In continuing to read Takaki I have begun to write more things down. I have always had a hard time remembering cold facts and information and so I have learned that I need to find a method for quickly finding the important information after reading. This is why I highlight, but also why I take notes either in the margins or on a separate piece of paper. It is a method that I have taught the students in my practicum. We have been working on leaving behind evidence of coding in the text. We used strategies of summarizing important information, writing questions to something in the text, responding to the text, and connecting using background information. I think that using comprehension strategies such as these are imperative when reading texts that are loaded with facts and information. It helps to organize the information in a comprehensive way and allows the reader to go back to the text and pull out parts without reading the whole text over.
As Takaki continues to describe and present events from a different perspective I hope that when I have to teach social studies that I can find texts that represent many different points of view. I think that many times, children's texts are especially close minded and one sided, so as to not show the terrible side of societies. Although it is hard to express to students some of the happenings of our past, I think that it is only fair to them to give at least a simple understanding of different perspectives. I think that it is very important when Takaki tells words or thoughts from the side of the battle that is being suppressed. Students get to see the creation of uprising and the collaboration of a peoples to fight for their rights. Fighting for one's rights is such an important concept to understand not only for themselves but to use when interacting with others as well. Showing the students that there is always another way to fight for what is fair is imperative in the classroom. This is where they will learn their social and life skills, and this is one that I feel is imperative to know for the future.
Wednesday, November 4, 2009
Thursday, October 22, 2009
Exemplar Lessssssson
Situating the lesson:
The students will have been introduced to all of the States in the United States. This lesson will be done near the beginning of the unit. The students have shown excitement in memorizing the states and being able to point them out on a map. Students have also been taught about the different regions and what a region is. After this lesson they will be able to create an accurate map and read it along with its keys and symbolic representations.
Instructional Goals:
Students will be able to create an accurate map along with it’s map key. They will also understand the importance of a map, its legends/keys and be able to point out symbolic representations on the map as well as showing the teacher what they are representing. Students will also be able to draw accurate maps, keys and symbolic representations of their classroom.
Standards:
DCPS standards 2.1
Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
Materials:
Blank classroom outline worksheets, different colored tissue paper, markers, colored pencils, glue, worksheets that show different “landforms” in classroom and pictures of symbolic representations.
Set Induction:
There will be a “Do Now” question on the board. This question will be “What is a map used for? What can a map show you?”
Lesson Content:
After going over the Do Now question and writing down some of the answers on the white board for the children to reflect on, we will move on to the map activity. They will each get a blank map of the outline of the classroom.
-They will begin their maps by sectioning off the classroom into the library, teacher’s desk, concentration stations, computer stations etc.
-Next they will draw each table group in the area of the map that it is found, they will come up with abbreviations for each table group to put on their maps. Students are told that each table group is going to stand as a different kind of landform and so need to be covered with the corresponding tissue paper.
-Before tissue paper is placed on the map, the class discusses the significance of a map key. Then students and teacher collaborate to make a map key for the landforms of the table groups so that everyone knows which color should be placed on each table group. As students are choosing colors to use for this they are copying it down on their map key worksheet that provides lines and columns for organizational purposes.
-After tissue paper is glued down, students move onto symbolic representations. The class discusses the importance of these on a map and talk about examples of some symbolic representations. The teacher shows the students a map of the US that has a map key and symbolic representations.
-Students and teacher collaborate to come up with good symbolic representations for items on their map such as trash cans, library, computers, coats/backpacks, sink, concentration stations and whatever else the students feel are important to represent.
-As students are choosing symbols to use for this they are copying it down on their symbolic representation worksheet that provides lines and columns for organizational purposes.
-As the activity wraps up a few students will come to the front and explain their maps and the parts that come along with it. Students who are listening are allowed to ask any questions at the end and ask for more explanation from the student if they want clarification on something.
Assessment
For this lesson I will be informally assessing the whole time. I will be watching the students while they are constructing their maps and seeing if they can complete it in a logical way. It does not have to be perfect and the same as everyone else’s but if they can verbally explain to me the logic behind their models than that is fine.
Reflection
To come…
The students will have been introduced to all of the States in the United States. This lesson will be done near the beginning of the unit. The students have shown excitement in memorizing the states and being able to point them out on a map. Students have also been taught about the different regions and what a region is. After this lesson they will be able to create an accurate map and read it along with its keys and symbolic representations.
