I observed another sixth grade teacher in our school during one of her social studies classes. I saw some great things happening in the classroom. The teacher was introducing a WWII research project that the class was about to begin. In previous classes they had worked on note taking and other necessary skills for the project. The instructions she gave were explicit, the project had clearly been broken down into appropriate steps, there was a great variety of research materials available, and most importantly the students were eager to begin. This teacher has a very engaging and enthusiastic approach to teaching, which the students thrive off of. After her instructions, most students began working independently and diligently. She was readily available to support those students who needed extra guidance. It’s always so nice to step outside of my own classroom and take a peek into someone else’s approach and style.
Last week I observed another sixth grade teacher in Language Arts. This lesson focused on the structure of poetry and how that can change the meaning. The teacher had prepared by previously asking a student to use a sample of his writing. She wrote his poem on the board. His poem contained some good language, but the format was really mashed together. The teacher asked a volunteer to read the poem orally and then led a discussion on the importance of the word at the end of each line. She then also showed some published poetry and the class talked about some important ending words and how that made the reader focus more on those words. This teacher did a nice job of pacing this lesson (or perhaps letting the students form the pace). As this discussion wound down, the teacher asked the students to look again at the poem on the board. Their job was then to rewrite that poem, only changing the “white space”. Once they were done they were to practice reading it orally, focusing on the pauses that the line breaks cause. The last part of this lesson that I observed was some small group sharing of these “new” poems. Students commented on how much the poems sounded different, even though they all used the same words. Their follow up assignment was to take one of their own poems and rewrite it, changing the line breaks and the white space. Then they needed to practice reading it orally. I really liked the tone that this classroom had. There was obviously a high level of respect between the students and the teacher, which enabled them to fit so much in to one small block of time.
I observed a social studies class on Wednesday, May 4th. We chose this class because the teacher planned to incorporate the “Wordstorming to Anticipate Content” activity into his lesson. In this lesson the teacher taught his students about the different forms of government in the Greek city-states. Then the students took this information and had to make a decision about which form of government works best for the city-state. They used information from the wordstorm to write a speech to support their position. When students entered class the teacher gave them a handout explaining the assignment. On the front was a short history of the city-states. On the back of was a brief summary of six types of government: monarchy, aristocracy, oligarchy, tyranny, democracy, and anarchy. As a class the teacher and the students read through the brief history and discussed each form of government. Next, the teacher put the “Wordstorming to Anticipate Content” transparency on the overhead. He asked students to provide words that explain what a “good government” does. Student answers varied from assistance, unity, rights, money, to military. Next, students were required to match two words from the wordstorm to each form of government. This connection made students relate the activity to the reading and the information. Then the teacher assigned the writing assignment, and students chose a form of government that they felt was best suited to their city-state. Students used the remainder of class to draft their speeches. Students had plenty of information to use, and worked feverishly. Surprisingly, most students did not choose democracy as their preferred form of government. Most students felt that democracy was not a strong enough form of government to keep the city-state safe from ambitious rivals. This lesson went very well, and is one I will use in the future with my class. Students were presented information in a clear way and required to form an opinion about the information. Using the “wordstorming” activity enabled students to relate their background knowledge of civics to governments of the ancient world. This activity also forced students to use higher-level thinking strategies where they not only could regurgitate information, but could analyze the information and use it to make a decision.
I was unable to observe a full class due to students needs. This tends to be a difficult time of the year for my students. I always like going into other classrooms, especially because I feel as though I do not get out of my area often. The classes that I attempted to observe were a 7th and 8th grade science class. The classes were total opposites, one was calm and worked great completing a lab and the other had a hard time focusing on work due to a few individual students that made it difficult to conduct class….nothing I am not used too! I found myself thinking of how they could have used one of the strategies that we have been discussing…especially the word wall…. for each unit they do throughout the year…..it would be so great to walk into a classroom and see all that learning…I think the kids would be impressed too!
I observed a fifth grade class who did a RAFT utilizing The Story of Ruby Bridges by Robert Coles. It was interesting to observe a lesson that I had personally experienced. Students, when they were given the structured writing that allowed for their own choice, really rose to the occasion. The writing that came out of it was impressive. I have since utilized the RAFT activity in two different ways within my classroom and every student, from those who typically refuse to write to those who have begun their own novels, produced phenomenal writing.
I observed a social studies lesson on an excerpt of the story Young Alexander. The teacher started by putting a list of words taken from the story up on the projector. Working with a partner, the students did a probably passage pre-reading assignment where they categorized the words into boxes, then wrote a gist statement about what they thought the story was about. Next they read through the gist statements. Many students were close on their predictions. The teacher then read the story to the class. Finally, the students answered reading comprehension questions. I noticed that after the pre-reading activity the students had very few questions about the reading comprehension questions or the vocabulary. They had listened very attentively to the story, and any questions that they’d previously had regarding the vocabulary were answered as the class reading progressed. It looked to be a very effective lesson.
