My Best Experience

One’s life can truly be measured based on the experiences that he or she embarks upon.   I have been blessed with an abundance of extremely positive experiences in my life.  Perhaps the best experience of my life occurred less than a month ago, as I was given a once in a lifetime opportunity.  I was selected by Molloy College to participate in a new program, called Experience El Salvador, which allowed me to travel to El Salvador to run a boys and girls’ camp.    This trip has proved to be the best experience of my life, as it provided me with a newfound appreciation for life, permitted me to make life long friends, and most importantly allowed me to go out into the world and do good.

            I traveled to El Salvador as a missionary to give the children who live there the best week of their life.  Three students from Molloy College and four students from Dominican College accompanied me on this trip.  Through collaborating and working together, we were certainly able to achieve our main goal of providing these children with hope as well as the best week of their lives.  The most remarkable aspect of this experience was that it did not appear that we did much at all, but to the children what we did was everything.   The gratitude that these children displayed for acts as simple as a piggyback ride still resonates with me today.  I set out to provide these children, who are much less privileged than I am, with the best week of their lives, but in reality they provided me with the best week of my life.

            I still remain in contact with many of the families from El Salvador today.  We communicate about what can be done to make the lives of their children in El Salvador better.  The families continually express their thanks, and inform me that we inspired their children to want to be more.  This truly must be the best feeling in the world.  Now that I am back in the United States, I have been brainstorming about different things that can be done to help my new family in El Salvador.  This upcoming semester, we are holding various fundraisers on campus, and we began a drive collecting toothbrushes and toothpaste.  I will never forget the children of El Salvador, and they will always hold a special place in my heart.  I live my life around the idea that it is important to go out into the world and do well, but it is more important to go out into the world and do good.  This is exactly what this experience allowed me to do.

El Salvador Experience

Vocabulary: 
Embark: (verb) to set out on or begin something
Abundance: (noun) a very large amount
Occur: (verb) to take place
Permitted: (verb) allowed
Missionary: (noun) a person who is sent by a church or religious order to a foreign country to teach, convert, heal, or serve.
Accompany: (verb) to go with
Collaborate: (verb) to work with someone else on a project
Remarkable: (adj) unusual or exceptional
Gratitude: (noun) the feeling of being thankful
Display: (verb)to cause to be seen
Resonate: (verb) to resound; echo
Brainstorm: (verb) to find ways of solving problems by having members of a group talk freely about their ideas.

Vocabulary Activity:
Match the word to its definition.
Embark:                                                                                To show
Abundance:                                                                          To remain with
Occur:                                                                                     Allowed
Permitted:                                                                             To begin
Missionary:                                                                           To work together
Accompany:                                                                          To think out loud together
Collaborate:                                                                          A lot of
Remarkable:                                                                        Thankfulness
Gratitude:                                                                             To happen
Display:                                                                                 A servant of the church
Resonate:                                                                              to go with
Brainstorm:                                                                         Outstanding

Grammar Point:
Being that this event happened in the past, almost all of the verbs were written in the past tense.  When changing a regular verb to the past tense you must add -ed to the end of the verb.  Can you find any examples of this in the writing?

Grammar Activity:
Write a short journal entry about what you did last summer.  Be sure to use the correct tense.

Speech about the MVP of Molloy Rugby

This year’s Most Value Player is a player who is by no means the biggest or even most naturally talented player, but he is a flat out workhorse.  I’ve never seen him not win a sprint, and you can guarantee that he will never miss a practice despite his extremely hectic schedule.  He emerged his freshman year as a talent in our offense, but he struggled with tackling and defense.  He realized what he needed to do to get better and put on what seemed to be about 30 pounds of muscle.  Suddenly this little boy running with the boy was now a man.  Last year he became one of our best defensive players, completely altering his situation from the year prior.  He also earned the coveted Molloy Fly-half position, which is not an easy position to take over.  This year he was able to put it all together, to become both our best offensive and defensive player.  He is proof that with hard work all things are possible.  He stepped in a captain this season and he is a phenomenal leader and role model to all players on the team.  Everyone should look up to this player, and if they take after him we will be alright I promise.  It is players like him that will keep this great club going.  There is certainly no one more deserving of this award.  Congratulations to the 2014-2015 Most Valuable Player Scott Jones.

