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Evidence #2: Reflective Journal |
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Evidence #2: Reflective Journal
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My second evidence for AP#10 – Planning is a weekly reflective journal from my Level II Internship EDE 4942. In this journal, I talk about my experiences planning a whole writing unit for my 5th grade interning class. The writing subject is poetry, and I discuss my problems and concerns, collaborating with my cooperative teacher, and my strategies for efficient instruction. After the reflection, I have also attached one of the lesson plans I used in this unit. It is for the first lesson of the unit, learning how to write Haikus.
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My second evidence addresses this AP in several ways. First of all, I collaborated with my cooperating teacher, Mrs. Heres, in order to create an appropriate Writing Unit. Unfortunately, the writing unit given to us to teach did not meet the need of every one of my students, so it had to be adjusted quite a bit. This shows that I recognize the learning outcomes of my individual students, and modify the lessons accordingly to fit their needs. After seeking advice from Mrs. Heres, she suggested I add more examples of the poetry I was teaching, which she happened to have a lot of. So I also incorporated the usage of poems into my teaching. I also showed that I developed both long and short term planning because this was for an entire unit of writing. The whole unit lasts approximately two weeks, with lessons or mini-lessons being implemented each day of the school week. I developed and implemented a lesson or mini lesson plan for each of these days of the writing unit. Each lesson was developed with clear objectives and proper assessments that coincide directly with the Sunshine State Standards addressed in the provided lesson plan. I modified the lesson for ESOL and ESE students and had proper activities for them to participate in.
This evidence was involved directly with students. The lesson plan provided was implemented in my 5th grade interning classroom, and my reflection from this lesson goes along with it. This evidence impacted students’ learning in several ways. First of all, I planned not only this lesson, but the entire unit, with my students’ specific learning outcomes in mind. The unit was made to fit each of them. First of all, collaborating with Mrs. Heres before I taught the lesson was very beneficial because she provided me, and the students, with example haikus for them to look at and learn from. I planned modifications for diverse learners, and implemented them in a small group with me guiding them. My plans included clear objectives to help my students know exactly what was expected of them. The lesson included clear and explicit directions that began with a being there experience. Providing activities that access students’ prior knowledge is always beneficial to them because it helps their comprehension so much more. It allows them to relate to and understand the new information they are learning. This being-there experience also provided higher-order thinking because they were to think about why they were picturing the image they were. What made nature the way it was? These were questions they were thinking about as they made their haikus.
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