#1
| Desired Results | |
| Indiana Academic Standard(s) Establish and maintain a consistent style and tone appropriate to purpose and audience | |
| Enduring Understandings Recognize the differences and similarities between odes and elegies Write a personal ode or elegy using the given guidelines Essential Question(s) How are odes and elegies different? What makes them the same? When is it appropriate to use each of these? Why would a writer choose to write an ode? Where have you seen these in daily life? | |
| Knowledge and Skill Objectives Apply poetry terms and be able to accommodate requirements into an original ode or elegy | |
| Assessment Evidence | |
| With this assignment being application based it pushes students to use everything that they learned in class while having the ability to choose how and what they write about. | |
| Learning Plan | |
| Learning Activities Discuss differences between odes and elegiesBrainstorm ideas for poem and fill out worksheet according to the topic they choseWrite poem following all predetermined guidelinesCreate a watercolor painting outlining the tone and mood of the poem | |
| Resources and Materials Assignment rubrics for ode and elegy, poetry notes | |
| Required Accommodations/Modifications No accommodations or modifications to the assignment | |
Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
The content was worth knowing because writing is a big part of English class. This assignment allowed them to plan what they would be writing about and forced them to include similes, metaphors, assonance, alliteration. This assignment is application based and is far more valuable skill-wise than taking a test over these different terms.
Describe how the activity was developmentally appropriate.
This activity allowed them to learn more than just taking a test and knowing what the definition of each of their vocabulary words was because it pushed them to think creatively about whatever topic they chose. What they learned in class they could now apply to their work .
Give an example of how you know the activity was interesting to the children.
This activity grabbed their attention because of the choices and freedom they had with this assignment. The students first chose whether they wanted to write an ode or elegy. Then with this in mind, chose their topic and wrote their poem based upon that topic. Students really enjoyed the watercolor painting because it’s not your everyday-classroom-work.
Describe how the activity included opportunities for the children to test their knowledge.
Having to write their own examples of assonance and develop a set rhyme scheme was challenging for them. Many students confused assonance with alliteration. It was also tough because of the amounts of things they had to include in their poems. Think about a 20 sentence poem, set rhyme scheme, 2 similes, 3 metaphors, 2 examples of alliteration, 2 examples of assonance, established tone and mood, etc.
Describe a follow up activity that would build on concepts you have presented.
A good follow-up activity for their watercolor poems would be blackout poetry. I think this would be interesting to see what students come up with because there is so much they could do with a simple assignment. Blackout poetry is when you read a book or newspaper or some type of writing (other than a poem) and blackout all the words except the ones that make up your poem. When you’re finished you should be able to read the words that aren’t marked over and read a poem from them.
What behavior(s) did you observe while presenting the activity? What do you think caused the behavior(s)?
Some boys in the class didn’t want to participate in the assignment and I think it was just because they were afraid to get creative and be vulnerable while writing their poem and doing their watercolor painting.
How did you involve the children in the closure of the activity?
The closure of this activity was to write a paragraph of their tone and mood based off of the type of poem they wrote and also their painting.
Describe what changes you would make and what you would keep the same if you presented the activity again.
I like the element of choice that they get by choosing either an ode or an elegy, but I want to try just giving them one option and seeing what they could create with that instead.
#2
| Desired Results | |
| Indiana Academic Standard(s) 8.RL.1 Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts proficiently and independently. 8.RL.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text. 8.RL.2.2 Analyze the development of a theme or central idea over the course of a work of literature, including its relationship to the characters, setting, and plot; provide a detailed summary that supports the analysis. 8.RL.2.3 Analyze how particular lines of dialogue or incidents in a work of literature propel the action, reveal aspects of a character, or provoke a decision. | |
| Enduring Understandings Contextualize reading by oneself, and increase vocabulary. Develop analysis on plot and characters and be able to verbalize ideas. Essential Question(s) What is the relationship of these characters? What does this character want? | |
| Knowledge and Skill Objectives Follow the developing plot and be able to answer questions and write about the play | |
| Assessment Evidence | |
| Shakespeare contributed greatly to the English language by creating words using classic literature and foreign language. Reading and analyzing his work provides insight of culture and society 500 years ago. | |
| Learning Plan | |
| Learning Activities Read “Midsummer Night’s Dream” Write notes on characters Watch the movie remake of the play | |
| Resources and Materials Notes worksheets, copies of the play, and the movie | |
| Required Accommodations/Modifications No modifications or accommodations necessary from me |
#3
| Desired Results | |
| Indiana Academic Standard(s) 8.RV.2.2 Students are expected to build upon and continue applying concepts learned previously. | |
| Enduring Understandings Be able to answer questions correctly about the play and support your answers using the play and notes. Essential Question(s) Why did the character do this? What was the character’s motive? What does the character want? How does this directly or indirectly affect the supporting characters? | |
| Knowledge and Skill Objectives Grasp an understanding of “A Midsummer Night’s Dream” and be able to answer questions about the reading. | |
| Assessment Evidence | |
| Many students this age love playing games. Kahoots are an exciting and interactive game that students love. Games are often used to distract students that they are learning, and this game is no different. | |
| Learning Plan | |
| Learning Activities Talk about requirements for the upcoming quiz and have students prepare their devices and log in to kahoot and ask questions about the play | |
| Resources and Materials All I need for my lesson plan is to airplay the kahoot, use the student’s devices to connect, and then run the kahoot from the computer. | |
| Required Accommodations/Modifications No required accommodations or modifications: students are required to have their devices |
Was the content worth knowing? Support your response.
The content was worth knowing because the students had a quiz over the material the next day. This Kahoot just allowed the students an extra practice day to reinforce their learning and ask questions about the poem.
Describe how the activity was developmentally appropriate.
Students of this age level like to play games, especially from their devices. When playing Kahoot it gives a friendly competition and they can earn points by answering the questions correctly. Often times, students forget they are playing a game and work hard to figure out the right answers in order to win the game.
Give an example of how you know the activity was interesting to the children.
I know this activity was interesting to them because they would often tell someone “I’m 600 points behind so-and-so, I need to get the next question right. The students were quick to guess the answers and would want to be the first to click.
Describe how the activity included opportunities for the children to test their knowledge.
This activity asked them questions based on A Midsummer Night’s Dream to help them prepare for their quiz. Students had to think about what they have previously talked about in class and answer the questions accordingly.
Describe a follow up activity that would build on concepts you have presented.
A good follow-up activity could be to play “Around the World” with them. Even though this game is mainly seen in younger grades it would still give them friendly competition and urge them to know the material in order to win the game.
What behavior(s) did you observe while presenting the activity? What do you think caused the behavior(s)?
Students seemed very interested and invested in this activity. I think they are into it because it isn’t a normal class period where they sat and read the poem and filled in their notes. Playing a Kahoot is more interactive and helps them to pay attention in class.
How did you involve the children in the closure of the activity?
At the end of this activity, the top 3 students who scored the most points were called and given candy. Then everyone was advised to study for the quiz.
Describe what changes you would make and what you would keep the same if you presented the activity again.
The only thing I would change would be to make the Kahoot myself so there could be actual questions from their quiz on the Kahoot.
#4
| Desired Results | |
| Indiana Academic Standard(s) Establish and maintain a consistent style and tone appropriate to purpose and audience | |
| Enduring Understandings Recognize the differences and similarities between odes and elegies. Write a personal ode or elegy using the given guidelines. Essential Question(s) How are odes and elegies different? What makes them the same?When is it appropriate to use each of these? Why would a writer choose to write an ode?Where have you seen these in daily life? | |
| Knowledge and Skill Objectives Apply poetry terms and be able to accommodate requirements into an original ode or elegy | |
| Assessment Evidence | |
| With this assignment being application based it pushes students to use everything that they learned in class while having the ability to choose how and what they write about. | |
| Learning Plan | |
| Learning Activities Discuss differences between odes and elegies. Brainstorm ideas for poem and fill out worksheet according to the topic they chose Write poem following all predetermined guidelines. Create a watercolor painting outlining the tone and mood of the poem. | |
| Resources and Materials Assignment rubrics for ode and elegy, poetry notes | |
| Required Accommodations/Modifications No accommodations or modifications to the assignment | |
Was the content worth knowing? Support your response.
The content was worth knowing because writing is a big part of English class. This assignment allowed them to plan what they would be writing about and forced them to include similes, metaphors, assonance, alliteration. This assignment is application based and is far more valuable skill-wise than taking a test over these different terms.
Describe how the activity was developmentally appropriate.
This activity allowed them to learn more than just taking a test and knowing what the definition of each of their vocabulary words was because it pushed them to think creatively about whatever topic they chose. What they learned in class they could now apply to their work .
Give an example of how you know the activity was interesting to the children.
This activity grabbed their attention because of the choices and freedom they had with this assignment. The students first chose whether they wanted to write an ode or elegy. Then with this in mind, chose their topic and wrote their poem based upon that topic. Students really enjoyed the watercolor painting because it’s not your everyday-classroom-work.
Describe how the activity included opportunities for the children to test their knowledge.
Having to write their own examples of assonance and develop a set rhyme scheme was challenging for them. Many students confused assonance with alliteration. It was also tough because of the amounts of things they had to include in their poems. Think about a 20 sentence poem, set rhyme scheme, 2 similes, 3 metaphors, 2 examples of alliteration, 2 examples of assonance, established tone and mood, etc.
Describe a follow up activity that would build on concepts you have presented.
A good follow-up activity for their watercolor poems would be blackout poetry. I think this would be interesting to see what students come up with because there is so much they could do with a simple assignment. Blackout poetry is when you read a book or newspaper or some type of writing (other than a poem) and blackout all the words except the ones that make up your poem. When you’re finished you should be able to read the words that aren’t marked over and read a poem from them.
What behavior(s) did you observe while presenting the activity? What do you think caused the behavior(s)?
Some boys in the class didn’t want to participate in the assignment and I think it was just because they were afraid to get creative and be vulnerable while writing their poem and doing their watercolor painting.
How did you involve the children in the closure of the activity?
The closure of this activity was to write a paragraph of their tone and mood based off of the type of poem they wrote and also their painting.
Describe what changes you would make and what you would keep the same if you presented the activity again. I like the element of choice that they get by choosing either an ode or an elegy, but I want to try just giving them one option and seeing what they could create with that instead.
#5
| Desired Results | |
| Indiana Academic Standard(s) 1.6.2: Use tools such as objects or drawings to model problems 1.6.3: Explain the reasoning used and justify the procedures selected in solving a problem. | |
| Enduring Understandings Area is the space an object takes up. To find the area we have to measure how big the space is, not measure the length Essential Question(s) What is area? How can we measure area? Why do we need to know the area of an object? | |
| Knowledge and Skill Objectives Students will be able to recognize which items have a bigger area and prove their thinking by explaining how they got to that conclusion. | |
| Assessment Evidence | |
| After showing and giving examples of what area is, students will, by themselves, find an item that has a smaller surface area than a post-it note and present their ideas using Freckle. Then, they will split up into small groups to use non-standardized units to measure area. | |
| Learning Plan | |
| Learning Activities 3 different sized sticky notes and talk about how if I want to write a very long note, which sticky note I would use, and why I would use the biggestIf I want to write Mrs. Ocheing a super long note about her weekend and ask lots of questions, which sticky note would I use? Why would I use the biggest, why couldn’t I use the smallest one? I want to use the smallest one it’s my favorite color. Have the students answer and explain their reasoningFind an object around the room that has a larger area than a standard sticky noteTake a picture of their object to post on Seesaw with their explanation of how they know the object is bigger than the area of the sticky noteAn argument over whose window is bigger, students need to measure the area with foam blocks to see which window is bigger (the windows are the same size one is 3×4 and the other is 2×6)Students will use foam blocks to measure area and notice that the windows are the same size, and they don’t have to be the same length to have the same area | |
| Resources and Materials Worksheets showing the different windows (will come out to be the same area)3 different sized sticky notes | |
| Required Accommodations/Modifications Students will present ideas to me if they do not have an iPad to use, or it is not charged |
Was the content worth knowing? Support your response.
The content was worth knowing because they will be faced with real world problems using area. Right now, they might not need to know how much space an item takes up and what the area of that item is, but throughout their school careers they will. Teaching the basic idea of area will help them to be prepared for the bigger ideas in their years to come.
Describe how the activity was developmentally appropriate.
This was appropriate for the first graders because there are different parts to the lesson, there is the visual part where I have the different sticky notes on the board, there is the hands-on part which allows them to move and find an object with a bigger area, then, there is another hands-on activity part. These three activities all involve reasoning and problem solving and allow them to visually see the differences and similarities between area.
Give an example of how you know the activity was interesting to the children.
I knew this was interesting by their excitement to find an object with a bigger area. Measuring in non-standardized units is also super fun for them since they get to choose what they want to measure in.
Describe how the activity included opportunities for the children to test their knowledge.
My students got to make their own choices about what they measured and what they used to measure, but also involved a lot of analytical thinking and reasoning. They got to ask questions and find their own answers, but also got to answer questions about area that I was asking based on what they already knew. Like when I asked what sticky note was bigger, they didn’t measure they could just see which one was bigger and explained it to me.
Describe a follow up activity that would build on concepts you have presented.
I could make a follow up activity like the one about the windows, like in one of my activities, except using items around the school and we could compare area of select things in the school and go on a scavenger hunt. Not only would it be fun for them but, would allow them to see how we use area in everyday lives and how it can apply to them.
What behavior(s) did you observe while presenting the activity? What do you think caused the behavior(s)?
The students were genuinely curious to learn about area. I believe students’ curiosity to learn a subject comes from the teacher and how the teacher introduces the lesson and promotes it.
How did you involve the children in the closure of the activity?
My teacher has must do’s and then may do’s so after the kids get done with their must do’s they can individually move onto their may do’s which allows for some blending in between activities.
Describe what changes you would make and what you would keep the same if you presented the activity again.
It was hard to remember all of the questions I wanted to ask. After the lesson was over and I reviewed it I realized I didn’t ask all the questions I wanted and didn’t expand as much as I hoped I would’ve. I lost my train of thought because of how curious they were and how much we were talking and how many questions they were asking me.
Cadet Teaching Portfolio 