Course Reflection

I will admit that I didn’t think this would be a worthwhile course. “Reading? What are they going to teach us about reading? “.  That didn’t last long. This course has been one of the most valuable course I’ve taken.  It was intensive, but as long as I stayed on top of things, it went well. I have been exposed to a plethora of useful material, both from Dr. Trathen’s lists and those of the other students. I have learned that vocabulary instruction belongs in every single content class, not just English. I have learned ways in which to bring that intruction into math and science (which I didn’t think would work well – you have shown me the error of my thinking! Who would have thought poetry would transfer over to math?).  I will definitely continue looking for new resources, now that I know how and where to find them. I’m not sure if I will continue with this blog, would anyone read it!?!?  But, I am pretty sure I will create one once I get my own class. I like the idea of blogging, it’s fun. I would love to continue reading about other material and resources that the rest of you find.

Dr. Trathen, thanks for that note about using our blogs as artifacts for our portfolio – I hadn’t thought about that before. Will we still have access to all of this after our class ends? There’s so much information gathered into this class weblog that I hate to lose it all.

My new favorite websites are: learnnc.org, nytimes.org, and pbs.org  AND the entire Content Area Links page that Dr. Trathen posted.

Lesson Plan #2: A Climate Conundrum

A Climate Conundrum

Source: http://www.pbs.org/kqed/oceanadventures/educators/amazon/climateconundrum.html

NCSCOS: Grade 8 / Science

Goal 1: The learner will understand and conduct investigations to demonstrate an understanding of scientific inquiry.

Obj 1.05: Analyze evidence to:

• Explain observations
• Make inferences and predictions
• Develop the relationship between evidence and explanation

Obj 1.09: Use technologies and information systems to:

• Research
• Gather and analyze data
• Visualize data
• Disseminate findings to others

I think this lesson capture the student’s attention as it focuses on something they probably haven’t studied before except when playing in their backyard streams, the turtle. The lesson plan presents a unique way of tying in scientific investigation and analyzing skills with a real-world problem, that of diminishing ocean turtle populations and climate change. I think it brings the problem of climate change down to their awareness level so they can see how it is affecting our turtle population. The students work together to come up with solutions to this problem.  The website also offers other web links for further research. I don’t think any modifications are necessary as the students are working in groups.

“Just keep swimming”

Lesson Plan #1: Discovering Elements Online

Discovering Elements Online

Source: http://www.learnnc.org/lp/pages/3677

NCSCOS: Grade 8 / Science

Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Obj 4.05: Identify substances based on characteristic physical properties:

• Density.
• Boiling/Melting points.
• Solubility.
• Chemical reactivity.
• Specific heat.

I would use this lesson as a supplemental lesson to learning about the periodic table. Students are assigned 2-3 elements to research. Students can be placed into groups dependent upon their academic needs.  This lesson allows the students to learn in-depth about their assigned elements. It is much easier to remember 2 or 3 elements than to try and memorize the periodic chart. As students finish their research, they add their information to a class database.  The database can be sorted and filtered to answer various questions such as: “Which elements with atomic weights of at least twenty-five are classified as metals and can also exist in the liquid state?”  This type of database allows the students to see how and why the elements are arranged. The individual research leads to an organized periodic table. The two chemical element sites linked  in this lesson plan are fun and easy to navigate. I think this is a unique way of learning about various elements and their relationships with each other.

Professional Development Initiative: Vocabulary Instruction

The authors opened their article by stating that most of the  vocabulary work was focused mainly in the elementary level. If it did exist at all in the middle school, English classes were the primary source for instruction. Well, yeah – that’s what English class is for – isn’t it? So I used to think; but since taking this class, I have realized that vocabulary should be a component of all content classes. The main focus of the article was on a professional development initiative to assist teachers with the implementation of effective vocabulary instruction. The article focused on the various tenets of vocabulary instruction such as rich representation of word meanings, how words work, and multiple texts usage. Various teachers who volunteered for this initiative and examples of their work were highlighted. The end result seemed to proved that the emphasis these teachers placed on the multimedia aspect of learning, the context richness, and active student participation made for the most effective method for instruction. I  enjoyed reading this article. It seemed to combine the other two articles we read and put everything together in one neat package. I liked reading the teacher examples of how they incorporated vocabulary instruction into their curriculum.    And, I finally saw how all this could work outside of a non-English class. Poetry in a geometry class?  Literature circles in an earth science class? Very cool, indeed! I liked Lucas Pasley’s DASER format and his comment about how this instruction really allowed him to explore a single word (5 a week). That seems so much better than memorizing and brain-dumping a weekly list  of 20 vocabulary words.

