Introduction Sir or Madam: This product is my electronic portfolio. It is the culmination of things...

Introduction

Sir or Madam:

This product is my electronic portfolio. It is the culmination of things that I have learned over the past year and a good representation of myself as a teacher. This would be used to present myself more thoroughly to school administration for the purposes of evaluation or hiring. I consider this a living document that will continue with me through the years, adding and subtracting as I gain experience.

In the past year, I have put together one particularly notable mini unit and one excellent learning centre plan. These would both be used in on par grade 2 or 3 level classrooms, however, they can be easily modified for other grades and age ranges. They can be found under the tab for Professional Experience.

Please go to “view”, then “slide show” and page down once to the first page in order to start. From then on, it will be a simple matter of pointing and clicking through the various segments of the document.

Cheers,

MPV

P.S. Please note that due to the website restrictions, there may be some small formatting issues within this document. I would appreciate your consideration that I have tried to reformat it to the best of my ability for this forum.

Munira P. VentrescaPersonal InformationEducation

Pro

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Each child (myself included) is a life long learner. We all learn at different speeds and in different ways. We all require a stimulating and safe environment in which to explore and acquire knowledge.

My goal is to create an open and learning environment that is student-based and inquiry-oriented. My focus is to aid our children in an on-going, problem solving process that will allow them to develop strategies, ethics and gain personal experience and insight.

Teaching is a complex and ever changing activity. It is my welcomed challenge to truly understand the individual students in the class and to facilitate their interest and knowledge.

Professional Experiences

References& Contact InfoResume

This past year has been a challenge. It has meant going back to school after many years, starting a new knowledge base, new networking contact and a new environment. It has been an exciting and rewarding process for me.

Edu

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Degrees and Certifications

Workshops and Extra Courses

Testing Scores


Degre

es

and C

ert

ifica

tions

Masters of Science (Deaf Education)

June 2001 - May 2002

Language Certificate (American Sign Language)

September 1996 - May 1999

Bachelor of Applied Science Honours (Child Studies - emphasis the Exceptional Child)

September 1989 - May 1994



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Extr

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•SAVE (Violence Workshop) New York State

•Child Abuse (Web workshop) New York State

•Food and the Government (Toronto Board of Education) Ontario

•Social Sciences in the new curriculum (K – gr. 8)



As a teacher, it is my responsibility to continuously upgrade and verify my knowledge base. Workshops are available through school boards and a variety of outside agencies.

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Test

Sco

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•GRE - score 1905

•LAST Exam (New York State) - score 267

•ATS-W Exam (New York State) - score 272

•SCPI – rating Intermediate Plus



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Pro

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Communication Philosophy

Educational Experiences

Every child is special and deserves respect, understanding and encouragement...be they bright and incredibly work focused or the ones who challenge your patience.

I believe that it is not what you or I make of them, its what they are inspired to make of themselves.

Other Experiences

Comments from the Classroom

Lesson Plans and Units

Collaboration

Classroom Properties

Notable Competencies


Com

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Over the past year, I have had the opportunity to have many educational experiences, both voluntarily and through student and placement assignments in a variety of programs - ASL, TC and Oral. They have occurred either within a School for the Deaf or self-contained classrooms. Each one of these has been crucial to creating the teacher that I am today.

My experience has led me to the philosophy that it does not matter which program is chosen (either an oral, combined or manual approach), one must go about following it (as a teacher encouraging the child and the parents) 150%. It is up to us as professionals to ensure that the child has the best, broadest experience possible to ensure their success.



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Edu

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Over the past year, I have had several in classroom experiences. Although some were more valuable than others, each experience has taught me something important.

Multi-handicapped classroom (St. Mary’s School for the Deaf)

Middle School Math (St. Mary’s School for the Deaf)

Grade 2 (St. Mary’s School for the Deaf)

Kindergarten and Grade 1 CAPD students (Harris Hill Elementary)

Grade 4-5 Split Classroom (Metro Toronto School for the Deaf)

Grade 4 Class (River Oaks Public School)



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Multi handicapped classroom (St. Mary’s School for the Deaf)

This classroom belonged to Joan Dudek, a wonderful teacher with the patience of a saint. Her common phrase was - never say "you know" because they really may not know! Just help them work through it again. Over the month that I spent volunteering twice a week in her class, I learned quite a bit about multi-handicapped Deaf children.

Middle School Math (St. Mary’s School for the Deaf)

I observed Mindee Mutty over the course of four weeks. She taught middle school math. What I most learned from this experience was organization. Mindee recognized the limited amount of time that she had within a period, and tried to maximize it. Definitely a trait that I have tried to pick up!

Grade 2 (St. Mary’s School for the Deaf)

Cathy Kibler's grade 2 class is made up of a wonderful bunch of young ladies. They were enthusiastic and up to trying any and all ideas. Cathy is an inspiration to all student teachers. Enthusiasm, precision and making absolutely EVERYTHING around you a learning experience are what I learned from her. The time that I was allotted to spend there was not heeded to as I used to go down on my spare time and spend time with the class. What a wonderful experience.



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Kindergarten and Grade 1 CAPD students (Harris Hill Elementary School)

Rita Cleary is an experienced and knowledgeable teacher. She generously shared her thoughts and ideas with me, showing me many resources, and behaviour management techniques. Her classroom of CAPD children were unique to the Deaf and Hard of hearing field, and a treat to work with.

Grade 4-5 Split Classroom (Metro Toronto School for the Deaf)

Ivana Campbell's class was full of challenging 10 and 11 year olds. These children were, for sure, a lesson to be observed and learned. Handling emotional behavioural challenges and both effective and ineffective behaviour modification programs were the challenges of the day. I came away from this experience feeling stronger and more confident in my ability to stay patient and positive in any and all circumstances.

Grade 4 Classroom (River Oaks Public School)

Lastly, I have spent four weeks in Meena Ghai’s classroom of grade four students. Meena is an terrific, resourceful teacher. She spent lots of her time helping me work through the use and application of the Canadian curriculum, setting up appropriate units, teacher collaboration, team-teaching, evaluation techniques and shown me a slew of resources. Her patience and encouragement with both the students and me never waned. I have taken from this experience the concepts of enthusiasm, good teaching practices, and assessment.



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Pro

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The classroom consists of a variety of properties - the basics of which are the children, the staff and the lesson. However...as any good teacher knows, there are three other factors that need to be looked at in order for the classroom to function as a well oiled machine. These are management, the learning environment and family integration.



Management

The Learning Environment

Family Integration

Classroom and behaviour management.

Creating an inviting and safe environment.

Bringing family into the classroom.

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Managem

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Classroom management is crucial in order to have a co-operative and learning environment. It can be fostered in a variety of ways. My personal philosophy is that it is important to look at the classroom as a whole and see what its needs are before deploying a management strategy.

