Hello everyone. This is the video that I made about my life and family. Through stressful times with work and school, my family keeps me going. Sad to say, my boyfriend and I broke up a couple of days ago, I just didn't want to start all over. So here it is. This video is just a reminder of the good times and how important it is to stay close to those we love.
Wednesday
"Toward New Media Texts" summary
I liked the very first sentence in this article that states, “How can teachers of composition begin working with new media texts-especially when they feel less prepared to do so?” This is a very good question. It makes me think about teachers who have worked for a long time in the schools that are approaching retirement, and have to take classes to keep up with everybody else.
In the schools that I have been observing, the younger teachers help the older ones learn about the newest technology and media texts to help them in the classrooms. Some are using promethean boards, interactive boards and computer with programs downloaded on them. The students need a these variety of methods to target different learning styles.
This article gives insight on how difficult it is to teach because they feel that they lack awareness of the texts that they feel is necessary for study in their classrooms. They often feel inadequate because of unfamiliarity with the software. I’m glad that I have learned how to use these texts and I feel confident in helping others learn how to use them as well.
In the schools that I have been observing, the younger teachers help the older ones learn about the newest technology and media texts to help them in the classrooms. Some are using promethean boards, interactive boards and computer with programs downloaded on them. The students need a these variety of methods to target different learning styles.
This article gives insight on how difficult it is to teach because they feel that they lack awareness of the texts that they feel is necessary for study in their classrooms. They often feel inadequate because of unfamiliarity with the software. I’m glad that I have learned how to use these texts and I feel confident in helping others learn how to use them as well.
Sunday
Chapter 11 Blog
Chapter 11 is about teaching and guiding students in writing to learn. It explains how important it is to know how to write and how critical it is as a tool across the curriculum. Writing takes place in many forms. Everyday writing such as texting and instant messaging, are not as sophisticated as writings in the school. This blog is a great way to incorporate and enhance these skills in the classroom.
According to this chapter, the student should first determine the type of writing, then its purpose, and finally the audience. These criteria will help the student prepare for occupational writing. In 11.2, the students organize their thoughts by brainstorming, doing quick-writes and using graphic organizers.
I liked the quote on page 322. It asks “How many times do writers start writing, only to feel as if they have fallen off a cliff with nowhere else to go?” I can relate to this. Back in high school when we had to do research papers on a single topic, I felt this way. When you finish researching everything that you can find on the topic, how do you start? I think that teaching students how to write will help provide them with strategies for translating their ideas into words and also help create a mental image in their minds of what to write.
According to this chapter, the student should first determine the type of writing, then its purpose, and finally the audience. These criteria will help the student prepare for occupational writing. In 11.2, the students organize their thoughts by brainstorming, doing quick-writes and using graphic organizers.
I liked the quote on page 322. It asks “How many times do writers start writing, only to feel as if they have fallen off a cliff with nowhere else to go?” I can relate to this. Back in high school when we had to do research papers on a single topic, I felt this way. When you finish researching everything that you can find on the topic, how do you start? I think that teaching students how to write will help provide them with strategies for translating their ideas into words and also help create a mental image in their minds of what to write.
Saturday
Chapter 7 Activating Prior Knowledge and Increasing Motivation
Chapter 7 was very easy to read and hit really close to home. It’s all about finding ways to get students motivated about learning; making them want to learn. As a student myself, I too can relate to a few instances in the classroom where the teacher was successful and unsuccessful in making learning interesting. I have had classes where the teacher lectures and/or reads from a power-point, and my reaction to that would be: about to fall asleep, watching the clock, or doing something else. I have also had teachers who are spontaneous and find ways to relate the content to something simple as a belt buckle, and my reaction would then be: engaged in the lesson, on-task, etc.
The point that chapter 7 was trying to make is that teachers must do whatever it takes to increase motivation and activate prior knowledge. There should be a balance, along with high expectations, supportive environment, demonstration of how to learn and feedback.
