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Adjunct Certification Program
University Park
Fall 2015

Julie Roushani
ENGL 0306
ENGL 0309

Table of Contents:

 Syllabus Snapshot
 Student Preparation Strategy
 BOPPPS Lesson Plan
 Test Questions
 Rubric
 Showcase Presentation
 Reflective Essay

Tuesday, August 25, 2015
Good afternoon!

This is ENGL 0309
Integrated Reading and Writing II
I am Mrs. Roushani. I am “happy” to have you here.

WELCOME!

Thought for the Day:
By recording your dreams and goals on paper, you set in motion the process of
becoming the person you most want to be. Put your future in good hands – your own.

 Complete Student Profile
 Textbook: Cross Roads, Integrated Reading and Writing

Each Tues/Thurs., we will need:

 Binder
 Five dividers

o Thought for the Day
o Daily Writing Journal
o Vocabulary Bank
o Classwork/Homework
o Projects
 Pen/pencil
 Notebook paper

TODAY:
What are your goals while attending Lone Star College University Park?
What kind of learner are you?

 Visual learner
 Auditory learner
 Tactile/kinesthetic learner
Do you prefer to work?
 Alone
 With a partner
 In a small group
Using puzzle piece, write the following:

Your Name

Goals:
Learning
Style:

Prefer to

work:

KNOW WHO YOU ARE AND BE PREPARED TO BE FLEXIBLE!

What you need to be successful in college:
 Be prepared.
 Attend every class and pay attention.
 Ask for assistance.
 Be organized.
 Develop a plan to study.

Daily Writing Journal
This is a critical component of our class!

 One divider or separate journal will be your Writing Journal.
 Each class will begin with a journal entry.
 You will be responsible to write in your journals every day.
 Will be graded!

Journal Entry:

August 25, 2015
Honestly, I enjoy/do not enjoy writing because…..
I predict by the end of this class I will…….

HOMEWORK:
 Get textbook!
 Notebook and supplies
 Create Daily Writing Journal entry in your Writing Journal.

Four Assessment Questions - Integrated Reading and
Writing II

Created by Julie Roushani on Oct 29, 2015 2:23 PM

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Objectives: 1. SWBAT: recognize and choose appropriate transition words, identifying sequence
and clarity in text.

2. SWBAT: construct and design a paragraph, including using appropriate transition words for
clarity and direction in their essay writing.

Question 1. Transition words are used to ___________ our ideas and give direction in our essay.
(Bloom's: Knowledge, Comprehension)

a. separate b. analyze c. emphasize d. connect

Question 2. The best way to link ideas, examples, and paragraphs is to:

a. double-space b. use transition words c. include more details d. annotate (Bloom's: Application)

Question 3. In two or three sentences, explain the difference between revising and editing.
(Bloom's: Analysis)

Question 4. Write a paragraph discussing the advantage of using a "Hook" introduction. Include
at least two examples. (Bloom's Synthesis, Evaluation)

COURSE: ENGL 0309 Integerated Reading and Writing II J. Roushani

Course Compose a variety of texts that demonstrate reading
Student comprehension, clear focus, logical development of
Learning ideas, and use of appropriate language that advance
Outcome: the writer's purpose.

Learning By the end of this lesson, SWBAT: 1.

Objectives: Identify and discover the benefits of using transition

words to clarify and give direction to essay ideas and

examples. 2.

Explore the experiences and solutions of immigration

life as refugees/immigrants transition from one
culture to another.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min. Think Break : Rhetorical Questions re starting this day Introductory Daily Activities Class Binder
Writing Journal
as a new immigrant reflected in the Daily Thought for the Day

Introductory Activites. Word for the Day

(Innuendo: solutions, solutions, solutions) Daily Writing Journal

10 min. Review Transition Word Chart In two minutes, students jot down as many transition Transition Chart on
15 min. words as they can think of on index card, review and projector, index cards,
check cards, winner for most correct words awarded! reward!

Everyday Ethical Dilemma: Role-Playing: students work in pairs to discuss pros YouTube link

You/Tube/news clip of immigrants/refugees traveling and cons of being an refugee/immigrant as: parents,

across Europe, some planning to come to U.S. and/or college students, business owners, entertainers,

Mexico. authors

20 min. Solutions: Introduce Concept Mapping steering from Students choose one of three color Post-Its: green = Wall chart with outline of
30 min.
problem identification to problem solving on a community, pink = state, yellow = national. Group by U.S. map and an outline of a

community, state, and national level. color, discuss solutions, & write possible solutions on house in the center. Post-

Post-It including transition words Its with suggestions and

arrows pointing towards

"home."

Review and display Prewriting Flow Chart Essay Students create Prewriting Flow Chart and fill in ideas Class Binder

choices: 1. for thesis statement, examples, summary sentence. Writing Journal

Discuss the Pros and Cons of Being a Refugee 2. Don't forget transitions!

