtown

Lone Star College Policies and Procedures

o This course is grant funded. It is important for you to attend class daily and on time.
o Students will be progress tested after completing 60 face-to-face meeting hours.
o Students are allowed 3 excused absences. If you, are out more than 3 days; unfortunately,

you will be dropped from the class.
o Please try not to miss any days.
o Students must sign-in and out. This is how your hours are tracked and documented. If you

do not sign-in and out, you will not get credit hours.
o On students that are registered through Lone Star College can attend the class. All others

will have to see a Lone Star Advisor. The advisors are in the Adult Continuing Education
Office at Greenspoint.

Course Requirements

o Come to class everyday prepared to learn and have fun
o Bring Pen, Paper, and Workbook (There is only 1 workbook per student)
o We will have homework
o Homework will not always come from the workbook
o One major project

Classroom Courtesy

o Please respect everyone in class
o We are all here to learn
o No question(s) is a dumb question (Feel free to ask questions)
o Please do not talk when others have the floor to speak
o Stop me if I am talking to fast or if you do not understand something
o We will have fun learning English

Assignments

o We will have in class assignments and outside assignments that will be required
before the next class. In other words, pre-homework.

o We will have one major project. (i.e. as a group or individual)
o Assignments will not only come from the workbooks, but other resources.
o Through-out the semester we will have assessments over the material we

covered in the previous chapters or lessons. (some assessments are individual
or groups)

Grading

o Since this course is grant funding. Students will Pass or Fail
o In order, to pass the course, you must come to class prepared to participate and

complete the one major project.
o If you do not come to class and do not participate you will Fail, the course

Ice Breaker (s)

o Introduce yourself (name, your country, how long have you been in the U.S. or
Houston)

o You are stranded on an island without technology. Who would you want to be
with you on the island? What would you need?

Student Preparation Strategy

The students are very eager to learn.
Therefore, approximately 20 minutes before
class ends, I give them a summary of the
upcoming subject matter. Sometimes, I will
show a YouTube video on the subject
matter. For example, sentence structure
https://www.youtube.com/watch?v=F03w-
vOV-xw&t=86s

BOPPPS LES

COURSE: ESOL – Grammar for Non-Native Speakers (ESL)
Lesson Title: Let’s Enhance our English Grammar

Bridge: How will you gain learner interest and set the stage for the lesson?
Approximately 15 minutes after the students walk in class. They will break into g
given a variety of slight words that represent parts of speech (Nouns, Pronouns,
with the correct part of speech. Each student in the group will take a word(s) an
Estimated time: 3 hours
Course Student Learning Outcome: Use parts of speech (noun, pronoun, verbs
determiners (quantifiers, articles, demonstratives, possessives) appropriately

Learning Objectives: By the end of this lesson, students will be able to
1. Knowledge - Bloom level - Define and identify parts of a sentence.
2. Comprehension - Bloom level - Understand the basic sentence structure

Pre-Assessment: How will you assess learner prior knowledge of the topic? This
As an instructor I would ask the students can they recall the parts of speech? Suc

board. Question #2 – Ask the students can they recall the definition for each wor

Estimated time: 2 hours
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
• New instructional technology you are trying
• At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities

10 Introduce the 5 parts of grammar speech and Discuss the definitio

sentence structure to the students (Noun, Verb, students define the

Pronoun, Adverb, & Adjective) The students will w

Prior to conducting the lesson gauge the matter.

students understanding by asking them For example: Gram

question and have a class discussion (by using

words; such as, do you recall, let’s refresh our

memory etc.)

SSON PLAN

groups of 3 or 4 (depending on the number of students). Each group will be
, Verbs, Adjectives, & Adverbs). The students will associate the slight words
nd write a complete sentence on board using the word (s).
s, adjectives, adverbs, propositions, interjections, conjunctions and
y.

e and write a complete sentence.
could possibly tie to the student preparation strategy you developed.
ch as, a noun and let them tell me the remaining. I would write them on the
rd?

on of each word. Have the Lesson Materials
e definitions in their own words.
watch a short video on subject https://www.youtube.com/watch?v=F03w-
vOV-xw&t=29s
mmar video

15 Write the definitions on the board for the 5 The students will ta

parts of grammar speech and sentence clarification. Studen

structure.

10 Introduce the game of Jeopardy to the students The students will be

and give instructions on how the game is categories apply to

played.

Post-assessment: How will you assess if objectives have been met? Have the stu
Conversation.

1. What is a noun?
2. What are the differences between a noun and pronoun?
3. List and identify at least 5 parts of grammar speech
4. How would you compare the noun and adjective?