I liked the quote on page 206. “Though adolescents can see roles as adults just over the horizon, it can be difficult for them to connect what they are doing in the here and now with possible selves. Help students think about the long-term.” We, as educators, want students to look beyond the classroom. The classroom is merely as stepping stool to help them progress to the next level of their long-term goal. Our job is to help encourage them to reach their highest potential until eventually the little light bulbs in their heads go off where they start to make connections. It takes some longer than others. However, caring and passionate teachers are great at communicating with students about their past experiences and personal identities no matter how long it may take.
The point that chapter 7 was trying to make is that teachers must do whatever it takes to increase motivation and activate prior knowledge. There should be a balance, along with high expectations, supportive environment, demonstration of how to learn and feedback.
I liked the quote on page 206. “Though adolescents can see roles as adults just over the horizon, it can be difficult for them to connect what they are doing in the here and now with possible selves. Help students think about the long-term.” We, as educators, want students to look beyond the classroom. The classroom is merely as stepping stool to help them progress to the next level of their long-term goal. Our job is to help encourage them to reach their highest potential until eventually the little light bulbs in their heads go off where they start to make connections. It takes some longer than others. However, caring and passionate teachers are great at communicating with students about their past experiences and personal identities no matter how long it may take.
Tuesday
Expository Text Lesson Plan
Hello everyone,
Here is my example of a lesson plan that I designed from Conley's template.
Curriculum Competency Standard: LIFE SCIENCE
3. Develop an understanding of the characteristics, structures, life cycles, interactions, and environments of organisms.
Objectives:
a. Classify animals and plants by observable features (e.g., size, appearance, color, motion, habitat). (DOK 2)
b. Communicate the importance of food and explain how the body utilizes food. (DOK 2)
c. Identify the basic needs of plants and animals and recognize that plants and animals both need to take in water, animals need food, and plants need light. (DOK 1)
Big Idea:
Learning about how animals thrive from day to day promotes sensitivity and awareness.
Preparation:
1. Read aloud “Amazing Snakes”, by Sarah L. Thomson
2. Discuss in a whole group setting open-ended questions about the book.
a. What did you notice about the book?
b. What did you enjoy learning about the most? Why or why not?
3. Discuss more specific teacher-led questions to engage directly with the standards.
4. What kind of Snakes can we find in Mississippi?
5. Which snakes are venomous? Non-venomous?
6. What kinds of places do snakes live?
7. How do snakes help the environment?
8. What/How do they eat?
9. Write a simple paragraph about what you learned about the book.
10. Using the information from the paragraph, create a bubble map of the facts and main points of the reptile.
11. You may color the map and attach it to the bottom half page of the persuasive paragraph.
12. Keep this information is your notebook for a reference, as we explore other animals throughout the unit.
Guidance:
1.Students think-pair-share and recall ideas and facts about the book.
2. Teacher facilitates discussion-based learning by asking both open-ended questions.
3. Teacher walks around during pair work providing guidance and feedback.
4. Teacher provides clear instructions and rubrics to students.
Application:
1. Introduce other animals throughout the week to create a portfolio of the unit.
2. Students will reflect on other stories by writing paragraphs and using bubble maps to organize the information that they have learned.
Assessment:
I would assess students by portfolio. Since this assignment is worth only a fraction of the points, the students will culminate all other animals that they learn about and combine them all together using a rubric, to assess their content, that I will provide for them to ensure that they understand what is expected.
Here is my example of a lesson plan that I designed from Conley's template.
Curriculum Competency Standard: LIFE SCIENCE
3. Develop an understanding of the characteristics, structures, life cycles, interactions, and environments of organisms.
Objectives:
a. Classify animals and plants by observable features (e.g., size, appearance, color, motion, habitat). (DOK 2)
b. Communicate the importance of food and explain how the body utilizes food. (DOK 2)
c. Identify the basic needs of plants and animals and recognize that plants and animals both need to take in water, animals need food, and plants need light. (DOK 1)
Big Idea:
Learning about how animals thrive from day to day promotes sensitivity and awareness.
