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Student Number: 1 Field Experience Journal EDUC 360 Subject: English Grade level: 12

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Topic Summary Theme in the Susanne Collins The Hunger Games.

Strategy Used The student teacher used connections from text to real world experience to facilitate discussion in the novel. Students gave their ideas of how they would handle Katniss situation; they also discussed her undying will to save her family during the games. These connections helped students gather the theme of novel.

Reflection In this school have discussion is highly effective. Making connections between the novel and the students lives were observable in every class. This strategy engaged the students and helped them make educated responses.

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Topic Summary Argumentative essay: Smoking is unhealthy

Student Name:

Language and Literacy EDUC 360 Spring 2011

Student Number: 1 Strategy Used In this class teachers had visitors come in and explain about the harmful effects of smoking. The Teachers used informational text to facilitate student learning. The informational text guided students into summarizing their main points.

Reflection I do not think there was enough guidance during this practice but my partner and I did present our lesson plan to the class. We inserted a T-chart so that students could write down the information they did know about smoking and the new information they learned. I believe that this was more engaging than just listening to the lecturers. Session: 3 Date/time:

Topic Summary Death of the author presentation. Students presented on the theoretical concept of Rowland Barths.

Strategy Used These A.P. students used vocabulary that was introduced to them in a previous and applied it in their presentations. Their vocabulary was content specific they used words such as metaphor to describe death of the author.

Reflection I think that the presentation was a good idea for the teacher to include in his lesson because it enforced students knowledge of content specific vocabulary. Their work was complex and the material was challenging for high school students. They were able to deconstruct the title and get a sense of the meaning.

Session:

Date/time: Language and Literacy EDUC 360 Spring 2011

Student Name:

Student Number: 1

Topic Summary Gender in the Color Purple

Strategy Used In this Gen-ED class I was partnered with one student in a group. We read a letter and highlighted the important information. This was a form of insert format; we discussed what we understood from the letter and what he had questions about. Reflection Having the practice in underlining or marking down what students understood and what they didnt understand was a good activity. Students were able to help each other and they were allowed to scribble with pencil on their novels. This is a great way for students to read individually and then discuss with their piers about what they understood and didnt understand from the text. This facilitated student questions and answers.

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Topic Summary Ecological Design Project

Strategy Used In this 12th grade class I help one student with his project. I focused on Inquiry questions which helped us both think critically about the film we watched in class. I helped facilitate questions like How will the environment change if we keep polluting it? We came up with relevant information from the video and we were able to abstract the main voice of the film and who it was directed to. Student Name: Language and Literacy EDUC 360 Spring 2011

Student Number: 1

Reflection I would have taught how to ask questions first. I assumed that students all knew how to ask important questions but this was not the case. I would like to know by what grade level students should be able to ask effective questions because most of the students in the class seemed lost or confused. I believe that if we teach the students how to ask themselves questions they would not rely on the teacher for every bit of information.

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Topic Summary The picture of Non- Nuclear family in the Color Purple Strategy Used The strategy used was text to text connection and summarizing. In this class students compared an article that the teacher provided to the novel. They had read the article the night before and had written key point in their notebooks; they had to discuss the relation between the article and how it was relevant in the novel. Reflection I really liked this method in this school because it sparked discussion. It also gave the teachers insight on how the students perceive family. Students spoke about how parents can only be your biological parents. Regardless, of the article students stayed firm to their beliefs and said that the article was only information and did not express any opinion; the discussion of the article only educated students on the rise of different families. These ideas sparked a lot of conflict in the class because one character treats her nieces and nephews like they were her own children.

Student Name:

Language and Literacy EDUC 360 Spring 2011