journal entry 2

This year has gone very fast. Through all the tedious work that we have gone through as a class, I feel that it has payed off. From the beginning of school, starting with the t-shirt project to assisting Dr. Smirnova teach the class in October, every bit has helped me to prepare for my lessons that I will teach to my class. Learning about how direct instruction and indirect instruction can be used in the classroom was very helpful. Especially since I am an Educational Technology major, I will be using plenty of indirect instruction. Hopefully the way I present my lessons to the class, they will achieve automaticity.

It has also helped me that our class is full of aspiring teachers. We all have the same goal and tend to help one another when we are lost. The education program can be very frustrating and confusing when you have to do it alone. Many times I feel like I am alone and want to quit, but it helps knowing that others are going through the same thing. Working together with my peers on projects has given me an idea of what other teachers have in mind when going into the classroom.

Everyone has created different lesson plans and presented them to the class. My favorite lesson this year is the one that I did on gravity. When I presented my anticipatory set to the class, I recieved good feedback from my classmates. This made me feel good about what I have done, so I decided to keep going with this idea. I created a webquest for the gravity lesson plan and began to work on this. Using the webquest, I added pictures and videos to my lesson. Hopefully this is a lesson that students can actually learn something from. My cooperating teacher and I have been very close and she has made it comfortable for me to present my lesson to her class. She gave me ideas that I have never would have came up with unless I was as experienced as she was.

So far this semester has taught me so much. Hopefully the things that I have learned can help me move forward as a teacher in the real world. I believe that I can be a very good teacher. Right now, it is very stressful for me to balance all of my education classes and major courses. It is very overbearing but I have the confidence that I will make it. The only thing that keeps my hopes up is seeing the children at fieldwork and being able to help them.

Anticipatory Set

4th Grade Science

Signal for attention

Pre-assess prior knowledge - What do you think is making all of these items fall?

Focus - Have you heard the term gravity used before?

Motivate - Would you like to learn more about gravity?

The Head Start program in Newburgh, New York is a daycare for children around the ages 3-4. This daycare center is located in a low income urban area where most of the children are minorities. A high percentage of these children were of Spanish decent and many were also of African American decent. The teachers were of the same ethnicities as the children. Two of them were Hispanic and one of them was Black. From the start, it was plain to see that these kids were very energetic, like most children are.
There were about 18 children in the classroom with the three teachers supervising them. In the hour and thirty minutes spent with the children, they had free time to play and group time with the head teacher. During play time, all of the children were playing with each other and were very friendly with each other. As usual the boys were rough housing and a few times a teacher would have to stop them. The girls were reading books and would seldom play with the boys. It was easy to see which children were the aggressive ones. Sometimes one child would put their hands on another child and they would both hit each other until the teacher came. Other times, one child would just let another child beat on him until a teacher told them to stand up for themselves and tell the other child to stop. A child not defending themselves could be a problem of anxiety or lack of self confidence. The teachers seemed to deal with this by helping the child stand up for himself rather than just punish the more aggressive child. In this particular class, there weren’t any cliques or particular group of kids who clung to each other. Everyone knew each other’s name and treated each other equally. The only children who seemed to struggle to fit in with the other kids were the ones that had trouble speaking English. The children in this classroom seemed to be accustomed to being around people of different races.
During the group session with the head teacher, the children sat in a large circle. The teacher had puppets that all had names that the children had to learn how to pronounce. The teacher used positive reinforcement to reward the children when they pronounced a puppet’s name correctly. Most of the children cooperated with the teacher, but some students did not participate. The children seemed to be very excited to see the puppets when the teacher pulled them out of the bag. Some of the puppets seemed to be more popular than others. Since these children are still in the peak of their preoperational stage, they don’t realize what is in the bag until the teacher pulls the puppet out. This is probably what makes them so excited. The girls seemed to get the pronunciation of the names for the puppets much faster than the boys and were much more into the activity. A small amount of the children, about one or two could not speak English that well, so they kept quiet. These children, although they seemed to be very bored, were surprisingly well behaved. None of these children cried when they were reprimanded and did not proceed to do the same thing after they were told not to do it. The behavior of these children probably comes from the way their parents treat them at home. A majority of these children seem to have known the repercussions of doing something wrong. Only a few seemed to have behavioral problems, but these problems were miniscule.
Though these children were well behaved, they all tended to be disciplined for the same thing. All of these children seemed to have problems sharing with each other. They loved to play with each other, but each of them had to have their own toy. One child was playing with a drum, but when another child wanted to play with her, she rejected her harshly. She kept claiming that the drum was hers and she wouldn’t give it up until she was finished playing with it. When it was time to clean up, this is when the children had the most problems. These children were very independent. Everyone wanted to clean up their own toys. If someone tried to help them, they would get aggravated and upset. More than once, a teacher had to show them how to share with each other and help each other put the toys back together. These students are probably in Piaget’s preoperational stage. In this stage, children are egocentric and perceptually bound in their thinking. Each child thought that their peers saw things the same way that they did and couldn’t deal with the fact that some others had different views.
When it was time to leave, the children had to get their own coats and dress themselves to go outside for their parents to pick them up. These children proved to be very independent. Each child put on their own coat and only a few asked for help. When the children went outside to play, they were very obedient. The teachers did not have to raise their voices and the children seemed to be content with simply running around the blacktop. There were no jungle gyms, see saws, or any type of play area. The kids were just enjoying each other’s company. When their parents came, the children didn’t have any strong reaction. They looked as if they were tired and going home was a relief to their long day.
Observing these children and how they behaved was a wonderful opportunity. It was interesting to see how these children interacted with each other. This was a learning experience that few people are able to receive. The Head Start program seems to be a very nurturing daycare program for young children. The children were well disciplined and had a healthy relationship with their teachers. Hopefully these children continue on their path to achievement.