Some of the strategies that I have seen, been involved in, and will use in my own classroom are:

Rule Creation - prior to the class settling into the year. This needs to be done immediately as the teacher comes into a classroom. The rules should be set up by the students, with appropriate consequences set up by the students themselves.

Individual benefit - This targets individual behaviours where the child works towards an individual goal (i.e. getting a toy or free time). The teacher is in control of administering the benefits. This is used for a child with a lower level of comprehension for self-monitoring. An example of this is a token economy system (giving pennies to purchase something at the end of the day) or red-yellow-green light (visual cues of good and bad behaviour).

Class benefit - the class works together towards a common goal (i.e. a pizza party). They self monitor for appropriate behaviour. An example of this is a pair of ball jars - Balls get put in the jars for good behaviour, and get removed for poor behaviour.



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Th

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The learning environment is developed by the atmosphere that the teacher creates in the classroom. I believe that a classroom should be an open and learning environment. My classroom would incorporate the following qualities:

Excitement - Everything these days seems to be sparkly and charged. My classroom will be a place where students should, at least once a day, say the word "cool". Learning should occur from themselves. Even Pokemon cards can teach something!

Thematic Events - Tying a classroom around a particular item of note - it doesn't have to be highly pre-planned or necessarily relevant to any "larger" topic, however, it must be a learning experience. It may be teacher or student recommended.

Student Oriented - Lesson plans are important for ensuring particular learning, however students retain more if things are particularly relevant to themselves. If the class has an interest in the WWE, they are welcome to bring it up and we will incorporate it into the classroom (checking up scores, points, appropriate storytelling, what can you say in some company, but not in others, body imagery etc. etc. etc.)



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Fam

ily In

tegra

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Students don't exist in a vacuum. They are a part of their family, and they bring them into the classroom (figuratively speaking) when they walk in the door. It is important for us to acknowledge that, as teachers, and encourage the families to participate in our classroom. The more the families are involved, the more the children will be involved. Here are some ways I will encourage family involvement in my class:

Feedback/Journal books - These can be done daily or weekly depending on what is happening in the classroom. It is a communication or dialogue book with a multitude of uses - examples of which are to help me talk to the parents about focusing on a particular subject or behaviour issue, or for the parent to let me know things that are happening in the family that I may need to be sensitive to.

Inviting all the parents in! - Have a parent afternoon once ever two months. This encourages the students to develop their social and organization skills in planning and preparation for the "party".

Volunteering parents - Allowing a parent to volunteer either in your class or elsewhere in the school is excellent. It gives the teacher a helping hand, and is a physical reminder of their involvement in the school.

Newsletters - Have the class prepare a newsletter on a monthly basis. It can include what's been happening in the classroom, children's writings, monthly activities, things that parents and children can do together etc. This is a great tool for student participation with a specific, tangible product that also gets the parents involved.



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Colla

bora

tion

Collaboration in education occurs in many different ways. I have had the fortunate experience of being able to collaborate with a variety of teachers and staff over the past year. I have team taught with more experienced teachers, collaborated on lessons with student teachers, and discussed methods of presentation and sign with a variety of staff.



Collaborating on the best way to present an ASL story (Student teacher, Scott and Educational Assistant Missy) Up


Com

ments

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This page is currently under construction. Tangible evidence will be input as it comes in. It is important to note that both parents and children are very generous with their support of a student teacher.

Parents

The parents are very supportive and encouraging of what I do in the classroom. Two parents have approached me; asking me to tutor their children.

Children

The children are very generous in their love and immediate affection. I have been given a number of treasured items - flowers, stapled together pine trees, crooked flowers and best of all hugs and signs of "miss-you" and ILY!

One thing of particular interest has been an apology note written by one of my students due to some inappropriate behaviour. It was notable to me as, despite the brevity of the note, he took time and effort to make it as neat and tidily written as he possibly could, and handed it to me with much care.



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sMunira P. Ventresca

Personal InformationEducation


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Holiday Unit

Tree Learning Centre

This received a commendation for my professor. She currently uses it as an example in her Canisius classroom!

This unit plan contains 3 rubrics I created to go along with the lessons.

Resources My resources and good web pages

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This has been modified for this forum, and therefore may show some formatting issues.

A world of holidaying!

The world around us is a vast melange of traditions, customs and cultures. Within the melting pot of our society, it is important to be aware of and understand these cultures. It is believed that through this knowledge, we can have a better understanding of our own. This is the reason why this topic, “A World of Holidaying!” is so important.

As North Americans, the holidays are very special to us. Our children tend to get caught up in the commercial aspects of the season, and it is up to us to pull them away from that. Our Deaf children tend to be very sheltered and their lack of communication makes it difficult to be inadvertently exposed to other cultures and ways of life. Students studying this unit will come away with an expanded understanding and appreciation of how our North American Christmas traditions are celebrated in different cultures around the world – both their similarities and differences. They will also be exposed to other celebrations that happen around the world that they may never have seen or heard before – Kwanzaa, Holi and Hanukah.

So, to start, look around your classroom environment. What kind of things do you have up on your walls? What kinds of things do you have in your holiday boxes that might be useful? What do you have in your non-holiday related boxes that will be useful? Who else, in your peer group, would have information or posters etc. that you could use or borrow?




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When putting up decorations or purchasing manipulatives, incorporate aspects of the different cultures that will be studied - a menorah or dreidel for Hanukah, a set of sparkling coloured lights for Holi, and a harvest garden or African mask for Kwanzaa. Have the children bring in things of their own that they would like to share or display in the classroom from their cultures.

Put together a learning centre with items for the children to do. A new item or poster labelled with an explanation index card could be set up every day to keep the children’s interest!

Lesson Plans: Plan 1 – Christmas around the World (Set Up)

Lesson Plans: Plan 2 – Christmas around the World (Research)

Lesson Plans: Plan 3 – Christmas around the World (Project)

Lesson Plans: Plan 4 – Holidays around the World (Holi)

Lesson Plans: Plan 5 - Holidays around the world (Hanukah)

Lesson Plans: Plan 6 – Holidays around the World (Kwanzaa)

Rubrics and Worksheets




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Lesson Plans: Plan 1 – Christmas around the World (Set Up)

Grades: 2-3

Theme: Holidays around the world - Christmas around the world

Length: 45 minutes

Over a series of three lessons, students will research, prepare, and present a short presentation regarding how Christmas is celebrated in the country of their choice. Through this, students be exposed to and will be able to contrast and compare traditions/customs of how Christmas is celebrated around the world.

NYS Standards:

Social Studies Standard 2 – World History

« Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs and traditions.

Social Studies Standard 3 - Geography

« Study about how people live, work and utilize natural resources.

« Identify and compare the physical, human and cultural characteristics of different regions and people.

