The Magic School Bus Inside The Human Body

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

Take a moment to think about this objective. What learning skills might come in handy when working through the lesson? You can probably take notes to create an outline for the structure of the piece. Maybe you’ll analyze the text in order to find out how information is structured. If you have ever attempted to convince someone else of something, then you have most likely used persuasive techniques and have structured your argument in a certain way. Open your digital notebook and jot down your strategy and the learning skills you will use to achieve this objective.

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.

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

The teacher should aid discussion to focus students’ attention on key areas as well as prompting students by pointing out ideas from their “K” section and asking what more they would like to know about this. Each student must then write down 2 or 3 questions for “what I Want to know” (Appendix C) based on their own personal interests of the topic (Ogle, 1989). Asking their own questions encourages students to go beyond the lesson content to work out their own explanation rather than simple rote learning questions and answers from text books (McConachie et al., 2006). Both the class brainstorming activity and small group discussions encourage accountable talk, which aids students’ understanding as they must learn how to verbalise and rationalise their ideas (Michaels et al., 2010). This element of the activity also incorporates prediction. Students must decide “what I Want to know” based on what they predict the text is about from the pre-reading activity (Gibbons,

Half way through the book stop and have the students raise their hands to summarize the story events and make predictions.

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

s a class, we will read the story Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, published by Atheneum Books for Young Readers. After, we will discuss the book in terms of organization (why did she organize the book the way she did?, why is organization important to this book?, would you change the organization of the book?). In partners, students will create a diagram of the book using a graphic organizer. This helps my students recognize that their writing pieces have to be in a logical order.

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

Students will then proceeded to read another quick passage in their textbooks ( page 328), and in groups of four or less will discuss and create a chart comparing/ contrasting 3 things:

I would first find out what everyone know before jumping into a discussion. After gathering what everyone know, I will create worksheets each week, based on the topic that we will be going over. By having them work on their worksheets, they will have time to spend researching information that they didn’t know before coming to class. Each week will focus on the topic that will be discussed, but I will also review topics week or weeks prior

First the teacher identified what the students already knew by identifying the prior knowledge which was copying notes on the board. The teacher used their skill of copying notes on a piece of paper from the board through introducing new concepts such as filling the blank. In order for them to fill in the blank they must focus their attention and follow along with the lecture. Next, the teacher build their knowledge through scaffolding; the scaffolding she provided helped students move from what they already knew to what they should know by the end of class. The answers for the fill in the blanks were in her lecture and she provided bright colors in her lecture to grasp their attention. The colors helped the students identify the fill in the blank answers for their cornell notes. By the end of class, students were able to write a summary based on what they learned during the lecture using cornell notes. She provided the answers through her teaching but it was their responsibility to place where the answers belonged. Using the scaffolding process she integrated guided practice in the lesson plans. Students were able to connect their new learning to their prior knowledge. Through applying the

As I ventured through the human body in her class, I became more and more fascinated with the intricacies of it. The human body is truly marvelous. At one point in the year, Mrs. Branham assigned me a project on the nervous system. Even though the nervous system is complex, I did not find the difficulty of the information a problem because the system’s power captivated me. The fact that a three-pound mass of tissue can control every movement you make through a seemingly simple method astonished me. Through Mrs. Branham’s class, I acquired a passion for growing in my academic knowledge, specifically in

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this