What was your original intent or goal for this lesson?
The lesson I gave was revising wordy sentences, and combining sentences by inserting words. I gave this lesson with the intent of furthering students understanding of the importance of writing with specific details and examples within a limited time and or word count. This activity was building on expanding sentences by adding specific details, and I wanted to be sure that the students understood the difference between adding important details, and adding fluff material.
Were you successful in reaching that goal? How?
I think that I was successful in reaching my goal. At first the students thought that the exercise was silly and unnecessary. But after we went over some of the examples, and compared them to their own sentences they saw that they did indeed need the refresher. They added “fluff” to their sentences without realizing, and after the lesson I do feel that they were more conscious to be specific and add details with a purpose.
What specifically went well with your lesson?
Well the students all seemed to be participating and paying attention. There were no disruptions so I was able to execute the lesson plan without any flaws. The material was basic enough to where the students understood it the first time (we covered expanding sentences by adding specific details for a whole week when it was supposed to take a day or two at most).
What did not go well with your lesson? Why?
The lesson went a little too fast. I had to slow it down near the end that way I didn’t finish early and have nothing for the students to do for the remainder of class. Normally my kids worked much slower than anticipated so we never finished what I had planned for any given day. And then the one day that I don’t prepare back up/time filler activities just in case is the day that we fly through the material and finish early.
What adjustments will you make or did you make during the course of your day to replicate the lesson?
Well my first period is my guiney pig period. After I ran through the lesson once I realized that I had time to go over more examples and hear from more students. So during second period I made the necessary adjustments to my lesson plan to allow it to fill the entire class period.
How does this lesson find its way into your unit and how well does this lesson scaffold and/or integrate into the next lesson?
Well the lesson found its way into my unit by my CT giving me the grammar book and saying “here… find something to teach about revising sentences.” I paged through the book and found some activities that I thought would be useful and relevant to the unit I was teaching. I then “stole” the activities and examples and made them my own. I thought that explaining how to revise wordy sentences and combine sentences would be perfect to polish off their writing, especially since we had just worked on expanding sentences. It helped me to drive home the point of expanding sentences with RELEVANT AND SPECIFIC DETAILS, not just any old fillers or fluff.
What theoretical principle and/or project did you tie to this lesson from your coursework?
I don’t fully understand what this question is asking… I was teaching my CT’s writing unit where a huge amount of emphasis was placed on the upcoming 8th grade writing test. Everything I taught, from sentences to paragraphs, was intended to prepare them for their expository/persuasive essay they would be writing at the end of the year.
Will you use this lesson again? Why or why not?
Actually I do plan on using this again. I will revise it so that it is not intended to take up and entire class period, but rather assist another lesson. I liked everything about the lesson, from the directions to examples, to the actual sentences the students were revising. I thought that the students were able to easily see and understand the relevance of the activity, and appreciate the benefits of reviewing this material. Whatcha Gonna Do? Bad boy, bad boy How will you handle this, teacher?
Someone’s pencil is taken when he goes to get a book and now it can’t be found.
This happened twice last week. I would simply give him another pencil. I plan on keeping a small supply of materials in my classroom for situations such as this. I see no point in delaying class and conducting a full search for his lost pencil. I also do not feel that something this minor should be allowed to distract from class time by me acknowledging it in any way. When the student who stole the pencil does not receive the desired result he was hoping for he will be less likely to continue his behavior. If this type of thing begins to repeat itself then I would handle the situation differently and address the class. However if this is the first time that this has happened I do not feel that it is important enough to even acknowledge, let alone discuss with students, parents, or administration. That being said I would document the stolen pencil just in case this is the beginning of a string of incidences that could potentially heighten in severity.
You have made a good choice for a one or two time occurrence, but if it continues with one particular student who is targeted, you need to tell him/her to take pencil with him/her when he/she leaves desk or watch that student's to catch the person doing the taking. I agree that it is not a big deal, but it is if one student is being targeted and that situation needs to be addressed. (CK)
The same two or three students try to answer all questions you ask.
This happens to me and my CT in every class we teach each day. I simply address the class by saying "class the same hands keep going up, I need someone new to answer." Then I wait patiently until they all realize that we cannot move on until someone new raises their hand to answer the question. I have also adopted my teacher’s response to this problem by sometimes addressing the class as if I am an auctioneer. I say "One hand, now two, three, lets keep it going, can I see four, five, nice job, who is going to give me six." Then I call on the people who have their hands raised who normally don't volunteer during class. This tactic works pretty well, and normally I end up with at least half the class having their hands raised. I think it is important not to give in and let the same students keep answering. I have no problem waiting until someone new volunteers. Normally it only takes me waiting a few extra seconds, which seems like an eternity to the students who are waiting for someone new to participate.
