Ela Physics 1.4

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

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

Students were to tell me if it happens in the beginning, the middle, and the end of the story. They could use those events to help them in this writing assignment. This was also a great way for me to assess before giving them the writing assignment, if they understood how to recall events in order. This really help to limit misunderstandings or confusions. Also, I had stated above, that I had students to do several writing assignments about recalling events in order. This extra practice really help to make more meaningful writing for my

Students will select one group member to read and identify the beginning, middle, and end of the mini story for the class.

The student will be able to compare and contrast the elements of a plot presented in multiple representations of a text.

The lessons of this learning segment build on one another as the week goes on. All of the lessons are a part of a Because of Winn-Dixie unit for Fourth grade. The first lesson begins with the first chapter of the lesson and the introduction of visualization as a strategy to aid in comprehension. This flows nicely into the next day because the students will follow the same read then work pattern in the lesson. The second lesson focuses on character actions and reactions through the reading of the first two chapters. Students can use what they visualized in lesson one to help them with character actions. The third lesson builds on the character knowledge by delving deeper into the specific character traits that each character possesses. The

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (4.RL.7)

It is suggested that teachers should display this schedule in their classrooms. The schedule should use a combination of words and pictures. Most importantly, it should be at eye level so that children can refer back to it at any time during the day. Schedules helps students be more aware of the current activity as well as the upcoming activities. This technique is appropriate for preschoolers, and children in a K-3 setting because they comprehend that their day has a certain structure. Moreover, they will utilize the schedule more than the infants or toddlers because it keeps them on track.

Assessment three focused on the vocabulary word: sequencing. The students had to sequence the pictures presented to them in order to retell the main events. The read-a-loud language focus was rhyming, but was not pointed out during this assessment since the goal was auditory comprehension.

When the bell rang for class to begin, the students knew they were to get to class get their bell ringer packet and begin writing. The students were given ten to fifteen minutes about the bell ringer. After the ten or fifteen minutes, the teacher began her lesson. The teacher read “The Necklace” by Guy Maupassant. Mrs. Gonzalez led the students through the story and showed the students how to annotate while reading. By showing the students how to annotate during the story, she is having the students engage in discussion about what is going on in the story. The students seemed engaged and excited to learn what is going to happen next. They made notes and were able to connect with the plot pyramid. The students knew what was expected of them when they read and discussed

Opening with a story about the subject that will be discussed will allow students to become intrigued and interested in learning more, for the reason that the story will be on their level, which will help the teacher introduce the lesson appropriately. Additionally, the teacher can have a project that correlates with the read-aloud in which the students can work together and she can expand their learning by providing thought-provoking questions.

TTW have a real plant displayed in front of the classroom. TTW begin the lesson

Individually, students will identify objects in the classroom that match specific shapes. Together, students will describe attributes of shapes and discuss whether those attributes are important in determining the shape. Students will be graded according to the assessment rubric.

Previewing: asking students about the title or let them read couples of sentences and then ask them what will happen next. ●

1. In Figure 3-10 the process of buying and planting flowers in the spring was shown using the same structures as the generic example in Figure 3-9. Describe some other process with which you are familiar using exactly the same logic.