Questions:

1. How hard would it be to get a middle school to sign on and do something like this? Would you be able to get buy-in from everyone, even with funding and incentives provided?

2. How much extra time would it actually take to incoporate vocabulary instruction into other content areas? Would this be a factor in not wanting to do it?

3. After reading this article, why wouldn’t any teacher not want to get involved??

Websites:

I am impressed with the amount of info available on Lucas Pasley’s website. He is very thorough. His seniors English class has their own blog (although I couldn’t get the link to work). Donna Link’s homework page was pretty impressive too. I think she’s doing a great job incorporating writing into her art classes. I also checked out the twowritingteachers blog and website. Sounds like they know how to incorporate fun into English!

The Multigenre Paper

The heavy criticism of the traditional research paper format set the stage for Margaret Moulton’s article on the multigenre paper. Words such as unoriginal, apathetic, and dreaded were used to describe the traditional research paper. The multigenre paper involves creative and interpretative approaches in which students present their research through different writing genres, while still learning research and documentation skills. One example was given; instead of simply writing down a birth date and place of birth, a student may choose to create a birth announcement. The focus of this article was on an unstructured experiment with a group of pre-service teachers. The purpose of the experiment was to show what a multigenre research paper looked like and to determine if it is a feasible and useful alternative to the traditional research paper. The author’s review of the process was very well written. She noted the positive aspects of her experiment, as well as the negative. Examples of multigenre research papers were included in the article which helped in comprehending how a paper might look. A final student reflection revealed that the students enjoyed and were enthusiastic about the project because it allowed them to be more creative in their final presentation.  The students found that since it was more like personal writing, they spent more time and effort and were more focused on the paper. The students took pride in their ownership of the project and it was reflected in their output. The author noted that it was a valuable exercise in that the students were writing for life rather than school.                                                                                                                                                                                                                                                                                               When is the last time a student did any soul-searching while writing a traditional research paper??

Questions:

1. How do you grade a multigenre paper? Can you objectively grade creativity?

2. Will time be a limiting factor in an assignment like this? It seems like it will take longer to create a multigenre paper than it would a traditional regurgitated research paper. Do we pace the students? Teachers will have to take that into account when creating the lesson plan.

3.  Should students be given a choice as to whether they want to do a traditional research paper or a multigenre paper? Or, do we assign two papers over the course of the year, one of each? For those students who don’t see themselves as creative, do we “force” them to try a multigenre paper?

Websites:

I think the “Wanted” poster shows an interesting aspect of a multigenre paper. English teacher, Lucas Pasley, has a good example of a multigenre assignment on his website. He limited the choice of genres to three and also has a rubric for the students to follow; things that were missing in the article we read.

I Poems

I just love getting an invitation to something. Don’t you?                                                                                                                                                                                                                                                                                                                                                    Linda Kucan uses I poems in her article as a way of inviting students to express their own voices and while doing so, gain a deeper understanding of the literary elements such as character, setting, and plot conflict.  I poems are written in a first-person narrative, allowing the narrator to express thoughts and feelings from their own point-of-view (POV). The narrator can be a person, place, or an object that speaks directly to the reader.  I poems do not have a set format. ‘They can rhyme, but don’t have to. Ms. Kucan used two elementary school curriculum fiction novels, “Sarah, Plain and Tall” and “Out of the Dust” to show how I poems can be used as a way to enhance student’s comprehension and appreciation. These two novels were used as a modeling exercise for pre-service teachers to “teach prospective teachers as they would have them teach”.  Fourth graders composed I poems as reflection of a biography book that was read to them. In her closing, Ms. Kucan writes that students “begin noticing the impact of the carefully chosen and placed word.” For a child, even an adult, to think and even realize that their written word can make an impact on someone can be the beginning of a very powerful arsenal.

