Assignments, Evaluations and Lessons

This is a sample of my collection of work from my pre-internship!

 

ELA 9
Survival Unit Major Project
March 31st, 2014

Your task for this assignment is to research and report on a survivor. Remember that there are many different struggles that people survive and many different ways they survive those struggles. Reflect on the different situations of survival that we have discussed throughout the unit, both man-made and natural.
Once you have chosen a survivor, research their survival tale. You will want to find out who they are, where they are from and other basic background information. You will also need to research what they survived and how they survived. Your choice of survivor is important so please choose carefully and find a survivor tale that is meaningful or interesting to you.
Individual research
The focus questions for research are
• Who is the survivor?
• What makes a person a survivor?
• What did they survive?
• What coping tactics (strategies) does/did this survivor use?
• What aspects of the survivor’s personality (traits) helped him/her to cope?

Once you have gathered all your necessary information, you will present this information by:
A) Creating a poster which includes all the necessary information listed above
B) Creating a fake Facebook profile template featuring the survivor and the information above
C) Creating a pamphlet which includes all the information above and why your survivor is the greatest survivor.

*Please cite your resources that you use to research your survivor.

Evaluation:
Information /17
Creativity /3
The Survivor Brochure

The brochure is not an in depth study of a topic but it should give enough information to grab and keep the readers interest from start to finish. Choose 2 to 3 key points about the survivor to describe. If there are other important elements, consider listing them in a simple bullet list or chart somewhere in your brochure. In addition to what your brochure says, you must decide the best format to present your information. Different formats work best for brochures with lots of text, lots of pictures, small blocks of text, lists, charts, or maps. You’ll need to find the format that works best for your survivor story.

Be sure to include:
• Use MS Word in Landscape mode, to change to Landscape –> File / Page Setup / Paper Size / Landscape
• Sub titles to break the information into short quick-read sections
• Bullets to highlight important points
• One Textbox containing important information, such as web sites to learn more.
• Graphics

 

BROCHURE EVALUATION
Application – Use of Word features /10
Thinking & Inquiry – Correct format and orientation of brochure /5
Communication – Grammar, Punctuation, Spelling and Content /5
________________________________________

 

Brainstorm and list ideas.

This general format will need to be modified for each survivor’s story according to
• the survival ‘problem’ or situation
Survivors of the Titanic
Survivors of the Holocaust (Anne Frank)
Survivors of the War
Survivors featured in any of the stories we read this unit
Local Survivors
Survivors featured in film:
127 Hours- Aron Ralston
Captain Phillips

 

Sample lesson plan:

Day Two:
Surviving and Conquering Unit
Tuesday March 18th, 2014

Hand out Journals- Names on them
Hand out Name Tents
Today we are continuing to learn about natural disasters that we have to survive.
Journal Writing Prompt
Journals: The students must write prompt responses in them every class hour for an exceptional (5 Points), satisfactory (3 Points), or unsatisfactory (No Points). Journals will be collected on Fridays and returned graded on Mondays. – 20% of unit grade
KTLA St. Patrick’s Day Earthquake- Major 4.4 Magnitude Earthquake in L.A.

What scary situation/ natural or man-made have you survived? What was it? Why was it scary? What did you do to survive? If not do you know anyone who has survived a scary situation?
Snow storms, flooding, hail storms, thunder storms, extreme heat, extreme cold, power outage, getting lost/stranded

Watch the Man vs Wild clip
Watch once
Watch again and this time tell students to look for obstacles they have to overcome and survive
Who survives?
What all do they survive? Evidence
How do they survive and conquer? Evidence

Lost at Sea-Scenario Situations
Explain the task to students-
Read story aloud to students (Have copies?)( Put on board?)
Explain unknown terms
Hand out ranking sheet to each student
Allow students ten minutes to complete ranking and then put them in their groups to discuss their ranks
Have each group discuss and come up with a group ranking
Have groups share their rankings with the class
Read the U.S. Navy Rankings
Ask students how they did.
Remind students to bring markers/crayons if want for tomorrows class
Outcomes and Indicators:
Outcome: CR9.1b
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).

a. View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension and demonstrate response by:
understanding the ideas:Effectively summarize and explain the ideas in texts; cite details that support the main ideas; make logical inferences; interpret obvious themes or author’s message logically.

Assessment: Formative assessment to check for general understanding of survival and pre-requisite knowledge

The rankings will not be marked

 

Extra Time: Survival Posters

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Week 3: Evaluations and Emotions

Well the end is finally here! On friday my partner and I boxed up our teacher things and took one last look at what had become our classroom home for the past couple of weeks. It was a sad moment saying good-bye to our co-op teacher who had become like a teacher mom to us. While we were elated to have made it to the end and have all the stress conclude, we were also sad to leave. We were so fortunate to have the co-op teacher we had as she was awesome! She taught my partner and I so much in so little time, not only in what she told us explicitly, but also in what she demonstrated on a daily basis. I had grown so accustomed to our pre-intern table and our daily routine, that I had almost forgot how to go to class today at university. I miss my students and my classroom, and while I know I can’t really claim these as mine after only three weeks, I still feel like they are somewhat mine. This experience has been such a positive reaffirmation of my desire to be a teacher. Sometimes things were difficult, and sometimes lessons went really wrong, but at the end of the day you have to roll with the punches and focus on the positives.

I love creating engaging and fun lessons plans and thinking outside the box. I think my teaching style is a little different than most, but I think that’s alright because every teacher teaches in a such a diverse way. I think this enthusiasm for teaching and the connections with my students are what makes me so excited to have a career as a teacher!