Instructional Goals:
Students will be able to create an accurate map along with it’s map key. They will also understand the importance of a map, its legends/keys and be able to point out symbolic representations on the map as well as showing the teacher what they are representing. Students will also be able to draw accurate maps, keys and symbolic representations of their classroom.
Standards:
DCPS standards 2.1
Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
Materials:
Blank classroom outline worksheets, different colored tissue paper, markers, colored pencils, glue, worksheets that show different “landforms” in classroom and pictures of symbolic representations.
Set Induction:
There will be a “Do Now” question on the board. This question will be “What is a map used for? What can a map show you?”
Lesson Content:
After going over the Do Now question and writing down some of the answers on the white board for the children to reflect on, we will move on to the map activity. They will each get a blank map of the outline of the classroom.
-They will begin their maps by sectioning off the classroom into the library, teacher’s desk, concentration stations, computer stations etc.
-Next they will draw each table group in the area of the map that it is found, they will come up with abbreviations for each table group to put on their maps. Students are told that each table group is going to stand as a different kind of landform and so need to be covered with the corresponding tissue paper.
-Before tissue paper is placed on the map, the class discusses the significance of a map key. Then students and teacher collaborate to make a map key for the landforms of the table groups so that everyone knows which color should be placed on each table group. As students are choosing colors to use for this they are copying it down on their map key worksheet that provides lines and columns for organizational purposes.
-After tissue paper is glued down, students move onto symbolic representations. The class discusses the importance of these on a map and talk about examples of some symbolic representations. The teacher shows the students a map of the US that has a map key and symbolic representations.
-Students and teacher collaborate to come up with good symbolic representations for items on their map such as trash cans, library, computers, coats/backpacks, sink, concentration stations and whatever else the students feel are important to represent.
-As students are choosing symbols to use for this they are copying it down on their symbolic representation worksheet that provides lines and columns for organizational purposes.
-As the activity wraps up a few students will come to the front and explain their maps and the parts that come along with it. Students who are listening are allowed to ask any questions at the end and ask for more explanation from the student if they want clarification on something.
Assessment
For this lesson I will be informally assessing the whole time. I will be watching the students while they are constructing their maps and seeing if they can complete it in a logical way. It does not have to be perfect and the same as everyone else’s but if they can verbally explain to me the logic behind their models than that is fine.
Reflection
To come…
Thursday, October 15, 2009
Learning Processes Blog x 2
I have been thoroughly enjoying Takaki. I am not really a fan of history books and seem to forget facts and lessons that I have learned throughout my school years. Yet I feel as if the way Takaki represents his facts and information, I am better able to comprehend the messages coming across. I feel that one of the reasons for this is because Takaki's book has an extremely large amount of emotion coming through in his writing. History text books are usually dry, containing zero emotion and boring the students to death with facts. I think that this book shows me something valuable that I can use when teaching lessons on history. I believe that finding some sources, maybe not the main source, but a supplement, that includes opinions, reflections or emotional accounts from past events, can be very beneficial. These pieces that include feelings and thoughts of real people will help the students to make more of a connection to the material instead of just hearing about the happenings at an event.
I believe too though, that in using materials such as these comes with a certain responsibility for the teacher. Facilitating conversations with the class about the feelings that they might have had if they were put in the same situation, or asking if they agree with the decisions that the people may have made. Just reading them these emotional and thought filled accounts is not enough. Making that connection from students to text is SO important. If you tell me that there was slavery I can tell you that I have heard that many times throughout my life. But if you provide me with meaningful accounts from people who were slaves themselves, who describe the conditions, the emotional turmoil,and their triumphs, I know that I am much more likely to take something out of the lesson.
Takaki provides accounts that he says are truthful and I believe that they have this much more of an impact because he connects them to people. Knowing that this information has come from a real life person and these terrible things were being done to a real life person means much more than an idol fact in a textbook. As I read Takaki I continue to sort out the information that comes from people's accounts and the information that is presented as facts. I may not be able to remember every fact, but I sure have an easier time remembering the terrible accounts of hunger and mistreatment.