Questions:

1. Can I poems be used successfully in other content classes?  I think we would do ok in science, not sure about math – not a lot of imagination in math…

• The Zebra longwing butterfly I poem shows that I poems can be used successfully in science – that is just too cool!

2. Do I poems really work as a means of enhancing student comprehension levels? If the student creates it, instead of just copying down notes, does that make it “stick” better?

3. Can I poems be effectively used as a true means of content evaluation?

Websites:

I’ve already added Mr. Michael Taylor’s weblink “Seeing Science” poetry page to my favorites.  While I thought it would be easier to come up with poems for science than math, I didn’t realize how cool and creative it could be! The What am I “Hooverville” poem was quite effective – very well written by a student. And, I think these poems can indeed be used as a means of content evaluation (one of my questions above) The plants poetry link was another good one. So, elements of poetry can be incorporated into the science curriculum. What about math?

6/20: I just went over to Cher Wheeler’s weblog. Read her I poem “I Am a Teacher”.  Wonderful.

Instructional Strategy #4: During Reading / Charting Main Idea (Silent Spring)

Kathleen McKee-Braswell

Name of Strategy: Charting Main Idea and Important Detail / Two Column Notes with a Third Column

Source (Where did this come from?):

•  Salt Lake City School District

 Link to the Strategy:

• http://www.slc.k12.ut.us/staff/larmad/science/Pages/Reading%20Strategies/during_reading_strategies.htm
• http://www.slc.k12.ut.us/staff/larmad/science/Pages/Reading%20Strategies/Two_column_note.pdf

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

• The two column notes with a third column strategy provides a type of graphic organizer which gives students the opportunity to record key chapter information. Each student will be issued copies of this organizer to use as they read their chapters. 

Explain what part of the standard course of study is addressed by this activity:

NCSCOS Grade 8 – Science

Competency Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. 

Objectives:

1.08: Use oral and written language to:

• Communicate findings

1.10: Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

• Scientific text.
• Articles.
• Events in the popular press.

Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objectives:

3.07 : Describe how humans affect the quality of water.

3.08: Recognize that the good health of environments and organisms requires:

• Monitoring of the hydrosphere
• Water quality standards
• Maintaining safe water quality
• Stewardship

Competency Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Objectives:

 4.08: Identify evidence that some chemicals may contribute to human health conditions…

4.09: Describe factors that determine the effects a chemical has on a living organism…

4.10: Describe risks and benefits of chemicals…

Explain why you think this strategy will work. How does the strategy help your students learn?

• Although the book “Silent Spring” is not a science text book, it is non-fiction and does contain a lot of scientific information and data.  The use of this graphic organizer will enable students to record key information about their assigned chapters. Students will be required to record main idea/important points, interesting details and/or fascinating facts and the page this information can be found. These organizers will also serve as a guide to completing their oral presentation (Instructional Strategy #4).

Instructional Strategy #3: After Reading / Oral Presentation (Silent Spring)

Kathleen McKee-Braswell

Name of Strategy: 

•  Share with Others / Oral Presentation

Source (Where did this come from?):

• Salt Lake City School District

 Link to the Strategy:

• http://www.slc.k12.ut.us/staff/larmad/science/Pages/Reading%20Strategies/oral_presentation.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

• Due to the length of the book, different literature circles were assigned  chapters to read and discuss. In order for the class to gain an understanding of the entire book, each group is required to prepare oral presentations about the content of their assigned chapters. The oral presentation must include graphs, charts, or other visuals.  Students will read aloud portions of their chapter they found interesting.  They must also be ready to answer audience questions.  This strategy aids students in learning how to prepare for and deliver oral presentations. A rubric is provided on the website for the students to review.

Explain what part of the standard course of study is addressed by this activity:

NCSCOS Grade 8 – Science

Competency Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. 

Objectives:

 1.08: Use oral and written language to:

• Communicate findings.
• Defend conclusions of scientific investigations.
• Describe strengths and weaknesses of claims, arguments, and/or data

1.10: Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

• Scientific text.
• Articles.
• Events in the popular press.

Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objectives:

3.07 : Describe how humans affect the quality of water.

