- I was going to model writing my personal narrative in front of the class today, but at the last second, I decided that that lesson would be boring. Instead, I showed the class my heart map, complete with a list of up to 4 ideas that I would like to write my personal narrative about. (I had my class create their heart maps and list last week.) I continued by modeling how to choose which idea I wanted to write and how to fill out the graphic organizer. This is where I strayed from my lesson plan, instead of continuing on to my personal narrative, I had everyone choose a partner at their table to bounce ideas off of for a few minutes before they began to fill out their own graphic organizers. As they completed their work, I walked around to each student to check on what they wanted to write about. If they had a large topic, I encouraged them to choose a snapshot moment from the big idea to write about. For instance, instead of writing about basketball, I encourage a few students to write about a time that they made a shot or about a big game. I told them that it would make the paper more meaningful and interesting. I was proud of myself because I didn't forget to do the introduction or the closure. I realized that I was slightly behind, so I finished the last few students a little faster and I got to my closure. I tend to run out of time. My teacher told me that it was a good lesson and that she wasn't just saying that, I thought that it was a good lesson too. I would definitely repeat this lesson in the future.
Spelling Homework
- The spelling homework was for students to write their words in their planner and to write their words three times each on the appropriate paper. It is difficult to give feedback for those assignments, but I did let students know that I enjoyed their color schemes.
Math
- My teacher owned it during math time. We watched a math antics video during snack time, then she pulled up a worksheet and they solved some of the problems using their white boards. She continued onto squares. I saw that a student, who tends to struggle in my math group, answered 4^2 correctly, so I gave him a high five. My teacher saw that and called on him for 4^2 and 4^3. Unfortunately, he only had 4^2 correct, but at least he had one correct answer. I tried to help her see students who had the correct answer who were not the typical students who raised their hands by giving them high 5's. When it was time to finish the activity, the students asked if they could do one more problem and she obliged. I love that this class loves challenging math. They also branched onto variables somehow. I intend to use whiteboards during math time with my future classroom.
IMPACT Post-test
- I am pretty happy that my all students showed growth. I had 6 children score between 50-79%, which I don't like. I have 2 children who were absent today and still need to take the test. I did not give the test to our 2 students who read below our grade level, because they were taking the iRead. The rest of the class scored proficient! I am really surprised that the 6 students scored so low. I know that 2 of my questions were really tough, this was intentional because I wanted to see how much the children really understood about electricity, but we repeatedly went over the rest of the items throughout the entire unit. One student has somehow confused insulators and conductors. Overall, I am really happy with how this project turned out. Most of the students seemed to have fun and they learned something too. I even got to try using movement for whole brain learning.
Detention
- I was surprised because when our classroom had detention duty during recess, we had enough children come in to equal nearly an entire class. Some had not completed their homework, but there were still plenty of children who were there because they had misbehaved or had to clip down.
Planning
- I typed my story based off of my graphic organizer. I added more sensory details to my graphic organizer. I found a nice video of the ride that I am writing about.
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