Your solution is a good one, but a faster way is to start calling on those who never raise their hands and wait for them to answer. Sometimes it works not to let the nonvolunteers just sit with their hands down, and let volunteers do all the work. Calling on those who do not volunteer is also a way of keeping them engaged in lesson rather that know that others will answer the questions.
The lesson I gave was revising wordy sentences, and combining sentences by inserting words. I gave this lesson with the intent of furthering students understanding of the importance of writing with specific details and examples within a limited time and or word count. This activity was building on expanding sentences by adding specific details, and I wanted to be sure that the students understood the difference between adding important details, and adding fluff material.
I think that I was successful in reaching my goal. At first the students thought that the exercise was silly and unnecessary. But after we went over some of the examples, and compared them to their own sentences they saw that they did indeed need the refresher. They added “fluff” to their sentences without realizing, and after the lesson I do feel that they were more conscious to be specific and add details with a purpose.
Well the students all seemed to be participating and paying attention. There were no disruptions so I was able to execute the lesson plan without any flaws. The material was basic enough to where the students understood it the first time (we covered expanding sentences by adding specific details for a whole week when it was supposed to take a day or two at most).
The lesson went a little too fast. I had to slow it down near the end that way I didn’t finish early and have nothing for the students to do for the remainder of class. Normally my kids worked much slower than anticipated so we never finished what I had planned for any given day. And then the one day that I don’t prepare back up/time filler activities just in case is the day that we fly through the material and finish early.
Well my first period is my guiney pig period. After I ran through the lesson once I realized that I had time to go over more examples and hear from more students. So during second period I made the necessary adjustments to my lesson plan to allow it to fill the entire class period.
Well the lesson found its way into my unit by my CT giving me the grammar book and saying “here… find something to teach about revising sentences.” I paged through the book and found some activities that I thought would be useful and relevant to the unit I was teaching. I then “stole” the activities and examples and made them my own. I thought that explaining how to revise wordy sentences and combine sentences would be perfect to polish off their writing, especially since we had just worked on expanding sentences. It helped me to drive home the point of expanding sentences with RELEVANT AND SPECIFIC DETAILS, not just any old fillers or fluff.
I don’t fully understand what this question is asking… I was teaching my CT’s writing unit where a huge amount of emphasis was placed on the upcoming 8th grade writing test. Everything I taught, from sentences to paragraphs, was intended to prepare them for their expository/persuasive essay they would be writing at the end of the year.
Actually I do plan on using this again. I will revise it so that it is not intended to take up and entire class period, but rather assist another lesson. I liked everything about the lesson, from the directions to examples, to the actual sentences the students were revising. I thought that the students were able to easily see and understand the relevance of the activity, and appreciate the benefits of reviewing this material.
Whatcha Gonna Do?
Bad boy, bad boy
How will you handle this, teacher?
Someone’s pencil is taken when he goes to get a book and now it can’t be found.
This happened twice last week. I would simply give him another pencil. I plan on keeping a small supply of materials in my classroom for situations such as this. I see no point in delaying class and conducting a full search for his lost pencil. I also do not feel that something this minor should be allowed to distract from class time by me acknowledging it in any way. When the student who stole the pencil does not receive the desired result he was hoping for he will be less likely to continue his behavior. If this type of thing begins to repeat itself then I would handle the situation differently and address the class. However if this is the first time that this has happened I do not feel that it is important enough to even acknowledge, let alone discuss with students, parents, or administration. That being said I would document the stolen pencil just in case this is the beginning of a string of incidences that could potentially heighten in severity.
You have made a good choice for a one or two time occurrence, but if it continues with one particular student who is targeted, you need to tell him/her to take pencil with him/her when he/she leaves desk or watch that student's to catch the person doing the taking. I agree that it is not a big deal, but it is if one student is being targeted and that situation needs to be addressed. (CK)
The same two or three students try to answer all questions you ask.
This happens to me and my CT in every class we teach each day. I simply address the class by saying "class the same hands keep going up, I need someone new to answer." Then I wait patiently until they all realize that we cannot move on until someone new raises their hand to answer the question. I have also adopted my teacher’s response to this problem by sometimes addressing the class as if I am an auctioneer. I say "One hand, now two, three, lets keep it going, can I see four, five, nice job, who is going to give me six." Then I call on the people who have their hands raised who normally don't volunteer during class. This tactic works pretty well, and normally I end up with at least half the class having their hands raised. I think it is important not to give in and let the same students keep answering. I have no problem waiting until someone new volunteers. Normally it only takes me waiting a few extra seconds, which seems like an eternity to the students who are waiting for someone new to participate.
Your solution is a good one, but a faster way is to start calling on those who never raise their hands and wait for them to answer. Sometimes it works not to let the nonvolunteers just sit with their hands down, and let volunteers do all the work. Calling on those who do not volunteer is also a way of keeping them engaged in lesson rather that know that others will answer the questions.