Preparation:
1. Read aloud “Amazing Snakes”, by Sarah L. Thomson
2. Discuss in a whole group setting open-ended questions about the book.
a. What did you notice about the book?
b. What did you enjoy learning about the most? Why or why not?
3. Discuss more specific teacher-led questions to engage directly with the standards.
4. What kind of Snakes can we find in Mississippi?
5. Which snakes are venomous? Non-venomous?
6. What kinds of places do snakes live?
7. How do snakes help the environment?
8. What/How do they eat?
9. Write a simple paragraph about what you learned about the book.
10. Using the information from the paragraph, create a bubble map of the facts and main points of the reptile.
11. You may color the map and attach it to the bottom half page of the persuasive paragraph.
12. Keep this information is your notebook for a reference, as we explore other animals throughout the unit.
Guidance:
1.Students think-pair-share and recall ideas and facts about the book.
2. Teacher facilitates discussion-based learning by asking both open-ended questions.
3. Teacher walks around during pair work providing guidance and feedback.
4. Teacher provides clear instructions and rubrics to students.
Application:
1. Introduce other animals throughout the week to create a portfolio of the unit.
2. Students will reflect on other stories by writing paragraphs and using bubble maps to organize the information that they have learned.
Assessment:
I would assess students by portfolio. Since this assignment is worth only a fraction of the points, the students will culminate all other animals that they learn about and combine them all together using a rubric, to assess their content, that I will provide for them to ensure that they understand what is expected.
Teacher Blog
I found this site to be useful. Teachers are able to discuss day-to-day issues and receive feedback from other teachers. Some went as far as to talk about an outbreak of ants. I guess after a while it's nice to communicate with an actual adult. Others mentioned Twitter and even created avatars of themselves. It was actually interesting to look at and quite funny I must say.
http://coolcatteacher.blogspot.com/
http://coolcatteacher.blogspot.com/
Chapter 5 Understanding and Using Texts
Chapter 5 explains the knowledge of text, the experiences, as well as the challenges that students face. It could derive from a multitude of texts, but English Literature is the most prominent one. Reading this chapter made me think of when I was a student. In middle school, my teacher was very good at engaging us into the text. It was almost like we didn’t need our books. We would act out plays to help with comprehension, and write short stories to help with grammar and punctuation. When we reached more challenging texts, she would introduce it to us in a unit. We would group up and learn small parts and come together as a whole to discuss and present what we learned.
In the text, I liked the parts about informational texts, narrative texts, and digital texts because I felt that I could relate due to experiences I’ve had and observations that I’ve made as a student. In the Hub, there are signs posted everywhere that catches my attention but sometimes they can be overwhelming and frustrating. There is simply too much information. I think that everything should be organized into one place. Instead of wasting paper and time they should create a website for advertising.
In this class, we are currently using digital texts. This website is an example of digital and narrative texts because we compose blogs and respond to readings thru use of technology. I appreciate technology because of its convenience and agree with the quote on page 134 that says “Compared with merely turning a page, some digital texts represent labyrinths of information.” Just think about our web site. Our home page is full of valuable information for students and faculty. Everything is so user-friendly that we rarely have to do anything in person anymore. Even new students will feel relieved because everything that they need to know about this university is conveniently located on the website.
In the text, I liked the parts about informational texts, narrative texts, and digital texts because I felt that I could relate due to experiences I’ve had and observations that I’ve made as a student. In the Hub, there are signs posted everywhere that catches my attention but sometimes they can be overwhelming and frustrating. There is simply too much information. I think that everything should be organized into one place. Instead of wasting paper and time they should create a website for advertising.
In this class, we are currently using digital texts. This website is an example of digital and narrative texts because we compose blogs and respond to readings thru use of technology. I appreciate technology because of its convenience and agree with the quote on page 134 that says “Compared with merely turning a page, some digital texts represent labyrinths of information.” Just think about our web site. Our home page is full of valuable information for students and faculty. Everything is so user-friendly that we rarely have to do anything in person anymore. Even new students will feel relieved because everything that they need to know about this university is conveniently located on the website.
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