English Language Arts Standard 1 – Listening and Reading

« Gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interview and from such forms as charts, graphs, maps and diagrams.




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Objectives:

« SWBAT communicate ideas and information regarding the Christmas season.

« SWBAT read both individually and aloud in a group the presented texts.

« SWBAT locate the several different countries on a world map.

Materials:

« Paragraph strips on different country’s Christmas Celebration.

« World map

« Country name labels (correlating with the paragraph strips)

« Vocabulary words for Christmas around the World.

Procedure

Anticipatory Set:

« “I am so excited today. I’m wearing my special red and green clothes with…you got it, candy canes on them. What do they remind you of? That’s right, it’s Christmas soon.”

« Request information about how the students celebrate Christmas/the holidays. “How do you celebrate Christmas? What does your family do? “

« Tell the students one way your family celebrates Christmas that is different or unique. “My family puts up the tree on December 1st! Its always a real tree that we cut ourselves.”

« Request information about the student’s families outside of North America and how they celebrate Christmas. “Does anyone have any cousins outside of the United States? My cousin is French, and her family opens presents on Christmas Eve, not Christmas morning! Can you believe that!”




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Body - Guided Practice:

« “Well, there’s lots of different ways to celebrate.” Bring out the sentence strips and the map. Keep them up front with the teacher. Have either yourself or the students read the strips, and come up one by one, to put the map labels on the board.

« Use the countries mentioned in the discussion, pinpoint them.

« One at a time, read the sentence strips out loud, highlighting the vocabulary words.

« Point out those countries on the map again.

Body - Independent Practice:

« The students will take a sentence strip each.

« Have the students read their strips themselves, underlining the vocabulary words as they go along.

« Let the students repeat with another strip.

Closure:

« Summarize the lesson for today, pointing out the different countries that were discussed on the map.

« Divide the students into pairs to start putting together the research for tomorrow.

« Request the students to go over the vocabulary and sentence strips for homework.




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Evaluation: Student Performance

« Participation during the discussion.

« Monitored and corrected as they read the sentence strips.

« Monitored and corrected as they mark down the vocabulary words and say/sign them correctly.

« A formal evaluation will be done at the end of the third lesson.

Synthesis: Teacher Process

The teacher will continuously monitor and adjust the situation as need be for independent learning and will provide as much reinforcement (varied) as possible (i.e. The spelling words will be redone in Reading). She will be on hand to help the students with concrete aid and ensure that the students will be prepared for the next step in the lesson.

Key Vocabulary Words

Christmas Words

almond dessert doorstep Eve fill

celebrated colourful crown families festival

gifts present traditional wrapped

Add vocabulary words as the lesson as needed.




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Lesson Plans: Plan 2 – Christmas around the World (Research)

Grades: 2-3


Length: 1 hour, 30 minutes


NYS Standards:

Social Studies Standard 2 – World History

« Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs and traditions.









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« Students will read, write, listen and speak for critical analysis and evaluation.

Objectives:

« SWBAT communicate ideas and information for a variety of purposes.

« SWBAT research information from a variety of sources – books, information sheets and the internet and write down five facts from their research.

Materials:

« Web access for research purposes

« Printer to print pictures etc. off the web

« Pencils and papers for writing down notes

« “What country did you choose?” worksheet

« Library access/books for research

T The Festivals of the World series

T Merry Christmas

T How I Celebrate

T Santa’s Tons of Fun Colouring Book




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Procedure:

Anticipatory Set:

« Have the sentence strips face up in front of you, but don’t refer to them (yet). “Do you remember what we did yesterday?” Point to the sentence strips if the students are thinking for a long time or are off topic. “Why yes! We talked about Christmas in other countries.”

« “I’d like you to get into groups now, please. Can everyone get together with the partner we decided on yesterday?”

« Go through the student groups randomly, and ask for the countries that the students would like to research and write them down on the board. “So, which country would you like to work on?”


« Tell them which country you are going to work on. “Now that we’ve all chosen our country, how do we find the information we need?”

« Discuss the internet and books. Explain which books you would use to get your information and how you would find it (use prior chapter book knowledge).

« Show the book for your country. Model the behaviour needed to find information and write it down.

« Read a portion of the blurb, or have a student read it. Ask for a main idea from the students. Write it down in a sentence.

« Let the students know that this is what you are looking for from them – but five sentences in total – show them the worksheet.




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« Bring out the stack of books that you have taken from the library and have the students choose the books that are for their country.

« Encourage them to share for themselves the books that are not country specified.

« One by one, let each group have web access to do a search (an assistant needs to be with them at all times).

Closure:

« Bring the class back together as a group and verify the amount of information that they were able to find.

« “Was it hard? Was it easy? Were there lots of pictures? Lots of words? Lots of information?”

« Let them know that tomorrow they will be putting together everything that they found onto a poster, and that they can bring in things from home to show if they would like.


« Monitored and corrected as they searched for information.

« The students will have 5 facts written down about Christmas in the country that they have chosen.

« A formal evaluation will be done at the end of the third lesson.


The teacher will continuously monitor and adjust the situation as need be for research and fact writing. There must always be someone on the web with the students. The teacher can find additional websites, help with the search engine or to sort information as needed. Exploration and self evaluation are critical traits to be encouraged.




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Lesson Plans: Plan 3 – Christmas around the World (Project)

Grades: 2-3


Length: 1 hour, 30 minutes


NYS Standards:






English Language Arts Standard 2 – Speaking and Writing

« Students will read, write, listen and speak for literary response and expression.




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Objectives:

« SWBAT put together a summarization bulletin board on the celebration of Christmas on a country of their choice.

« SWBAT concisely write and aesthetically place five facts gleaned from their research.

Materials:

« Art materials for creating the poster project

T Scissors

T Construction paper

T Glue

T Poster board

« Completed worksheets from the day before (the 5 facts)

« Sentence strip paper

« Food samples, artefacts etc. from the countries the children have brought in

« Teacher’s materials

T 4 completed sentence strips and 1 extra not completed strip

T Worksheet of the five facts

T Pictures or drawings

T Pens/markers for writing down name and title

T Poster board




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Procedure:

Anticipatory Set:

« “Well, friends, this is it!! For the past two days we’ve been working hard on the ‘Christmas around the World’ presentation, and today we’re going to pull it all together!!”

« Show them the pieces that you’ve completed for your display.


« Based on the country that you previously told them that you were going to do, bring out your fact sheet and show the students how to rewrite the information onto an index card or sentence strip. “Let’s read this sentence together. Wow! That’s a long sentence. How can we make it shorter? What exactly are we trying to tell people about?”

« Bring out your poster board and cut out pictures.

« Show the students the four other completed strips and discuss how to arrange them on the board for maximum visibility. “Where should I put all these things! Wow!! Should I put all the words together on one side and the pictures on the other? What’s another way I can put things together? Oops, we’ve forgotten about two things! What’s our topic again? And what have I forgotten that would tell me who’s this is? (Ensure that a title and your name is adequately visible as part of the display.)


« Give the children space to work, and the art materials that they would like to use ensure that they have the supplies that they need.

« Leave the teacher’s poster board up as an example for a short while, and then turn it around to let the students creative juices flow…or show it to them whenever requested.




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Closure:

« Bring the class back together as a group, and verify that their projects are complete, and or is more time required (i.e. Lunch or free time later).

« Figure out in which order they will be presenting their boards to the class and have the students that have completed present their projects, and the students who have not, complete and present them for the next day.


« Monitored and corrected as they put together their sentence strips (five in all).

« The project must have a title, their names on it and some pictures and drawings that they have done or found. (see Rubric)


The teacher will continuously monitor and adjust the situation as needed for appropriate room to work on the bulletin boards. There must be adequate supplies to put the board together and enough time for evaluation and correction. It is crucial to let the children do it themselves, and not over correct their behaviour in this situation.




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Lesson Plans: Plan 4 – Holidays around the World (Holi)

Grades: 2-3

Theme: Christmas around the world – Holi (Science)

Length: 1 hour

NY State Standards

NYS Standard #3 - Science (Physical Setting)

« Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

NYS Standard #3 – Social Studies (Geography)

« Study about how people live, work and utilize natural resources. Identify and compare the physical, human and cultural characteristics of different regions and people.



Objective:

« SWBAT name the three primary colours, and the three secondary colours.

« SWBAT create 10 colours in pairs, and add the adjectives appropriate to their shades (light, dark, pale, bright, more of one i.e. –ish – redish purple, less of another).




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Materials

« Book: How I celebrate

« Chalk and a blackboard – for drawing a rainbow/labelling it

« Two pieces of construction paper in different shades of blue

« Adjective cards on a variety of shades of construction paper (pale, dark, baby, soft, bright, light, -ish)

« Prepared bottles - 10 drops food colouring in tiny, squirtable or eyedropper bottles, in a variety of colours

« White paper towel strips (1 inch wide)

« One ruler per two students

« Tape

« Several books to use as a support for the pencil

« Small cups to catch drips

« Lined paper and pens to write down findings

« Instruction Sheet

Procedure:




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Anticipatory set

« Read the non fiction passages about Holi from “How I celebrate” to the students (2 pages) and show them the pictures. “Wow, they are different, aren’t they?”

« “In India, people don’t celebrate Christmas, because they are not Christian. They are Hindu. Do we know anyone who is Hindu.” Name students if you know any ones that they students might, i.e. peers. “I also have a best friend who is Hindu and she celebrates Holi too. One year, she asked me to come with her, and I had lots of fun. There were lots of colours and lights everywhere! It was very exciting.”

« “What kinds of things are similar between Holi and Christmas?” Make comparisons and contrasts between some of the practices gleaned from the book (i.e. we both have lights, Christmas is colourful but mostly red and green, whereas Holi is all colours.) on the chalkboard. Point out the importance of colour.

« “What colours do we see all the time?” Review the different colours in the spectrum (draw a rainbow on the board). Review the three primary colours and the three secondary colours.

« Bring out two pieces of construction paper, in different shades of blue. “What colour is this? And what colour is this? Wait a second! They’re both blue? Well, how can we tell which one we want? Oh, we use adjectives to describe the colour! Okay, what adjectives do we use?”

« Put up the adjective cards on the board as the students say them. Add on as needed.

« “Okay, today we’re going to look at all the different colours we can make. I want you all to make at least 10 colours, and write down how you would describe them using these adjectives.”


« Divide the class into groups of two and give them an instruction sheet.




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« Each student pair should label each strip of paper towel with a letter or number.

« Have the students stack books about 10 inches apart on their work space, so that they are even.

« Ask the students to prop the ruler between two stacks of books.

« Tape one strip of paper towel (letter side under the tape) to the ruler for each sample being tested. The strips should nearly reach the desk top.

« Place one cup under each strip to catch the drips.


« Have the students take a variety of squirt bottles and squirt the colours onto the strips, one at a time.

« On the worksheet provided, have the students write down their findings – the colours they used, how much they used, and what shades they created.

Closure:

« Have the student pairs present 2 colours to the class.

« Clean up the area. Start reviewing colours while doing so (can you wipe up the pale blue, don’t miss out on the purplish-red). Have the students sit down and complete reviewing the colours, increasing the labels on the rainbow.

« Discuss Are the colors of different foods a product of combined colors? What about juices, shampoo, candy, other foods?

« Let them know they’re going to be doing something exciting with mixing the colour tomorrow (icing for the cake), but it’s a surprise!




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« Three things are crucial for evaluation. Correctly followed instructions, a completed colour worksheet, and a relatively tidy cleanup area.

« See Rubric.


The teacher will ask for a parent volunteer or have an assistant come into the class with this project. She will continuously monitor and adjust the situation as needed, offering support and ensuring that the students are using all the vocabulary words, and verifying the colour mixes (do the students need help trying to get a particular colour).




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Lesson Plans: Plan 5 - Holidays around the world - Hanukah

Grades: 2-3

Theme: Holidays around the world – Hanukah

Length: 2 hours

NY State Standards

NYS Standard #3 Mathematics (section 5)

« Students use measurement in both metric and English measure to provide a major link between the abstraction of mathematics and the real world in order to describe and compare objects and data





Objective:

« SWBAT read a recipe – find (identify), measure and bake the ingredients to bake a cake, and then cut it up, ice it and count out enough pieces for the class.

« SWBAT work together forming a cooperative environment.




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Materials

« Hanukah symbols (Menorah, Dreidel, Star of David)

« Smocks for the children

« Measurement chart (for 1 tsp, 1 tbsp, ¼ cup, ½ cup, ¾ cup, 1 cup etc.)

« Measuring cups, spoons, bake pans

« Cake ingredients (chocolate, flour, sugar, salt, baking powder, milk, note: no eggs as they can’t have flesh and milk in the same meal, oil, butter, bring in extra not necessary ingredients as well)

« Icing

« Knife, napkins, plates

Procedure:

Anticipatory set

« Bring in symbols of Hanukah (menorah, dreidel and the Star of David) and pass them around for the students to see.

« “Have you ever seen these before? Do you know where they’re from? They are actually for the holidays. Remember yesterday we discussed Holi – the people from India don’t celebrate Christmas, they celebrate Holi. Well, these are from Israel. Can we find that on the map? The people who live there are called Jewish, and they don’t celebrate Christmas. They have a different holiday. They celebrate Hanukah!”

