Bulletin Board Scenarios

The approach to the reading of the novel would be varied. It is anticipated that the class study would begin with a shared reading of the opening chapter to foster students' interest. A prepared reading by the teacher is usually much more involving than a hesitant reading-around-the-class activity (Sykes, n.d.). The aim is to motivate each student to read the

The song is very obnoxious and should get in their head for the rest of the day- causing them to remember the elements. On Monday, we will go over the literary elements once more, watching the video again, then the students will read a short story, once with me and once on their own. After the story we will discuss what the story was about and then talk about the elements in regards to the story read. The students will then make a foldable of the terms. The foldable activity will include writing the term, the definition, and an example of the term using the short story “The Story of An Hour”. On Tuesday, we will focus more on the element of plot, going over the diagram with the: exposition, rising action, climax, falling action, and resolution. The students will then read the story of “The Legend of Sleepy Hollow”. The students will read the story on their own and complete the worksheet with limited to no help based on the context of literary elements that are the foundation of a story. On Wednesday, the students will engage in a discussion while listening to a presentation about the

Some learn better through one sense than another. Some learn best through visual approaches, some through tactile approach and others through auditory approaches, on the other hand some learn through a combination of the two. The use of visual stimulation is essential to learning because it is necessary for understanding as imagery is what helps individuals comprehend and remember material (Stoffers 2011). Stoffers further points out that there are a variety of ways teachers can utilize visual aids in the classroom. The mode of presentation can vary from traditional chalkboards and whiteboards to bulletin boards to PowerPoint and even to new technologies like the interactive whiteboard (also referred to as the Smart board). Visual aids can improve learning up to 400% (Stein 2009). This means teachers must put careful thought into building interactive and effective visual aids to help their

A slideshow or power point presentation can create a visual representation for teaching about similarities and differences between adjectives used to describe people. Or showing pictures of characters in a novel will help the students put an image to a written discretion that may not have been able to create with word only. This can also be used for other aspect within a novel like a setting, plot, themes, and symbols to meet the language objectives and the core content objectives.

Attention attracting pictures and artefacts can be used alongside other teaching materials to boost attention and thus learning in class.

1 Visual aids provide a practical solution for teachers whose equipment can consist of nothing more than a few books and a classroom. They include black-boards, laptops, charts and posters, pictures, magazines, flash-cards and actual objects or ‘realia’. These teaching aids, and the ways in which they help the teacher are discussed below.

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

Illustrations promote engagement from all students through “processing text and images together leading to better recall, it is proven in neurological experiments that we process text and images in different areas of the brain: known as the Dual-Coding Theory of Cognition” (Manno, 6). Memory recall, can be described as the

Take turns dictating the lines of the story and write them down on the spaces provided.

I built my bookshelf project for kindergarten. I believe that at this young age, to first catch children’s attention one must use really good illustration, as it is the first connection children make with the book. Therefore, while browsing for books, I chose some that has a “catchy” cover, and then verified the content.

Each picture book consists of illustrations that are created by a different art media such as watercolor, pencil or paint. A great activity for students is to use different media to create their own story after showing a variety of art medias in illustrated books. I have noticed that the younger

This artifact falls under NAEYC Standard 5c because I used my knowledge of language arts to create a lesson that will give children a meaningful challenge. This lesson plan uses their critical thinking skills and their basic understanding of how stories work.

The objective of activity two (Appendix 2) was for children to produce a narrative following a story that they have recently been covering in class. The practitioner’s intention was for children to use their social, emotional and imaginative skills.

... the concepts of how a story is formed she provided the class with all the ...

When reading through this chapter, I found several examples that related to visuals I have seen in my first grade First Education Experience Program (FEEP) classroom I will mainly focus on my FEEP classroom, as I am sad to say I saw several negative effects on students’ motivations. The teacher I observed last semester, whom I will refer to as Ms. Smith, was often very open about students’ short-comings or achievements in front of the entire classroom, which often created a divide between students.