Kayla Davis - Lesson One "Pollution"
Combination Notes
Compare and Contrast Chart Graphic Organizer
Compare and Contrast Chart Graphic Organizer
Compare and Contrast Graphic Organizer
compcon_chart.pdf | |
File Size: | 66 kb |
File Type: |
Combination Notes
combinationnotes.pdf | |
File Size: | 27 kb |
File Type: |
Why did I select these specific strategies to utilize in the lesson?
I chose to use these two strategies within this lesson because their intended purposes fit in meeting the objectives of the lesson well. For example, both of these strategies help students process the information that is being introduced.
With combination notes, and in this lesson, students are presented with a large amount of information. In this lesson, students were reading about land and water pollution. This strategy helps students identify and understand the most important aspects of what they are learning. In this lesson, that is distinguishing important facts about land and water pollution.
The Compare and Contrast Chart graphic organizer is an effective strategy to use in this lesson because it involves identifying similarities and differences between two contrasting, but comparable, content topics (water and land pollution).
Both of these strategies help students to be successful in the formal summative assessments. At the end of the lesson, students are creating both a poster and a book with the information that was learned throughout this lesson. The combination notes and graphic organizer serve as an instructional tool to help students process the information and then present this information for their final assessments.
The placement of each of these strategies within the lesson is also intentional and appropriate. For example, the combination notes are used when students are first being introduced to the topic. This is where the girth of the information is presented. Similarly, the compare and contrast chart occurs after students have attained the knowledge needed to identify similarities and differences.
The benefits of these strategies over another.
Out of the strategies I contributed, these two best fit this lesson for a different purpose:
o The combination notes are best for when students are presented with a large amount of information. This strategy helps students
identify and understand the most important aspects of what they are learning. In this lesson, it was important for students to pull out
the most important facts from the reading and discussion that would best contribute to their success in achieving the objective.
o The Compare and Contrast Chart graphic organizer is best used when learning about two contrasting, but comparable, content
topics. In this lesson, this was land and water pollution.
Possible cons or barriers that I may encounter from utilization of these strategies.
While both of these strategies help students process and understand information, there are also possible barriers that could be encountered through the implementation of these strategies:
o Some students may feel overwhelmed with taking notes through the combination notes strategy. It is true that these are implemented
to adhere to the greatest number of student needs, however a more simple note-taking strategy may benefit some students. If this
strategy is not successful, students may choose to take notes using sticky notes, informal note-taking methods, or other ways that
work for them.
o While the Compare and Contrast Chart graphic organizer is intended to help students organize information and get a better, deeper
understanding of water and land pollution, students may struggle to link the two topics. If this occurs, students may collaborate with
other peers to discuss similarities and differences. In addition, the whole group will discuss this before moving on to the summative
assessments.
I chose to use these two strategies within this lesson because their intended purposes fit in meeting the objectives of the lesson well. For example, both of these strategies help students process the information that is being introduced.
With combination notes, and in this lesson, students are presented with a large amount of information. In this lesson, students were reading about land and water pollution. This strategy helps students identify and understand the most important aspects of what they are learning. In this lesson, that is distinguishing important facts about land and water pollution.
The Compare and Contrast Chart graphic organizer is an effective strategy to use in this lesson because it involves identifying similarities and differences between two contrasting, but comparable, content topics (water and land pollution).
Both of these strategies help students to be successful in the formal summative assessments. At the end of the lesson, students are creating both a poster and a book with the information that was learned throughout this lesson. The combination notes and graphic organizer serve as an instructional tool to help students process the information and then present this information for their final assessments.
The placement of each of these strategies within the lesson is also intentional and appropriate. For example, the combination notes are used when students are first being introduced to the topic. This is where the girth of the information is presented. Similarly, the compare and contrast chart occurs after students have attained the knowledge needed to identify similarities and differences.
The benefits of these strategies over another.
Out of the strategies I contributed, these two best fit this lesson for a different purpose:
o The combination notes are best for when students are presented with a large amount of information. This strategy helps students
identify and understand the most important aspects of what they are learning. In this lesson, it was important for students to pull out
the most important facts from the reading and discussion that would best contribute to their success in achieving the objective.
o The Compare and Contrast Chart graphic organizer is best used when learning about two contrasting, but comparable, content
topics. In this lesson, this was land and water pollution.
Possible cons or barriers that I may encounter from utilization of these strategies.
While both of these strategies help students process and understand information, there are also possible barriers that could be encountered through the implementation of these strategies:
o Some students may feel overwhelmed with taking notes through the combination notes strategy. It is true that these are implemented
to adhere to the greatest number of student needs, however a more simple note-taking strategy may benefit some students. If this
strategy is not successful, students may choose to take notes using sticky notes, informal note-taking methods, or other ways that
work for them.
o While the Compare and Contrast Chart graphic organizer is intended to help students organize information and get a better, deeper
understanding of water and land pollution, students may struggle to link the two topics. If this occurs, students may collaborate with
other peers to discuss similarities and differences. In addition, the whole group will discuss this before moving on to the summative
assessments.
Kayla Davis - Lesson Two "Making Maps"
Picture Walk
Additional Materials
lesson2ppt.pdf | |
File Size: | 777 kb |
File Type: |
Why did I select these specific strategies to utilize in the lesson?
I chose to use this strategy within this lesson because, since students will be creating maps of their own, it is important for them to become familiar with the parts of a map. A picture walk familiarizes students with the components of the book so that they can focus on the meaning and information presented within the text. The pictures are used as a guide for student learning.
By taking the time to allow students to take a picture walk of the book before reading it as a class, students will be able to better synthesize the information because they have already seen the images within the book. In this lesson in particular, this is crucial because much of what is involved in understanding maps, is understanding what keys, legends, a compass rose, and other components of a map look like. This is better seen on a smaller scale so students can linger on each picture. Additionally, the more exposure to maps and the components of a map, the better for student application in their final summative assessment.
This strategy helps students to be successful in the formal summative assessment by offering repeated exposure to maps and the components of a map. At the end of the lesson, students are constructing a map of the local community using symbols, labels, ad legends. If students are unsure of what each of these mean through lack of exposure, the summative assessment will be unsuccessful. By taking a picture walk, students become familiar and comfortable with the information.
The placement of this strategy within the lesson is also intentional and appropriate. By introducing and modeling this strategy in the very beginning of the lesson, students can use this learned skill to help them through the rest of the lesson. If confused at any point, students can sit down and take a picture walk with another classmate to remind themselves of the purpose of maps, the components, and what each aspect looks like.
The benefits of these strategies over another.
Out of the strategies I contributed, this one best fits this lesson because:
o A picture walk can only work if a text is either given or chosen. By designating a certain text all about maps, the teacher knows the
information that students are receiving and can build upon it to support students' knowledge and comprehension so that they can
apply it in the assessment. A picture walk gives the students a sense of independence and responsibility to explore the text and
communicate thoughts with other classmates.
Possible cons or barriers that I may encounter from utilization of these strategies.
While this strategy helps students process and understand information, there are also possible barriers that could be encountered through the implementation of this strategy:
o To be successful, I think that this strategy must be practiced multiple times before implementing it into a lesson and expect definite
learning to take place. Ideally, before this lesson took place, the students would already be familiar with picture walks and the
teacher would just remind the students of the steps. The con in this lies in the preparation for the activity. As in this lesson, students
would already be familiar with this strategy. If students are unfamiliar with it, it may be wise to choose another strategy (as to not
take up valuable class time). This could be solved with a teacher led picture walk.
o When implementing this strategy, the teacher may notice students off-task. If this is the case, a good solution may be to remind the
students of the purpose of a picture walk and lead a picture walk as a class. Have each student lead a different part of the picture
walk using the posted picture walk questions as guide.
I chose to use this strategy within this lesson because, since students will be creating maps of their own, it is important for them to become familiar with the parts of a map. A picture walk familiarizes students with the components of the book so that they can focus on the meaning and information presented within the text. The pictures are used as a guide for student learning.