« Explain the meaning of these symbols (dreidel is a traditional toy, menorah has eight candles lit every day, Star of David is a yellow, six point star) and briefly explain that Hanukah means freedom.




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« “During Hanukah, candles are lit and a people have a big feast and make all kinds of wonderful food.”

« “So, celebration of Hanukah (and using our newly learned measuring skills), we’re going to bake a dreidel cake!”


« “So, in order to do this, we need to review the way we measure things. Who can remember one way to measure wet things? Dry things?” (1 tsp, 1 tbsp, ¼ cup, ½ cup, ¾ cup, 1 cup etc.) Bring out the measurement chart that they previously did and have the students point them out on a chart.

« Have the children put on their smocks and stand beside the kitchen table.

« Hand out the recipe card to each student. Each child, in turn will go and fetch one of the ingredients on the list. They will take turns measuring and putting all the ingredients into a large mixing bowl (being held by the teacher). The teacher is to reinforce the measurement procedure and verify the measurement.

« All the children will take turns to mix the ingredients.

« In pairs, they will grease and flour the pans, and share the scraping of the bowl into the pans.

« Have one student set the temperature on the oven, while the others watch. Have the other students verify that it was done correctly.

« The teacher should put the cakes in the oven.

« Have the students set the timer for when it will be done.

« Have the children cut out the shapes (along the black lines) for a pan sized version of the dreidel.

« While waiting for the cakes, have the students divide into two groups and prepare icing – three different colours and fill icing bags. Discuss what it is that needs to be iced and how. Where do the colours go? Review the colour words from yesterday’s lessons on an individual group basis.




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« When the timer goes off, the teacher removes the cakes from the oven to cool.


« Once the cakes are cooled, put the pieces of the pan-sized dreidel cut outs on the cake and cut on the appropriate lines to make the pieces to form the dreidel.

« Ice according to the style instructions.

« Have the teacher take pictures and cut it up into more pieces than necessary.

« Have the students, as a group, count the number of people and the number of pieces of cake and distribute.

Closure:

« Share the leftover pieces of the cake with people outside your room – the principal, other teachers, etc.

« Eat the cake and review the activity. What was interesting? What was hard to cut the cake into the right shape? What kinds of liquid were measured? Etc. etc.


« No formal assessment is to be done.

« Ensure that each student measures an ingredient appropriately, correct when necessary.

« Ensure that all students are all working together, discussing with one and other in the group, and sharing tasks – cooperative work.


The teacher will continuously monitor and adjust the situation as needed for cooperative work and task sharing. She will ensure that all students get an opportunity to practice measuring.




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Lesson Plans: Plan 6 – Holidays around the World (Kwanzaa)

Grades: 2-3

Theme: Holidays around the world – Kwanzaa

Length: 1 hour

NY State Standards





Objective:

« SWBAT recognize, and read the seven words of Kwanzaa.

« SWBAT associate one of Kwanzaa’s principles with its corresponding symbol.

« SWBAT write at least 3 sentences on a Kwanzaa topic related to their own prior knowledge and represent it graphically for their peers.

Materials

« The seven symbols of Kwanzaa (mat, cup, bowl of fruits and vegetables, ears of corn, candleholder, seven candles – three red, three green and one black, gift wrapped package)




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« Word cards (with Swahili words and English translation)

« Paper and pens

« Poster paper and markers

Procedure:

Anticipatory set

« Ask the students to sit on the floor in a circle. Ask them to be very quiet (in respect).

« Have the seven symbols of Kwanzaa in a bag and bring them out one by one. Place them in order onto the mat, naming each one in Swahili, and stating the English meaning:

o Mkeka (m-KEH-ka). This is the first object to be put out. It is made by hand and shows how important tradition and history are to the African American people. Can anyone guess what we’re going to look at now? What do you think will come next?

o Kikombe cha umoja (kee-KOM-beh cha oo-MO-jah). Everyone drinks from this cup to show that African American people are united, one people. (if there is a student or students who are aware of Kwanzaa) What do you think will come next?

o Mazao (mah-ZAH-oh). This is a symbol of the harvest. It means that hard work has a reward. This is similar to our …(pause)…Thanksgiving.

o Muhindi (moo-HIN-de). One ear of corn is placed for each child in the family. It is a symbol of the future. How many ears of corn would be in your family, [enter child’s name here], and yours [enter another child’s name] (add on a third or fourth as you see fit).

o Kinara (ki-NAH-rah). This is a candleholder with seven spaces which holds the seven candles of Kwanzaa. This is similar to another holiday we just looked at. Can you remember which one it is?




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o Mishumaa Saba (mee-shu-MAH SAH-bah). These are the seven candles of Kwanza – one black to represent the African Americans, three red for hard work and the fight for freedom and three green for hope. Red and green? What holiday also has red and green as its colours?

o Zawadi (zah-WAH-dee). These are the gifts that children get. They are homemade or heirlooms that have to be treated very carefully. How is this different to Christmas?

« “So, these are the seven principles of Kwanzaa. You may have guessed by now, that this is a celebration of African American people. Today, we’re going to work on learning those Swahili words that I just mentioned, and a bit more about Kwanzaa. I want you to get into groups. I’m going to count you off by seven. Count with me please.”


« Hand each pair (or trio) of students a card so that all seven cards have been distributed.

« The teacher states each of the seven principles, in turn. The students with the principle have to say claim it as theirs (sight recognition).


« Once all seven principles have been identified, have them read the cards that explain the principles, practice the words in Swahili, identify the symbol that goes along with the principle and write down three examples of it.

« Using poster paper, have the students draw out a picture of what they discussed and wrote down.

Closure:

« Bring the class back as a group. Have each group of students read out their principles with the corresponding Swahili word, symbol, English meaning, and three examples.




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« Students will be evaluated on the work that they have done in their small group activity as well as on the presentation that they make.

« Rubric:

o Presentation

o The topic was clearly displayed.

o Everyone’s name was displayed.

o There was a graphical representation of the three examples.

o All three items were identified and explained without teacher intervention.

o Worksheet

o The writing was clear and easy to read.

o Everyone’s name was displayed.

o There were a total of three examples.

o Examples were written in clear sentences.


The teacher will continuously monitor and adjust the situation as needed for optimal learning – encouraging the children when they need direction, and letting them discuss ideas for themselves. She will clearly outline the rubric - the things that she feels are required in order for the students to get good grades on this short project.




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Kwanzaa Worksheet

Our Principle is (see card):

It means (1 or 2 words):

It’s symbol is (see teacher’s display):

Three things examples we can think of are:

Kwanzaa Rubric

Rubric Items 1 2 3 4 5

Presentation The topic was clearly displayed.

Everyone’s name was displayed.

There was a graphical representation of the three examples.

All three items were identified and explained without teacher intervention.

Worksheet The topic was clearly displayed.