This being said, I also think that it is vital to keep the information from these accounts appropriate for the grades in which it is being taught. Being able to provide powerful information as Takaki does is not going to be easy for the lower grades. You want to be able to teach them lessons of importance on acceptance and equality and highlight that in the past and even now there are cases where these things are not being done. You want to give them examples of this kind of injustice so that they can see how it makes others feel but at the same time you don't want to give them examples that will scare them. This delicate balance will also be a challenge as a teacher. I think that taking the time and effort to find these appropriate real-life examples is definitely worth it in the long run and for optimal results in learning.
I believe too though, that in using materials such as these comes with a certain responsibility for the teacher. Facilitating conversations with the class about the feelings that they might have had if they were put in the same situation, or asking if they agree with the decisions that the people may have made. Just reading them these emotional and thought filled accounts is not enough. Making that connection from students to text is SO important. If you tell me that there was slavery I can tell you that I have heard that many times throughout my life. But if you provide me with meaningful accounts from people who were slaves themselves, who describe the conditions, the emotional turmoil,and their triumphs, I know that I am much more likely to take something out of the lesson.
Takaki provides accounts that he says are truthful and I believe that they have this much more of an impact because he connects them to people. Knowing that this information has come from a real life person and these terrible things were being done to a real life person means much more than an idol fact in a textbook. As I read Takaki I continue to sort out the information that comes from people's accounts and the information that is presented as facts. I may not be able to remember every fact, but I sure have an easier time remembering the terrible accounts of hunger and mistreatment.
This being said, I also think that it is vital to keep the information from these accounts appropriate for the grades in which it is being taught. Being able to provide powerful information as Takaki does is not going to be easy for the lower grades. You want to be able to teach them lessons of importance on acceptance and equality and highlight that in the past and even now there are cases where these things are not being done. You want to give them examples of this kind of injustice so that they can see how it makes others feel but at the same time you don't want to give them examples that will scare them. This delicate balance will also be a challenge as a teacher. I think that taking the time and effort to find these appropriate real-life examples is definitely worth it in the long run and for optimal results in learning.
Thursday, September 24, 2009
Outline of Curricular Unit
Unit Topic: Citizens, Communities and Their importance
Unit Title: Who I Am and Where I Live
Grade: 2nd
Unit Length: 10 days
Personal Stake:
I have always thought that grasping major themes such as the ones covered in this unit are very important. Being able to read a map and comprehend the information given along with a map is very important. It is not only a crucial life skill to have, but it allows students to find the community and cultural resources found right around the corner from their houses. It is crucial for children to understand that even as one person they can make a difference for those around them in their immediate community as well as those found in another community. I also think that it is very important that students understand the responsibilities and rights that come along with being a citizen of a community. On top of this I would like to stress that being a citizen of the United States doesn’t mean that you can only help those in your country/community. Reaching out to people in other cultures and places is important as well. I feel very strongly about helping those in my community and others and hope that my students will be able to show me that they understand the responsibilities that come along with being a citizen and part of a working community.
Unit Topic- Standards:
Students will learn how to read maps and be able to read the information provided along with the map. They will know how to find their communities. Students will also be able to describe the rights and responsibilities of citizenship as well as demonstrating them in the classroom. Students will understand the importance that can come from one person’s actions by learning about influential individuals from the past. The unit will incorporate DCPS standards 2.1, 2.2 and 2.4.
2.1. Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
2.2. Broad Concept: Students describe the rights and responsibilities of citizenship.
2.4. Broad Concept: Students understand the importance of individual action and character, and they explain, from examining biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the status of heroes in the remote and recent past.
Questions:
1. What are the steps used to read a map?
2. What does the information alongside the map mean?
3. How do I find my community?
4. What aspects can be found in a community?
5. What is a citizen?
6. What responsibilities come along with being a citizen?
7. What rights come along with being a citizen?
8. As a citizen of this classroom and school what are the expectations for me?
9. How can one person make a difference for many people?
10. Who can this one person be?
11. If I am a citizen of one place do I have a responsibility to other places?
Assessment of student learning:
I will begin by opening the class with a discussion. Hopefully all of the students have heard a little bit about the words citizen and community and if not, maybe their peers will be able to tell us what they know about them. We will discuss a little bit about the meaning of the two words and I will have the students write a little bit of where they are a citizen and from what community they are in. From this I hope to get an idea of where the child is in understanding the concept of the two. In early assessing we will look at maps and have open discussions about what the aspects of the map mean and what information they provide. Throughout the unit I will have students do work independently, in groups and as a class making sure that each learner has a chance to feel comfortable. As we learn more about maps I will have students create their own realistic maps indicating the understanding there. We will have group conversations about citizen responsibilities. All assessments will show me if the students have understandings of skills, responsibilities and pieces of the content in the unit. At each stage of the unit I will give the students activities that outline their understanding. Also, throughout the unit I will be checking in with each student individually to make sure they are following along in the lesson.
