Here at DCMS each team has two Language Arts teachers, one teaches writing only, while the other teaches only reading. Students alternate days going to these classes with one being in each of their Red schedule, and one being in their White. Since I'm not getting the opportunity to student teach in Language Arts I am going to start meeting with both of these teachers on the team on a bi-daily schedule (we are on a two day block schedule) since they teach the same lesson two days in a row to a different set of students. I hope after my solo teaching is complete I will be able to start actually spending time in these classes on a daily basis. At the very least I will be able to recieve a good understanding of what and how is needed to plan and implement Language Arts skills.
Mrs. Engleheart (Reading)
Mrs. Stephens (Writing)
Tuesday, February 2, 2010
2/2 (White)
Daily Lesson Plan
Objectives
- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.
Procedures
1) Students will answer two D.O.G. questions and enter them into their D.O.G. notebook.
2) Students will take the Europe Map Test. They will have to identify twenty different countries. The countries they identify are numbered 1 thru 20.
3) ISN page 68 and 69 will be checked as a class including discussion.
4) Students will be given a Chapter 8 study guide as well as be informed that they are responsible for knowing any thing in Chapter 8 including ISN worksheets and “The Lost Boys of Sudan” graphic organizer.
Assessment
Map Test – (Summative) Students will be assessed on the quiz with a grade ranging from 0 to 100. This test is weighted (x 3) and worth 300 points total.
ISN page 67 & 68 – (Formative) grade is on a 0/100 point scale with 24 answers.
Resources: Geography Alive Text, Map of Europe, ISN Notebook, Chapter 8 Study Guide
Objectives
- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.
Procedures
1) Students will answer two D.O.G. questions and enter them into their D.O.G. notebook.
2) Students will take the Europe Map Test. They will have to identify twenty different countries. The countries they identify are numbered 1 thru 20.
3) ISN page 68 and 69 will be checked as a class including discussion.
4) Students will be given a Chapter 8 study guide as well as be informed that they are responsible for knowing any thing in Chapter 8 including ISN worksheets and “The Lost Boys of Sudan” graphic organizer.
Assessment
Map Test – (Summative) Students will be assessed on the quiz with a grade ranging from 0 to 100. This test is weighted (x 3) and worth 300 points total.
ISN page 67 & 68 – (Formative) grade is on a 0/100 point scale with 24 answers.
Resources: Geography Alive Text, Map of Europe, ISN Notebook, Chapter 8 Study Guide
2/1 (Red)
Today was another big step in my growth of becoming a Certified Teacher as I picked up Block 3 (to go along with Block 2). I'm now teaching 2/3 of the classes and just a couple weeks away from solo teaching.
Daily Lesson Plan
Objectives
- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.
Procedures
1) Students will answer two D.O.G. questions and enter them into their D.O.G. notebook.
2) Students will take the Europe Map Test. They will have to identify twenty different countries. The countries they identify are numbered 1 thru 20.
3) ISN page 68 and 69 will be checked as a class including discussion.
4) Students will be given a Chapter 8 study guide as well as be informed that they are responsible for knowing any thing in Chapter 8 including ISN worksheets and “The Lost Boys of Sudan” graphic organizer.
Assessment
Map Test – (Summative) Students will be assessed on the quiz with a grade ranging from 0 to 100. This test is weighted (x 3) and worth 300 points total.
ISN page 67 & 68 – (Formative) grade is on a 0/100 point scale with 24 answers.
Resources: Geography Alive Text, Map of Europe, ISN Notebook, Chapter 8 Study Guide.
Reflection
We finally got to a summative assessment today and it was over the Map of Europe. I was curious to see how the students would do on this assessment, especially since I was teaching two Blocks that were/are at different learning levels. After grading the test the results looked like I thought they would. Red 2 (the higher class) has twenty-nine students. Twenty-six of these students scored at a mastery level (75%) or higher with eleven of them scoring a 100% or higher (extra-credit for 5 points). The scores for Red 2 ranged from 55% to 105%. Red 3 is a class that has some lower level students. It consists of twenty-four students. Nineteen of these students had a mastery level score or higher with seven of them scoring a 100% or higher. The scores in this class ranged from 50% to 105%. These results reflected what I had observed during these blocks as Red 3 has more students who come to class unprepared or has incomplete assignments. The rest of the activities for the day went well. We graded and discussed page 67 and 68 from the ISN. We also worked on the Chapter 8 Study Guide. The one thing that I’m starting to realize is the fine line between being a disciplinarian and crossing the “trust” line with the students. As an In-House supervisor in the past (South Middle School – Henderson, Ky.) my responsibility was to discipline, not build relationships. I’ve already noticed that if I’m too firm with some students they seem to get hurt feelings. With these feelings I lose the “trust” bond that is so vital to have the most productive relationship. The students must respect you as a teacher, but it helps if they like you too. So this will continue to be a “line” in the future that I work to find. Mrs. Westerfield does a great job at this and I do realize that the students aren’t as comfortable with me at this time.
Daily Lesson Plan
Objectives
- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.
Procedures
1) Students will answer two D.O.G. questions and enter them into their D.O.G. notebook.
2) Students will take the Europe Map Test. They will have to identify twenty different countries. The countries they identify are numbered 1 thru 20.
3) ISN page 68 and 69 will be checked as a class including discussion.
4) Students will be given a Chapter 8 study guide as well as be informed that they are responsible for knowing any thing in Chapter 8 including ISN worksheets and “The Lost Boys of Sudan” graphic organizer.
Assessment
Map Test – (Summative) Students will be assessed on the quiz with a grade ranging from 0 to 100. This test is weighted (x 3) and worth 300 points total.
ISN page 67 & 68 – (Formative) grade is on a 0/100 point scale with 24 answers.
Resources: Geography Alive Text, Map of Europe, ISN Notebook, Chapter 8 Study Guide.
Reflection
We finally got to a summative assessment today and it was over the Map of Europe. I was curious to see how the students would do on this assessment, especially since I was teaching two Blocks that were/are at different learning levels. After grading the test the results looked like I thought they would. Red 2 (the higher class) has twenty-nine students. Twenty-six of these students scored at a mastery level (75%) or higher with eleven of them scoring a 100% or higher (extra-credit for 5 points). The scores for Red 2 ranged from 55% to 105%. Red 3 is a class that has some lower level students. It consists of twenty-four students. Nineteen of these students had a mastery level score or higher with seven of them scoring a 100% or higher. The scores in this class ranged from 50% to 105%. These results reflected what I had observed during these blocks as Red 3 has more students who come to class unprepared or has incomplete assignments. The rest of the activities for the day went well. We graded and discussed page 67 and 68 from the ISN. We also worked on the Chapter 8 Study Guide. The one thing that I’m starting to realize is the fine line between being a disciplinarian and crossing the “trust” line with the students. As an In-House supervisor in the past (South Middle School – Henderson, Ky.) my responsibility was to discipline, not build relationships. I’ve already noticed that if I’m too firm with some students they seem to get hurt feelings. With these feelings I lose the “trust” bond that is so vital to have the most productive relationship. The students must respect you as a teacher, but it helps if they like you too. So this will continue to be a “line” in the future that I work to find. Mrs. Westerfield does a great job at this and I do realize that the students aren’t as comfortable with me at this time.
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