Vocabulary

Workhorse noun one who works hard and tirelessly

Despite prep in spite of;

Hectic adj crazy, busy

Altering verb changing

Coveted adj to wish to have very much

Fly-Half noun a position in rugby similar to that of a quarterback in football.

Phenomenal adj amazing or extraordinary 

Vocabulary Activity

Write a short story using these new vocabulary words.  It can be about whatever you want, but it must include all of these words!

Grammar Point

Pronouns- words that can take the place of nouns or noun phrases. Since this speech is written about Scott, I am speaking about him a lot.  It would be extremely repetitive for me to keep say Scott, Scott, Scott.  For this reason I replace the proper noun Scott often times through out the speech with the pronouns he and him.

Grammar Activity

Go back to your vocabulary activity and replace all of the nouns and noun phrases with pronouns.

New York Islanders

The New York Islanders' season came to an end yesterday after losing to the Washington Capital 2-1 in Game 7 on the eastern conference divisional  semi-finals.  The islanders truly had a great season, and at one point even led the entire NHL in points!  Can you believe that the same team was one of the worst in the league the year prior?  I am extremely excited to see what is next for this team in the future!

With the end of this season, a historical end comes to the place that the Islanders have called home for the past 43 years.  The Nassau Coliseum is closed, and the Islanders are moving to Brooklyn.  No one is happy about this move, as now all professional Long Island sports teams are extinct.  It was a sad end to a wonderful year, but I wish that they could have won the cup one more time in the old barn.

I have so many great memories in the Barn (the Nassau Coliseum), as I have been going to Islanders games since I was a little kid.  I must have been to over 100 games, and I have not missed a playoff series since I was born.  I am going to miss yelling at the the players, "shoot."  Also I am going to miss being able to print tickets out 15 minutes before the game for $20.

The Islanders hope to continue their success in the Barclay's center, but one thing is for sure, it will not be as loud as the old barn.  I have been to the Barclay's center only twice, and I am not a fan.  It is so big, but it does not fit a lot of people.  How is that possible?  Also it is extremely steep, so if you are supposed to sit in an upper section, you are going to be way, way up.  I was not able to see a basketball from these sections. There is no way you will be able to see a puck.

Vocabulary 
prior adj happening earlier in time or sequence
historical adj of or having to do with history.
extinct adj  no longer existing
steep adj having a sharp slope or slant
sections adj any part of a whole

Vocabulary Activity

Unscramble the vocabulary words below

1. esetp

2. cteiosns

3. tetncix

4. lhoristiac

5. irrop

Grammar Point

Different types of sentences.  There are four main different types of sectences.  The first is declarative, and that is when something is simply being stated, and it ends in a period.  The next is imperative, and that is when you tell someone to do something, and it may end in a period or exclamation point.  Then, there is exclamatory, which is when an exclamation point is used to show emotion.  Finally is the interrogative sentence, which is a question, and it end in a question mark.

Grammar Activity

Write an example of each type of sentence.

Exclamatory

1. ____________________________________________________________________________________

Interrogative

2. ____________________________________________________________________________________

Declarative

3. ____________________________________________________________________________________

Imperative

4. ____________________________________________________________________________________

Spring Picture Day

It was Spring picture day, and all of the kindergarten students were dressed all fancy, ready to take a picture to bring home to mom and dad.  A student named Jackie, who is usually rather unkempt, was dressed so nicely.  She had a dress, white stockings, and a little white sweater.  Her hair was nice and neat, unlike I had ever seen it before.  She came to me and said, "Mommy said that I can't do anything to mess up my hair or dress before pictures." "No problem Jackie," I told her, "just go sit and eat your breakfast."

Eight out of the nineteen students qualify for the the free breakfast program, and they eat breakfast in class everyday.  Everyday it is the same, a bowl of cereal, a bagel with butter or cream cheese, and a juice box.  I spend the first ten minutes of every morning helping these children with their breakfast, and I usually cream cheese and butter all of the bagels.