Exemplify Three Scenarios in the Day of an Immigrant

3. Discuss and Provide Solutions to Three Immigrant

Hardships

Closing: Review pros and cons of life of an immigrant. Questions/clarifications for essay assignment. Class Binder: HMWK
HMWK: Begin 1st draft of essay.
5 min.
See attached PPT

J. Roushani

ENGL 0309 Essay Rubric

Criterion: Pre-writing

Chart; Hook

introduction with

thesis statement;

Well-developed ideas

with transitions;

Conclusion with

summary sentence

Needs Improving Fair Excellent

0-74 points 75-89 points 90-100 points SCORE

Pre-writing Chart Incomplete pre-writing Completed with basic Flow chart complete

20 points chart ideas, limited examples with bulleted ideas and

elaborations

Content and Ideas unclear, no Ideas apparent, Clear presentation of
Development development of thesis clarification needed ideas with good written
25 points statement, lack of written direction
direction

Organization and Vague and ineffective Organization apparent; Hook introduction,
Structure introduction and
25 points conclusion; lack of only slight transitions, conclusion
transitions
development with summary sentence,

clear, defined

presentation

MLA Format No MLA Format Minimal MLA Format errToirms es New Roman 12
10 points Double-spaced
Errors interfere with Paragraphs indented
Grammar, organization and one tab
Punctuation, and developoment of ideas Correct heading and
Spelling title
20 points
Some errors, able to Correct use of
decipher organization punctuation, grammar,
and idea development and spelling.

Julie Roushani
Course: ENGL 0309 Integrated Reading and Writing
Lesson Title: Rough Waters vs. Smooth Sailing: Transition Words to the Rescue

Bridge: NEW TECHNOLOGY https://www.youtube.com/watch?v=lKlEdQ0TKYE&feature=player_embedded
Multiple transition words randomly shown on screen with loud ocean music playing in the background. Students are asked
to write down as many transition words as they see on the screen in 30 seconds. Students asked to relist same words in chronological order.
Example provided.
BLOOM'S: ANALYSIS Events happen in a sequence. Quality essays follow a sequence.
Today we will choose appropriate treansition words in order to clarify our thoughts and evidence/examples provided.
5 min.
Course Student Learning Outcome: SWBAT compose a variety of texts that demonstrate reading comprehension, clear focus, logical development of
ideas, and use of appropriate language that advances the writer's purpose.
Learning Objectives: SWBAT identify and discover the benefits of using transition wordds to clarify and give direction to essay ideas and examples used
in the introduction, body, and conclusion.
Pre-Assessment: Students trade with table partner to compare and discuss the sequence words they were able to list and their order.
Students determine and catagorize time frame of sequence words: Present, Past, Future, Compare and Contrast. Write words on color coordinated post-
its and place on labled classroom charts.
10 min.

Participatory Learning

Time Instructor Activities Learner Activites Lesson

15 min. Our goal is to present ideas in order, 1. Rewrite paragraph inserting transition words PPT, Daily

Writing Journal to create a smooth flow of ideas to

create a smooth flow of ideas 2. Add appropriate transition words to prewriting flow chart. PPT, Prewriting

F1l5owmiCnh. art Hook IBnLtOroOdMuc'tSioAnP:PALIsCkAaTqIOuNestHioonw? would 1y.ouChoorgonseizea yfaocutrotrhtohuoguhgthstnforowmbyyoaudrdpinregwtrraitninsgiticohnarwt ords? PPT, Daily

Writing Journal

n 2. Turn it into a question PPT,

Prewriting Flow Chart .

3. Begin paragraph 2 with appropriate transition word. 4

Post-assessment: Peer revision - Groups of 4 - Completion and participation grade. Highlight transition words. Are they effective? I will visit each group

to review rubric, join conversation, provide feedback and answer concerns.

15 min.

Summary/Closure: Review Rubric CAT: Daily Writing Journal: Write a short entry about your trip to the beach. Include at least five transition

words. NEW TECHNOLOGY https://www.youtube.com/watch?v=lKlEdQ0TKYE&feature=player_embedded



https://www.youtube.com/watch?feature=pl
ayer_embedded&v=FxsNWPRfLN0

Rough Waters vs.

Smooth Sailing:Using transition words correctly to enable clarity in our
essays.
Transition words to

the rescue.

Earlier Although not only

above afterward
First
Last
In addition thenNOWs another
On the left e next
thirdcThe most
Consequently next o important
n
below d under

Furthermore On the bottom Similarly
b

e

s

i later The most important
d

e finally

Transitions:

Time Order:

After later afterward

Next at first now

Before soon earlier
dates (In June….)
Then finally

Sequential Order

Although not only…but also

Consequently one….another

Equally important

On the other hand

First, second, third

Similarly

Furthermore

The least important

In addition

The most important

Last

Therefore Next

Spatial Order

Above

in front on the right (left)

Behind near on top

Below

next to over

Beside

Under

on the bottom In

back

Correction Paragraph: rewrite,

adding transition words to create a

flow to the story.

