"Use and apply standards to design, implement, and assess learning experiences."
Artifact Description
C&T 825: Advanced Practicum in TESOL
SDAIE Lesson Plan and Implementation
This artifact was created during C&T 825 when we had to plan, implement, record, and reflect on the learning process that goes in to a lesson plan. I created this lesson to discuss how we can show how characters are feeling as opposed to simply writing how they are feeling. This activity included the students to participate and to try and act some of the emotions out to see how we could describe that emotion based on what it looked like. My students have really struggled with writing this year and when I've asked them in the past to show me with their writing, they usually get a confused look on their faces when I say it for the first time. By allowing them to actually see the emotion and act it out, it gives them a chance to really think about what an emotion looks like in ways that they can connect with personally and give them some concrete information to help them with their writing.
C&T 825: Advanced Practicum in TESOL
SDAIE Lesson Plan and Implementation
This artifact was created during C&T 825 when we had to plan, implement, record, and reflect on the learning process that goes in to a lesson plan. I created this lesson to discuss how we can show how characters are feeling as opposed to simply writing how they are feeling. This activity included the students to participate and to try and act some of the emotions out to see how we could describe that emotion based on what it looked like. My students have really struggled with writing this year and when I've asked them in the past to show me with their writing, they usually get a confused look on their faces when I say it for the first time. By allowing them to actually see the emotion and act it out, it gives them a chance to really think about what an emotion looks like in ways that they can connect with personally and give them some concrete information to help them with their writing.
Rationale
Learning Outcome 1C states that teachers will “use and apply standards to design, implement, and assess learning experiences.” The standards that were chosen for this lesson were for the specific purpose of teaching and assessing the students' abilities to know what emotions look like and to be able to vividly describe them in their writing. The standard that was chosen was from the Kansas College and Career Ready Standards for fourth grade writing. Standard W.4.3 says that a student "will be able to "write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences." I reinforce the use of vivid and sensory details in writing by reading aloud to my students each day. It has been said that "when you read aloud to your students, you involve them in the pleasure function of print, you model the reading process, and you develop general knowledge and literary notions about story plots and characters," (Peregoy & Boyle, 2017, p. 230). This part of the learning process lets me navigate the learning and point out specific details when reading that they need to focus on.
The standard that was chosen for this lesson aligns with the curriculum guidelines from the state, but do not alienate my English language learners. They are able to participate in the entire learning process and have active discussions with their peers to help build their language skills while learning something new. Students are paired with those that they might not necessarily choose to work with because having conversations with new people can help foster a positive classroom culture and create new relationships (Zwiers & Crawford, 2011, p. 20). These relationships help build confidence for all students and makes the learning process better for all.
Standards are an important part of teaching and those ensure that all teachers are educating students equally and preparing them for the following year, regardless of what school they might attend next. These are what guides teaching and a child's entire educational career. They were created to ensure that students are "College and Career Ready," but we also need to make sure that we are preparing them for a life outside of the classroom.
Citations
Peregoy, S. F. and O. F. Boyle (2017). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K -12 English Learners (7th Edition). New Jersey: Pearson Education, Inc.
Zwiers, J. and M. Crawford. (2011). Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland, ME. Stenhouse Publishers.
Learning Outcome 1C states that teachers will “use and apply standards to design, implement, and assess learning experiences.” The standards that were chosen for this lesson were for the specific purpose of teaching and assessing the students' abilities to know what emotions look like and to be able to vividly describe them in their writing. The standard that was chosen was from the Kansas College and Career Ready Standards for fourth grade writing. Standard W.4.3 says that a student "will be able to "write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences." I reinforce the use of vivid and sensory details in writing by reading aloud to my students each day. It has been said that "when you read aloud to your students, you involve them in the pleasure function of print, you model the reading process, and you develop general knowledge and literary notions about story plots and characters," (Peregoy & Boyle, 2017, p. 230). This part of the learning process lets me navigate the learning and point out specific details when reading that they need to focus on.
The standard that was chosen for this lesson aligns with the curriculum guidelines from the state, but do not alienate my English language learners. They are able to participate in the entire learning process and have active discussions with their peers to help build their language skills while learning something new. Students are paired with those that they might not necessarily choose to work with because having conversations with new people can help foster a positive classroom culture and create new relationships (Zwiers & Crawford, 2011, p. 20). These relationships help build confidence for all students and makes the learning process better for all.
Standards are an important part of teaching and those ensure that all teachers are educating students equally and preparing them for the following year, regardless of what school they might attend next. These are what guides teaching and a child's entire educational career. They were created to ensure that students are "College and Career Ready," but we also need to make sure that we are preparing them for a life outside of the classroom.
Citations
Peregoy, S. F. and O. F. Boyle (2017). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K -12 English Learners (7th Edition). New Jersey: Pearson Education, Inc.
Zwiers, J. and M. Crawford. (2011). Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. Portland, ME. Stenhouse Publishers.
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