What is/are your approach/approaches to this lesson, please explain your approach? Teaching the lesson on characters viewpoint, I used the bottom-top approach to help students understand what they were looking for when describing the viewpoint of a character. When starting the lesson, I had the student explain to me what is a character and how can the reader know who is the main character. Once students were able to define a character, we changed the discussion to thinking of how every character is different. Students were able to successfully describe to why characters in a story each character is acts or thinks different.
Reflective Letter on MWA #1 I believe that the purpose of major writing assignment number one was to improve our interview skills and solidify our understanding of genre as used in the context of our class. For this writing assignment I created a Weebly website that is meant to teach the class about the most important genre used in the field of computer science. To successfully do this I first gave a brief description of what computer science entails and that what it does not, I then followed up the description with a few questions and answers from my interview while also describing my professor that I interviewed. Finally, I began writing about my genre—developmental collaborative writing on a whiteboard—and gave its purpose followed by a few links. These links lead to the descriptions of my genre’s audience, rhetorical factors, structure, and style of writing; with all of the information presented on my website there should be a good enough description of developmental collaborative writing to help my fellow classmates understand what it is.
Having been assigned readings and having discussions about the readings during class, I soon realized that writing is about an argument being made with supporting evidence. And as a reader it is my job to identify the argument being made. One way I was able to assess an article and interpret it rhetorical appeals was in my Rhetorical Analysis.
Make sure the title works with the overall theme and thesis of the paper. I have found it helpful when I start writing a paper for Bywater’s class to write the entire paper first and look through my main points. This helps me better define my thesis. Having a two-part title with a semicolon will help your paper. For example, my last paper was about bullying so my title was Bullying: Time to Take a Stand.
Prior to the formal assessment in lesson 2 teachers will be able to progress monitor student’s learning by having them fill out the story structure graphic organizer where students must list a characteristic about one of the main characters with evidence to support their answer that their group discussed. They will also be given a story structure graphic organizer to list characters, setting, problem/beginning, middle, and end of the story to see if any re-teaching is needed. After reading the book Isabel and the Hungry Coyote, by Keith Polette students will be given the formal assessment that is the same format as the informal assessment where students will list a characteristic about one of the main characters with evidence along with listing
This journal entry will discuss a follow-up with the instructor about the issues from a previous assignment and clarify some questions about the final research proposal due in week six. In addition, some of the problems are the hypothesis and framework to finish the final paper. After talking to the instructor, she pointed out that the self-care deficit theory could help tie up some loose ends and finding resources that support that will help to put my final proposal together. Furthermore, the journal articles and other data collected discuss self-care and compassion fatigue and burn out and all the information that has been gathered should be enough to write the final research proposal. Journal 5.4 Initiate a Call: Research Proposal Feedback Feedback for my previous assignment showed what needed to be addressed in the final research proposal due in week six.
What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc. to students’ lives. IPTS 1C relates to this performance activity by how the competent teacher relates students’ lives and development into a lesson. I learned prior knowledge and incorporating students’ lives into a lesson greatly impacts student learning. Performance Activity 23: Observe and record how the teacher manages the classroom.
Secondly, the Payment teacher data artifact helps to understand the intention of the students who remain in the course. After an orientation, students are familiar regarding standardized testing and other prerequisites and course requirements. If students will be tested using a standardized instrument the teacher will have less flexibility in choosing the material proposed to be covered in a course. In order to achieve maximum success on the test, course objectives and lessons will need to closely align with the intended test students will
• Note the grammatical complexity of the writing. 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 “tweets” can then be put up on the wall for the students to go back to and when they understand something they were unsure of previously, they can replace it with a new “tweet” or add it to their previous “tweet” to see how their learning has
In a sense, this is exactly what my experience with taking psychology online was like. The majority of the class consisted on reading the chapter for the week, completing a review assignment, and then taking a quiz over the material. Essentially, all a student must do is memorize the material in order to pass. This could also happen in traditional style classes, but it is likely that at some point, the teacher would add in some outside knowledge from what is in the textbook or discussions over the material would take place. This deprivation from discussions and the ability to actively question and learn is what Postman worried about.
The experimental group will focus on issues that are associated with their current family situation. The students will be encouraged to bring up topics of discussion that relate to divorce. In each session, students will learn to express their feelings, engage in role-play, learn about coping strategies, and discuss how they will use these skills at home and in the school environment. Students will develop goals that focus on displaying positive classroom behavior and being able to use helpful strategies that will improve their
During my first two weeks of observations, I did my best to observe different tutors every session to evaluate the different ways you could perform a writing workshop and to gauge which techniques I felt I could use and what techniques wouldn’t work for me. In all of my sessions, I took notes on statements that the tutor made that I thought I could use and tips and tricks that could help me in rough patches. For instance, in one session, where a student came in to brainstorm ideas for a paper with a tutor, at one point when the student was getting away from the theme she proposed, the tutor gently asked, “How would you tie this into the theme?” I noted how patient he was with the student and I noted that I would have to be able to patient with any level of writing and be ready to answer a range of questions. In the same session, the tutor gave helpful tips to the student that I also found helpful for myself to use in my own writing, and would offer to students who came into the center. Two tips he provided was arranging your evidence in paragraphs that begin with the strongest piece of evidence, to the weakest, and ending with the second strongest.