By taking the time to allow students to take a picture walk of the book before reading it as a class, students will be able to better synthesize the information because they have already seen the images within the book. In this lesson in particular, this is crucial because much of what is involved in understanding maps, is understanding what keys, legends, a compass rose, and other components of a map look like. This is better seen on a smaller scale so students can linger on each picture. Additionally, the more exposure to maps and the components of a map, the better for student application in their final summative assessment.
This strategy helps students to be successful in the formal summative assessment by offering repeated exposure to maps and the components of a map. At the end of the lesson, students are constructing a map of the local community using symbols, labels, ad legends. If students are unsure of what each of these mean through lack of exposure, the summative assessment will be unsuccessful. By taking a picture walk, students become familiar and comfortable with the information.
The placement of this strategy within the lesson is also intentional and appropriate. By introducing and modeling this strategy in the very beginning of the lesson, students can use this learned skill to help them through the rest of the lesson. If confused at any point, students can sit down and take a picture walk with another classmate to remind themselves of the purpose of maps, the components, and what each aspect looks like.
The benefits of these strategies over another.
Out of the strategies I contributed, this one best fits this lesson because:
o A picture walk can only work if a text is either given or chosen. By designating a certain text all about maps, the teacher knows the
information that students are receiving and can build upon it to support students' knowledge and comprehension so that they can
apply it in the assessment. A picture walk gives the students a sense of independence and responsibility to explore the text and
communicate thoughts with other classmates.
Possible cons or barriers that I may encounter from utilization of these strategies.
While this strategy helps students process and understand information, there are also possible barriers that could be encountered through the implementation of this strategy:
o To be successful, I think that this strategy must be practiced multiple times before implementing it into a lesson and expect definite
learning to take place. Ideally, before this lesson took place, the students would already be familiar with picture walks and the
teacher would just remind the students of the steps. The con in this lies in the preparation for the activity. As in this lesson, students
would already be familiar with this strategy. If students are unfamiliar with it, it may be wise to choose another strategy (as to not
take up valuable class time). This could be solved with a teacher led picture walk.
o When implementing this strategy, the teacher may notice students off-task. If this is the case, a good solution may be to remind the
students of the purpose of a picture walk and lead a picture walk as a class. Have each student lead a different part of the picture
walk using the posted picture walk questions as guide.
Kayla Davis - Lesson Three "Growth and Conflict in the United States"
Sketch-to-Stretch
Vocabulary 'Round the Room
Vocabulary 'Round the Room
Vocabulary Chart for Vocabulary 'Round the Room
vocab-chart.pdf | |
File Size: | 32 kb |
File Type: |
Additional Materials
pollutionwkst.pdf | |
File Size: | 254 kb |
File Type: |
Why did I select these specific strategies to utilize in the lesson?
I chose to use these two strategies within this lesson because their intended purposes fit in meeting the objectives of the lesson well. For example, both of these strategies help students process the information and review the material at a deeper level.
The Sketch-to-Stretch strategy was specifically chosen for this lesson so that students could make meaning from the reading about westward expansion. This activity would help students connect to an event that happened so long ago in history. Many students often feel a disconnect between themselves and events from history, so this activity would help them relate to it better in order to understand what caused Manifest Destiny and the effects that pursued.
At the end of the lesson, students participate in the strategy Vocabulary 'Round the Room. This would be an effective strategy to implement in this lesson, and for this unit, so that students can practice and review the vocabulary in order to fully understand and achieve the objectives.
Both of these strategies help students to be successful in the formal summative assessments and at the end of the unit. Students are creating two foldables that address both of the lesson objectives. Both of the strategies chosen for this lesson help students to understand the concepts of the chapter in more detail and depth. Sketch-to-Stretch and Vocabulary 'Round the Room serve as an instructional tool to help students process the information, reinforce concepts, and understand the content for their final assessments.
The placement of each of these strategies within the lesson is also intentional and appropriate. For example, theSketch-to-Stretch activity is used in a center after the expert from the textbook is read and acted out as a class. Similarly, Vocabulary 'Round the Room, a practicing instructional strategy, occurs once the students have already been introduced to the vocabulary words and have had the opportunity to become familiar with each. This activity is placed at the end of the lesson as a practice for the students.
The benefits of these strategies over another.