I observed another sixth grade teacher in our school during one of her social studies classes. I saw some great things happening in the classroom. The teacher was introducing a WWII research project that the class was about to begin. In previous classes they had worked on note taking and other necessary skills for the project. The instructions she gave were explicit, the project had clearly been broken down into appropriate steps, there was a great variety of research materials available, and most importantly the students were eager to begin. This teacher has a very engaging and enthusiastic approach to teaching, which the students thrive off of. After her instructions, most students began working independently and diligently. She was readily available to support those students who needed extra guidance. It’s always so nice to step outside of my own classroom and take a peek into someone else’s approach and style.
ReplyDeleteLast week I observed another sixth grade teacher in Language Arts. This lesson focused on the structure of poetry and how that can change the meaning. The teacher had prepared by previously asking a student to use a sample of his writing. She wrote his poem on the board. His poem contained some good language, but the format was really mashed together.
ReplyDeleteThe teacher asked a volunteer to read the poem orally and then led a discussion on the importance of the word at the end of each line. She then also showed some published poetry and the class talked about some important ending words and how that made the reader focus more on those words. This teacher did a nice job of pacing this lesson (or perhaps letting the students form the pace). As this discussion wound down, the teacher asked the students to look again at the poem on the board. Their job was then to rewrite that poem, only changing the “white space”. Once they were done they were to practice reading it orally, focusing on the pauses that the line breaks cause.
The last part of this lesson that I observed was some small group sharing of these “new” poems. Students commented on how much the poems sounded different, even though they all used the same words.
Their follow up assignment was to take one of their own poems and rewrite it, changing the line breaks and the white space. Then they needed to practice reading it orally.
I really liked the tone that this classroom had. There was obviously a high level of respect between the students and the teacher, which enabled them to fit so much in to one small block of time.
I observed a social studies class on Wednesday, May 4th. We chose this class because the teacher planned to incorporate the “Wordstorming to Anticipate Content” activity into his lesson.
ReplyDeleteIn this lesson the teacher taught his students about the different forms of government in the Greek city-states. Then the students took this information and had to make a decision about which form of government works best for the city-state. They used information from the wordstorm to write a speech to support their position.
When students entered class the teacher gave them a handout explaining the assignment. On the front was a short history of the city-states. On the back of was a brief summary of six types of government: monarchy, aristocracy, oligarchy, tyranny, democracy, and anarchy. As a class the teacher and the students read through the brief history and discussed each form of government.
Next, the teacher put the “Wordstorming to Anticipate Content” transparency on the overhead. He asked students to provide words that explain what a “good government” does. Student answers varied from assistance, unity, rights, money, to military.
Next, students were required to match two words from the wordstorm to each form of government. This connection made students relate the activity to the reading and the information. Then the teacher assigned the writing assignment, and students chose a form of government that they felt was best suited to their city-state.
Students used the remainder of class to draft their speeches. Students had plenty of information to use, and worked feverishly. Surprisingly, most students did not choose democracy as their preferred form of government. Most students felt that democracy was not a strong enough form of government to keep the city-state safe from ambitious rivals.
This lesson went very well, and is one I will use in the future with my class. Students were presented information in a clear way and required to form an opinion about the information. Using the “wordstorming” activity enabled students to relate their background knowledge of civics to governments of the ancient world. This activity also forced students to use higher-level thinking strategies where they not only could regurgitate information, but could analyze the information and use it to make a decision.
I was unable to observe a full class due to students needs. This tends to be a difficult time of the year for my students. I always like going into other classrooms, especially because I feel as though I do not get out of my area often. The classes that I attempted to observe were a 7th and 8th grade science class. The classes were total opposites, one was calm and worked great completing a lab and the other had a hard time focusing on work due to a few individual students that made it difficult to conduct class….nothing I am not used too! I found myself thinking of how they could have used one of the strategies that we have been discussing…especially the word wall…. for each unit they do throughout the year…..it would be so great to walk into a classroom and see all that learning…I think the kids would be impressed too!
ReplyDeleteI observed a fifth grade class who did a RAFT utilizing The Story of Ruby Bridges by Robert Coles. It was interesting to observe a lesson that I had personally experienced. Students, when they were given the structured writing that allowed for their own choice, really rose to the occasion. The writing that came out of it was impressive. I have since utilized the RAFT activity in two different ways within my classroom and every student, from those who typically refuse to write to those who have begun their own novels, produced phenomenal writing.
ReplyDeleteI observed a social studies lesson on an excerpt of the story Young Alexander. The teacher started by putting a list of words taken from the story up on the projector. Working with a partner, the students did a probably passage pre-reading assignment where they categorized the words into boxes, then wrote a gist statement about what they thought the story was about. Next they read through the gist statements. Many students were close on their predictions. The teacher then read the story to the class. Finally, the students answered reading comprehension questions.
ReplyDeleteI noticed that after the pre-reading activity the students had very few questions about the reading comprehension questions or the vocabulary. They had listened very attentively to the story, and any questions that they’d previously had regarding the vocabulary were answered as the class reading progressed. It looked to be a very effective lesson.