Students will look at text from multiple perspectives regarding Native American and non- native interaction in the past. In doing so, students evaluate how history changes based on who tells you it by analyzing different accounts in history. Procedure: Day 1: The lesson will begin by having a class discussion and completing a word web. On the board there will be the phrase “Settlers thoughts on Native Americans” and then as a class we will brainstorm the different words that go with this. Then we will discuss how we know that white settlers thought these things, what stories, reading and propaganda have we looked at.
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.
Since the tests were composed of a multiple-choice question component in addition to a short essay, I was able to reinforce my past knowledge of concepts and course material when deciding if the essay answers were accurate. Also, I was able to strengthen my organizational skills when managing my time between my additional classes, volunteer work, and my teaching assistant responsibilities. My teaching assistant experience has made me become more critical of myself as a student. I am more conscious of the impact of arriving late to class on the classroom environment. Therefore, I now make an extra effort to arrive at class on time.
It also expose them to how the ideas were viewed in the past and how it compares to the present. All the topics on this book can be used to teach students to analyze and use critical thinking skills. They also learn the cause and effect relationship of why events happen. This book provides a number of questions at the end of each lesson and can be used for discussions. They were expected to analyze the historical events and take a position on the topic presented.
Materials: Three Billy Goats Gruff, Story Map Anchor Chart, Pocket Chart with Story Strips, Flip Book Handout (one each student), Scissors, and Colors Objective: After reading the Three Billy Goats Gruff the students will be able to identify and describe what a book is mainly about, and the students will be able to describe the story’s overall structure, including characters, setting, and the beginning, middle, and ending. Explicate Instruction: Explain that the main idea or theme is what the story is about, and that a title, and the pictures of a story can help identify the theme of a story. Show the students a story map by using an anchor chart, and explain that story maps are tools that can help readers verify and understand the setting, characters, sequence of the story, remember information from the story, and determine the main idea of the story. Introduce the students the Three Billy Goats Gruff, and ask them what they know about the story to aid them in activating prior knowledge. Teacher Modeling: Use the think-aloud process to model determining the main
After we completed the guided reading section we worked with words. During our working with words lesson, Reid worked on both phonics and sight words skills. For phonics, we used clips cards and sorting as our main strategies. With these two strategies, we changed them around to meet the needs of the student. We used sorting for r-controlled vowels, identifying lowercase ‘b’ and ‘d’, and sorting vowel sounds.
Another goal is to complete the homework and to turn it in early when possible. I also plan to read and understand each chapter in the college prep book titles “Power Learning” by Robert Feldman. These short term goals lead into my long term goals of passing the chapter tests, final, and the semester. My third period class is Spanish 2 taught by Brenda Altamirano. Spanish is a bit difficult because the language has different tenses and its own alphabet.
They may ask questions and use their notes to make the corrections. Classwork is a learning tool, so we often redo work until it is right. In this unit, students planned, discussed, and then created their final project. Grades were taken on three activities and one summative assessment. They were given three different ways to demonstrate their learning before they were to complete their project.
This idea would prevent gaps in the students’ learning since there would have to be some type of evidence of the students knowledge about the objectives. Not only will Mastery-Based Learning allow students to complete their task completely one by one, but it is more individualized than the traditional model, allowing more student progression and better pacing. “An MBL environment is a more individualized approach than a traditional model. Teachers and parents see areas where students are struggling and can provide the timely feedback and support needed to address learning gaps and keep students moving forward.” (CSDE). Since Mastery-Based Learning allows a more individualized driven work ethic, students would avoid gaps in their learning by completing their work at their own personal pace.
In an society where people focus on results society tends to loss track in the middle. This can be applied to schooling because students today focus on passing the test instead of understanding the meaning behind the things they learned. There are many ways to help students to look at the deeper meaning of topics they learned. However, personally I believe the way to get them to understand these topics are to make them active and engaged learners. In my eyes a person who is a go learner is open minded to learning new facts and listens to opinions that may conflict their own.
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. • They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely.
The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet. For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest.