Assignment #2
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Tuesday, April 22, 2014
Monday, April 21, 2014
Week 12
Assignment #1:
Reflection of the Websites:
Reflection of the Websites:
Storytelling
is a traditional way for kids to learn language. I believe that every child has
the experience of listening to mommy or daddy telling a story before going to
bed. It is the same after kids going to school, teachers will do share reading
with the whole group of students and show them the model of what language is.
And technology saves teachers a lot of work in doing this, also technology
provides much more resources to students. Digital storytelling is a very
effective tool for students to learn language by themselves. Besides reading,
the tool also gives students a chance to think and write. Language learners are
able to create their own stories online. Technology is a great way to help
students learn to solve problems and put students of various learning abilities
on the same level so that teachers don’t have to be aware of everything. Then
it becomes more important task for teachers to be equipped with computer
skills. From gathering ideas to publishing, teachers need to know every step of
the process.
In my
future teaching, I would like to use iPad and Smart Board as my technological
tools. There are a bunch of applications on iPad that will help students with
learning. Students can learn at school and also practice at home since iPad is
a very portable gadget and easy to handle. Smart Board is becoming more and
more common in our classrooms. It is an excellent tool to do instruction and make
classroom an interactive learning environment.
Lesson Plan
Lesson Plan
Candidate’s
Name: Jingyi Yuan
Grade
Level: Grade 6
Title
of the lesson: Wars Influenced the United States
Length
of the lesson: 50 mins
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Central
focus:
Integrating technology into
learning.
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l Ideas and
thoughts from peer discussion
l Information
from research
l Prior Knowledge related to the
topic
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Common
Core State Standards:
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how
it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to
answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from
multiple print and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or
informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
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Support
literacy development through language (academic language)
Vocabulary
●
General academic terms: analyze, compare/contrast,
describe, explain, interpret, question, retell, summarize or another one
appropriate for your learning segment
●
Content specific vocabulary
Sentence Level
●
Sentence structure, transitions/connectives, complex
verb tenses
Discourse
●
Text structure, message
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Learning objectives:
1.
Students will learn more about main wars in American
History.
2.
Students are able to seek information on the Internet
with computers.
3.
Students will learn to analyze an event with cause, process
and result.
4.
Students will learn to cooperate with each other to
achieve learning goals.
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Formal
and informal assessment:
Students will
be evaluated based upon their understanding of the event in their final
presentation and also their comments which represents their personal
thoughts.
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Instructional
procedure:
10mins First, students are asked to watch
the video on the following website. https://www.youtube.com/watch?v=rY9zHNOjGrs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
This video is about civil war and it is an interesting beginning of the class
which will engage the students.
5mins Students can choose one of the following wars
to work on. (The War of Independence, Civil
War, Second World War, The Cold War, Korean War, Afghanistan War and Iraq War.)
They can share their opinions with their peers.
5mins Once students have decided their topic, they
are asked to answer the following questions according to their topic. 1. What is the cause of the war? 2. How
long does the war take? 3. What is the result of the war? 4. Your personal
thoughts. Students begin to research materials on the Internet.
25mins Students start to work on their own topic
according to the questions raised above. Teacher will walk around to check
each students’ working progress.
5mins Wrap up. Make a conclusion of the whole
class.
Presentation is required at the end of the
lesson and they should make comments on each other’s work.
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Instructional
resources:
Website:
Materials:
Computers
Internet
Paper
Pencils
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Reflection:
l I should provide students with a
model of writing structure so that they can refer to what good writing is.
l For struggle students, I will be
assisting them while others are working on their own.
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Saturday, April 19, 2014
Week 11
Assignment #3:
Mini Lesson Plan:
Reflection of Reading Material:
Mini Lesson Plan:
Candidate’s
Name: Jingyi Yuan
Grade
Level: Grade 6
Title
of the lesson: Timeline of the 9/11 Attacks
Length
of the lesson: 30 mins
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Central
focus:
Students will learn about
the graphic organizer: Timeline.
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Knowledge
of students:
l Ideas and
thoughts from Small Group Brainstorm.
l Prior Knowledge
related to timeline
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Common
Core State Standards
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to
history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
|
|
Support
literacy development through language:
Vocabulary
l General
academic terms: analyze, categorize, describe, explain, interpret, retell,
summarize or another one appropriate for your learning segment
l Content
specific vocabulary
Sentence Level
l Timeline
structure, transitions/connectives, complex verb tenses
Discourse
l Text structure,
message
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|
Learning objectives
1.
Students will learn more about the attack of 9/11.
2.
Students will use technology to organize the correct
timeline.
3.
Students are able to use a timeline to understand a
certain event,
4.
Students will learn to work in a group and cooperate
with team members.
5.
Students are able to use technology to show their
understanding.
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Formal
and informal assessment:
Students will
be evaluated based upon their understanding of the event in their final
presentation and also their comments which represents their personal
thoughts.
|
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Instructional
procedure:
5mins: Give a brief introduction of the concept
of timeline (its definition, function, benefit) to students and show them
some different examples of timeline.
10mins: Let students do some research about the event “attack of
9/11” on the website: http://timeline.national911memorial.org/#/Explore/2/AudioEntry/40
5mins: Students are separated into small
groups and share their opinions of the event. Ask students to discuss the
following questions: When does the
timeline begin and end? Does it give out a comprehensive explanation to the
whole event? What do you think can be added to make it a better timeline?
10mins: Work in groups and make a timeline
using the website http://www.tiki-toki.com/
to illustrate their personal thoughts. Make presentation in front of the
class and make comments on each others’ group.
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Instructional
resources:
Websites:
Materials:
Computers
Internet
Paper
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Reflection
I might have students create their
timeline on a piece of paper first and then make it on the web tool.
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Reflection of Reading Material:
Reading is
challenging because there are different text structures. We should make it
clear before we read, so that we can predict the type of information included
in the text. Expository text is difficult for young readers because it contains
many new concepts and vocabulary. It is even more important to teach students
expository text structure for better understanding because text feature can
help readers comprehend more easily and retain longer.
A good way to
teach expository text structure is to introduce students sample structure and
use graphic organizer to help them identify each pattern. Then giving students
opportunities to analyze different texts and let them write with those
patterns. Practice needs to be repeated again and again. During the process, I
think the graphic organizers are very useful tools for students to organize
information. No matter how complicated the text is, graphic organizers will helps
to simplify. However, teaching the students by using the procedures will
improve students’ structure awareness and reading skills.
Tuesday, April 8, 2014
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