ESST 317

Book Talk ESST

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ECS 311 · Uncategorized

Resources

I attended the Middle Years Conference in Regina and got a few very good resources from Pernille Ripp.

http://projectsbyjen.com

The Global Read Aloud Project

Travelling Teapot Project

https://empatico.org

Skype in the Classroom

Twitter (Allow students to tweet authors, etc.)

Digit Human Library

https://earthday.ca/ecokids/

http://www.snn-rdr.ca/snn/index.html

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Reflection on November 21st

My day at St. Josaphat was one of my best days yet. I like that the more I get comfortable with the students, the more they are willing to share and learn. I started off my lesson by simply writing on the board “What does it mean to persuade someone” this question got them thinking. Next, I showed them 3 different videos. The first one was an ethos commercial, second was a pathos commercial and third was a logos commercial. This gave them an opportunity to see the different ways to persuade someone. They often referred to the videos while they did the worksheet, which obviously meant they enjoyed and learned from them. I wish I would have been stopping between the videos and talking about what we just learned and saw. Discussions are always a great way to learn in our classroom because our students participate and are engaged. Having them in flexible groupings gave them the chance to work with someone different and someone who may needed them. They had to create different ways to “sell their pen”. As I was walking around listening in, I had many students say how we should do this more often. They were very creative during the lesson which helped a lot. I didn’t really have a closure, nor really understood what that meant until this lesson. I just starting having a discussion with them about the lesson and the things they learned. It was only positive feedback and they shared some key components they saw from their partners pen selling. I liked this lesson a lot and definitely saw how students were learning throughout it. I made some adjustments here and there but overall I really thought it went well.

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Differentiated Learning Strategies

1.) Create Learning Stations

Creating different stations where students rotate through them, gives them an opportunity to learn from all different types of learning.

Ex. Videos, art, reading, completing puzzles, listening to teacher.

2.) Interview Students

Interviewing students will give you the opportunity to see what kind of content your students need.

Ex. Ask questions like..

-Their favourite types of lessons

-Their favourite in class activities

-Which projects their most proud of

3.) Journaling

Journaling will give students the opportunity to sit and reflect on what they’ve learned which might help them process the new information.

Ex. Summarizing key points they learned, attempting to answer or make sense of questions, explain how they can use the lessons in real life.

4.) Ability grouping

Ability grouping gives different students the ability to work with different students based on learning needs.

5.) Assign open ended projects

This will give students the opportunity to do whatever they want based on the content that’s being taught.

Resource: https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

 

ECS 311 · Uncategorized

Lesson Plan Example 2

Name: Cassie Schlamp Date: October 24 2018 Subject: English Grade: 8

Guiding Questions (specific to this lesson):

Have you ever been persuaded?
Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

CC 7.9 Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

I can create persuasive texts (e.g., persuasive letter, an interpretation) as follows: explain and justify reactions and personal connections to texts viewed, heard, and read make explicit and deliberate connections with previous knowledge and experiences give opinions and make judgements provide support by reasons, explanations, and evidence support opinions with examples from text develop a clear organization.

I can experiment with a variety of forms and techniques. I can experiment with and make deliberate choices about form and language suited to audience and purpose.

Assessment Strategies: (formative-before & during & summative – end)

-Walk around and make sure they’re on task (sit in on some of their persuading)

-Collect their worksheets

Instructional Strategies: (specific strategies)

-cooperative learning -group discussion -literature response

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

-Read out the instructions, as well as write them

-Pair up certain individuals

Materials Needed: -Worksheet -Pencil
Learning Experiences:

Set ( ____min)

For my set, I would like show the students three different commercials. One that effected emotionally, one that effected logically, one that effected ethically. Ethos (Ethical) https://youtu.be/XjJQBjWYDTs Logos (Logical) https://youtu.be/bHhCP5ad-zM Pathos (Emotional) https://youtu.be/dAfoLlaTTMU

After watching the commercials, I will explain to them ethos, logos and pathos. Logical: persuasion by the use of reasoning. The use of logic to support a claim. Facts and statistics are used to enhance a point. Giving reason is the heart of persuasion, which could be why this was Aristotle’s favorite appeal.

Ethical: convincing by the character of the author. People tend to believe people they respect. You need to convince the audience your authority on the topic- Why should they believe YOU?

Emotional: persuading by appealing to the reader’s emotions. The emotional appeal can effectively be used to enhance a point. Use vivid language, emotional language, and numerous sensory details.

Resource: https://www.teacherspayteachers.com/FreeDownload/Persuasive-Writing-Sell-Me-This-Pen-ALesson-in-Logos-Ethos-and-Pathos-1754588

Development ( ___min)

This activity is designed to have students understand persuasion.

I will split the students into partners using their already made tables.

I will give them a worksheet I have found on Teachers Pay Teachers. The worksheet is “Sell me this Pen”

In their partners, they will have to come up with two examples for each Ethos, Pathos and Logos on how to sell that pen.

This will give them the opportunity to learn from their peers and come together to collaborate their ideas.

