Practicum II: Day 15

my girls!

my girls!

Since today was Friday and it was also my last day I did not really do much, nor did the students. First they went down to the computer lab to work on something they were doing last week. The students had to search the Titanic website and make up questions. Then they had to get in their groups and pick the top five questions. These questions are going to be sent to their coordinating Dissolving Boundaries school in Belfast. After they were they came back to the classroom and then I did a fun presentation about myself. I made a PowerPoint that had pictures of my parents, brother, best friend, my dogs, my interests, and some places we have been in Ireland. After I was done I had a final question and answer session where they could ask me anything about me or America. I think they really enjoyed the pictures I had and also liked asking me questions. Next I handed them out a recipe for mac and cheese (since they did not know what it was and I feel like giving them this recipe is like giving them an everlasting gift haha) and gave them kinder chocolate bars. After I was done the teacher asked them to turn to their partner and tell them everything they know about the word “tribes.” Then she asked them to do the same thing with the word “mask.” Next she explained to them that for the rest of the day they were going to be designing an African tribe mask. She told them that they could use crayons, paint, or oil pastels. While the students were working on their mask she showed them a couple of videos of African tribes doing their ritual dance. I loved seeing how creative the students could be and I also really liked seeing the mask they were drawing. Overall I have truly enjoyed myself at St. Munchins Girls School. I learned and experienced a lot and I am so thankful I had the opportunity to. I feel that my mind has been changed since the first day because I was expecting the teachers to be strict, but mine was not that bad she was actually a lot of fun. Also, I noticed that the teachers don’t really have to stick to their plans every day and they can kind of do what they want instead of teaching to a test like most teachers have to do in the US. The students went above and beyond my first expectations I had of them. They were so sweet and very caring towards one another. Another thing that I thought at the beginning was that there was going to be a lot of technology being used because I thought the school was a private school and that they would have a lot of money, but they actualyl did not have that much technology because they are a poorer public school. I loved every single one of them and I am definitely going to miss them all. I am so sad that today was my last day because I truly loved my class. I will definitely miss all of them and I can’t believe three weeks is already up!

lesson plan (adjectives/adverbs)

Standard Daily Lesson Plan
Date: 5/24/13
Teacher: Emily Duke
Subject: English
Grade: 4th Class
OBJECTIVE(S):
• The students will be able to use adjectives and adverbs to create descriptive stories that use a lot of imagery.
PROCEDURE(S):
• Ask the students if they know what adjectives/adverbs are. From there have them give examples and then further describe and explain what they are.
• The students will write a very descriptive story to the prompt below..
o You have landed on a new planet. You are sending a letter back to Earth and you want to tell everyone what the new planet is like. Describe what the planet looks like using imagery. Be very detailed and descriptive!!
• Draw picture to go along with their story
The student will. . .
1. Tell me what they know about adjectives/adverbs
2. Answer questions when asked
3. Come up with a planet and use very descriptive and detailed writing
4. Draw a picture of the new planet
The teacher will…
1. Ask the students what they know about adjectives and adverbs and then write what they know on the whiteboard
2. Give the students the prompt they have to write
3. Answer any questions the students might have
Closing: Writing prompt to see if the students understand how to use adjectives and adverbs to make their writing very detailed.
Evaluation: The writing will allow me to see if they know how to correctly use adjectives and adverbs in their descriptions.
Materials: none
Technology: none
Assignments: Writing assignment and drawing
Extenders: none
Provisions for Individual Differences: If they are having difficulties using adjectives, help them further understand how they are used.

lesson plan (scientist)

Standard Daily Lesson Plan
Date: 5/24/13
Teacher: Emily Duke
Subject: Science
Grade: 4th Class
OBJECTIVE(S):
• Learn important and interesting facts about 10 different scientists that have had major contributions to the scientific community.
PROCEDURE(S):
• Go through the PowerPoint that has 10 important scientist with facts about each
• Play jeopardy to review what they learned from the PowerPoint
• Worksheet at the end that has different facts that they have to match to the correct corresponding scientist
The student will. . .
1. Pay attention during the PowerPoint
2. Answer questions when asked
3. Participate in the Jeopardy game
4. Do worksheet
The teacher will…
1. Go over the PowerPoint
2. Ask the students questions from the Jeopardy game aloud
3. Answer any questions the students might have
Closing: A worksheet to review what we just talked about. Ask if there are any questions.
Evaluation: The worksheet at the end of the lesson will evaluate if the students understand the concept.
Materials: PowerPoint, worksheet, Jeopardy game
Technology: Computer- PowerPoint, Jeopardy game
Assignments: Worksheet
Extenders: Jeopardy game
Provisions for Individual Differences: For students that have a hard time seeing the board, move them closer.

