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
Civics will also give students awareness about the civic issues that are happening around them. This course will expand students’ minds on how to solve civic issues. Students will also discover about the rights they hold, by taking this course. Personally, this course taught me about the different levels of governments (municipal, provincial, and federal). It also taught me which level of government to contact, depending on the situation.
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
Geoffrey Sirc wrote “The Autobiography of Malcolm X as a Basic Writing Text” to convey to his students and all students of literature that this book “teaches the importance of passion and strength of character” that these are “essential attributes to growth as a writer.” This journal article reaffirms the reason why all students should be required to read the book and Sirc states that autobiography allows the student to develop a deeper understanding of how to be inquisitive when confronted with stereotypes or ignorance. The affirmation comes in the form of a quote from Malcolm X in the epilogue of the book “People don’t realize how a man’s life can be changed by one book” (X and Haley 400) and the impact that statement would have on future
53). Everhart also noted that “using visual details developed inferences and interpretations that might describe more fully what was happening” within a source (p. 53). Keeping these models in mind, we created our lesson plan to help students in the Brooklyn Connections program understand that historical documents are open to interpretation and critique. We also selected sources that focused on visual learning by asking students to view photographs and maps and to interpret the content. At the same time, we provided guided notes for teachers to distill the general overarching ideas students can take away from the
The annotated bibliography is an important part of the research process. The annotated bibliography helps students identify credible sources and summarize the valuable information they can pull and incorporate into their writing. This type of assignment “also provides insight into the research process undertaken by students due to its reflective nature…students used the annotated bibliography assignment to reflect upon their searches, and demonstrate evidence of research strategy revision, which was not as easily ascertained from final written papers” (Carbery and Leahy). By assigning an annotated bibliography, I can make sure students are taking their research seriously and I can monitor their progress on the final writing assignment.
I learned about thinking intentionally through AP English Language and Composition class. From the beginning of class, we talked about intentionality, both in reading and writing. Reading intentionally means that you are thinking and questioning about how the writer uses that word, phrase, or syntax to build its argument, whereas writing intentionally refers to you are questioning yourself why you choose that word, phrase, or syntax to persuade your audience. In the past two months, I started to think of how the diction build up the tone of the writer, how each sentence and paragraph work rhetorically, and how all these elements together persuade the audience. For example, I would look at the syntax structure.
The sequence in this approach is to prompt the students to find the rules after being exposed to examples. The teacher tries to help his students by showing them a series of examples then guide them to guess to which rule the given examples belong to or deal with (Mautone 2004). " an approach that starts with exposing students to examples of language use or even an immersing them in the use of the target language items and then prompts students to generalize the patterns of the language " (Thornbury, 1999, p180). In the same context, Azmi and Hanna cite that the inductive approach refers to “the style of introducing language context containing the target rules where students can induce those rules through the context and practical examples”. (2008, p.3).
Chapter 1 INTRODUCTION AND BACKGROUND OF THE STUDY Introduction K-12 is an education system where the students would be more challenged and they would furnish their own skills in what they like to do (Anonymous, 2012). The senior high school covers the last 2 years of K-12, where the students can learn things that could help them in their college life or in the future. Junior high school students should learn how to make decisions that could help them in the future. Junior high school students in ADIS have their own strengths and weaknesses, and once that the students learn to improve their strengths and diminish their weaknesses; they can be one of the greatest people that lived on earth. There are different strands offered in senior high
Activity Title: Continue Working on Communicating Ideas Standards: SOL 1.13 The student will write to communicate ideas for a variety of purposes a) generate ideas; b) focus on one topic; c) revise by adding descriptive words when writing about people, places, things, and events; d) use complete sentences in final copies; e) being each sentence with a capital letter and use ending punctuation in final copies; f) use correct spelling of commonly used sight words and phonetically regular words in final copies; g) Share writing with others. Taken from the VA First Grade Curriculum Framework found at: http://www.doe.virginia.gov/testing/sol/standards_doc/english/index.shtml. Identify
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.
After three quarters and over six months, I was able to go to an in depth interview with the teacher of the classroom that I peer tutor. Mr. Kanna the U.S. History teacher for juniors, has been working with me in order to help spread the knowledge further for the entire class. My role in the class is to help out the students in the classroom on any questions they have for U.S. History. Over the months, I have gotten into a routine, in which I help anyone who has a question for the home/classwork or to connect an event/person of the past to today or to be there for moral support in the class. I have personally take great joy in helping out the students in any way possible.
Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding. My students learn best in my social studies lessons when they are able to talk about how the topics relate to their lives and to hear from peers about their experiences. This also provides them with interest in the topic being