Today was no different, but we just had to be extra careful as to not make a mess due to the fact that it was picture day.  After everyone's bagel had butter or cream cheese on it, I began talking to the literacy aid and the classroom teacher about the plans for that day.  All of a sudden,  Jackie comes over to us, and her black hair, that is parted in the middle, has a huge white, yellow line of butter streaking down the middle.  "I don't know how this happened," Jackie said.  None of the teachers could respond because we were all laughing so hard.  In the end we got the butter out of her hair and she was fine for her picture.  It was quite an adventurous Spring picture day.

Vocabulary
unkempt adj not tidy; disheveled.
stockings noun a knit covering that fits closely on the foot and some part of the leg
qualify verb to make or be fit for a job or activity.
literacy noun the state of being able to read or write
streaking verb a long, narrow line, mark, smear, or band.
quite adv  to the greatest degree
adventurous adj  willing to take risks in order to find excitement

Vocabulary Activity
Use the words above to complete the sentences below.

1.  He seemed __________ happy that his favorite show was on television.

2.  Johnny is very _____________ he always goes exploring in the woods.

3. It is important to do well in school in both math and ____________.

4.  Only the top three runners will __________ for the championship races.

5.  My grandma used to knit her own ____________.

6.  There are things all over my room, which is rather ____________.

7.  The rain came _______________ down the window.

Grammar Point
Commas are used in writing to express a pause, and they can greatly alter the meaning of a sentence. There are many different comma rules, and within this writing many of them are apparent.  Can you find any?

Grammar Activity
Write a sentence that coincides with each comma rule.

Use commas to separate three or more words, phrases, or clauses written in a series (Listing)

1. __________________________________________________________________________________________________________________________________________

Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

2. __________________________________________________________________________________________________________________________________________

Use commas after introductory clauses, phrases, or words that come before the main clause. 

3. __________________________________________________________________________________________________________________________________________

Use a pair of commas in the middle of a sentence to set off clauses, phrases and words that are not essential to the meaning of the sentence.  If these words are dropped, the sentence will still make sense and retain its basic meaning. (Interruption)  

4. __________________________________________________________________________________________________________________________________________

Use commas to separate two or more adjectives that describe the same noun when the word “and” can be inserted between them.  

5. __________________________________________________________________________________________________________________________________________

Grammar Micro Lesson

Using punctuation to set off nonrestrictive/parenthetical elements

Lesson Plan

Student______Thomas Malinowski____________Professor_____Dr. Nenchin___

Course ___EDU  542___Date____5/5/15______Grade__6__

Topic: Using punctuation to set off nonrestrictive/parenthetical elements_Content Area__ELA_

Instructional Objective(s)

After a lesson on how to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, the students will complete a worksheet by correctly using commas, parentheses, and dashes to set off nonrestrictive elements within sentences with no more than three errors.

STANDARDS AND INDICATORS

L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

• Indicator: This will be evident throughout the course of the lesson when the students learn, practice, and write sentences using punctuation to offset nonrestrictive elements.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.    

• Indicator: This will be evident when the students have to write examples on their own using punctuation to offset nonrestrictive parenthetical elements.

MOTIVATION

The students will watch a brief PowerPoint presentation about the importance of a comma.

MATERIALS

• Smart Board
• PowerPoint
• Computer
• Youtube video
• Worksheets
• Sentence Strips
• Velcro

STRATEGIES

Direct Instruction: When the teacher shows the students step by step how to use punctuation to offset nonrestrictive elements.

Kinesthetic Learning:  When the students come up to the Smart Board to complete the examples, and when they place the commas, parentheses, and dashes on the Velcro strips.

Cooperative Learning:  Working in groups to decide where the Velcro commas, parentheses, and dashes go.

Visual Learning: the PowerPoint presentations and the You Tube video.

ADAPTATIONS

The student with visual impairment will be permitted to move her seat closer to the board during the PowerPoint presentations and the You Tube video.

The groups for the Velcro activity will be heterogeneous groups based on reading ability.

The teacher will read the words from the video aloud for the students who struggle with reading.

