I am almost done with my project. My cross-curricular project theme is "Survival." My four content areas are: English/Reading, Art, Science, and Technology Applications (computer class).
The major assignment for my English/Reading lesson plans is for students to write a creative, fictional story about a "survival situation." (For example: My airplane crashes on a desert island. I am one of 3 survivors. This is what happens, how we survive, etc.....)
In that story, students will demonstrate their writing ability to meet TEK standards and they will be expected to demonstrate the knowledge of survival skills that they aquired in all of their classes participating in the cross-curricular project.
I have done a project similar to the cross-curricular project we are doing in this class. The idea for my "survival" theme was one my group and I came up with for a "thematic unit" that we had to write in another course. However, I have re-done the project by writing my own lesson plans for the other content areas (rather than using the lessons they came up with for our group project last semester).
Thursday, October 28, 2010
Thursday, October 21, 2010
Assessment
Assessemnt is an important part of a good education, but getting a really good it is also one of the trickiest things to do. This is because the backgrounds, strengths, weaknesses, personalities, values, disabilities, talents, etc. of our students vary so much. It's almost as if each student should have an assessment designed specifically for them in order to assess them in the best way possible. This is where authentic assessments come into play.
Journaling is one of my favorite forms of authentic assessment. I'd like to have students write what they learned, what it means to them in their own lives, and write any questions or information that they'd like to further learn about the topic.
Discussion is my other favorite way to assess students. You know what though, how about this for an idea: forget about my favorite ways to assess students and let them choose their own from a list or even make their own suggestions.
For example, at the end of a big unit I would tell students that I want to get an assessment of each student regarding the unit we've covered. I'll ask each student to schedule their own assessment in the form that they are most comfortabe with from a list: writing (essay or short answer), discussion with the teacher, making a portfolio of everything they learned and what it means to them. I think this would be the most authentic assessment!
Journaling is one of my favorite forms of authentic assessment. I'd like to have students write what they learned, what it means to them in their own lives, and write any questions or information that they'd like to further learn about the topic.
Discussion is my other favorite way to assess students. You know what though, how about this for an idea: forget about my favorite ways to assess students and let them choose their own from a list or even make their own suggestions.
For example, at the end of a big unit I would tell students that I want to get an assessment of each student regarding the unit we've covered. I'll ask each student to schedule their own assessment in the form that they are most comfortabe with from a list: writing (essay or short answer), discussion with the teacher, making a portfolio of everything they learned and what it means to them. I think this would be the most authentic assessment!
Tuesday, October 5, 2010
October 5
Informative writing is about informing the reader of information. This isn't about opinion or bias; this about the facts. It's also called "expository" writing.
For example, I may assign students to write an informative essay on a college degree (major) of their choice. In the essay, they would tell me what schools offer that degree plan, what kind of courses are on that degree plan and what kind of careers graduates with that degree could pursue.
Activity: I begin the class by posing a question to students. I will tell them that I do not know how to work my ipod, and ask them to explain the process to me. As they offer suggestions, I will write them on the board creating webs and/or an outline. Afterward, I will explain that this is how you begin an informative essay. I will then do my lesson on informative essays.
Persuasive writing- when a person writes to convince someone of a opinion by supporting that opinion with facts. This is the most powerful form of writing.
Ex) I may assign my students to write a persuasive essay on a controversial issue.
Activity: At the beginning of each class I will present two ideas that we could use in a future class date: one idea will be boring, and require a whole lot of work. The other idea will be intriguing and interesting to students. Then, I will ask the class which idea we should do. I will ask them why. I will explain that their arguments will actually determine which assignment I give them. I will make a T-Chart on the board and list their ideas/arguments about which idea is better. Afterward, I will explain that we have begun forming a persuasive argument and also point out how important it is to be able to create a persuasive argument.
For example, I may assign students to write an informative essay on a college degree (major) of their choice. In the essay, they would tell me what schools offer that degree plan, what kind of courses are on that degree plan and what kind of careers graduates with that degree could pursue.
Activity: I begin the class by posing a question to students. I will tell them that I do not know how to work my ipod, and ask them to explain the process to me. As they offer suggestions, I will write them on the board creating webs and/or an outline. Afterward, I will explain that this is how you begin an informative essay. I will then do my lesson on informative essays.
Persuasive writing- when a person writes to convince someone of a opinion by supporting that opinion with facts. This is the most powerful form of writing.
Ex) I may assign my students to write a persuasive essay on a controversial issue.
Activity: At the beginning of each class I will present two ideas that we could use in a future class date: one idea will be boring, and require a whole lot of work. The other idea will be intriguing and interesting to students. Then, I will ask the class which idea we should do. I will ask them why. I will explain that their arguments will actually determine which assignment I give them. I will make a T-Chart on the board and list their ideas/arguments about which idea is better. Afterward, I will explain that we have begun forming a persuasive argument and also point out how important it is to be able to create a persuasive argument.
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