Reflection On Focus Student Based On The New Deal Pre-Test

The purposes or goals of the New Deal programs you researched. For example: Was the program geared at providing relief,

In Honors English (3rd and 5th), ask students to turn in yesterday’s assignment. They have a test on “A Problem” today, so they should log into their pearson accounts online and take the test. I will check their scores and put them in Skyward asap. Once their test is finished please have them read pages 78-79 in the literature book. Their assignment is to read “Like the Sun” (pgs 80-84) and “The Open Window” (pgs 85-88). They should be looking for instances of paradoxes and irony during each reading. They need to complete the critical thinking questions on pages 84 and 88.

The post-assessment has questions pertaining to this passage that the students will read independently. The questions will assess the students on the facts and opinions that were within the passage. I decided to have a passage for them to read along with the assessment to see their comprehension and to give them an example of where facts and opinions are used. I have decided not to implement technology because it would provide students with unneccessary distractions and I prefer to grade them in paper-form for this

take account in yet feared giving ample of capability to labor. In 1902 the United Mine Workers had

Today was my first day with my coop since she was out sick last week, and meeting her students, I began my day observing. The current chapter that the students are starting is part of the SLOW program; therefore the students need to take a pre-test before they begin learning the chapter. This test will be graded but will not count toward the students' grade in the class. Once the students take the post-test, Mrs. Falchek will compare the pre-test grades and the post-test grades. This information will be use to help her evaluate her lesson and make the necessary modifications.

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life (p.1)

Students will read Franklin Roosevelt’s March 9, 1937 Fireside chat about recognizing the Supreme Court. While they are reading the document they will have a task that must be completed. One person in their group of two must do research on the document, while the other illustrates what is being read. Each person in the group will complete a summarization of the document. Once they have completed these task they can then start creating their wordle. The assessment provides an essential connection with the national and state standards because by the end of the lesson students will be able to apply the content, because the students will have studied and analyzed excerpts from FDR's 1936 fireside chat about changing the Supreme Court. In all, the

Day Six: *Long Plan* Students will come in and write on two sticky notes. They will define what they think a primary source is on one sticky note and what a secondary source is on the other. Then, place it under the correct column that is written on the board. I will read through and explain p.192. Students will Think-Pair-Share with those around them coming up with examples of primary and secondary sources. I will then have students do the practice on their own and then we will discuss it in class. Then students will to the applied with the person next to them. I will give students a worksheet that they will fill out having them look for primary and secondary sources on any historical event that interests them. This work sheet will have an

Watt was as much of a leader as I was a college student; as a teacher with no presence to check her power, the room served as both her lecture hall and her kingdom. Neither grace nor wisdom prevailed to oversee the learning process, but fear was instead instituted as the means of motivating students. To establish this atmosphere, Watt designed her course like a military-training program. One week into the curriculum, my fellow classmates and I passed an essay, the format of which had not been taught to us; when then graded on our ability to follow this format, the papers we received were bathed in the blood of red pens, crippled under the weight

From “reading” the Jim Brady story, we learned how to analyze, use documents to find out the real story about Jim Brady, and how stories are told differently as generations pass. We learned more about the story as the semester was getting closer to ending. Like how we usually think of history as a collective of facts and not something to analyze and think about. Throughout the rest of the year, we have looked through documents to support our arguments. We all definitely learned how to analyze well and to be cautious of information given to us.

This exercise taught me two valuable things. How to read an article critically and actively. It's really easy to summarize written material the way that you see. However, it must be summarized the way the author intended, especially if the written material is completed to read. After writing the summary, I believe it was the Precis that helped me better understand what the author was trying to say.

Concept Questions- Before I had Jimmy read the passage to me I asked him a few questions that touched on his prior knowledge of things that were going to be in the passage. He earned 4 out of nine possible points on these questions showing that he was slightly unfamiliar with what something new was and what it truly meant to read. He was very hesitant to answer these questions.

They will analyze, make inferences, justify and persuade what the text is saying regarding the major themes of the novel and the essential question of the unit. The second part of the central focus is for students to produce an argumentative composition that introduces a complex central idea and develop it with appropriate, specific evidence, cogent explanations, and clear transitions (See central focus in lessons 1&2). Their claim will answer and address the essential questions of the unit. This aligns with the common core standards RI.11-12.5 where the student will analyze and evaluate the effectiveness of the structure that the author uses. They will also be creating and defending a claim. This aligns with the common core standard W.11-12.1 where students will have to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. In lesson 2 students continue to analyze and make inferences and now justify and persuade are added to the day’s lesson and the central focus of the unit. In lesson 3 towards the end of the unit, I conduct a peer edit workshop for their performance task draft (their formal

2. Based on the readings from weeks one and two, choose one passage written by one of the authors we’ve read. Identify the author and the title of the work. Then analyze the passage you chose in terms of its significance and historical impact. You should explain why it was chosen, look at the details provided in the passage, and explain in detail what the passage suggests about the work as a whole including its value to American history as well as to American literature.