There were a total of three examples.

Examples were written in clear sentences.

5 – Over and beyond the call of duty, no prompting 4 – Had exactly what was requested, and no prompting was required 3 – The work was all completed, however the students needed some guidance, or prompting, 2 – The work was partially completed, but no prompting was required, 1 – The work was partially completed, and some prompting was required.

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Christmas Around The World Rubric


Worksheet The topic was clearly displayed.


There were a total of five sentences.

Sentences used correct grammar.

Presentation The topic was clearly displayed.


The sentences were clearly and correctly written.

The board was well spaced and aesthetically pleasing.

All items were identified and explained without teacher intervention.


Colour Worksheet

No. One ColourHow much?

Another Colour

How much?

How would you describe it?

Ex.Blue 2

dropsRed 5

dropRedish blue

Bright, dark purple

1.

2.

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8.

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InformationEducationProfessional Experiences


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Colour Rubric


Directions The students followed the written instructions.

The students cleaned their area before leaving.

Worksheet The worksheet was labelled with the student’s names.

10 colours were created.

There was at least one adjective attached to each colour.

Sentences used correct grammar.

Presentation Both colours were identified and explained without teacher intervention.


Everyone should be in pairs!! Each group should do the following:

1. Take 10 strips of paper towel. Label each strip of paper towel with a letter or number (your choice).

2. Stack books about 10 inches apart on their work space, so that they are even.

3. Prop the ruler between two stacks of books.

4. Tape one strip of paper towel (letter side under the tape) to the ruler for each sample being tested. The strips should nearly reach the desk top.

5. Place one cup under each strip to catch the drips.

6. Squirt colour onto each strip in turn. Only work on one strip at a time.

7. Write down your answers on the sheet!

Once you’re finished, pick your two favourite colours to present to the class!

Colour Instructions

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This has been modified for this forum, and therefore may show some formatting issues.

Objectives:

Language

Reading Tree – SWBT encouraged to read one book from a variety of choices and levels

Directions: Read one of these books. When you’re finished, put your name and the books name on a leaf and attach it to the reading tree. Lets see how many the class can read! The Three Wishes B y M. Jean Craig (Pictures by Yuri Salzman) The Tree of Life By Barbara Bash Mr. Tamarin’s Trees By Kathryn Ernst (Pictures by Diane deGroat) The Giving Tree By Shel Silverstein

Crossword puzzle – SWBT encouraged practice vocabulary, math and letter/pattern recognition.

Directions: Acorn Elm Oak Bark Evergreen Pine cones

Birch Fir Rings Leaves Sap Colour

Maple Sunlight Needles Tree Nuts Trunk

Bonus word: Fruit

Tree Survey – SWBAT ask questions to “strangers”, follow directions, and add up the responses appropriately.




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Directions: Talk to your friends, neighbours and family and find out if they have any trees in their yards - either front or back. Make sure you speak to only one person per house! Do more people have trees in their yards or do very few? Ask your classmates about their surveys. How were their neighborhoods? The same or different than yours?

Poe”tree”– SWBAT to write a short poem in shape form.

Write a poem in the shape of a tree! There’s all different kinds of tree shapes to use. Which is of your favorite!

Math

Subtracting Rings – SWBAT practice their subtraction and counting using a manipulative.

Directions: Count the number of rings on each wood sample and use them to practice your subtraction! (Bring in actual rounds of wood easily found from anyone who owns a fireplace or bits from the forest)

Tangrams – SWBAT put together manipulative shapes in a preset form.

Directions: Use the 7 shapes to form these patterns

Compare and contrast – SWBAT compare and contrast two like items. (initial Venn diagram).

Directions: Compare the two trees shown (or choose two out our window) Write sentences or draw a picture of your answers. (logic, Venn diagrams, Math)




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The Money Tree – SWBAT count coins and figure out which two add together to form a preset dollar value.

Directions: Count the amount of money on each acorn. Add together two acorns to form the amount on each money tree.

Science

Leaf Rubbings – SWBAT identify textures and shapes of various leaves.

Directions: Leaves have wonderful textures – ruffled edges, veins, bumps and ridges. Choose a leaf. Put a piece of white paper over it. Choose a colour of pencil crayon or charcoal, and rub gently. Watch as the leaf’s hidden texture begins to show through! See the book “I found a leaf” for examples.

A Tree’s life cycle – SWBAT sequence the life cycle of a tree.

Directions: What does a tree’s life look like? Arrange the sentences to create the tree’s life! Check your answers by flipping over the cards and seeing if you have ordered them from 1 -10. The seed is dropped onto the ground and begins to grow. A stem and roots grow at the same time. It is now called a seedling, which means it looks like a little tree. The roots take food and water from the soil to become strong. The tree grows bark to help protect itself. The tree grows buds, which are very small leaves folded inside a case. The leaves burst out of the buds, and get larger. Leaves get energy from the sunlight that they turn into food. The tree grows fruit, berries, nuts or cones in order to reproduce. The wind and animals help spread the seeds everywhere.




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Which leaf belongs to which tree? – SWBAT match leaves to their corresponding tree names.

Directions: Match the leaf to the tree name. Use the books “The Tree Almanac” or “A First Book of Tree Identification” if you help.

Tree and Temperature Change – SWBAT identify the various seasons and see how a thermometer changes accordingly.

Directions: Trees change with when weather and temperature change. Adjust the temperature for each season by moving the ribbon on the thermometer. Check your answer by matching the season name to the picture. How do the trees react to the different temperature? What do you notice about the temperature in Spring and Autumn?

Social Studies

Popsicle stick totem pole – SWBAT recognize and understand a totem pole and the some of the different animals that are carved.

Directions: Make a own totem pole using popsicle sticks! Each animal has a meaning.

Bear Strong Beaver Wealth Frog Good luckRaven

Protector Salmon Long life Snake Magic Wolf

Helpful Use a variety of animals to show you feel. Which one will you put on top?




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Write a story about walking in your neighbourhood.- SWBAT write a short story using prior experience and knowledge.

Directions: Hint: Think about our community walk. Think about walking home or to a friend’s house. What do you see? What kinds of trees were there? How do they look? How do they make you feel?

Tree Posters- SWBAT write and draw a persuasive poster.

Directions: You’ve been learning how important trees are to our environment. You want people to learn how trees help our world. Make a poster that will encourage them to plant a tree. Be persuasive. Use markers, crayons, leaves, or anything else you’d like. See what you can find at the art table. Be creative.

What’s made from trees? – SWBAT identify common products made from wood, and those not made from wood.

Directions: Each popsicle stick has an item on it that’s either made from trees or not made from trees. Sort the popsicle sticks into the two cups – “Made from trees” And “Not made from trees” Check at the end to see if you’re right be matching the co lour at the bottom of the cup to the colour at the tip of the popsicle sticks.




