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Evidence #3: Two-Week Unit Plan Taught |
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Evidence #3: Two-Week Unit Plan Taught
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My third evidence for AP#10 is an assignment done in the course LAE 4414 Literature in Childhood Education. In this assignment, I was required to use traditional literature to create a two-week unit about any country. For each day, you have to choose a book and write a lesson to go along with it. I chose to do mine on Japan. I have included lessons that incorporate technology. I also included ESOL and ESE modifications.
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My third evidence meets this AP in several ways. First of all, for this assignment I was required to plan ahead to create lessons for a two-week long unit I developed lessons and activities for each day that were interesting and engaging for the students, but also very informational. These different activities allowed the children to use creativity and critical thinking to learn about the Japanese culture. They engaged in comparing and contrasting between their own culture and the Japanese culture. They got to try creating Japanese art after seeing examples of Japanese art in the book. My evidence also meets this AP because it became very easy for me to assess the students’ performance after each day’s lesson and using this information to plan and modify the next day’s lesson when needed. For example, if the students were having a hard time on that day’s assignment (the timeline took a little time for some students), I would allow extra time that next day to finish up the assignment from the day before, or I would go over main points from the previous lesson to ensure comprehension from all students.
My third evidence was created over the summer of 2008 for my Childhood Literature class, yet I implemented it in the classroom this semester during my ESOL Practicum Internship. When I decided to use this unit plan, I found most of these books in the library for check-out and online at amazon.com for a very cheap price. I intern in a 4th grade class, and the teacher not only let me work one-on-one (or in a small group) with the ESOL students, but she let me teach lessons with the entire class. I thought this assignment would be perfect for implementation in my ESOL Practicum for a few reasons. For one, I especially wanted to promote acceptance and awareness of other countries and cultures to all students, so this worked really well. This way, the students all saw that there are so many different types of people and cultures, and every one of them is just as important as our own. I think this made the ESOL students feel a little more comfortable since they obviously are not like the rest of the native speaking students in many ways. Another reason is the students were just about to start a writing unit about poetry, and in my Japan Unit, three different types of Japanese poetry are introduced and taught. When I originally created this unit for Childhood Lit, I was not required to develop a section for Diversity Modifications. For the sake of actually implementing this unit in the classroom, I added the ESOL/ESE modifications to the unit. Like I wrote in my evidence, there weren’t too many times where I had to change the curriculum for these students. Like stated in my evidence, I would take these students aside after I did my read-aloud of the literature each day and we would do a picture walk of the book and talk about what we liked and learned. We would write down and find definitions for words we didn’t know. I incorporated a lot of pictures and art work into the activities not just because they are fun and engaging for the students, but also so the ESOL students can participate just as well as the other students in the class. Another reason the children benefited from this lesson is because at the end of the unit, they had an entire book of all the work they had done. This is something that is great to display on bulletin boards, show parents, put in student portfolios, or just for students to refer to at a later time. It is a concrete reminder of all the hard work they did and everything they learned.
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