This last week of my pre-internship was all about evaluations and emotions. Because this was the wrap up week, both my partner and I had lots of projects wrapping up. With projects comes evaluations. In my period three grade nine class I had my students complete their major project which was spotlighting a survival story. Their task was to find and research a survivor story that they found interesting and then share that story in one of three ways: a Facebook profile of the survivor, a brochure spotlighting the survivor story, or a poster which displays the survivor in a creative way.

I found that these options provided all learners with a different platform to demonstrate their knowledge and skills. I also provided each student with a detailed assignment sheet which included the evaluation criteria as well as all the elements which were to be included. As a class we look through some exemplars of each type of assignment in order for the students to have a more detailed look at what was expected for the assignment. I have learned the importance of providing my students with student work and exemplars of projects, so I made sure to go through these in detail with my class. I think in the long run it truly did benefit my students as the majority of the final projects were exceptional.

In order to evaluate these marks I used different criteria for each of the three types of projects. I provided the students with my evaluation criteria prior to them completing their projects, which I think is so important for teachers to do. Otherwise, how can teachers expect students to fulfill criteria that is invisible to them? Without a guide, students are lost and frustrated when their projects don’t meet the teacher’s expectations. There were a lot of projects to mark and at first this seems very daunting. “How long is this going to take?” I wondered. I found that some of the assignments were easier to mark than others. And while I relied as much as I could on my criteria, sometimes I had to re-evaluate the project and reassess the mark. Sometimes I felt I was marking too easy, and sometimes I found I was marking too hard. And I know that this is why using criteria and rubrics is so important, but what do you do when there is controversy with the rubric? When you feel the rubric is doing the project justice. Some students failed the project and this broke my heart. I felt I had given my students all the necessary directions and supports, as well as class time to complete the project with the criteria expected and communicated. Nonetheless, two students failed to fulfill the criteria and went a completely different direction. Because It was the last day of my pre-internship, I had to leave the marks with my co-op teacher. However, if the situation had been different I would have liked to give these students a second chance to re-do the project.

In our team teaching class my partner and I had to evaluate our students’ Etymology Posters. These were a much more positive evaluating experience because we got to do it together. We went through each project and evaluated it using the rubric together. For the most part we agreed on marks, and a few we had to hash out to come to an agreement on the mark. Creativity was one of the criteria for this project, so it was a little more difficult to evaluate. I really enjoyed evaluating with a partner, and wish this collaborative assessment and evaluation could be a constant. It was a much more productive and positive process I found, not to mention an amazing opportunity to connect and learn from other educators in the area of assessment and evaluation.

 

The end of my pre-internship and my final good-bye were an emotional chapter, and I’m so thankful to have experienced it all.

Thank you so much for reading my posts and following my internship journey! It has been an amazing journey and I’m happy to say that it is not the end, but just the beginning.

Please stay tuned for a showcase of my pre-internship lesson plans and evaluation guides!

Until next time,

Miss G

 

Second Week of Internship: Success and Struggle

I have completed week two and I’m feeling excited and exhausted. It is crazy to think how much you can connect and get to know your students. It’s going to be hard leaving the classroom after three weeks. Although I have not learned a lot about each individual learner’s needs and abilities within my short time at the school, I have made substantial progress. As I mentioned before my class does not require any major adaptations, although I do have some minor adaptations that I incorporate into my daily lessons. For example, one of my students struggles with organization, so I have been consistently focusing on keeping our assignment and lessons organized and clear as possible. One way that I have done this is through the use of classroom duotangs. I have been using these to hold all of the student work throughout our survival unit. As well, dating these notes and handouts has also helped to keep the students on track. Another more informal adaptation that I have made through this class is with communication. Because some of my students are EAL students I have ensured that my communication is audible and clear. I also make sure to repeat instructions and sometimes re-phrase a task to ensure that all of my students understand. I have also found vital providing my students with written or visual instructions in addition to verbal instructions.

I have tried many different forms of assessment throughout my first two weeks, and some have worked better than others. I have found that incorporating routine forms of assessment is a very efficient way of ensuring consistency. I have found that one of my favourite ways of assessment is just simply asking questions. I never imagined I would rely so heavily on this form of assessment but I find with my classroom that questioning works wonders and keeps them all engaged and thinking critically. We have also been completing daily journal prompts which help me assess their knowledge of the survival unit, as well as their writing skills and abilities. Exit slips have also been helpful to reflect on my lessons and my teaching abilities. Sometimes the exit slips do not produce the information I’m looking for, but then I try to reflect on the questions and re-assess whether I was asking the wrong question or I need to re-teach a certain concept.

In terms of evaluation we have already completed one section for this unit which was our Survival Role Plays which the students loved and did exceedingly well with. For the most part I have a very performance loving class, so this worked out wonderfully. I’m still finding it challenging to mark my students as sometimes I’m feeling guilty for marking too low, or marking too high. Sometimes I feel emotions can get in the way. I have learned so much from my Co-op teacher and from other teachers on staff as well which has been wonderful. I have even been fortunate to steal some rubrics which is like Christmas morning for me. I think one of the major things I have discovered through this internship is the vital need to provide specifics when it comes to assignments, as well as having the most detailed and efficient rubric. Having an effective rubric not only helps me as a teacher to mark objectively and accurately, but it also helps my students understand what is expected and how to succeed.

One question I have going forward is how to provide samples of assignments to students when it is the first time we are trying these assignments as new teachers. Sometimes it can be very time-consuming to create a sample myself so I was wondering if there was an alternative option or if this is just something that needs time dedicated to.

I’m looking forward to wrapping up my last of my pre-internship but I’m also sad that it is coming to an end. I’ve really enjoyed my time as a “teacher” thus far and I know for certain that I will miss my co-op teacher as well as my grade 9’s.

 

Until next time,

Ms. G