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Assessment

This center was set up to be a practice and reinforcement centre for the current unit being done in our grade 2/3 class. It was meant for the students to check their learned knowledge, however, not count towards their particular grades. These activities were to be charted as complete on a wall chart, benefits/credits to be awarded in the token economy system (that is being used with our class) as they finished every 10 activities (as per the current rules of the classroom).

Student monitor their own progress by colouring in the squares for themselves.




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Student 1

Student 2

Student 3

Student 4

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Leaf Rubbings

Leaves have wonderful textures – ruffled edges, veins, bumps

and ridges.

1. Choose a leaf.

2. Put a piece of white paper over it.

3. Choose a colour of pencil crayon or charcoal, and rub gently.

4. Watch as the leaf’s hidden texture begins to show through!

See the book “I found a leaf” for examples.

Write a story about walking in your neighborhood.

Hint: Think about our community walk. Think about walking home or to a friend’s house. What do you see? What kinds of trees were there? How do they look? How do they make you feel?

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Compare the two trees shown (or choose two out our window)

Write sentences or draw a picture of your answers.

How are they the same? How are they different?

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You’ve been learning how important trees are to

our environment. You want people to learn how

trees help our world. Make a poster that will

encourage them to plant a tree. Be persuasive.

Use markers, crayons, leaves, or anything else

you’d like. See what you can find at the art table.

Be creative.

The Money Tree

Count the amount of money on each acorn. Add together two acorns to form the amount on each money tree.

+

=

$0.00

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Reading Tree

Read one of these books. When you’re finished, put your name and the books name on a leaf and attach it to the reading tree. Lets see how many the class can read!

The Three WishesB y M. Jean Craig (Pictures by Yuri Salzman)

A fairy tale about a poor woodcutter who’s given three wishes by a tree fairy. After thinking about the things he would like to wish for, he ends up wasting all his wishes on undoing the damage caused by his other wishes.

The Tree of LifeBy Barbara Bash

On the hot dry savannahs of Africa stands the ancient and mysterious baobab tree…read and find out more about it…

Mr. Tamarin’s Trees

By Kathryn Ernst (Pictures by Diane deGroat)

When autumn comes, no matter how often Mr. Tamarin rakes his lawn, more leaves fall to the ground. “Why don’t they stay on the tree where they belong” he says grumpily…what do you think he will do?

The Giving TreeBy Shel Silverstein

Once there was a tree..and she loved a little boy…Every day the boy would come to the tree to eat her apples, swing from her branches, or slide down her trunk and the tree was happy…

Subtracting Rings

Count the number of rings on each wood sample and use them to practice your subtraction!

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Subtracting Rings

Count the number of rings on each wood sample.

Tree A

Tree B

Tree C

Tree D

Subtracting Rings

Practice your subtraction!

Tree A - Tree B =

Tree B - Tree C =

Tree A - Tree D =

Tree B - Tree C =

Tree A - Tree C =

Bonus question: Which tree is the oldest

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Tangrams

Use the 7 shapes to form these patterns!

Popsicle stick totem pole

Make a own totem pole using popsicle sticks! Each animal has a meaning.

Bear StrongBeaver WealthFrog Good luckRaven ProtectorSalmon Long lifeSnake MagicWolf Helpful

Use a variety of animals to show you feel. Which one will you put on top?

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The seed is dropped onto the ground and begins to grow.

A stem and roots grow at the same time.

It is now called a seedling, which means it looks like a little tree.

The roots take food and water from the soil to become strong.

The tree grows bark to help protect itself.

The tree grows buds, which are very small leaves folded inside a case.

The leaves burst out of the buds, and get larger.

Leaves get energy from the sunlight that they turn into food.

The tree grows fruit, berries, nuts or cones in order to reproduce.

The wind and animals help spread the seeds everywhere.

A Tree’s Life Cycle

What does a tree’s life look like?

Arrange the sentences to create the tree’s life!

Check your answers by flipping over the cards and seeing if you have ordered them from 1 -10.

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Which leaf belongs to which tree?

Match the leaf to the tree name. Use the books “The Tree Almanac” or “A First Book of Tree Identification” if

you need help.

Maple Oak Horse chestnut

Apple Pine Cedar

Fir Magnolia Willow

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Poe”tree”

Write a poem in the shape of a tree!

There’s all different kinds of tree shapes to use. Think of your favorite!

Talk to your friends, neighbours and family and find out if they have any trees in their yards - either front or back.

Make sure you speak to only one person per house!

Do more people have trees in their yards or do very few? Ask your classmates about their surveys. How were their neighborhoods? The same or different than yours?

How many people have trees in their yard?

Yes, we have trees:

TotalTotal

No, I haven’t got trees

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Trees change with when weather and temperature change. Adjust the temperature for each season by moving the ribbon on the thermometer.

Check your answer by matching the season name to the picture.

How do the trees react to the different temperature? What do you notice about the temperature in Spring and Autumn?

Tree and Temperature Change

Spring

Autumn

Winter

Summer

What’s made from trees?

Each popsicle stick has an item on it that’s either made from trees or not made from trees. Sort the popsicle sticks into the two cups – “Made from trees” And “Not made from trees”

Check at the end to see if you’re right be matching the co lour at the bottom of the cup to the colour at the tip of the popsicle sticks.

Reso

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Anything and anyone can be a resource for teaching. Some of the more frequently used ones are as follows:

– Ontario Exemplars and recommendations

– Mailbox Magazine

– Web Addresses

• http://ericir.syr.edu/Virtual/Lessons/

• http://www.lessonplanspage.com

• http://www.canadianlessonplans.com/aclp/

• http://educate.si.edu/lp/lp_fs.html

• http://www.coollessons.org/

– Other teachers and student teachers

– Resource Rooms (at the schools)

– OPSU Bookstore and Library

– My own personal library of books and resources



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http://ericir.syr.edu/Virtual/Lessons/



http://www.lessonplanspage.com/



http://www.canadianlessonplans.com/aclp/

http://educate.si.edu/lp/lp_fs.html

http://www.coollessons.org/

Oth

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Experi

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Previous to taking on the challenge of being a professional teaching, I was working in a completely different environment – in the corporate high tech world.

Having graduated in 1994, I moved to Ottawa and was unable to find adequate work, so I fell back onto a profession that had taken me through high school and university - I worked on contract in an office. At the end of the third week of newly moving to Ottawa, I found myself working for Nortel Networks. It was an enjoyable job in a wonderful company...one that would last me for the next seven years.

Through continuous training and upgrading, I moved from being an ordinary secretary to a technical administrator, and eventually to engineer. Nortel hired me on full time, and trained me extensively.