Out of the strategies I contributed, these two best fit this lesson for a different purpose:
o Sketch-to-Stretch is best used for making meaning out of reading excerpts. Because many students find it difficult to connect to
historical events, this allows them to apply what happened to our country in the past, to their lives now. It creates a personal
connection and meaning which helps in fully understanding the concepts.
o Vocabulary 'Round the Room is implemented during vocabulary review and practice. This occurs at the end of the lesson for just these
purposes. This strategy was intentional placed in this lesson so that students would get repeated exposure to the vocabulary that
guides the unit and is necessary for being successful on the summative assessments.
Possible cons or barriers that I may encounter from utilization of these strategies.
While both of these strategies help students process, understand, and make meaning of information, there are also possible barriers that could be encountered through the implementation of these strategies:
o Some students may feel 'stuck' when participating in the Sketch-to-Stretch. It may be difficult for some students to make meaning out
of the information in the excerpt of reading. If this were to happen, the student could work with a partner on a sketch. Allow for
collaboration to take place to enhance understanding of lesson content -- this is the goal!
o Vocabulary 'Round the Room requires a certain physical classroom arrangement. If the desks are not able to move, or if there is no
room to easily move around the classroom, this strategy may not be as effective. If this is the case, the teacher may be able to adapt
the classroom to complete the strategy. The students must be able to easily understand where they are to rotate when they hear
music.
I chose to use these two strategies within this lesson because their intended purposes fit in meeting the objectives of the lesson well. For example, both of these strategies help students process the information and review the material at a deeper level.
The Sketch-to-Stretch strategy was specifically chosen for this lesson so that students could make meaning from the reading about westward expansion. This activity would help students connect to an event that happened so long ago in history. Many students often feel a disconnect between themselves and events from history, so this activity would help them relate to it better in order to understand what caused Manifest Destiny and the effects that pursued.
At the end of the lesson, students participate in the strategy Vocabulary 'Round the Room. This would be an effective strategy to implement in this lesson, and for this unit, so that students can practice and review the vocabulary in order to fully understand and achieve the objectives.
Both of these strategies help students to be successful in the formal summative assessments and at the end of the unit. Students are creating two foldables that address both of the lesson objectives. Both of the strategies chosen for this lesson help students to understand the concepts of the chapter in more detail and depth. Sketch-to-Stretch and Vocabulary 'Round the Room serve as an instructional tool to help students process the information, reinforce concepts, and understand the content for their final assessments.
The placement of each of these strategies within the lesson is also intentional and appropriate. For example, theSketch-to-Stretch activity is used in a center after the expert from the textbook is read and acted out as a class. Similarly, Vocabulary 'Round the Room, a practicing instructional strategy, occurs once the students have already been introduced to the vocabulary words and have had the opportunity to become familiar with each. This activity is placed at the end of the lesson as a practice for the students.
The benefits of these strategies over another.
Out of the strategies I contributed, these two best fit this lesson for a different purpose:
o Sketch-to-Stretch is best used for making meaning out of reading excerpts. Because many students find it difficult to connect to
historical events, this allows them to apply what happened to our country in the past, to their lives now. It creates a personal
connection and meaning which helps in fully understanding the concepts.
o Vocabulary 'Round the Room is implemented during vocabulary review and practice. This occurs at the end of the lesson for just these
purposes. This strategy was intentional placed in this lesson so that students would get repeated exposure to the vocabulary that
guides the unit and is necessary for being successful on the summative assessments.
Possible cons or barriers that I may encounter from utilization of these strategies.
While both of these strategies help students process, understand, and make meaning of information, there are also possible barriers that could be encountered through the implementation of these strategies:
o Some students may feel 'stuck' when participating in the Sketch-to-Stretch. It may be difficult for some students to make meaning out
of the information in the excerpt of reading. If this were to happen, the student could work with a partner on a sketch. Allow for
collaboration to take place to enhance understanding of lesson content -- this is the goal!
o Vocabulary 'Round the Room requires a certain physical classroom arrangement. If the desks are not able to move, or if there is no
room to easily move around the classroom, this strategy may not be as effective. If this is the case, the teacher may be able to adapt
the classroom to complete the strategy. The students must be able to easily understand where they are to rotate when they hear
music.