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.