specific journal #5

Today I taught a lesson the Olympic Games. First I started off by asking the girls what they knew about the games in the general. Anything they said I wrote up on the board around the word “Olympic Games.” After they were done telling me what they knew about the games I handed out pieces of papers to each student. On the pieces there were different sports and then I called them up one by one to the white board. But before they came up I asked them if they knew what their sport was and if they didn’t I tried explaining it to them. From here I asked them to place the sport they on the piece of paper into one of three categories: games played in the ancient Olympics, games played in modern day Olympics, and both. They had to choose which category to which their game belonged. After everyone was done putting their sport up on the board I had them get out their history books. Next I called on different people to read the lesson on the Olympic Games. After they were done with reading I handed out a worksheet to the students and on the worksheet they were supposed to answer the question, “If you could win a gold medal in any Olympic sport what would it be? Why?” and then they were also supposed to come up with their own motto and draw a picture of them winning gold in the sport they choose. After they were done I handed out cookies that represented “medals” and then I asked anyone who wanted to tell the class what they drew and the motto they made to come to the front of the room and share. Overall I feel that my lesson today went pretty good, but Dr. Powers gave me a few pointers on what I could of done differently. She told me that instead of just putting the three categories (ancient, both, and modern) up on the board that I could of made it into a Venn diagram. I feel like this would have been a really good way for the students to see how to compare and contrast things. Another pointer she gave me was to further explain what a motto was because some of the girls did not understand how to make one or what they were. To do this I could have given more examples of mottos and told them from the beginning exactly what I was looking for. Another thing she told me to do instead of having the students write about what sport they wanted to win a gold medal in would have been to have them list five new things they learned about the Olympics. By doing this I could measure whether or not learning occurred. Also, another thing Dr. Powers told me to do to go along with that was to make my objective more specific because then it would be easier to assess and I could also see if learning took place that way as well. Overall Dr. Powers told me that my lesson went really well and I agree with her and the changes that she told me to make for next time. I will definitely keep what she said in mind and I really appreciate the feedback I got!!

Practicum II: Day 14

dragon picture one of the students drew

dragon picture one of the students drew

Today was math testing day at St. Munchins Girls School. The girls started off the day by taking the Sigma-T, which is their standardized math test; therefore I didn’t really do anything for most of the morning. After they were done I got to teach my lesson. I did a lesson on the Olympic Games and started off by asking the girls what they knew about the games in the general. Anything they said I wrote up on the board around the word “Olympic Games.” After they were done telling me what they knew about the games I handed out pieces of papers to each student. On the pieces there were different sports and then I called them up one by one to the white board. But before they came up I asked them if they knew what their sport was and if they didn’t I tried explaining it to them. From here I asked them to place the sport they on the piece of paper into one of three categories: games played in the ancient Olympics, games played in modern day Olympics, and both. They had to choose which category to which their game belonged. After everyone was done putting their sport up on the board I had them get out their history books. Next I called on different people to read the lesson on the Olympic Games. After they were done with reading I handed out a worksheet to the students and on the worksheet they were supposed to answer the question, “If you could win a gold medal in any Olympic sport what would it be? Why?” and then they were also supposed to come up with their own motto and draw a picture of them winning gold in the sport they choose. After they were done I handed out cookies that represented “medals” and then I asked anyone who wanted to tell the class what they drew and the motto they made to come to the front of the room and share. Next they moved onto English and they had to complete two worksheets. After Ms. O’Sullivan read a poem aloud which was about a dragon and in the poem the dragon was described using adjectives and nouns. After she was done the girls had to try and draw the dragon from what they visualized from the poem and tomorrow the teacher is going to go through the pictures to see whose dragon looks most alike as the picture of the dragon in the book. Overall, I think my lesson went really well today and I am sad that I won’t be able to teach the girls anymore… but I have had a lot of fun with them this past two weeks and I am looking forward to my last day with them tomorrow!

