For my book talk, I think I could have been a little more prepared. I realized after I got my feedback on it that I did do a lot of reading from the handout that I had and that I should have probably created some sort of powerpoint to go off of so it was more interactive with the other kids in the class. Other than that, I think that my book talk was well prepared and well thought out. For my mini lesson, I felt like I could have improved a lot. I felt really unprepared. I hadn't practiced the lesson, and so I ended up winging most of it time wise and so I felt really unprepared throughout the whole time. If I had to do it again, I would make sure to practice my lesson like how I do for my practicum lessons. I ended up only using 15/20 minutes of my time. I think that I could have used that time to have the students read the poem out loud before they watched the video, since that was one of the ways the other students had suggested to improve. For my unit plan, I put in an unbeli...
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Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA 99004 TPA Lesson Plan #___1____ Course: Engl 493 1. Teacher Candidate Lauren Archer Date Taught 11/13/2017 Cooperating Teacher Jason Reed School/District Oakesdale MS/HS 2. Subject ELA Field Supervisor Stephanie Boughter 3. Lesson Title/Focus Annabel Lee-Theme Development 5. Length of Lesson 20mins 4. Grade Level 9 th grade 6. Academic & Content Standards (Common Core/National) CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ...
The graphic novels are something I had never thought about using in my classroom until this class. I didn’t even know that it existed. After reading the Frankenstein graphic novel, I was able to come to a few conclusions about how I would like to use it in my classroom. I think that the graphic novel canon as a whole would be beneficial to a classroom for age’s 6 th -12 th grade. However, for this specific graphic novel, there were a few scenes that were a little graphic and so I think that keeping this Frankenstein novel as part of a high school curriculum would be a smart idea. Many students struggle when reading literature because they cannot fully grasp what the words on the page are trying to say. I think that incorporating in a graphic novel like this where it is mainly pictures, with words to narrate what is happening, can be helpful to students who cannot totally understand yet the literature in form of just words. As I have said in a few of my posts before, research shows...
This was one of my favorite texts that we have read this quarter. I’m currently teaching JH kids, and I think that a book like this would be perfect for them to read. When kids are in junior high, they are going through all sorts of identity crises trying to figure out who they are. On top of that, there are many obstacles that they have to overcome such a bullies and pressures from family to be great. This book is a great example of a text that will be a perfect resource for teaching all of these ideas. The novel is a fairly easy read and the graphics inside of the book make it easier to understand the ideas that the author is trying to convey as well as make it more of a ‘fun’ text which can be important for junior high readers. Junior high is often the time where kids lose interest in reading, and so keeping them interested in fun texts like this can be vital to their reading success. One of my favorite graphics that was included was earlier in the text on page 12 where he is ...
This was an interesting text to read and one that I gave much thought into using in my own classroom. I think that because this text isn't a hard read, but covers topics that are darker, that it would be a good read for high school students around 9th grade. I am getting my degree in ELA, and while many of my friends are getting certified for History as well, that is something I chose not to do. However, since I am placed in a smaller school district with a teacher who has one history class, it was something the crossed my mind. I always think that books have to be read in an ELA class, but the reality is, there is all sorts of reading that could be done in all subjects and so I think that this novel would be appropriate for ELA and history classes, even more so history classes because of all of the history that these pages are laced with. Because this book is written by the point of view of the main character, there are many interesting projects that students can do with this ...
Tangerine By: Edward Bloor Detailed description of book: The Fisher’s move from Houston, Texas to Lake Windsor Downs in rural Tangerine, Florida. Erik, who is our main character Paul’s older brother, looks forward to a football scholarship at the University of his choice. Paul, the younger of the two, is visually impaired and considered blind. However, he plays soccer. His family credits his visual injury to an incident from when he was little where he continued to stare at a solar eclipse despite his parents' warnings not to. Paul has no recollection of this. One day at Erik’s football practice, Mike Costello, who has become a family friend is killed by lightning; whereupon Erik and his friend Arthur Bauer tell jokes after hearing the news, even though Mike was one of their teammates. On his first day of school, Paul meets Coach Walski, the coach of the soccer team, and tries out for the team, but is later told that his visual impairment prev...