This professional experience is invaluable. It gave me a real world opportunity that I can move into my classroom. I have a clear understanding now of what is expected and occurs out in the market. I also have developed computer skills that are very useful in the classroom and in creating presentations and workshops. These skills will help me in developing myself as a professional teacher in helping put together interesting workshops, and consulting with other teachers who may be interested in developing particular life skills.



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Com

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Languages (English, French, ASL, Urdu, Hindi and Gugrati)

I have a high affinity for languages. I speak five languages (English, French, Urdu, Hindi and Gugrati) and am a relatively fluent signer (ASL). I also read and write in both English and French.

Cultural Sensitivity

Due to my background and life choices, I have a broad cultural knowledge and sensitivity. My heritage is both Pakistani and Indian, I grew up in Canada and my husband’s family, which I am quite close to, are Italian and English/Scottish. Our life has been an undulation of balance and understanding.

Computers

Due to the past seven years of working for a high tech company, I have become very comfortable with all aspects of computers – both hardware and software. I am very competent with most of the popular software packages for both Windows and Macintosh computers.

Music

Music has always been a very big part of my life. I both play the organ and sing. I find both playing by myself and collaborating with others to be an enjoyable experience.



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Family is very important to me. My family consists of my husband of eight years, Mark, my two cats, Ziggy and Ion and my border collie, Kes (there is nothing better at clearing your mind and relaxing you than taking your dog for a walk).

I have a variety of hobbies, reading (I have an extensive and wide-ranging library), crafts (taking classes, learning new crafts or techniques, working by myself or with others), sports (volleyball, rollerblading) and of course, walking and training my dog (border collies need to continuously keep their minds active, so continuous training is the key)!

I also love to volunteer my time to help others. Having just moved to Toronto, I am exploring my community and setting up volunteer opportunities with the Bob Rumball Centre for the Deaf. I am looking at two different aspects - one is working with children in after school or weekend programs, and the other is visiting older deaf who are hospitalized with my dog.

Munira P. VentrescaPersonal

InformationEducationProfessional Experiences


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Munira P. Ventresca

207-375 Brunswick Avenue Toronto, ON M5R 2Z3 Phone: (416) 929-9126

Email: [email protected]

Personal Objective

Each child is a life long learner, learning at different speeds and in different ways. With a stimulating and safe environment in which to explore and acquire knowledge, I will create a student-based and inquiry-oriented situation. The children will work in an on-going, problem solving process that will allow them to develop strategies, ethics and gain personal experience and insight. It is my welcomed challenge to truly understand the individual students in the class and to facilitate their interest and knowledge.

Qualifications•Effective interpersonal, listening and communication skills.•Well-developed written communication and presentation skills.•Facilitator

Selected Achievements

Enthusiastic and friendly person, welcoming to all within her ken. All people have a valid and important role within the school and should be acknowledged.

Creative and resourceful regarding adaptations of the curricula to actual lesson plans and learning. My lessons are created using a variety of visual, linguistic and processing items and skills.

Knowledgeable a variety of subjects and content areas. One of my learning centres is being used as an example for teacher education in the “Teaching in Content Areas” class.

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Multiple Intelligences was one of the focuses of my lessons. Children learn in different ways and at different speeds and need the freedom in order to gain information in the way that they best learn.

Well versed with the Canadian curricula and its applications in the field of Deaf education. IEPs and report cards have both been previously experienced.

Well organised and meticulous in classroom, in both set up and regulation. Locating things was done quickly and easily.

Lifelong learner with an enthusiasm over a variety of subjects. I have begun to participate in a variety of workshops to increase the depth of my knowledge.

Fair but firm is my motto. Behaviour modification and management techniques have been used, modified and reapplied according to the needs of the class. My last eight week placement was a challenge in pulling the students into the lesson and keeping their focus.

Experience

Middle School Math 2001Mindee MuttySt. Mary’s School for the Deaf, BuffaloI observed and assisted with a variety of middle school children between grades 5 and 8. I checked homework and taught lessons to a group of life-skills oriented children.

Grade 2 2001Cathy KiblerSt. Mary’s School for the Deal, BuffaloI observed and aided in this class of grade 2 students. I was able to teach lessons in reading, comprehension, and new vocabulary and participate in a variety of activities ranging from art class to special presentations.

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Kindergarten and Gr. 1 CAPD 2002Rita ClareyHarris Hill Elementary School, BuffaloI was a student teacher in this classroom of children with central auditory processing. I prepared and taught lessons in language and art, and observed and assisted in testing. I practiced behaviour management techniques and was able to move with the class to a variety of their other classes.

Gr. 4-5 Split 2002Ivana CampbellMetro Toronto School for the Deaf, TorontoThis session of full day teaching was a challenge in behaviour management. The eight weeks in this classroom gave me an appreciation of the depth of teacher involvement in every aspect of a child’s life, and experience in the Canadian curricula.

Gr. 4 2002Meena GhaiRiver Oaks Public School, OakvilleI volunteered with Ms. Ghai for a period of four weeks. It was a terrific experience in truly understanding and implementing the Canadian curriculum. I spent my time working with all the students and understanding their individual needs and challenges.

Education

M.S. Deaf Education 2002Canisius College (Graduate Education)

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Teacher’s Certification 2002Canisius College

Certificate (ASL) 1998Algonquin College

B.A.Sc. 1994University of Guelph (Honours Child Studies)

Personal

Fully fluent in English, French and ASL. Orally fluent in Urdu, and Hindi. Comprehensive Gugrati only.

Sophisticated computer user with in-depth knowledge of most major suites.

Personal travel has provided me with a deep appreciation of other cultures.

Avid reader with special interests in Science Fiction, and Children’s books.

Volunteered in a Multi handicapped classroom (SMSD in Buffalo)

Enjoy an active lifestyle of recreational sports: volleyball and rollerblading.

Craftsperson

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Refe

rence

s &

Conta

ct Info

Please feel free to contact me for copies of my reference letters.

Phone numbers, home and e-mail address

References

Contact Information


Refe

rence

s

Canisius College:Mr. Doug Hinton 716-834-7200

Dr. Marg Harrington 716-888-2260

Dr. Pat Chrosniak 716-888-2260

Placements: Cathy Kibler 716-834-7200

Rita Cleary 716-???-????

Ivana Campbell 416-832-3000

Professional

(Non-educational): Mr. Howard Robinson 613-763-2211

David Chow 613-763-2211



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Conta

ct Info

rmati

on

Munira P. Ventresca

Home address

207-375 Brunswick Ave

Toronto, Ontario

M5R 2Z3

Phone Numbers E-mail

(416) 929-9126 [email protected]

(416) 889-9126 [email protected]

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mailto:[email protected]

mailto:[email protected]

Date post:	27-Mar-2015
Category:	Documents
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Introduction Sir or Madam: This product is my electronic portfolio. It is the culmination of things...

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