Bear Feels Sick Essay

Students will be able to answer and discuss questions about the book la forma de las cosas/the shape of things. Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape. Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book.

The last two lessons for the interactive notebook focused on writing skills. I started with writing summaries because their core teacher requested that I work on those skills with the students. Writing clear and concise summaries is associated with the writing Standard 3 (CCSS: W.9-10.4). For this lesson, I gave them a summary template to follow and a graphic organizer on how to write a summary, which they placed in their books. At the end of the lesson I wanted them to write a summary of their own using a Ted Talk; therefore, the objective was for the students to write an effective summary of the Ted Talk using their graphic organizer with 85% accuracy.

Zoharit also writes on the corner of the board the names of students that finish first, for extra motivation. When most students are done Zoharit checks their answers and adds questions on the board with the help of students. Zoharit writes an additional sentence on board and asks the students to write 3 questions that their answers can be found in the sentence (beginning with when, where and how many). The students are quite while working since doing the same type

Reader Response Idea: This lesson is called “Letter to a Character”. The students will be given a piece of paper that they will use to write the letter. The will share with a character what they thought about what they did in the story. The students will also ask that character a question from the story. Book #9 Title: Home Run: The Story of Babe Ruth Author: Robert

I observed the teachers demonstrate to the students what they should do by going first. As the relay took place the teachers were encouraging the students by saying “you can do it.” Once the relay race was over the students went back inside and worked on independent work. On one side of the classroom, the kindergarteners were drawing pictures while the first graders were working on a math worksheet. Counting blocks were available to the students to use for this assignment. I observed the teacher walking around the room and working one-on-one with students.

After grabbing their bell work, students placed their materials for the class on their desks and then proceeded to take their backpacks to the hall to hang up. Then the students came back in, sat at their desks, and quietly worked on their bell work. Once the students finished their bell work they went to the netbook cart and grabbed their netbook. The teacher explained to me that

Then they share their works of art in front of their drawings. Students write a script before they record a voiceover of their art sharing. She claims that her students enjoy learning and are more engaged in talking about art with new technology. Apps such as Green Screen allow students to plan, write, record, and self-critique about their own art through an animated presentation.

The class objectives included: to be able to orally preset poems using key vocabulary (adjectives), to attend to speaker, and to assess what is heard. At first, the teacher welcomed the students and asked them to write for five minutes “morning pages.” Students had to be completely silent, whatever is in their mind (free writing) serving a tool to practice “mindfulness.” This was a double exercise activity; it gave the opportunity for students to develop writing stamina, and Mrs. Carbone uses their writing as a tool to measure learning. Right after that, the teacher explained the lesson for the day, the class objectives. Since the goal for this class, was to finished presenting their work orally and visually, students were prompted to provide positive on constructive feedback, to follow the class agreements (rules) they created at the beginning of the year, and they only practiced for about seven minutes (pair and share). After the students did collaborative learning, they went back to their seat.

Writing the down the student performances and then using the data to create new goals for students. 6. Grading the pupils and then writing reports on how they can

The teacher asks the students to turn and talk to the person next to them about what they learned or explain it to someone who doesn’t understand it. In the classroom there’s a list of words the students will learn throughout the year, every night they would get new words and at the end of the week, they would get quizzed on a set of words. The teacher has an annotation chart that has different things that students can do. For example, if the students have a question about their reading they can put question marks next to it and more.This helps the students understand the reading much better and this also helps the teacher know the students need help with. There were many students who wouldn’t listen and would just be laughing, getting up without asking and disrupted the class during the lesson they would lose their recess, However if the students were doing