3.08: Recognize that the good health of environments and organisms requires:

• Monitoring of the hydrosphere
• Water quality standards
• Maintaining safe water quality
• Stewardship

Competency Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Objectives:

 4.08: Identify evidence that some chemicals may contribute to human health conditions…

4.09: Describe factors that determine the effects a chemical has on a living organism…

4.10: Describe risks and benefits of chemicals…

Explain why you think this strategy will work. How does the strategy help your students learn?

• The oral presentation strategy works because it gives students another opportunity to cement their content learning. As they present their chapters, they “teach” the chapters to the rest of the class, becoming chapter experts while working as a team to get that information across to their peers.

Instructional Strategy #2: During Reading / Literature Circles (Silent Spring)

Kathleen McKee-Braswell

Name of Strategy:

• Literature Circles

Source (Where did this come from?):

• All America Reads

 Link to the Strategy:

• http://www.allamericareads.org/lessonplan/wyw/during/litcircles.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

• Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to readings. Students will be placed in small, collaborative, discussion groups to read, review, and critically analyze Rachel Carson’s book, Silent Spring.  Because of the length of the book, each group will be assigned different chapters to read. The majority of the reading will be done as homework, but class time may be given.  Students will volunteer for group roles such as Vocabulary Enricher, Connector, Summarizer, as well as other roles. Role sheets will be provided for each. I will also have a master Discussion sheet available for the groups to use. These literary roles will help the students learn how to discuss and contribute ideas within a group setting providing a student-centered learning environment.

Explain what part of the standard course of study is addressed by this activity:

NCSCOS Grade 8 – Science

Competency Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. 

Objectives:

 1.08: Use oral and written language to:

• Communicate findings.

1.10: Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

• Scientific text.
• Articles.
• Events in the popular press.

Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objectives:

3.07 : Describe how huymans affect the quality of water.

3.08: Recognize that the good health of environments and organisms requires:

• Monitoring of the hydrosphere
• Water quality standards
• Maintaining safe water quality
• Stewardship

Competency Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Objectives:

 4.08: Identify evidence that some chemicals may contribute to human health conditions…

4.09: Describe factors that determine the effects a chemical has on a living organism…

4.10: Describe risks and benefits of chemicals…

Explain why you think this strategy will work. How does the strategy help your students learn?

• This strategy will work because it breaks down a non-fiction book into smaller, digestible pieces. Each literature circle group/chapter assignment  will be selected based on the reading/comprehension level of students. The groups will become peer teachers.  When students are able to take control of their learning, as in literature circles, they tend to produce a higher quality piece of work. Science text books have lots of data and information which can be hard to comprehend. Literature circles would also work in breaking down those text book chapters.

Instructional Strategy #1: Before Reading / Read Aloud (Silent Spring)

Name of Strategy:

•  Read Aloud

Source (Where did this come from?):

•  Salt Lake City School District

 Link to the Strategy:

• http://www.slc.k12.ut.us/staff/larmad/science/Pages/Reading%20Strategies/read-aloud.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

• A read aloud can be thought of as an “invitation to learn”.  By listening to someone else thinking aloud and modeling as they read, students can obtain background knowledge and be exposed to content vocabulary. This strategy also provides opportunities for students to practice their oral language by engaging in conversations, learn how to ask questions, get clarification, and solidify content knowledge. 

Explain what part of the standard course of study is addressed by this activity:

NCSCOS Grade 8 – Science

Competency Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. 

Objective:

1.10: Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

• Scientific text.
• Articles.
• Events in the popular press.

Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objectives:

3.07 : Describe how humans affect the quality of water.

3.08: Recognize that the good health of environments and organisms requires:

• Monitoring of the hydrosphere
• Water quality standards
• Maintaining safe water quality
• Stewardship

Competency Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Objectives:

 4.08: Identify evidence that some chemicals may contribute to human health conditions…

4.09: Describe factors that determine the effects a chemical has on a living organism…

4.10: Describe risks and benefits of chemicals…

Explain why you think this strategy will work. How does the strategy help your students learn?

• I think a read aloud is the perfect before-reading strategy to use with “Silent Spring”. Most students have not been exposed to a non-fiction book that isn’t a textbook. The read aloud provides a good introduction to the ideas presented in the book. It also gives the students a chance to think and talk about (analyze and evaluate) what section of the book interests them most and may be the basis for their group work (Instructional Strategy #2). I believe (hope) it may even encourage them to do further research in this area.