The class would then come back together as a whole, with each group discussing the grade they gave the response and why. Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
Observation 3 consisted of observing an English 10 class reviewing chapters 13 and 14 of To Kill a Mocking Bird. The observation lasted 9 minutes where I observed the administering of reading quiz on the chapters at hand. The students were tasked with reading the appropriate chapters prior to the day’s class. The instructional decision to quiz students on their reading is important as it provides the means to hold students accountable. As a supervisor, I learned teachers and various school staff must be given the resources or means to carry out their professional duties, but like students in the classroom, accountability must be ensured.
We will then discuss the documents, and the possible reasons as to why the Japanese were interned, and following that the students will work on the documents on their own. Once again, this allows the work to be modeled for students, and for students to have an immediate discussion over the material they just read before working on their own for the other documents (Bruner). In lesson, 3 students are given direct instruction over the Pacific Campaign, and the concept of island hoping, and are introduced to the Navajo code, and that some minorities were praised during the war this ties into previous units where we have examined how America has treated
The class will determine the characters of the story, the setting of the story, the beginning, middle, and end, of the story, and work together to complete a story map. Students will be encouraged to volunteer to come to the front and place story strips in the correct order in a pocket chart. Using effective questioning will assist the class in discussing and working together to verify the sequence and theme of Three Billy Goats Gruff. Independent Practice: The students will work individually to complete a flip book. The students will put the flip book together, cut out and color each character from the story, glue the characters from the story in the flip book, draw a picture of the setting of the story, and cut, color, and glue pictures in the correct order from beginning, middle, and ending of the
Patrick Lewis, pencils, scratch paper Grouping Students will work in pairs so as they could discuss how to solve a problem in the poem. b) Reading (the activity was retrieved from https://betterlesson.com/lesson/613848/cells-the-basic-building-blocks-of-living-things) Students will participate in close reading of “Cells that Make Us” article.
2. I will inform students of the rules by: (Briefly describe how you will teach students about the classroom rules.) I will introduce the rules for my classroom by telling the student that my classroom has rules just like their general education classroom.
The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more.
The teacher will then read the community helper cards, asking the students the questions for “Who Am I?” based on the descriptions as in samples listed above. When the children ‘guess’ the community worker, the teacher will display the community helpers card, which includes a picture of the community worker and its description of details inside the pocket chart. The teacher would allow the students to choose which community worker they want to work on for their next assignment. Once the students have chosen their community worker, the teacher would divide them into small groups and each group will be given a box of books to read on the community worker that they have chosen.
A running record is an important tool that is one component of a three component process to identify the students appropriate instructional text level and determine if he/she is ready to progress to the next level. The first part of establishing a running record is to have the student read from grade level passages or books and to document their reading performance. The second part requires having the student retell the passage and evaluate their comprehension by using the retelling rubrics. The last part includes having the student complete an oral or written comprehension quiz which provides information for each question describing the skill it assessed in order to identify comprehension skills that require further practice (Learning A-Z,
By using graphic organizers, Endacott and Brooks state “when the affective component of historical empathy has been emphasized and examined, students have demonstrated various forms of care for the subjects of their study.” Along with enabling students with historical empathy strategies, the history professional learning community must focus on building literacy skills by using common reading and writing techniques such as close reading and comprehension skills. As a professional development opportunity, the teacher will spend time in the English Department’s learning community to gain relevant reading comprehension strategies. Feedback Once the walk-through document is submitted, teachers receive instant feedback.
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies.