4.16.2009
Goal Reflection Post
All of my goals that I set for my two RR English classes have been met besides one. That was the Vocabulary Squares goal for my MS English classes. We have been reading the novel, "The Outsiders," and I was mostly concentrating on comprehension with this unit, along with historical and cultural aspects that took place in the book. I will try to utilize this goal by the end of the year, which is the beginning of June. All the other goals were a success. I believe the students enjoyed what we covered throughout this class and the improvement that they have made by covering these topics and subject areas.
3.05.2009
Personal Goals 2
Vocabulary:
I have yet to implement my "Vocabulary Squares" technique to my RR middle school English students. However, we are about to start reading "The Outsiders" by S.E. Hinton so there is going to be opportunities to practice this strategy in the near future.
Reading/Literature:
The "All Quiet on the Western Front" unit is almost half complete. My RR high school English students just completed Ch. 1-5 of the World War I novel. Along with the reading, they completed a study guide with personal response and response to literature questions. They were able to give their opinions on how they thought the soldiers were feeling and how they would feel if they were in their position. To wrap up the first five chapters, the students had to either create a propaganda poster for the war or write a brief news bulletin explaining the first bombardment the soldiers faced.
Writing:
The autobiography project my RR high school English students had to do is complete. See Personal Goals 1 blog to see feedback and results.
Grammar:
I try to implement grammar into every lesson I teach, especially to my middle school students. As we read a passage, I point out certain sentences and ask the students if they can identify the parts of a sentence, i.e. what is the noun/verb (subject/predicate). My middle school students are having a Unit 1 assessment tomorrow and there are a couple grammar questions they'll have to answer. Hopefully they do well!
Research/Technology/Presentation:
Recently, I had my RR high school English research the many propaganda posters during WWI to help them with their projects. I also had them look up how news bulletins are formatted, pointing out their headlines and lead-ins.
Assessment:
The grading sheets I used for the autobiography project/presentation worked well. The students knew what I was expecting before the assignment was due and they understood exactly what points were lost by each section. I also left comments on the grading sheet explaining my logic for the grade the students received. I will definitely use something of this nature again for future projects.
I have yet to implement my "Vocabulary Squares" technique to my RR middle school English students. However, we are about to start reading "The Outsiders" by S.E. Hinton so there is going to be opportunities to practice this strategy in the near future.
Reading/Literature:
The "All Quiet on the Western Front" unit is almost half complete. My RR high school English students just completed Ch. 1-5 of the World War I novel. Along with the reading, they completed a study guide with personal response and response to literature questions. They were able to give their opinions on how they thought the soldiers were feeling and how they would feel if they were in their position. To wrap up the first five chapters, the students had to either create a propaganda poster for the war or write a brief news bulletin explaining the first bombardment the soldiers faced.
Writing:
The autobiography project my RR high school English students had to do is complete. See Personal Goals 1 blog to see feedback and results.
Grammar:
I try to implement grammar into every lesson I teach, especially to my middle school students. As we read a passage, I point out certain sentences and ask the students if they can identify the parts of a sentence, i.e. what is the noun/verb (subject/predicate). My middle school students are having a Unit 1 assessment tomorrow and there are a couple grammar questions they'll have to answer. Hopefully they do well!
Research/Technology/Presentation:
Recently, I had my RR high school English research the many propaganda posters during WWI to help them with their projects. I also had them look up how news bulletins are formatted, pointing out their headlines and lead-ins.
Assessment:
The grading sheets I used for the autobiography project/presentation worked well. The students knew what I was expecting before the assignment was due and they understood exactly what points were lost by each section. I also left comments on the grading sheet explaining my logic for the grade the students received. I will definitely use something of this nature again for future projects.
2.13.2009
Personal Goals
Personal Goals Reflection
Vocabulary Goal:
My vocabulary goal is to use the strategy of “Vocabulary Squares” with my middle school resource room English class. This strategy is familiar to the Frayer Model in that the vocabulary word is written at the top of a four-square matrix. In the left corner, the student writes the definition of the vocabulary word. The bottom left corner will include a non-example of the word. The right corner will include an example of the word and then the bottom right corner will display a picture or a symbol of the word. The students use notebook paper, computer paper, or construction paper to make their squares. I have not implemented this strategy thus far, but it will be introduced in the near future.
Reading/Literature Goal:
My goal of teaching reading/literature is to read the novel All Quiet on the Western Front by Erich Maria Remarque with my high school resource room English class. A few of the strategies that will be implemented are using an audio version of the novel, having a reading guide that focus on particular chapters and themes that take place during the novel, completing activities based on situations of the times being covered in the novel, and then watching the film based off of the novel. We have started the background aspect in terms of learning about the author and introducing the time frame in which the novel takes place. Starting next week, we will begin reading and listening to the novel and dissecting the details by answering analytical thinking questions and also completing some writing activities as well. My goal for this unit is that the students can understand what was taking place during World War I and just how difficult of a war this was to fight on many levels. Also, being able to identify the similarities and differences between how life was in the early 1900’s compared to 2009.
Writing Goal:
My goal for writing is to have my high school resource room English students write autobiographies about his or herself. The students completed a series of questionnaires that dealt with topics as life before they were born, when they were born, how life was like when they were children (5-12), significant events in history that happened on their birthday or the year they were born, and also some memorable moments of their life. Once these questionnaires were completed, the students put their information into book form in chronological order and separate them by chapter. Along with the book, they had to make a cover, a title page, a dedication, an acknowledgement and a table of contents. On the day the book was due, each student had to give a 2-3 minute presentation summarizing his or her book to the class. The students were graded separately for their books and presentations; the book was worth 100 points and the presentation worth 50. Most of the students enjoyed doing this project. Many of them had never done a project like this before so they really took ownership of it. However, there were a few students who didn’t perform up to their full potential and their work and grade reflected that. Overall, I was pleased with the effort of the majority of my 16 high school students.
Grammar/Mechanics Goal:
The route I’m shooting for in terms of my grammar goal could be portrayed unusual. Instead of teaching formal grammar lessons, which have been deemed negative through many studies, I am going to encourage the acquisition and use of grammar through reading, either independent or guided for the more difficult passages. Another strategy that I will incorporate is the use of examples of grammatical terminology instead of teaching the concepts as a whole. Lastly, I plan to teach less, not more grammar making more time for teaching the writing process as well as editing and revision strategies. Allowing for more repetition of writing itself will naturally, with teacher guided practice, improve the use of proper grammar and mechanics.
Research, Oral Presentation, and Incorporating Technology Goal:
This goal is incorporated into the autobiography project that my high school resource room English students are doing. Along with writing a book chronicling themselves, they will have to give a 2-3 minute presentation about their book, summarizing each chapter. They will also have the option to pass around their book to the class while they are speaking so their classmates can see their work. Technology was involved during this project as the students used the computer lab at the school 4-5 times to work on their projects at school. They practiced their word processing skills, along with the option to use different formatting techniques and themes.
Assessment Goal:
This goal also is incorporated into the autobiography project. One week before the due date, I will pass out a grading sheet for the project and the presentation. The grading will sheet will list all the requirements for the project and how many points each piece is worth. There is a point total at the bottom of the page telling the students how many points the whole project is worth. I made a separate grading sheet for the presentation portion that included the same objective as the presentation grading sheet, stating what each requirement was worth. Providing the grading sheets prevents any elements of surprise and any curiosity the students may have about the grading process of the project.
Vocabulary Goal:
My vocabulary goal is to use the strategy of “Vocabulary Squares” with my middle school resource room English class. This strategy is familiar to the Frayer Model in that the vocabulary word is written at the top of a four-square matrix. In the left corner, the student writes the definition of the vocabulary word. The bottom left corner will include a non-example of the word. The right corner will include an example of the word and then the bottom right corner will display a picture or a symbol of the word. The students use notebook paper, computer paper, or construction paper to make their squares. I have not implemented this strategy thus far, but it will be introduced in the near future.
Reading/Literature Goal:
My goal of teaching reading/literature is to read the novel All Quiet on the Western Front by Erich Maria Remarque with my high school resource room English class. A few of the strategies that will be implemented are using an audio version of the novel, having a reading guide that focus on particular chapters and themes that take place during the novel, completing activities based on situations of the times being covered in the novel, and then watching the film based off of the novel. We have started the background aspect in terms of learning about the author and introducing the time frame in which the novel takes place. Starting next week, we will begin reading and listening to the novel and dissecting the details by answering analytical thinking questions and also completing some writing activities as well. My goal for this unit is that the students can understand what was taking place during World War I and just how difficult of a war this was to fight on many levels. Also, being able to identify the similarities and differences between how life was in the early 1900’s compared to 2009.
Writing Goal:
My goal for writing is to have my high school resource room English students write autobiographies about his or herself. The students completed a series of questionnaires that dealt with topics as life before they were born, when they were born, how life was like when they were children (5-12), significant events in history that happened on their birthday or the year they were born, and also some memorable moments of their life. Once these questionnaires were completed, the students put their information into book form in chronological order and separate them by chapter. Along with the book, they had to make a cover, a title page, a dedication, an acknowledgement and a table of contents. On the day the book was due, each student had to give a 2-3 minute presentation summarizing his or her book to the class. The students were graded separately for their books and presentations; the book was worth 100 points and the presentation worth 50. Most of the students enjoyed doing this project. Many of them had never done a project like this before so they really took ownership of it. However, there were a few students who didn’t perform up to their full potential and their work and grade reflected that. Overall, I was pleased with the effort of the majority of my 16 high school students.
Grammar/Mechanics Goal:
The route I’m shooting for in terms of my grammar goal could be portrayed unusual. Instead of teaching formal grammar lessons, which have been deemed negative through many studies, I am going to encourage the acquisition and use of grammar through reading, either independent or guided for the more difficult passages. Another strategy that I will incorporate is the use of examples of grammatical terminology instead of teaching the concepts as a whole. Lastly, I plan to teach less, not more grammar making more time for teaching the writing process as well as editing and revision strategies. Allowing for more repetition of writing itself will naturally, with teacher guided practice, improve the use of proper grammar and mechanics.
Research, Oral Presentation, and Incorporating Technology Goal:
This goal is incorporated into the autobiography project that my high school resource room English students are doing. Along with writing a book chronicling themselves, they will have to give a 2-3 minute presentation about their book, summarizing each chapter. They will also have the option to pass around their book to the class while they are speaking so their classmates can see their work. Technology was involved during this project as the students used the computer lab at the school 4-5 times to work on their projects at school. They practiced their word processing skills, along with the option to use different formatting techniques and themes.
Assessment Goal:
This goal also is incorporated into the autobiography project. One week before the due date, I will pass out a grading sheet for the project and the presentation. The grading will sheet will list all the requirements for the project and how many points each piece is worth. There is a point total at the bottom of the page telling the students how many points the whole project is worth. I made a separate grading sheet for the presentation portion that included the same objective as the presentation grading sheet, stating what each requirement was worth. Providing the grading sheets prevents any elements of surprise and any curiosity the students may have about the grading process of the project.
1.20.2009
All About Me
Personal Information:
My name is Jon Reynolds. I just turned 24 years old on the 18th of January. I currently reside in Sylvania, OH where I have lived for over 3 years. I am the oldest child of 2 in my family. I have a younger sister who is 20 years old. I graduated from the University of Toledo back in May of 2008. In my spare time I like to hang out with my girlfriend, Rachel, watch TV (mostly sports and pro wrestling), listen to my iPod, work out, and play video games. My father is a Southern Baptist pastor at a small church in our hometown. I am the song leader and I am also in a 4, soon to be 3, person praise team as well.
Work Experience:
Trying to find a teaching job right after graduation was a bear! I had several interviews during the summer, but were all denied or filled with another applicant. About 4 days before the start of school, I received a call from Washington Local Schools about a long-term substitute position at one of their elementary schools; the special ed. teacher was on maternity leave. I interviewed over the phone and about a half hour later, I was offered the position! I was enjoying my time at Greenwood Elementary when I got word of a full-time special ed. position open at Britton-Macon Schools in Britton, MI. Knowing that my long-term assignment was about to be over, I sent my information to the school and hoped for the best. About a week later, I received a call from the principal and had an interview set up for later that week. A couple of days after the interview, I received another phone call from the principal saying that the interview panel was very impressed and that a second interview was in the works. To make a long story short, I was offered the position at Britton-Macon where I am currently the Middle School/High School Special Ed. Resource Room English teacher. I am also supervising the school weight room once a week and I run the clock for the home boys basketball games. I love my job and I wouldn't trade it for anything in the world!
What I hope to get from this course:
I hope to better myself as an educator by gaining new understanding of ELA philosophies and hopefully get some good ideas for lessons from the other participants. I know that becoming HQT in your specific subject area is federally mandated and I wanted to start working on it as soon as I could. I also need more practice at self-evaluating my teaching strategies and style. Taking this online course will hopefully make me more responsible in following deadlines and getting assignments turned in on time since I'm not required to attend a class. Also, trying to balance my schedule and make time to do all the work and do it efficiently and effectively.
My name is Jon Reynolds. I just turned 24 years old on the 18th of January. I currently reside in Sylvania, OH where I have lived for over 3 years. I am the oldest child of 2 in my family. I have a younger sister who is 20 years old. I graduated from the University of Toledo back in May of 2008. In my spare time I like to hang out with my girlfriend, Rachel, watch TV (mostly sports and pro wrestling), listen to my iPod, work out, and play video games. My father is a Southern Baptist pastor at a small church in our hometown. I am the song leader and I am also in a 4, soon to be 3, person praise team as well.
Work Experience:
Trying to find a teaching job right after graduation was a bear! I had several interviews during the summer, but were all denied or filled with another applicant. About 4 days before the start of school, I received a call from Washington Local Schools about a long-term substitute position at one of their elementary schools; the special ed. teacher was on maternity leave. I interviewed over the phone and about a half hour later, I was offered the position! I was enjoying my time at Greenwood Elementary when I got word of a full-time special ed. position open at Britton-Macon Schools in Britton, MI. Knowing that my long-term assignment was about to be over, I sent my information to the school and hoped for the best. About a week later, I received a call from the principal and had an interview set up for later that week. A couple of days after the interview, I received another phone call from the principal saying that the interview panel was very impressed and that a second interview was in the works. To make a long story short, I was offered the position at Britton-Macon where I am currently the Middle School/High School Special Ed. Resource Room English teacher. I am also supervising the school weight room once a week and I run the clock for the home boys basketball games. I love my job and I wouldn't trade it for anything in the world!
What I hope to get from this course:
I hope to better myself as an educator by gaining new understanding of ELA philosophies and hopefully get some good ideas for lessons from the other participants. I know that becoming HQT in your specific subject area is federally mandated and I wanted to start working on it as soon as I could. I also need more practice at self-evaluating my teaching strategies and style. Taking this online course will hopefully make me more responsible in following deadlines and getting assignments turned in on time since I'm not required to attend a class. Also, trying to balance my schedule and make time to do all the work and do it efficiently and effectively.
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