Estimated time: 30 minutes
Summary: How will you close the lesson? Recap on today’s lesson. Allow the stu

CAT: #6 One Minute Paper
Students will answer the following 2 questions:
1. What is the most important thing you learned during this class?
2. What important questions remains unanswered

I will host the Jeopardy game (the first 2 apply to the lesson). The
attachments

Estimated time: 45 minutes
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

ake notes and ask questions for https://create.kahoot.it/share/grammar-
nts will play Kahoot assessment-review-class-18459/88a702c5-
d2dc-4584-b433-09a13d20f4ec

e divided into 2 teams. The first 2
the lesson.

udents answer the following questions and complete a worksheet on

udents to ask questions and make comments regarding the lesson.

students will be in 2 groups (Team A & Team B) See slide

BOPPPS – Application

Multiple Choice - Conversation

Complete the conversation between Snoopy and Lucy. Underline the correct words

Snoopy: Hello. Does the 52 stop / Is the 52 stopping here?
Lucy:
Yes, I wait / I’m waiting for the 52. Hey, Snoopy! Do you remember / Are you
Snoopy: remembering me?
Lucy:
Lucy! It’s been a long time! How are you doing?

I’m fine. But what do you do / are you doing here?

Snoopy: I work right across the street: over at What-a-burger.
Lucy:
Really? That’s funny. I take / I’m taking this bus every day, but I never see / I’m never
Snoopy: seeing you.

Oh, I don’t usually take / I’m not usually taking the bus. I usually drive to work. I ride
/ I’m riding the bus today because my wife uses / is using the car.

Lucy: Oh, I see.

Snoopy: What about you? What do you do / are you doing these days?
Lucy:
Well, I take / I’m taking classes at the community center. I want / I’m wanting to get my
Snoopy: GED.

That’s great? Good for you!

II – BOPPPS – Knowledge & Comprehension

1. A word used to describe an action:
a. Pronoun
b. Noun
c. Verb *
d. Conjunction

2. Which sentence needs a question mark (?)
a. She tapped the top of her desk
b. He described his home
c. How long did the concert last *
d. It’s Spring season

3. List and define at least 5 parts of speech
a. Noun – a person, place, or thing.
b. Pronoun – is a word that takes the place of a noun.
c. Verb – is a word that shows action.
d. Adverb – describe verbs and often end in ‘ly’, but not always
e. Adjective – is a descriptive word that give additional information about nouns and

pronouns.

Test Your Knowledge

1. KNOWLEDGE What is noun?
2. COMPREHENSION What is the difference between a noun and pronoun?
3. COMPREHENSION List and identify at least 5 parts of grammar speech?
4. COMPREHENSION Compare the noun and adjective?

The purpose of this Adult Education Literacy (AEL) Writing Rubric is to assess the students writing ability.

Adult Education Literacy (AEL) 2018 - 2019

Student Name Performance Scale
Criteria Score Comments

Vocabulary

Uses a variety of vocabulary word and 3
expressions from previous lessons

Uses some words and expressions from 2
the previous lessons 1
Score Comments
Uses a few vocabulary words or
expressions

Grammar

Uses a variety grammar points with 3
accuracy.

Uses some grammar points with less 2
accuracy. 1

Does not use grammar points. If Score Comments
grammar points are used it is with little
accuracy.

Spelling, Punctuation, Capitalization,
and Format

Very few or no errors; follow the format 3
2
Some errors, but do not affect
comprehensibility; follows format of 1
model with some errors

Many errors reduce comprehensibility;
does not follow format of model

Task Completion Score Comments

Student completed the task successfully 3
2
Student mostly completed the task;
student went off at various points 1

Student was not able to successfully
complete the task: see comments

1

ACP Showcas
Portfoli

se Name: Romona Thomas
io
Discipline: ESOL Adult
Literacy Education – English
as a Second Language (ESL)

Date: April 25, 2019

Table of Contents

 Student Preparation Strategy
 BOPPPS lesson-be sure to highlight the following:

 CAT
 Questions
 Technology

 Reflection

:

Student Preparation Strate

 I give my students a summary of what will be dis
That usually, encourages them to read prior to cl
YouTube video on the subject matter.

 Short discussion on recalling information; such as
adjective, etc.

 https://www.youtube.com/watch?v=F03w-vOV-x

egy

scuss doing the next class.
lass. Sometimes, I will show a
s, nouns, verbs, adverbs,
xw&t=55s

BOPPPS – BRIDGE

 Approximately 15 minutes after the students wal
into groups of 3 or 4 (depending on the number o
be given a variety of slight words that represent
Pronouns, Verbs, Adjectives, & Adverbs). The stu
words with the correct part of speech. Each stud
word(s) and write a complete sentence on board

lk in class. They will break
of students). Each group will
parts of speech (Nouns,
udents will associate the slight
dent in the group will take a
d using the word (s).