Primary Subject - Math Grade Level - 3-6 Objectives:
Students will list prime numbers most often used.Students will understand why a number is prime.Motivation:
Students will practice finding common denominators.(Multiply two numbers together to find common denominator or use larger number as common denoninator when two numbers are multiples)Delivery of Instruction:
Students will write all numbers from 1-100 (10 rows with 10 columns) on a piece of paper or use a 100's chart. Teacher will explain prime numbers. Students and teacher will go through numbers on the chart to determine whether they are prime.
Students will be instructed to circle 2 and cross off 4, 6, 8 and all other multiples of 2 up to 100.
Students will circle 3 and cross off all multiples of 3.
Students will circle 5 and cross off all multiples of 5. Students will notice some are already crossed off, and the teacher and students will discuss how those numbers are also multiples of 2.
6 has been crossed off, 7 has not, so students will be instructed to circle 7 and will ask or be asked why?
All multiples of 7 should be crossed off, discuss why some numbers are already crossed off (multiples of 5).
At this point, teacher will ask the students what number has not been crossed off. They will circle 11 and check all multiples of 11. Teacher will ask why each has already been crossed off (33, multiple of 3, 22, multiple of two etc.)
Teacher will ask what is the next prime number. 13. Look at multiples of 13 - all have been crossed out already.
Teacher will discuss prime numbers most often used 2, 3, 5, 7, and 11.Optional:
Teacher will tell students that in a set of 100 numbers, after 10, all numbers that have not been crossed out are either prime or are a mistake. If you had 25 numbers, you would only have to test until 5. Any guesses why? Let me give you more clues. If you had 81 numbers, you would only have to test to 9, for 49 numbers you would only have to go to 7. Any guesses now? (Answer: you only have to test to the square root.) What if you had 50 numbers. It would still be 7 because 7 is the nearest square root.Closure:
Students will list all prime numbers from 1-100.