The waves were treading on the ocean surface spilling
and dumping ships and fish in constant turmoil. The
storm seemed to lighten up. Across now only rolling
waves, a voice could be heard. There was a survivor!
The wave peaks diminished, the surf no longer slapped
above, and the sea began to mildly slide with a gentle
roll. “Here, over here!” could be heard amongst sea gulls
gently gliding, their wings kissing the water’s quiet glint.
The helicopter lowered its orange ladder , one first
respondent holding on tightly. Mission accomplished:
rescue complete.

transition Introduction transition
Thesis
Idea #1 Idea #3
Supporting Statement Supporting

Details Idea #2 Details
Supporting

Details

transition Conclusion

Criterion: Pre-

writing Chart;

Hook introduction

with thesis ESSAY RUBRIC
statement;

Well-developed

ideas with

transitions;

Conclusion with Needs Improving Fair Excellent
summary sentence 0-74 points 75-89 points 90-100 points

Pre-writing Chart Incomplete pre-writing Completed with basic Flow chart complete

20 points chart ideas, limited with bulleted ideas

examples and elaborations

Content and Ideas unclear, no Ideas apparent, Clear presentation of

Development development of thesis clarification needed ideas with good

25 points statement, lack of written written direction

direction

Organization and Vague and ineffective Organization Hook introduction,
Structure introduction and
25 points conclusion; lack of apparent; only slight transitions, conclusion
transitions
development with summary

sentence, clear,

defined presentation

MLA Format No MLA Format Minimal MLA Format Times New Roman 12
10 points
errors Double-spaced

Paragraphs indented

one tab

Correct heading and

title

Grammar, Errors interfere with Some errors, able to Correct use of
Punctuation, and organization and
Spelling developoment of ideas decipher organization punctuation, grammar,
20 points
and idea and spelling.

development

Daily Writing Journal:

 Write about your day at the beach. Incorporate at
least five transition words.

 Begin with your arrival.
 End with your departure.

 Include sensory perception!

 Sounds
 Smells
 Sights
 Textures

https://www.youtube.com/watch?v=lKlEdQ
0TKYE&feature=player_embedded

Julie D. Roushani
ACP – UP Fall 2015
November 23, 2015
Bruce Caraway

BOPPPS in My Classroom

Weekly reminders of innovative instructional methods have been presented during the
course of this University Park Adjunct Certification Program. Having taught for a number of
years, followed by a school administrative position, it has been easy to proclaim that one has
seen and done it all. Not so. The program has been a refreshing reminder of the ideas and
instructional schemes available, particularly with technology, and many, at no cost!

I have several educational mantras. One that I use regularly from a teacher’s perspective
is, “Place yourself in your students’ seat. Is the lesson sparking interest or at least a tad
exciting?” To put some electricity in the air, I have already incorporated YouTube music rather
than just interviews or TED Talks into writing lessons. Students now request and look forward
to the music – even my choices! They enjoy the calming effect which allows them to write more
freely, trusting their own ideas and thought formation. I relate the music choices to our topics. It
has been interesting to watch as students realize the connection.

We often do group work and peer revision assignments in my classes. Vocabulary
development, basic grammar, punctuation, and spelling are addressed regularly. Crossword
puzzles are now a consistent class opener. I enjoy building them via Classtools.net. My
international students have especially benefited from these academic puzzles. In the future, I

will have my students actually build the puzzles themselves using Classtools.net and share with
the class.

By investigating and using many of the educational internet sites recommended, my
instruction has become more relevant, effective, and innovative. The portfolio of classwork,
including a now Digital Dictionary and Daily Writing Journal are being done in our computer
lab. All prewriting flow charts, essays and classroom assignments are saved, and the
cumbersome paper portfolio is now an electronic portfolio. “English” class just got bumped up
to a “tad” exciting!

Time constraints have always taunted the educator. The technology additions have
provided more time for me to conference with students in small groups as well as individually.
These extra minutes allow me to get to know my students. I am able to confirm or help realign
their academic intentions. When it comes to writing, so many students just need to know that,
yes, they do have something to say. Their opinion matters.

Millennials and students of all ages are intrigued by the assignments presented through
Plickers, Haiku Deck, and our own Lynda, to name just a few now listed in my lesson plans. I
sometimes sense a damper on education when I hear teachers talk amongst themselves. Future
professional development could include means to put a positive light on what we do, but more
importantly, but what our students can do, given the best possible environment.