Adjectives

The teacher will have students tell what they already know about the concept. They can then use the Think, Pair, and Share activity. The students will think about their answers to a question, then pair up with other students to share their ideas. They’ll then think and talk about the

Rosa picked up the chalk and started drawing on the paper. She moves the chalk in circle and up and down. As she would be drawing, she would press her lips together. The teacher then tells Rosa to dip the chalk in water. Rosa puts all the chalk in water and rolls it all around the water. Rosa gets the chalk and hits it on the table. She then starts drawing on the paper with the chalk wet. Rosa says, “Look teacher, they are different colors.” The teacher asks Rosa, “Why is it different color?” and “What did you do different?” Rosa looks at the paper and yells out

They will analyze and describe this in the verbal and written communication. They will be able to continue the classroom experience in their own lives through discussions of the value of art that they will share with their families, friends and other acquaintances.

Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

The teacher will direct students to work in groups and distribute copies of the wordle. Students will be instructed to circle the most important qualities a pet (who is a friend) can have. Each group will then share their words and explain why the terms were chosen. Team wordles will be then displayed on the classroom wall.

In Mrs. Bestgen’s class, I helped a lot of kids. In doing so I found a few tricks that I learned most kids learn better from. Some kids really struggled with verbs, nouns, and adjectives. That’s understandable because learning those for the first time in a long time is hard. They took lots of notes over them and some kids didn’t take any notes. So I would go over to Mrs. Bestgen’s desk and get her notes down to try to help them understand it

The class of 8th graders consists of four girls and seven boys who come from first period at Hinsdale Central. These students have been together a lot so a typical behavior is being loud and talking a lot whenever they get the opportunity to. Because they are all accelerated students and have such a short time (getting back from the high school

Next, I will introduce them to Paul Klee Conqueror. I will tell them about the artist. Then the children will be asked to describe the various shape/form they observed. I will guide students to point out the shapes that are present in the painting. I will model vocabulary for them. On the board, we will create a word bank with the headings: "Shapes" we will write down the shapes they observe. I will invite them to describe the

As a classical school, Socratic Seminars are a must for teachers to use at varying frequencies at different grade levels. This instructional method engages students in critical thinking, and fosters an atmosphere of participation using one’s own ideas. In addition, it incorporates higher level thinking skills and questioning. Another teaching technique I would suggest to teachers would be to implement a routine daily warm-up. This strategy not only helps students review information, it also allows them to see how their learning builds on itself. Teaching in small steps with modeling of new material and the use of questioning is important, followed by many opportunities for student guided practice. Cooperative learning strategies such as

Kayla was really involved in making a pumpkin. She is learning about the object and functionality and confidently goes about this exploration for herself. She has the ability to know how many different shapes to use to make a pumpkin. She says what color she is going to use to color it. On Kayla’s first work sample, she has drawn her family member included long red hair, two eyes, and a mouth. According to Nilsen during the Preschematic Stage 4 to 7, the child will be able to draw his first human figures, which emerge from his scribbles. (This new and distinguished symbol comes as a result of their endless combinations of line and shape). This anatomical representation is visible in Kayla’s completed work

Today in my practicum placement my mentor teacher and I did an activity with the students to see if they grasped the concept of adjectives that they learned yesterday. We gave the students a worksheet that had a picture of chocolate, a marshmallow, and a graham cracker in three separate rows. Next to each picture there were boxes that said looks, feels, smells, tastes, and sounds. In each box, they had to use adjectives to describe how each item (the chocolate, marshmallow, and graham cracker) looks, feels, smells, tastes, and sounds. We gave the students these items so they could investigate how they looked, felt, smelled, tasted, and sounded. We gave them directions on what to do and watched them as they investigated and wrote down their

Students worked together to come up with words to describe friendship. Each student added one word to the friendship pie to show different ingredients it took to make the pie. After that, students picked 4 friendship ingredients and created their own recipe. Students gave detailed instructions to how they made their friendship

Brief Lesson Description: This lesson is designed to expose beginning level middle school and / or high school students to the vocabulary used to describe oneself. Students will be able to interpret basic personal information as well as present their own information to others.

The students as well as the teachers were welcoming when I arrived in their classroom. I had a very sweet introduction, the teacher explained how I am studying to become a teacher and there at times where I’ll need to go to a classroom and practice being a teacher; I can see the fascination in the children’s faces. Many students already read The Rainbow Fish, but they were enthusiastic to read it again. I had all the students’ attention from the beginning, and was amazed how focus, quiet, and still they were during the reading. All students were engaged with me as I asked questions they all responded which made me smile. The activity they completed after the story, was coloring a printed-out fish image. The materials they used were crayons, glue, and jewels to decorate their fish. They had fun coloring and when I passed out the jewels they were telling me which colors they wanted to use, and sharing their picture even before they were done. The lead teacher, Ms. Jen, said “Children were engaged and interested in the book, Ms. Jennifer was enthusiastic and interactive during the story.”

Mari, the twelfth grader assigned to be my partner, sits by my side uneasily, hanging a leather purse on my chair as she blows her thinning hair away from her eyes. I open my book; the scent of fresh Sharpies and drying glue still lingers among my vibrant illustrations.