BOPPPS – OBJECTIVES

 Student Learning Outcome:

o Use parts of speech (noun, pronoun, verbs, adject
interjections, conjunctions and determiners (quan
possessives) appropriately and with proficiency.

 Learning Objectives:

o BLOOM - Knowledge

✓ By the end of this lesson students will be able to: De

o BLOOM - Comprehension

✓ By the end of this lesson students will be able to: Un
and write a complete sentence.

o BLOOM – Application

✓ By the end of this lesson students will be able to: Par
setting.

tives, adverbs, propositions,
ntifiers, articles, demonstratives,

efine and identify parts of a sentence.
nderstand the basic sentence structure

rticipate in discussions in an informal

BOPPPS- PRE-ASSESSMENT

 Ask the students can they recall the parts of spe
allow them time to reply.

 Write parts of speech on the board

✓ Question #2 – Ask the students can they recall the
own terms?

✓ Write the grammar definitions on the board

eech? Such as, a noun and

e definition for each word in their

BOPPPS- PARTICIPATORY
LESSON

The lesson will contain a brief lecture on grammar
speech and definitions. Students will take notes and
have an opportunity to ask questions

I. Kahoot game
https://create.kahoot.it/share/grammar-
assessment-review-class-18459/88a702c5-d
4584-b433-09a13d20f4ec

II. Activity Worksheet

d2dc-

BOPPPS POST ASSESSMENT
Worksheet

BOPPPS – Application II – BOPPPS – Knowledg

Multiple Choice - Conversation 1. A word used to de
a. Pronoun
Complete the conversation between Snoopy and Lucy. Underline the correct words b. Noun
c. Verb *
Snoopy: Hello. Does the 52 stop / Is the 52 stopping here? d. Conjuncti
Lucy:
Yes, I wait / I’m waiting for the 52. Hey, Snoopy! Do you remember / Are you 2. Which sentence n
Snoopy: remembering me? a. She tappe
Lucy: b. He descri
Snoopy: Lucy! It’s been a long time! How are you doing? c. How long
Lucy: d. It’s Sprin
I’m fine. But what do you do / are you doing here?
Snoopy: 3. List and define at
I work right across the street: over at What-a-burger. a. Noun – a
Lucy: b. Pronoun –
Snoopy: Really? That’s funny. I take / I’m taking this bus every day, but I never see / I’m never c. Verb – is
Lucy: seeing you. d. Adverb –
e. Adjective
Snoopy: Oh, I don’t usually take / I’m not usually taking the bus. I usually drive to work. I ride pronouns
/ I’m riding the bus today because my wife uses / is using the car.

Oh, I see.

What about you? What do you do / are you doing these days?

Well, I take / I’m taking classes at the community center. I want / I’m wanting to get my
GED.

That’s great? Good for you!

ge & Comprehension

escribe an action:

ion
needs a question mark (?)
ed the top of her desk
ibed his home
g did the concert last *
ng season

t least 5 parts of speech
person, place, or thing.
– is a word that takes the place of a noun.
a word that shows action.
– describe verbs and often end in ‘ly’, but not always
e – is a descriptive word that give additional information about nouns and
s.

BOPPPS Questions Blooms

1 2

1.What is a noun? 2. What is the difference 3. List & Id
(Knowledge) between a noun and parts of gr
pronoun? (Comprehe
(Comprehension)

Identified

34

dentify at least 5 4. Compare the noun &
rammar speech? adjective?
ension) (Comprehension)

Classroom Assessment Tech
(CAT)

One Minute Paper Answering the followin
questions

1.What is the most important t
learned in the class?
2. What important questions re
unanswered?

hnique

ng
thing you
emains

BOPPPS- SUMMARY

 CAT – Recap on today’s lesson. Allow the students
comments regarding the lesson and activities.

 Finally, student will be place in teams (Team I an

s to ask questions and make
nd Team II) to play Jeopardy

Personal Reflection Completing thi
teacher-student
Reflective Essay other hand they
but the Baby-B
The role of an instructor is always evolving. That is an enormous benefit for the future instructor I’ve
professional students. The method of straight lecture is no longer the only effective way to feel it is part of
deliver lessons. Today, technology has taken teaching in a new era. There are many tools
(applications) instructors can use to deliver a useful lesson. The students will benefit, remain At first
engage, and actively participate in the lesson. was determined
Dr. Lasalle was knowledgeable on the subject matters. He gave us different insight and Professional w
perspective on instructional styles. The other educators shared good information and insight. was to keep my
Much of the knowledge I gained came from the Professor. my lesson plan

The knowledge I gained from the program, I was able to implement in my classroom. A Finally,
great example is the Kahoot game. This was the first time I incorporated technology as part of in Adult Educa
my lesson plan. In previous lessons I used PowerPoint. By transitioning to Kahoot kept the Development c
students engage and makes learning exciting. The students noticed and mentioned my teaching classrooms and
deliverables improve and they really enjoyed technology as being part of their learning. The this course. He
BOPPPS lesson plan is a good resource tool to assist in developing a lesson plan. I will use this program. The i
format to plan future lessons. As instructors we intend to impulse a lot of our values and would have reg
expectations on the students. But, we need to understand the students values and expectation of Thanks to ever
the instructors. There are so many different types of resources that are offered to instructors that his knowledge,
will assist in enhancing delivering our lesson and keeping our students in engage.

