Domain / Curricular Structure : Writers Workshop : Introducing Your Writing Topic

Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to:

Wittkopf, B., & Shaw, M. E. (2003, fall). Article title from the journal. Journal Name, 43(2), 18-22. doi: 10:109.0932.9385.09

Prewriting- Explain to the students that the first step in the process approach to writing is prewriting which includes choosing a topic, planning and rehearsing.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., &Minier, W. C. (2005).

According to Lazear (2000), children who are stronger in this type of intelligences in elementary can tell stories and are competent in reading and writing (p. 107). After viewing of the Plants and Animals of the Everglades (Everglades National Park, n.d.), students will utilize the Internet and research two animals as characters in a story of their Life in the Everglades to be compiled in a Booklet, along with drawings. A rubric of the contents of the story telling would include challenges they go through in their environment, which includes their interaction with plants and other animals in the Everglades. A sharing session provides an avenue for the reading of the animals’ adventures in the Everglades. Students will perform this task

The first part of this standard is all about being able to intelligently talk about a theme of the book using quotes to back up that talk, while the second part of this standard is pretty straight-forward: students should be able to summarize a text without putting their own opinions in that summary. Together, they come together to basically mean "talk about a theme of a book using only examples from the book and analysis of those examples, not from your own opinions on whether that theme is right or

14. Egeland, GM, Sweney, MH, Fingerhut, M. Halperin, W., Willie, and K. Schnorr, T. (2007).

(Lansford, J. E., Dodge, K. A., Pettit, G. S., Bates, J. E., Crozier, J., & Kaplow, J. pg

Next, I went over the graphic organizer and we filled out the sample that was blown up on the board together. They had a hard time getting a hang of this at first but once I prompted them they were okay. I would ask “what kind of things would you put under what they eat category” and they would respond with specific things that an animal would eat. For example: “bugs and grass.” I was hoping for more board response such as “food, water, omnivore, and herbivore” but that was not the response I got. Which is okay, so I prompted them a little bit, and they got the hang of it.

I have learned how to inform the reader by researching facts, statistics, and using references that pertains to a specific subject. This helps the reader to follow along and confirm information or evidence presented in the writings that informs and could even educate the audience. Some of the techniques used in this class are new to me for example: Logos, Ethos, and Pathos I had not heard before.

Teacher will ask students to list all of the characters on the blackboard, and identify what types of animals are in the book.

Formative Observation Objective: After matching the young animal parts with the parent animal, students will record two pieces of evidence showing that the young animal resembles the parent animal

Even just at first glance, this article is very eye-catching (no pun intended). At the least, the photographs from this article could be used various ways in a classroom. You could identify the animal each set of eyes belongs to and talk about the physical differences: shape, color, position, and other physical features. The pictures could be cut out and then in half to create a matching game. Just using the photographs, you could also compare our eyes to the eyes of these animals. A point-of-view activity with these photos would be interesting and engaging as well. Students could choose a set of animal eyes and write about what they are looking at!