Assignment 4

My goals for student teaching were:
1. To become more confident and project my voice
2. To get to know all my students
3. To get involved in any way I can

I think I was able to meet my goals. By the end of student teaching I felt more confident and I was talking louder. I felt like I knew all of my students fairly well. I was getting involved and helping my cooperating teacher in any way I could.

Most Meaningful Experience

I had a student who always challenged me from day one and on. He was either helpful or distracting the class. I could tell he would try to push me as far as he could. As the weeks went on I found it easier to deal with him.
When we had parent-teacher conferences I met his parents. I liked how the parents were willing to help Mrs. Littlewolf and I get him to behave in class. His parents told us that we brought home pink discipline slips he had to do extra chores. That is when I realized why he would get upset when he had to fill out pink slips was because he did not only have to deal with the discipline at school but also at home.
Also on my last day he seemed like he was having a bad day and being difficult. I think this was because he does not like change. I made all the student bookmarks as a going away present. When I returned for a visit two weeks after leaving I noticed he still had the bookmark and it was still in the same condition I gave it. I noticed while I was in the classroom he destroyed every bookmark he received. Also when I returned this student really wanted to read with me. I felt like by the end of student teaching I was able to really connect with this student.
This is one student I will never forget. I learned a lot from him. I learned it is important to get to know your students and their background in order to really connect with them. Also it is easier to discipline a student if you know how they will react and how they respond.

Assignment 3

My unit meets curriculum goals because in the 4th grade students must write different kinds of writings and poetry is one of them. The students need need to work on parts of speech such as verbs, adjectives, nouns. The students need to also be able to print legible.

I have high expectation for all of my lessons. I think all my students should be working at the best they can. I try to get all of the students involved in the lessons.

One of the instructional tool I used was a power point for the diamante poem. All of the students seemed like they were paying more attention because power points were not used in the past. One of the comments I heard from a student was "that's cool" " I like that" Also with the power point we were able to write a poem as a class and everyone was able to see it on the screen. I think it helps when students see examples but also do an example as a whole class.

example of low quality work is because the student did not finish the poem. Also it seems like the student did not quite understand the parts of speech we were working on.

The example of high quality work is because the student finished the poem. The student also had to write parts of speech in the correct part of the poem.
One of the assessment tools I used was a worksheet to write a diamante poem. I had the worksheet set up so the students knew what they were suppose to write on each line. I think most students got it once they knew what each part of speech was. The students who struggled the most were the ones who didn't know what a noun was for example.

Assignment 2

Assignment 2

Poetry Unit Outline
Day 1- Review of Nouns, Verbs, Adjectives
Day 2- Haiku Poem
Day 3- Diamante Poem

Student Teacher: Krista Moritz

Teacher: Mrs. Littlewolf

Subject: Language Arts

Grade: 4^th

Lesson: Diamante Poem

Materials: Smartboad, Power point, worksheet, pencils

Objectives:

Students will know how to write a diamante poem

Students will be able to identify adjectives, nouns, action verbs

Anticipatory Set: Students will be given a worksheet and write their own diamante poem independently

In put and Modeling

I will start by telling the students we will be writing a diamante poem. I will tell the students what a diamante poem is. Next I will tell the students we are going to review parts of speech. What did we learn about last week? (adjectives) What other parts of speech did we talk about? (nouns,verbs) I will have the students give me examples of adjectives, nouns, and action verbs.

Next I will show the students an example of a diamante poem. I will ask what they notice about the poem. First line? Last line? Where do they see the change in the poem?

Then I will show the students the next example. I will ask the students what they see is different.

After going through the examples I will put the diagram of the poem and we will write a diamante poem as a class.

The students will be given a worksheet to write their own diamante poem.

Guided practice:

Students will be participating in creating a diamante poem as a whole class

Independent Practice:

The students will be writing a diamante poem independently

Closure:

When the lesson is finished the students will be working on their diamante poems and I will be walking around monitoring their progress. I will be answering any questions the students may have about their poem.

Assessment: The students will hand in their poems and I will be grading them on whether or not they completed the poem correctly with the right part of speech.

Haiku Poem

Objectives
Write a haiku poem
understand syllabication
use descriptive words

I will start by asking the students if they know what a haiku is. Then I will show them an example Line 1 5 syllables clouds float slowly by line 2 7 syllables Fluffy, lumpy, cotton balls Line 3 5 syllables Silver, gray and white
I will ask the students if they can figure out how many syllables the first line has. If they are having troubles I will back up and ask them what a syllable is. We will go through lines 2 and 3. I will explain that every haiku is set up this way. I will also explain that every haiku has a subject and details. They should use adjectives. We will go over what adjectives are. Next we will write a haiku as a class.
Then student will write a haiku on their own.

Closure: I will be walking around the room answering any questions that the students may have.

Assessment: The students will hand in the poem they wrote. I will be looking for the 5 syllable, 7 syllable, 5 syllable lay out. I will also look to see if the poem has a subject and they used adjectives.




Above is an example of low quality work. The student did not finish the poem. Also it seems like the student did not quite understand the parts of speech we were working on.





Above is an example of high quality work. The student caught on to the assignment. Also the student made sure they were using the right parts of speech in the correct blank.