Day 2: Sentences

 

Today was the second day we visited our cooperating teacher’s class. Today, the setup was a little different; instead of the three-to-four students per group desks, the desks were set up in rows. We discovered that on days known as “Day 5s”, our cooperating teacher has RTI, a time where students take tests and complete English language arts assignments. Today, her classes consisted of seventh grade students. The day began with them reciting some historical poems they created in pairs, however, most of them read their poems during another day.

Later, they went over vocabulary from the text they are reading called A Retrieved Reformation. Using the assigned vocabulary in the text, students were asked to create some sample sentences of their own. It was apparent that the students understood the meaning of the word, as each word was used correctly in their sentence. However, as joey and I discovered, some of their sentence structure was a little off or needed some work. They also had difficulties “proving” they knew the word; none of them provided context clues in their sentences. They were continuously asked to provide examples, or to change the word in the sentence to see if the sentence still made sense.

For example: “Santa Clause was unperceived by the children”. Was Santa kidnapped by the children? Was Santa seen by the children? They needed supporting details in the sentence, such as “Santa clause was unperceived by the sleeping children” indicating some sort of inability to see Santa.

I was able to travel around the room and see some of their sentences and even assist them in correcting a few. One girl, as I noticed, had a fragment sentence and was pleased when I read it aloud for her. By hearing me say the sentence, she noticed her mistake and went to change it. She did not seem upset or displeased, rather grateful. I think that was the highlight of my experience that day.

We were able to spend some prep time with our cooperating teacher to discuss how we will be assisting in co-teaching and teaching lessons of our own in the upcoming weeks. However, our time was slightly cut short by an evacuation. Nothing appeared to be wrong, and, to be honest, this was an interesting experience. I am glad I experienced an event like this now instead of panicked later on in my career.

Today was an overall productive day and I eagerly await tomorrow.

Day One: Dog of Pompeii

 

Joseph and I started observations this week. The first day is always interesting and can also leave one a little nervous at first. In the time that we were present, we did get to see two classes. Both classes consisted of about 16-18 students in sixth grade. They both used the same book and were doing the same lesson. The classroom was set up so that 3-4 students were sitting together in a small group. However, the setup of the room made it easy to navigate for both students and teachers and did not feel constricted. There were plenty of windows for light and ventilation.  The school and the individual classrooms look very clean, even a whiteboard that was out in the halls, had little to no visible damage. 

The two classes we examined today are two sixth grade classes. Our cooperating teacher also teaches seventh grade and we will be observing them too. The two classes today were very different from one another, despite the same lesson. One class had more IEP students than the other class. One class was also very energetic while the students who have class closer to lunch time were slightly calmer and quieter. Both classes did have their share of energy.

What I did notice was a considerable lack of technology. I have done some lessons in other schools that, as far as I am aware, have less of a budget to work with that use more technology than what I saw here. There was an overhead projector and a small TV (which our cooperating teacher claimed was not the greatest piece of equipment she could work with). With the substantial amount of practice incoming teachers have with technology, it is very offsetting to come into a school that does not have the resources you prepare yourself to use. The same could be said for teachers already in practice; due to this consistent need to use technology, teachers find themselves lost in ways to include technology in a classroom when they have no resources to use. There was, however, a projector that could be borrowed that connects to a laptop. I will keep these pieces of information in mind when we set up our lessons. 

I had found a perfect opportunity to use technology in the classroom today, but could not think of a means to approach it without prep beforehand. In their text, the class is reading a piece of historical fiction on the volcano erupting in Pompeii. In the historical context piece before the story began, the text tells the students that Pompeii was perfectly preserved after being buried under ash but did not show students. How cool would it have been to pull up a google image pic or a YouTube clip of what Pompeii currently looks like? 

During the lesson, there was also some side talk of superstitions brought out by people living in Pompeii for why they had an earthquake. The lessons to come involve Egypt and China, and I am beginning to think of the lessons we will have to teach on our own. My idea for now is to think of a lesson around superstitions of different times? Maybe on the time we focus on (which will most likely be China)? It is only the first day so I am just going to keep these ideas in mind and come back to them when we create our lessons.  

Overall, I do not think this was a bad first day. I am looking forward to working with these students.

This I Believe [About Teaching & Learning] Students can Create and Learn Cultural Tolerance

"My belief is that all students have potential to change the world, and it may just take a Macbeth or Claudia to give them that push."

 

     My belief school is that gateway for students find connections with their literature; to their world, their community, their home, their school, their peers, and to themselves. Perhaps, my students will find a character they can relate to, or a situation. I believe that students can take these connections and construct beautiful poetry: well thought essays, RAFT assignments that speak to them, constructive arguments, and, eventually, find books that speak to them on their own.

     Often times, I forget that I am teaching students to read again, but learning to read with different lenses on. I want to teach students about different cultures, different genders (or lack of), different languages, different but still beautiful. While writing some ideas for my Practicum Unit on Macbeth, I wrote a sentence that seems to cover exactly what I want my students to leave my class with, “Students will be able to create a cultural tolerance in the classroom as they continue to compare the text to their own and others’ cultural beliefs.”  

     I have told many people now within this past year how much I have actually moved. It was not a subject I brought up often beforehand, but it is certainly one that has continued to stick with me. It was from living in three different states, each with their own cultural norms and rules that I quickly discovered how, even within the United States; it is not difficult for someone to experience a culture shock. How else can I explain the transition of trying to communicate with my Spanish speaking classmates to explain to my friends that I saw a hunter walking on the side of the road in New Hampshire with his gun over his shoulder and that being completely normal!

     I suppose that what I am trying to say is that each and every single student is going to walk in from some kind of culture, and it will be different than your own and it may be different than a lot of their classmates. Yet, so often, in 2013/2014, I still hear about students and teachers bullying one another for racial, cultural, sexual, or gender differences. How is it, that after Martin Luther King Jr., after Susan B. Anthony, etc., how are we still stuck in this muck of intolerance, especially in public schools? What I want to teach my students is that all cultures have something to offer. My belief is that all students can walk away learning something, especially about one another. 

     My belief is that I will find texts and outside sources that help students find a cultural connection. My belief is that they will find a connection within a story to their own culture. I want students to also see other people within a text and learn about a culture outside of their own. I want students to build lasting positive impressions upon one another and increase this knowledge and tolerance that they will pass on to their friends, family… My belief is that all students have potential to change the world, and it may just take a Macbeth or a Claudia* to give them that push. 

*Main Character for The Bluest Eye

Macbeth Unit Rationale

This is what I have for my rationale concerning the Macbeth Unit Plan. I would be very grateful if I could have some feedback on it. It would benefit me greatly to have some feedback both in person and here on this blog. Many thanks in advance!

Macbeth is a play that is meant to be experienced through many lenses, including cultural, gender, and so on. By reading the text in this manner, students will be able to create a cultural tolerance in the classroom as they continue to compare the text to their own and others’ cultural beliefs. The same applies to gender or whatever topics may be applicable to the lesson or unit. Macbeth takes place in Scotland, though it is written in England by an English writer. By introducing the same text, from another cultural point of view, it will be easier to introduce other texts from different cultures into the curriculum as well. This is also a chance to use Shakespeare in the classroom without following “classical” methods of teaching. This is also a great opportunity to have a lesson on myths and fables, especially surrounding witches and what their purpose is in the play. Students will benefit greatly from learning about other cultures, as it will make the classroom environment more comfortable and help develop an overall cultural tolerance.  

(Witch from "Throne of Blood")