Primary Subject - Math Secondary Subjects - Language Arts Grade Level - 2-3 5 Step Lesson Plan- The Doorbell Rang (Introduction)Lesson Vitals:1. Topic of Lesson: Math/Language Arts2. Objective: Students will demonstrate understanding of multiplication/division concepts.3. Materials: Teacher-The Doorbell Rang by Pat Hutchins, Literature Notes for The Doorbell Rang by Frank Schaffer Publications, Inc. (must be purchased from Frank Shaffer Publications - "FS-2819 Literature Notes for The Doorbell Rang" - worksheets are included here), overhead copy of "Cookie Math" from Literature Notes, Bulletin Board Pattern, magnetic manipulative to use on white board, dry erase pens and eraser. Students - "A Dozen Cookies" worksheet from Literature Notes, The Doorbell Rang "Mini-Report" worksheet from Literature Notes, pencil, felt square.4. Key vocabulary: Division, multiplication, fact families, and math sentence.5. Grade Level: 2Step 1- Anticipatory Set:1. Focus: Show the cover of the book to students then discuss and predict what might happen. Talk about the author/illustrator. 2. Objective: While story is read to students they will work with manipulates in order to make division and multiplication discoveries. From these discoveries students will be prepared to work with a partner to complete the worksheet "Cookie Math."3. Transfer from previous lesson: Remind students of last week's math center at which they worked with manipulatives to do multiplication/division work.Step 2 - Instruction:1. Model the skill: After discussing the book students will watch as teacher demonstrates the use of manipulative on the board to create a picture and a math sentence to match.2. Check for understanding: Ask a few students for their ideas and allow time for questions from those who may have them.Step 3 - Guided Practice1. After above demonstration teacher will create a chart on the board as relates to "Cookie Math" so that students will later be able to complete their worksheets.Step 4 - Closure / Review:1. Review: Teacher discusses the concepts from the book and reviews the chart on board with the class. Step 5 - Independent Practice-1. Students are paired with a partner and each is provided with "Cookie Math" worksheet. Student's work to complete the worksheet accurately while teacher assists when needed. When complete students may color their cookies with pencil if they'd like.Evaluation: Teacher collects worksheets and reviews for understanding.

goofymovie912

3/17/09
Script
Grade: Middle School
INTRODUCTION
Hey kids, have you ever heard a story that is very boring? Well, today we are here to teach you how to write a very enjoyable story. Every story you read or write must have things that make your story interesting. These things are called the “Main elements” of a story. An element is something that helps make up a story. To show you the main elements of a story we will be talking about a movie that most of you have seen, the “Goofy Movie”. We will be teaching you how to recognize the elements characters, plot, point of view, setting, theme, symbols, image and style.
(PAUSE)
ELEMENTS OF A STORY
The first element we will tell you about is the plot. The plot is one of the most important elements of a story. The plot of a story is a plan. The plan shows what is going to happen in the story.
(PAUSE)
The next important element is setting. The setting of a story would set the feeling that you would get from the story. The setting could be sunny, which would give you a good feeling during the story or it could be dark which could give you a scary feeling of the story.
(PAUSE)
Another element is the point of view of a story. The way you can tell who’s point of view the story is coming from is by the words they use such as I or me.
(PAUSE)
The next element is the characters in a story. A story usually has many different characters. The main character would be the one that the story focuses on. The other people in the story are called minor characters.
(PAUSE)
Style is also a major element in a story. Style makes up the feeling in a story. Different types of style create different types of emotions. Styles could be action, drama and comedy.
(PAUSE)
Symbols are also elements of a story. An example of a symbol would be an object that represents something of great importance. An example of a symbol would be in Cinderella with her glass slipper. The slipper guided the prince to find his love.
(PAUSE)
While we are reading the description of the movie, try and write down the elements we have just discussed.
(PAUSE)
DISCRIPTION OF THE MOVIE
The Goofy Movie is about a teenager named Max who is embarrassed by his father. Max is going through a stage in his life where he wants to be the cool kid at school. He wants to be independent and tries to detach himself from his father who he thinks is a goof. Max starts to act out in school and his father feels that he needs to spend one on one time with his son. He decides to take Max on a road trip during the summer against Max’s will. During the whole trip, Max was miserable and would avoid any conversation with his father. While on the road, they stop to fish and set up camp. While camping out in the woods, Max and his father run into their neighbors PJ and his father Pete. Max sees that PJ and Pete are camping out in a RV while him and his father are in a lousy car. Max is jealous of PJ’s father and decides to change the route of the map that they were following. He changes it so that they go to Los Angeles where a superstar is performing on live television. When Pete overhears Max and PJ talking he tells Goofy about Max’s plans to change the map. Goofy gets mad for the rest of the trip until they get into a car accident and come together to fix the situation. They drive to Los Angeles and end up on stage with the rock star that Max wanted to see. Max and Goofy get to be on T.V. and all his friends seem him and he finally thinks he is cool. He gets to impress the girl he likes at school and him and his father get along. He appreciates his father’s love and isn’t embarrassed of him anymore.
(PAUSE)
ELEMENTS OF THE STORY
The plot of this story is revealed to the viewers when the main characters start their adventure on the road. It slowly begins to unfold as they travel and Max tries to change his father’s original plans. The main characters are Goofy and Max and some of the other characters are PJ and Pete. PJ and Pete weren’t main characters, but they had important roles in the storyline. This story takes place on the road and at campsites. Max and his father are going from place to place and there are various settings. The theme of the story is a teenage boy who is embarrassed of his father begins to accept his father and learns that his father cares about him very much. A symbol of this story would be the map. The map is a symbol of the relationship between Max and his father. The map has been passed down from generation to generation in Max’s family.
(PAUSE)
CONCLUSION
We hope that you enjoyed our lesson about elements in a story. We hoped that you learned how to write a decent story. Our next podcast will be testing you to see how much you have learned during this podcast. This is Kelly and This is Justin hoping you will join us for our next podcast!