Sequence the content, skills, and attitudes:
Throughout the unit I will be monitoring the completed work of each student and making sure that their understanding is along the same lines as their classmates. A lot of the lessons in the unit will be interactive and engaging which will help the students to find more motivation and understanding. Having the students create a map along with information about their own community allows them to make a connection to real life. On top of this, having the students read about influential individuals that are in some way connected them will also help the students to feel more of a positive effect from the lesson. These connections are so important when it comes to engaging students and having them find a useful purpose with the new information provided. The skills they learn about pertaining to maps, citizens and communities can be transferred to real life lessons. If a student were to ever move they would have the understanding to relate these learned skills to their new experiences and surroundings. They will build a value system and understand the importance when it comes to social interactions with those in your community. Students can work together to have positive interactions and work to build a peaceful, fun community with respectful citizens.
Differentiated Instruction:
When working with students on different levels I have found a good strategy to be splitting the class into groups. Depending on the activity, students can be divided into groups with corresponding levels of ability and understanding. By doing this, students in each group can help motivate each other and the teacher can direct his/her attention to the group of students that need it the most. I will also be providing many different types of lessons and activities during the unit which gives students a chance to thrive at those that are best for them. I will also have modifications for many activities that can provided to those students who need more guidance and those who are gifted. Every student will be participating in the same type of activity, lesson but will have it scaled and tweaked to a level that is good for them.
Community and Cultural Resources:
For this unit I can find places within the immediate community of the school to use. I can bring the children to a cultural center, or to a creek and explain and show to them how pollution affects us all and even those not in our immediate community. Showing the children what the community works to upkeep and provide for them is a wonderful gift. The students can discover fun places that they had never known about before. On top of this, we can do a map activity throughout the community and use our map skills to make our way around.
Materials:
Poster board, white board, journals, index cards, large paper for maps, compass, biographies, reference books, copies of old journals, contracts, board space, markers, colored pencils, read alouds, movie, short video clips
Unit Title: Who I Am and Where I Live
Grade: 2nd
Unit Length: 10 days
Personal Stake:
I have always thought that grasping major themes such as the ones covered in this unit are very important. Being able to read a map and comprehend the information given along with a map is very important. It is not only a crucial life skill to have, but it allows students to find the community and cultural resources found right around the corner from their houses. It is crucial for children to understand that even as one person they can make a difference for those around them in their immediate community as well as those found in another community. I also think that it is very important that students understand the responsibilities and rights that come along with being a citizen of a community. On top of this I would like to stress that being a citizen of the United States doesn’t mean that you can only help those in your country/community. Reaching out to people in other cultures and places is important as well. I feel very strongly about helping those in my community and others and hope that my students will be able to show me that they understand the responsibilities that come along with being a citizen and part of a working community.
Unit Topic- Standards:
Students will learn how to read maps and be able to read the information provided along with the map. They will know how to find their communities. Students will also be able to describe the rights and responsibilities of citizenship as well as demonstrating them in the classroom. Students will understand the importance that can come from one person’s actions by learning about influential individuals from the past. The unit will incorporate DCPS standards 2.1, 2.2 and 2.4.
2.1. Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
2.2. Broad Concept: Students describe the rights and responsibilities of citizenship.
2.4. Broad Concept: Students understand the importance of individual action and character, and they explain, from examining biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the status of heroes in the remote and recent past.
