For My Second Practicum, I Wrote Two Lesson Plans Because

For my second practicum, I wrote two lesson plans because I wanted to allow my student to choose what book he wanted to read. I planned a shared reading lesson over The Story of Henny Penny by Richard Carson and an interactive reading lesson over I Think I Forgot by Mercer Mayer. Planning for two different books was not difficult, but I had to keep in mind that my student was only going to have the opportunity to read one of the books, and in the end, my student chose to read The Story of Henny Penny. For this shared reading lesson, I followed the steps for a shared reading by Gail E. Tompkins (2014). I had to adjust and adapt the steps slightly because I only see my student once a week for forty minutes which means I don’t have†¦show more content†¦Reread the story. 5. Continue the process. 6. Students read independently. If I had more time or saw my student more frequently, I would make sure to include these steps during a shared reading lesson. After I planned the shared reading portion of the lesson, I planned a short writing activity where my student would have the opportunity to write down the three main events from the story. The teaching part of this lesson went in a totally different direction than I had planned. After the picture walk, my student showed a deep interest in trying to read the book out loud on his own, and I made the decision to let my student give the book a try. Since this book was a level above what my student’s level, I figured that after a page or so he would want me to take over the reading. That is not what happened though. My student read the entire book on his own with minimal error! This slight change in my lesson plan meant that I was no longer teaching a shared reading lesson, but rather a guided reading lesson. After my student finished reading, we proceeded with the lesson I had planned. We discussed the story, what happened, what plot was, and then the plot of this story. Then he used the story cards to retell the story. I labeled clothes pins with numbers one through six and had them on a piece of yarn to symbolize that the events on the card happened in order to form a whole story. After that we moved on to the writingShow MoreRelatedEvidence Based Instruction Essay example1552 Words   |  7 Pages(so they become familiar with main idea) and one or two details and have them find a few more on their own with guidance from the teacher. If it is an ICT class, the special education teacher can work with this group. Another group may be given the main idea and have to find all details, and the higher readers may have to find both the main idea and the supporting details. Using these activities can help you to see who understands the lesson as it is going on, as well as who may need extra supportRead MoreWhy I Don t Agree With My Final Practicum Evaluation2515 Words   |  11 Pagesand build a support system. In my opinion, I like the strength perspective because it shows the clients that they can find a little bit of good even in a bad situation. Today, I am going to use the strength perspective to discuss why I don’t agree with my final practicum evaluation and why I believe it was unfair. Before I get started, I just want to state that I am not bashing my agency in any way, I am simply just stating the fact of what took place and why I believe a certain incident that wasRead MoreLesson Plan10685 Words   |  43 PagesNarrative Report on Student Teaching In- Campus Practicum Off- Campus Practicum Presented to the BSED Intern Supervisor Of Holy Child College of Davao Mrs. Miriam Capilitan In Partial Fulfillment of the Requirement Professional Education 10 (Practice Teaching) Presented by: Ms. Rogelyn P. Goboy BSED- IV March 02, 2013 Second Semester SY: 2012- 2013 TABLE OF CONTENTS Acknowledgement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Dedication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Philosophy of Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. StudentRead MoreTeacher as Reflective Practitioner and Researcher3683 Words   |  15 Pagesand learn a lot about the ‘basics’ of teaching – curriculum, assessment and pedagogy. The courses include theories about and models of growth and development, teaching and learning, motivation, behavior and pedagogy. Those theories are important because the reality is that children grow up differently and learn in different ways. That is part of the wonder and challenge of teaching. To cope with the challenge, theories and models provide the basic ingredients for the development of a personal philosophyRead MoreStatement of Purpose23848 Words   |  96 Pages5:00 p.m. Ohio Wesleyan University Writing Center  © 2011 Writing Guidelines for Statements of Purpose Contents Writing Your Statement of Purpose ................................................................................................ 1 I. Audience and Institutions ....................................................................................................... 1 II. Content ........................................................................................................Read MoreDeveloping Management Skills404131 Words   |  1617 Pagesindex. ISBN 978-0-13-612100-8 1. Management—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4