For My Social Studies Lesson Plan, I Taught My Lesson Based

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

One of my learning moments was during our very first day of class. We created a “Gypsy Wagon Book” which is very interesting and unique to me because, this book can be used in a variety of ways for all ages. One way to use this book is that you could have your own students create their own story book, maybe of what they did over the summer, vacations they went on, birthday parties or just different activities that they did with friends and family. This book can be used for sequence of a story that you read to your students. Also this book could be used simply just as a journal for student to right in daily or once a week on how they are feeling.

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

The reading of the life of Sally Ride appeared as a very engaging activity to me. While reading, Ms. House would allow simple questions and comments, but knew when to stop them and move on. Her students also seemed to know that when she moved on it was time to be quiet and listen. After reading, the students turned to a partner and discussed the story. This was a great way

I knew right then and there that I wanted to change young people’s lives. I was able to recall all the learning techniques and strategies that influence me as a learner, something that I can one day carry over into my classroom. With my educational experiences and continue growth I do believe that I can become a competent teacher within the New York City public

Learners returned to class without the document and so we completed a group activity where they made notes individually on a form and then we used the Smart board to note down what everyone had met. I chose the most common experience and we used that to base our first statement on. We discussed the unit that it related to and the group were able to ask questions. I circulated, checking their first sentence and then the paragraph for spelling and grammar issues which were identified and I used an activity to note down key words which developed into a sentence – asking what should go at the beginning and at the end, use of commas, etc. Once the opening sentence was perfect, the learners used the same skills to write the rest of the paragraph and I was able to give individual support to suit their needs on a 1:1 basis.

Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.

I would facilitate this activity in a guided reading style where I read the book to the class, but stop frequently to discuss new vocabulary, context clues, and to ask deep order thinking questions about the text. The guided reading would happen one day before our field trip to the theatre. At the theatre, we would watch a wonderful performance about Harriet Tubman and the Underground Railroad. The next day in class, we would debrief the play by taking about similarities and differences between what we learned from the play and what we learned from our guided reading book. During this discussion, I would encourage my third or fourth grade students to take notes, so that they have helpful information to use when they are writing their letters to their family

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

The lesson I was granted to teach is Harriet Tubman, the American abolitionist, was born a slave at some time around bout the 1800s. The students were required to read this encyclopedia entry and write a small summary, summarizing what they have learned and they had to deliver their findings in a class demonstration. Lesson 1 what is the entry about is a question student had to respond in their summaries. Next students had to make sure they read it by following Mrs. Langley’s directions before you read, decide what you will have to determine by interpreting the questions that was created for you to do. Mrs. Langley’s strategies are for pupils to learn and study vocabulary first before reading. Also, look at the title of the entry, look at the headlines and get familiar with

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This was the thought anyway, before Miss. Moore moved in. She was a school teacher who took it upon herself to teach the neighborhood kids. On one summer afternoon in particular she was going to take the kids into town on a field trip. The kids are not at all happy about this because they know it is summer break and they are not supposed to be in school in the summer. They would rather be at the pool playin’, but Miss. Moore knows that if these kids want a chance at a better life,

A lot of my evaluations from my peers were positive and said things like “Great confidence and very outgoing!” This helped me feel confidant and calm knowing that my peers thought I was doing a good job explaining my material. One comment from a peer stated that I, “Became more relaxed as the lesson went on.” With this comment I wanted to work on being relaxed at the beginning of the lesson, so all of the student would feel comfortable and not notice that I am nervous. I worked on this by talking slower during my lessons and talking with the peers that were in the room before the lesson began to make the students feel welcome. Overall I feel like I know the