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ADDENDUMTechniques for Empowerment & Engagement:

EMPOWERMENT: I have incorporated techniques for improving


all five (5) of the Keys to Empowerment:
Empowerment: Belief in Self
Description: The students will be able to see that they are
great writers at the end of the lessons and will be able to show off
their work to the rest of the students in the Thomas Reynolds
Center.
Empowerment: Self-Knowledge
Description: The students will understand themselves by
seeing that they have a different opinion than their peers and that
all their answers are correct if they can argue their point
efficiently.

Empowerment: Strategies
Description: Students will watch the teacher model and
scaffolding the correct way of writing a paragraph on the sentence
strips.



Empowerment: Involvement & Choice
Description: The students will have the chance to choose
what they think people should do to save the Earth.
Empowerment: Self-Advocacy
Description: The students will be self-assessing their
writing after their peers have looked over their rough draft and fix
the mistakes for the final copy.
SENSORY INPUT/OUTPUT: I have incorporated at least two (2)
of each of the following:
_____ Varied Sensory Inputs (how teacher presents information)
(at least two (2))
See: The students will see pictures that relate to Earth Day
on their example paragraph and their final papers.
On the line, indicate
which lesson plan(s)
fulfill(s) each of the
following criteria.


Hear: The students will hear the opinion paragraph out
loud while following along.
Touch:
Taste/Smell: The students can taste and smell the dirt
dessert during the lesson.

_____ Varied Sensory Outputs (how students present learning) (at
least two (2))
See: The students can see their final papers hanging in the
hallway.
Hear: The students will listen to other students talk about
their opinion on how people can save the
Earth.
Touch:
Taste/Smell:

40 DEVELOPMENTAL ASSETS: I have incorporated at least four
(4) of each of the following:
_____ 40 Developmental Assets (at least four (4))
1. Number/Label/How you incorporated it:
26. Caring-Young person places high value on helping other people
Students will show this by caring when they are respecting their
peers when they are editing their papers.
2. Number/Label/How you incorporated it:
38. Self-Esteem-Young person reports having a high self-esteem.
Students will start to have self-esteem in writing because they can
see that they can actually do it and will have a chance to show it off
to the rest of the class.
3. Number/Label/How you incorporated it:
39. Sense of Purpose-Young person reports that "my life has a
purpose."
Students will have a sense of purpose because this is a topic that
they can actually change in real like such as by just picking up
trash or planting a tree.
4. Number/Label/How you incorporated it:
40. Positive View of Personal Future-Young person is optimistic
about her or his personal future


Students will have a positive view on their future by seeing that
they can make differences even it is as small as just picking up
trash around their house.
MI SMART PARTS: I have incorporated at least four (4) of each of
the following:
_____ Multiple Intelligences (at least four (4))
(Highlight Smart Parts incorporated within your lessons.)
Word Smart Number Smart
People Smart Self Smart
Picture Smart Body Smart
Music Smart Nature Smart
LEARNER PROFILE COMPONENTS: I have incorporated at least
one (1) of the following:
_____ Motivational Styles (prizes, praise, power, projects, prestige,
people)
_____ Gender Differences
Student Interests (if written for an actual class)
_____ Environmental Preferences (if written for an actual class)
_____ Personality Factors (if written for an actual class)
_____ Cultural Differences (if written for an actual class)

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