Podcast Evaluation

Please list to 3 podcasts from the list or of your own choice and complete the following information for each of the podcasts. Submit your completed work to the instructor via Moodle.

Name(s) of the host: youtube.com
Title of the Podcast: FOX News 2009
Title of the Episode: US Crash
Time length: 3:58
Target audience (age, any special interest, etc.): Our whole country
Purpose of the podcast: to talk to people about the nation’s economy
Summary of the podcast: the podcast slanders Al Gore and our nation
Use of the background music: there is no background music
Appropriate Use of the language (age, master of language): The reporter uses slanderous, but professional language
Speed of the narrative: the narrative is slow and makes sure that the viewer gets the full impact
Things you like about this podcast: It gives an enormous amount of information on how republicans look at our economy
Things that could be improved: The podcast could be much less biased


Name(s) of the host: Youtube.com
Title of the Podcast: Celebtv
Title of the Episode: Charles Barkley is Going to Jail
Time length: 1:17
Target audience (age, any special interest, etc.): Sports fans
Purpose of the podcast: To entertain people who want to know about the lives of famous people
Summary of the podcast: Basketball legend Charles Barkley goes to jail after receiving a DUI
Use of the background music: The Background music makes the story seem less serious
Appropriate Use of the language (age, master of language): The reporter used very professional language
Speed of the narrative: The narrative was quick and went straight to the point
Things you like about this podcast: The information in the podcast is useful
Things that could be improved: The podcast could talk a little more about why Charles Barkley was arrested
Podcast Evaluation

Please list to 3 podcasts from the list or of your own choice and complete the following information for each of the podcasts. Submit your completed work to the instructor via Moodle.

Name(s) of the host: youtube.com
Title of the Podcast: Leaked Rihanna Photo
Title of the Episode:Bruised and Battered After Alleged Chris Brown AttackTime length: 1:28
Target audience (age, any special interest, etc.): People who are supporters of Rihanna in her time of need
Purpose of the podcast: To inform young hiphop fans about their favorite artists
Summary of the podcast: a famous male singer beats another female singer
Use of the background music: The music makes the watcher feel how serious the situation is
Appropriate Use of the language (age, master of language):
Speed of the narrative: The narrorator speaks slowly to make sure people understand her
Things you like about this podcast: It gives good information about what happened to this young artist
Things that could be improved: The podcast could’ve been longer and had more information