specific journal #2

My cooperating teacher at St. Munchins Girls School is Ms. O’Sullivan and she teaches fourth class. Last Thursday she taught the girls how to do division. To start the lesson she asked five people to come up to the front of the classroom. The class is settled down because she picked people and they were wondering what she was about to do so they quieted down. I feel the students interest were stimulated by her when she told five people to go to the front because they did not know what they were about to do. Motivation is handled by having sparked their interest and not telling them what she was about to do. Next she told them that they were going to learn about division, which made the objective clear that they were going to be learning about math. After she picked up a pile of 15 books and told the class that she wanted to hand out the books evenly to the five girls in the front. The students were required to think of a way of how she could do this and make it even. She then asked the students how to distribute the book evenly amongst the five girls. This lesson was mainly a visual lesson because she went down the line and handed the books to each girl until she ran out. Discussion was encouraged during the lesson because she asked the students how many times she should hand the girls books. She also asked questions about if the girls each got three books would it be fair. Next she switched it up and gave each girl a different amount of books to see if the girls understood that to be able to divide something that the numbers have to be distributed equally and not unequally. After she finished she used the textbook and the students had to answer questions from it to reinforce was she just taught. Ms. O’Sullivan made a provision for one girl who has ADHD. Instead of having that specific girl just sit there and fidget while she was teaching the lesson, she got her involved and had her stand in the front of the class. An alternate way that was used if people did not understand the demonstration was by using the textbook and letting the students read and learn that way as well. The students were aware of what they were supposed to do because the teacher told them what she expected them to accomplish and asked them if they understood how to use division. I feel the students were appropriately challenged because division is what they learn in fourth class and the teacher got them thinking about how to divide the books between the girls differently. Also, she challenged them by having them do problems out of the math textbook to help reinforce what they just learned. The students were held accountable to their assignment because what they did not finish they had to do for homework. Assigning left over problems for homework was the consequence for not working hard to complete the assignment during the certain period of time they had to work on it. The teacher made sure that by the next day their problems were finished. The teacher saw whether or not the students were getting the concept of division by checking their work and asking them if they had any questions. I feel like the students responded well to the lesson because they pretty much got the hang out it right off the back and understood the concept of division. They were pretty enthusiastic because it was something new and it was not that difficult for them to understand. I feel that the students were actively involved in the lesson because almost everyone was raising their hands to answer the questions the teacher was asking and also they were asking questions whenever they were getting stuck or if they needed help. I could see that learning was taking place by going around and checking the student’s answers to the problems they had to complete. The teacher could see whether or not the students were understanding or struggling with division. The students were given positive feedback because even if the students were on the right track but got the answer wrong Ms. O’Sullivan would tell them that they were doing good and only needed to fix a little part of their solution. Also, if the student got the answer right she would tell them “good girl yourself” and give them a big smile. The teacher ended the lesson by having the students do problems for the book. This helps to reinforce what they just learned because they get to practice and put the information about to division that they learned to use. Finally she assigned some homework problems which they would have to turn in the next day. This allowed her to see if the girls were understanding division and to see who needed more help. Some classroom management techniques that I saw being used was when the teacher would clap her hands and have everyone repeat back the pattern she clapped which helped to get everyone to quiet down and also she would have them sit on their hands if she wanted them to drop their pencils and pay attention. The atmosphere in the classroom is a calm and helpful one because the students are well behaved and quiet and the teacher was always there to help the students whenever they had a question. The teacher made sure rules were being followed because if someone acted out of character she would point to the classroom rules hanging above the whiteboard in front of the classroom and then have that child say the rule that they should be following aloud. I feel that each student’s sense of personal worth is enhanced during the day because the teacher always tells them when they are doing well and congratulates them for being well behaved. Students are provided with appropriate assistance because if they had a question the teacher was there to answer it and for the girl with ADHD a lady comes in to help her one on one. The classroom environment is conducive to learning because it is a safe environment. If anyone starts to argue the teacher stops it right away and makes the children go back to their work that they were doing and she also makes sure that everyone feels comfortable within the classroom. I would recommend a clock to be put in the classroom because that way the students know what time it is and how much time they have left to work on specific assignments. I think the one thing I would change about the lesson is how she introduced the subject. I feel that she kind of just assumed that the students would be able to understand division just by doing it visually. I think I would of done the visual then explained it by writing it down on the whiteboard step by step because this way it would be reaching all the different kind of ways the students learn. Throughout the classroom there are a couple things of technological equipment. In the classroom there is one computer for the students to use, a laptop for the teacher, and a smart board. Technology was not used during the math lesson my teacher taught the other day. Overall I think my cooperating teacher did a very good job with teaching the students to divide and really got them thinking.

specific lesson #4

me and two of my students with their worksheet that I made for them

me and two of my students with their worksheet that I made for them

On Friday I did a lesson on the differences between America and Ireland. I started off by asking the students to guess how far away America is from Ireland and then I had them guess how much bigger the U.S. is. Next I told them that the United States is actually 88 times larger than Ireland and it is about the size of West Virginia. Then I went through my power point that I made for them. On the first slide it showed Ireland as big as West Virginia because I really wanted them to understand how much smaller Ireland is. Next I asked them to guess how many people live in the U.S. and in Ireland. After they were done guessing I told them the total population of each. Next I talked about major cities and fun attractions in both countries then I moved onto some history. I talked about the period of Irish immigration into America and told that there were a lot of people immigrating during the years of 1820 through 1860 because the potato famine was happening in Ireland during that time. After, I discussed the Irish flag and the history behind it and what the colors represent. Then I talked about the American flag’s history and what the colors mean. When I finished I asked them if they had any questions about anything they learned or about America in general. After they were done asking questions I handed out a worksheet that I made that had the American flag then a heart then an Ireland flag on it and I let them color it. Overall it went pretty well because I asked them a lot of questions them to get them talking especially in the beginning of the power point. I wish I would have talked a lot more about American culture in general and all the things that are specifically American. I think by doing that they would have got to learn a lot more about how America is today and how different it is than Ireland. I feel that doing that would have let them get to know more about where I come and it would have also allowed them to learn more about American culture in general. Overall though, I liked how the lesson went and I think they really got to see how much bigger the U.S. is than Ireland and they also got to learn about Irish immigration into America.