Questions:
1. What are the steps used to read a map?
2. What does the information alongside the map mean?
3. How do I find my community?
4. What aspects can be found in a community?
5. What is a citizen?
6. What responsibilities come along with being a citizen?
7. What rights come along with being a citizen?
8. As a citizen of this classroom and school what are the expectations for me?
9. How can one person make a difference for many people?
10. Who can this one person be?
11. If I am a citizen of one place do I have a responsibility to other places?
Assessment of student learning:
I will begin by opening the class with a discussion. Hopefully all of the students have heard a little bit about the words citizen and community and if not, maybe their peers will be able to tell us what they know about them. We will discuss a little bit about the meaning of the two words and I will have the students write a little bit of where they are a citizen and from what community they are in. From this I hope to get an idea of where the child is in understanding the concept of the two. In early assessing we will look at maps and have open discussions about what the aspects of the map mean and what information they provide. Throughout the unit I will have students do work independently, in groups and as a class making sure that each learner has a chance to feel comfortable. As we learn more about maps I will have students create their own realistic maps indicating the understanding there. We will have group conversations about citizen responsibilities. All assessments will show me if the students have understandings of skills, responsibilities and pieces of the content in the unit. At each stage of the unit I will give the students activities that outline their understanding. Also, throughout the unit I will be checking in with each student individually to make sure they are following along in the lesson.
Sequence the content, skills, and attitudes:
Throughout the unit I will be monitoring the completed work of each student and making sure that their understanding is along the same lines as their classmates. A lot of the lessons in the unit will be interactive and engaging which will help the students to find more motivation and understanding. Having the students create a map along with information about their own community allows them to make a connection to real life. On top of this, having the students read about influential individuals that are in some way connected them will also help the students to feel more of a positive effect from the lesson. These connections are so important when it comes to engaging students and having them find a useful purpose with the new information provided. The skills they learn about pertaining to maps, citizens and communities can be transferred to real life lessons. If a student were to ever move they would have the understanding to relate these learned skills to their new experiences and surroundings. They will build a value system and understand the importance when it comes to social interactions with those in your community. Students can work together to have positive interactions and work to build a peaceful, fun community with respectful citizens.
Differentiated Instruction:
When working with students on different levels I have found a good strategy to be splitting the class into groups. Depending on the activity, students can be divided into groups with corresponding levels of ability and understanding. By doing this, students in each group can help motivate each other and the teacher can direct his/her attention to the group of students that need it the most. I will also be providing many different types of lessons and activities during the unit which gives students a chance to thrive at those that are best for them. I will also have modifications for many activities that can provided to those students who need more guidance and those who are gifted. Every student will be participating in the same type of activity, lesson but will have it scaled and tweaked to a level that is good for them.
Community and Cultural Resources:
For this unit I can find places within the immediate community of the school to use. I can bring the children to a cultural center, or to a creek and explain and show to them how pollution affects us all and even those not in our immediate community. Showing the children what the community works to upkeep and provide for them is a wonderful gift. The students can discover fun places that they had never known about before. On top of this, we can do a map activity throughout the community and use our map skills to make our way around.
Materials:
Poster board, white board, journals, index cards, large paper for maps, compass, biographies, reference books, copies of old journals, contracts, board space, markers, colored pencils, read alouds, movie, short video clips
Wednesday, September 23, 2009
Leaning Process Blog 1
In reading Takaki’s book I found it very useful to highlight the quotes and facts that I found most significant and useful. As a reader I seem to forget a lot of the information I have read about a day or two after reading it. So, by highlighting the things I have found important or note worthy, I am able to bring back the information much faster. These small highlighted sections also help me to make connections with some of the other information that I had read in the book.
I think that in teaching I will have to work extra hard for the area of social studies. It has never been one of my strong points because it is an area that I feel takes a lot of memorization. After I learn something particular in the subject area, many times it doesn’t get used in any other aspect of my life and so it flies right out of my head. I hope to have myself organized enough in terms of bringing back the information quickly. By highlighting the important things such as I do in Takaki, I think that a method like this would help when teaching social studies.
At my practicum school social studies is taught 4 times a week. So far I have only seen it taught a few times because it is the first area to be sacrificed if there is a change in the schedule. The teacher brings all of the children to the carpet and reads the text book along with them. She has explained that reading it along with them makes if easier for the students to understand. I agree with her thoughts on this and think that the questions that she asks between the paragraphs help the students to focus and make connections to prior knowledge and personal experience. I think that it is very important to make the personal connections, especially in social studies because I feel that at times the content can be really dry.
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