They will then join together with another group of two and try to sell them that pen. This will let them see the different ideas and try and persuade their classmates.

Closure ( ___ min)

Have a discussion about what persuaded them the most (ethos, pathos or logos)

“What stood out to you?

“Why did that stand out to you?”

I will collect their worksheets and assess them accordingly.

ECS 311 · Uncategorized

Lesson Plan Example 1

Lesson Plan

Name: Cassie Schlamp Date: October 24 2018 Subject: Health Education 8 Grade: 8

Guiding Questions (specific to this lesson):

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

USC 8.5 Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self esteem affects the quality of life and self and family.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

I can discuss body image to include one’s feelings, attitudes and perceptions towards his/her body and physical appearance

I can analyze the relationships between self esteem and body image.

Assessment Strategies: (formative-before & during & summative – end)

Formative: Walk around and see if everyone is on task. Letter-Look at their letter and see if they include key components to it.

Summative: Take in their letters and mark them based on what they included

Instructional Strategies: (specific strategies)

-cooperative learning

-group discussion

-literature response

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

-Read out the instructions, as well as write them

-Help students write their letter by providing guiding questions

Materials Needed:

-Letter -Pen/Pencil

Learning Experiences:

Set ( ____min)

I will show the quick video I found on YouTube about the negativity around body image in the media. I will then conduct a discussion about the things they feel while scrolling through social media and have this written on the board while they talk as well as repeat it for them. We then will go over positive body talk. How every one is different and we need to see ourselves as beautiful because every one is beautiful in their own different way. Positive body talk.

Development ( ___min)

This activity will be designed to have the students read and respond to someone struggling about their body image/negativity in social media. They will be writing a response letter to someone who wrote them a letter seeking advice.

They will have to include: -Their thoughts and feelings towards the situation (positive) -Advice for the person to try and make her feel some comfort -The way they feel about themselves -The way they think about social media and the way it makes one feel

While they write this letter, I will walk around answering any questions that they have.

This will give them a chance to look at things from a different perspective than themselves. The letter will be fairly detailed with how she feels and have them seeking advice. The student’s job is to analyze the situation and respond in a mature manner.

Closure ( ___ min)

I will ask the students if they want to share some of the advice they give out loud. If they don’t want to, I will collect their letters and read them myself.

ECS 210

Education Journey

“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” -Malcolm X

I found this quote to be quite interesting. It is so much deeper than just the quote and I think that’s why I like it so much. It offers knowledge way beyond.

By picking apart this quote, I discovered many things. Education is something that I often think people take for granted. Children go to school and forget to recognize that they are building and preparing themselves for the future. Travelling is something a lot of families do and I think by relating education to a passport is a good idea. It is basically your ticket to anything you want to do and anywhere you want to go. An educated mind has such a higher chance of succeeding opposed to an uneducated mind. People and children who care to learn and want to know more, will be able to handle the world at a better pace. That is why, those who take the time to be educated today, will be more prepared for life tomorrow. That is so important and something many people do not take advantage of.

I think this quote has endless possibilities and that is the best part of it. It is saying you can achieve anything if you choose to be educated.

ECS 210

Common Sense

Common sense in classrooms is something that people seem to take for granted. Many people are deemed to have no common sense where others could have a lot of common sense. In the reading, they define Common Sense as “Things taken for granted or things everyone should know.”

Sometimes children are exposed to things other children are not and there for they would have more knowledge on many different things. You are all raised differently and are brought up with different cultures and traditions.

We may not know what we are doing or why it’s wrong because it just seems to be common sense. Sometimes we may be doing everyday things and have no idea why we are doing it or why it may be wrong because we have convinced ourselves that it is common sense.

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Field Placement Blogs ECS 100

Here are some samples of my field placement blogs.

“My first day at St. Catherine school was an ok day. The grade five teacher wasn’t there that day, and it was a -45 day, so busses weren’t running (which means very little kids.) The class with the most kids was grade eight, so that’s where they sent us. It was a very disorganized process in my opinion, but that’s where we ended up. At first I noticed that there was a ton of diversity within the classroom. White was definitely the minority. I found it a very accepting atmosphere. Throughout the room, there was many different bulletin boards with accepting and encouraging words. Words that not only the teacher had wrote, but all of the students.”

“I happened to have my placement on the same day as Ash Wednesday, so they had a service in the gym for that. That took up most of the afternoon. After, they started reviewing for their math test and that really tested some of my math skills. The children seemed to be occupied with something other than what they were supposed to be doing which caused the teacher to constantly be yelling and calling on kids who really had no idea what was going on. We were never given the OK to help the students so we just sat at the back and observed. I hope as time goes on, we are able to do more to help. I love being in the classroom, but I would also love to be able to do more than just exist.”

“For the questions of the week. I think technology is a huge advantage in the classroom. In my field placement, they have both laptops and tablets. Since I’ve been there, they have only used the tablets to play math games after they were done their work. The teacher has also used the smart board a couple of times. I think having access to technology can really advance a classroom.”