Teaching is not just a “pay check” or “job,” but a passion. I enjoy assisting others as they
succeed. Since, it’s my passion I desire to enhance my knowledge to help my students succeed.
Therefore, I’ve adjusted my instructions and activities to meet the needs of my students.

is program is one of my set goals for 2019. As educators it is essential to have a
t relationship. From my perspective millenniums desire technology but, on the
y also want to build a student-teacher relationship. It’s not only the millenniums
Boomers, that are returning to school, desire the student-teacher relationship. As an
noticed the two generation have one thing in common, that is to succeed. Again, I
f my job to assist them to move closer to their goal with less stress as possible.
t, I felt this program was a challenge for me. My background is not in education. I
d to complete the program. As I mentioned before, being a Certified Adjunct
was one of my goals for 2019. One of the best things I’ve learned from the program
y students actively involved in the lesson by implementing technology as part of
n.
y, I would highly recommend the Adjunct Certification Program to other instructors
ation. I believe this program should be part of Adult Education grant Professional
course. The knowledge I’ve obtain from this program will be implemented in my
d shared with my colleagues. Of course, Dr. Lasalla is highly recommended for
e has so much knowledge to share with educators. I am glad, I’ve completed the
information that was received is not equivalent to the incentive. In other words, I
gistered for the program if there was no incentive because of the knowledge.
ryone who help make this program a success and special thanks to Dr. Lasalla for
, effort, and patients.

Reflective Essay

The role of an instructor is always evolving. That is an enormous benefit for the future
professional students. The method of straight lecture is no longer the only effective way to
deliver lessons. Today, technology has taken teaching in a new era. There are many tools
(applications) instructors can use to deliver a useful lesson. The students will benefit, remain
engage, and actively participate in the lesson.
Dr. Lasalle was knowledgeable on the subject matters. He gave us different insight and
perspective on instructional styles. The other educators shared good information and insight.
Much of the knowledge I gained came from the Professor.

The knowledge I gained from the program, I was able to implement in my classroom. A
great example is the Kahoot game. This was the first time I incorporated technology as part of
my lesson plan. In previous lessons I used PowerPoint. By transitioning to Kahoot kept the
students engage and makes learning exciting. The students noticed and mentioned my teaching
deliverables improve and they really enjoyed technology as being part of their learning. The
BOPPPS lesson plan is a good resource tool to assist in developing a lesson plan. I will use this
format to plan future lessons. As instructors we intend to impulse a lot of our values and
expectations on the students. But, we need to understand the students values and expectation of
the instructors. There are so many different types of resources that are offered to instructors that
will assist in enhancing delivering our lesson and keeping our students in engage.

Teaching is not just a “pay check” or “job,” but a passion. I enjoy assisting others as they
succeed. Since, it’s my passion I desire to enhance my knowledge to help my students succeed.
Therefore, I’ve adjusted my instructions and activities to meet the needs of my students.

Completing this program is one of my set goals for 2019. As educators it is essential to have a
teacher-student relationship. From my perspective millenniums desire technology but, on the
other hand they also want to build a student-teacher relationship. It’s not only the millenniums
but the Baby-Boomers, that are returning to school, desire the student-teacher relationship. As an
instructor I’ve noticed the two generation have one thing in common, that is to succeed. Again, I
feel it is part of my job to assist them to move closer to their goal with less stress as possible.

At first, I felt this program was a challenge for me. My background is not in education. I
was determined to complete the program. As I mentioned before, being a Certified Adjunct
Professional was one of my goals for 2019. One of the best things I’ve learned from the program
was to keep my students actively involved in the lesson by implementing technology as part of
my lesson plan.

Finally, I would highly recommend the Adjunct Certification Program to other instructors
in Adult Education. I believe this program should be part of Adult Education grant Professional
Development course. The knowledge I’ve obtain from this program will be implemented in my
classrooms and shared with my colleagues. Of course, Dr. Lasalla is highly recommended for
this course. He has so much knowledge to share with educators. I am glad, I’ve completed the
program. The information that was received is not equivalent to the incentive. In other words, I
would have registered for the program if there was no incentive because of the knowledge.
Thanks to everyone who help make this program a success and special thanks to Dr. Lasalla for
his knowledge, effort, and patients.