Life Cycke Of A Frog: A Textual Analysis

could I do better next time, how did I feel, were the students engaged, was I confident, did I have

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

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

Mr. Samuel E. Frog was a great man. From the morning of October 15, 1927 to April 29, 2017, Mr. Frog has always inspired others by saying that they could be whomever they wanted to be. He was one of the rare amphibians you could really depend on and trust. He was constantly supporting each and every one of his children’s dreams, no matter how big or unrealistic.

‘The Secret Life of Frogs’ is a poem that delves into the childhood perception of war, in particular World War I, and the experiences of their fathers. ‘The Secret Life of Frogs’ deals with the idea of misunderstandings incurred when children attempt to understand adult concepts. This is evident through the use of punning. The term ‘Frog’, which is frequently used throughout the poem adds amusement to the text because to the readers, it not only translates literally to a frog, but also represents the rival French people in the war through a negative light. However, the narrator, who is also one of the children in the poem, does not understand this other meaning attached to the term ‘frog’. This can clearly be seen in the final sentence

    Recently, an invasive and lilliputian frog has had a detrimental effect on the Hawaiian environment. Originally from Puerto Rico, the amphibian arrived in Hawaii and spread like a plague. Such a small frog cannot have that big of an impact, right? Wrong. The Coqui frog is a damaging invasive species of the Hawaiian islands due to its lack of natural predators and adaptability, dangerous eating habits, and its easy distribution among the state.

The Voyage of the Frog starts off when the main character’s uncle gets cancer. He was always a sailor then the main character named david had learned all about sailing from him so before he died he told david his last wish was for him to take the frog, his boat, to sea until he couldn’t see land anymore and throw his ashes into the water. So he did what his uncle wanted him to do but on the way there things get a little rough. On the way there he runs into a whole ton of problems the first one he encountered is a giant storm out of nowhere, the second one is running out of food and water, the third one is exhaustion and need of medical attention. The genre of the book is fiction.

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

I don’t feel I managed equipment or space well in this lesson. I should have had the paddles out and the balls ready instead of having the students get them out of the ben. However, I do feel that I managed teacher movement well in this lesson. I made sure that I was moving at every moment that way I could accurate feedback to my students. If I had a group of 14 students, I would then break them down into groups of 2 or 4 depending on what sporting we are playing. I would do it this way so that I can see everybody and give appropriate feedback.

In the story “The Celebrated Jumping Frog of Calaveras Lake”By Mark Twain. Mark uses several literary devices to form a well fit story. One of the literary devices that mark used is conflict. This device helps develop the main problem of the story. “The Celebrated Jumping Frog of Calaveras Lake” is about a man named Jim Smiley with his frog who insists that his frog could outjump any other frog in calaveras county.

The Southern Leopard Frog, scientifically known as the Rana sphenocephala, is an organism that has managed to become an expert at camouflaging over the decades. This camouflaging ability is used as the frog’s first protective measure, and it has only a single goal in mind: to become “invisible” to other organisms around it. In order to skillfully blend in with the environment, the frog’s color varies from tan to many shades of green or brown. As it is indicated in it’s name, the southern leopard frog has irregular dark brown spots all over its dorsal, akin to a leopard.

“Alan, here in the United States is it like also this, everything changing all the time?” I ask, referring to the fact that the Brazilian set of regulations has just added five new required fields to the invoice model and I felt lost, for a change.

In “The Horned Toad”, Haslam’s interactions with his Grandma leads to him gaining respect for nature and the beauty of it. However at first Haslam didn’t like his Grandma when she first came to his home she had a fiery attitude that dissuaded Haslam from interacting with her, he didn’t “really understand very much about Grandma at all”. But when she spoke to Haslam in english he realized that there was not much to fear. Before long Haslam became accustomed to Grandma’s presence by “spending time with her on the porch”. Haslam stopped sneaking “around the house to avoid Grandma”.

At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.

The night before my first day as a teacher I was scared. It was something totally different for me; it was something I had never done before. Yes, I have made some microteachings at the university, but that was not the same as been in an actual classroom with kids observing you and waiting for you to teach them something. In my head, there were questions such as What am I going to do? What should I tell to the kids? Is this how it is supposed to be done?