DIFFERENTIATION OF INSTRUCTION

Tier 1:             After a lesson on how to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, the students complete a worksheet by correctly using commas, parentheses, and dashes to set off nonrestrictive elements within sentences with no more than five errors

Tier 2:             After a lesson on how to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, the students complete a worksheet by correctly using commas, parentheses, and dashes to set off nonrestrictive elements within sentences with no more than three errors

Tier 3:             After a lesson on how to use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, the students complete a worksheet by correctly using commas, parentheses, and dashes to set off nonrestrictive elements within sentences with no more than one error.

DEVELOPMENTAL PROCEDURES

Students will watch a video on You Tube, Commas: Nonessential Information. (What is nonessential information?  What information is essential?)

Through direct instruction the teacher will show students how to use punctuation to offset nonrestrictive elements. (What are commas, parentheses, and dashes?  How can I use them to fix a sentence?)

Students will come up to the board and practice finding what information is nonrestrictive, and they will add appropriate punctuation.  (Which information is nonessential?  What can I add to offset this information?)

Students will work in groups with sentence strips and Velcro commas, parentheses, and dashes to correctly offset the nonrestrictive elements.  (Where does the punctuation belong?  Does the sentence still make sense if this part were to be taken out?)

Students will complete a worksheet in which they must properly use punctuation to offset nonrestrictive elements, and write sentences on their own including commas, parentheses, and dashes to offset these elements.  (What information in each sentence can be offset with punctuation?  What is a sentence that I can write that include nonrestrictive elements being offset by punctuation?)

ASSESSMENT

The students will be assessed based on how accurately they use punctuation to offset nonrestrictive elements on the final worksheet (no more than three errors).

INDEPENDENT PRACTICE

After a lesson on offsetting nonrestrictive elements of a sentence using commas, parentheses, and dashes, the students  will go on a scavenger hunt, in which they must look through the novel we are reading in class to find examples of punctuation being used to offset nonessential information.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention:  For the students who struggled with this lesson, the teacher will work with them using sentence scrambles to show which part of a sentence is not essential.  This provides an alternative perspective, or another way to look at the sentences for the struggling students.

Academic Enrichment: The students who excelled in the understanding of this lesson will look through both their most recent essays, as well as a peer’s most recent essay to correct any parts of the essays in which nonrestrictive elements of a sentence were not offset by proper punctuation.

TEACHER REFERENCES

Altenberg, E. P., & Vago, R. (2012). English grammar: Understanding the basics. Cambridge: Cambridge University Press.

Anderson, J. (2005). Mechanically inclined: Building grammar, usage, and style into writer’s workshop. Portland, ME: Stenhouse.

Commas: Nonessential Information. (n.d.). Retrieved from

https://www.youtube.com/watch?v=x4LNOORdrLM

Lock, G. (1996). Functional English grammar: An introduction for second language

teachers. Cambridge, UK: Cambridge University Press.

The Comma - TIP Sheets - Butte College. (n.d.). Retrieved from

http://www.butte.edu/departments/cas/tipsheets/punctuation/comma.html

Using Commas. (n.d.). Retrieved from https://writing.wisc.edu/Handbook/Commas.html

The references that are in bold are the textbooks required for this class.  I used these references to learn the information about my topic so that I could create a lesson on it.  I also used the website entitled “The Comma” to do further research about the topic at hand, and I also used one of the examples from this website in my PowerPoint.  I utilized the website entitled, “Using Commas” to find more examples to use in my PowerPoint and on the worksheet.  The final reference that is listed is the YouTube video that I showed the class at the beginning of the lesson to introduce the new comma rule.  It is entitled “Commas: Nonessential Information.”

Assessment

Name_____________________________          Date_______________

Directions: Use the type of punctuation indicated to offset the nonrestrictive elements.

1).  My brother John who is a great golfer got a hole in one! (Commas)

2).  The book Twilight which was published in 2005 sold over a million copies. (Dashes)

3).  The ferocious lion who did not look pleased roared at everyone who was watching him. (Parentheses)

4).  The Yankees who are on a roll right now won the series against the Mets. (Dashes)

5).  John who has been drinking should not drive. (Parenthesis)

6). We passed our childhood home which was full of many great memories. (Comma)

7.  Write your own sentence in which you use parentheses to offset the nonrestrictive elements.

8.  Write your own sentence in which you use dashes to offset the nonrestrictive elements.

9.  Write your own sentence in which you use commas to offset the nonrestrictive elements.