Final week, it's been a good run

It's hard to believe that this is my final week student teaching.  It seems unbelievable that the time has gone by so quickly!  This week I worked on getting the library ready for testing and also helping to make their college center look slightly more attractive.  Mrs. Waters, the Atherton librarian wanted to try and encourage student use of the materials the library keeps on hand for college searching.  Currently, it is comprised of several black file folders broken down by school names. 

I wanted to focus on local choices, in the state of Kentucky, which students could attend.  I found a map of Kentucky, cut it out and laminated it, and then glued the map to a piece of foam board.  Next, I located several universities and colleges on the map and placed fun, bright push pins to mark their location.  Finally, I requested materials from schools through the state and used this promotional material to highlight a wide variety of schools students might investigate.  

While it’s still too early to know how the final product will go over with students and if it will encourage them to look at the college materials, but I really liked how it turned out.   

Week Nine: Pep rallies!

It's hard to believe it's already spring break!  On the day before the time away from school Atherton holds a school wide pep rally to get spirits high and build enthusiasm for spring sports. Sports such as baseball, soccer, la crosse, swimming, track, etc. are cheered and celebrated. 

This pep rally also doubles as a fundraiser for sports and other school activities.  Tickets are sold for one dollar a piece.  Each student or faculty member holding a ticket can place a piece of duct tape over their choice of Assistant Principal (Atherton has two APs.)  The goal is to tape the AP to the wall.  Below are some highlights from the event!   

I really enjoyed the pep rally and thought it was a great way to send kids off to their spring breaks.  During the pep rally the school showcased their inclusion basketball team- something I had never heard of before.  Atherton has a high percentage of students with disabilities and this basketball team is for both disabled and non-disabled students.  I have noticed that Atherton High is very inclusive, more so than many schools I have visited.  Students who wished to be aids but are special needs are partnered with other students to help them throughout the day.  Students are extremely welcoming, and often defend other students when they are getting picked on.  I've been very impressed with the student population within the high school.    

CEBS Dispositions:

Values diversity - Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

Week Eight: Congressman John Yarmuth comes to Atherton!

Today was a very exciting day at Atherton High School! 


http://www.wdrb.com/story/31413217/atherton-high-junior-wins-2016-congressional-art-award

For the last ten years Yarmuth's has held an annual Congressional Art Competition and today he made a surprise appearance at the year to honor those who participated in the competition as well as to announce the winner, an Atherton junior!  This is a huge honor and comes with a paid trip to D.C. and her art piece displayed in the tunnel between the Capitol building and the Congressional offices.  Above is this year's winner of the Congressional Art Competition.   

This is a group picture of all those honored in the competition.

I am personally a large fan of  Congressman Yarmuth's and feel he has done a great many things for our State and city. 

http://yarmuth.house.gov/

During today's assemble Congressman Yarmuth spoke of the need for high school students who are old enough to vote in this November's election to register and exercise their right to vote.  He spoke of the need to voice what matters to each student to their representatives to make change happen.  I hope that students listened and took his advice seriously.  It was very empowering to hear that in today's voting tendencies most elected officials are not voted in by the majority of registered voters but in fact very small percentages have turned out for voting.  I feel very strongly that boundaries should be eliminated to promote citizens to vote. 

Congressman Yarmuth recited a tale he hears often from individuals, that they do not see the value in voting or take an interest in politics or the government.  He talked specifically about a trip to speak with medical students who didn't see the connections between government and medical practice.  Why we may not always see direct impacts on a daily basis, government and politics does change out daily lives.  Getting out and voting no matter which way you lean is an important duty of every citizen.  During the assemble some boo'ed when Republican or Democrat was mentioned but I think it's important to respect all viewpoint and encourage debate and collaboration.   

CEBS Dispositions:

Values diversity - Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

EPSB Code of Ethics:

Values professionalism: Commitment to self reflection and growth. Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.

Week Seven: World War 1 refugees and Google Cardboards

I have been fascinated with the virtual reality technology ever since Google and The New York Times teamed up to distribute a free virtual reality device to all New York Times subscribers.  Information about Google Cardboards can be found here

https://www.google.com/get/cardboard/

This is a neat piece of technology that could really enhance lessons and engage students that are typically hard to reach.  The New York Times as well as many other apps have created content for virtual reality viewers on a wide variety of topics, even fun stuff like Jerry Seinfeld performing stand-up.  When viewing, the object of virtual reality is to be immersed in the scene as if you are really standing among whatever happens to be occurring- a boy living in the middle of a jungle, a crowd standing in Paris mourning the attacks and loss of life, or maybe even on the 2016 campaign trail interviewing candidates.  The possibilities are only limited by the content people create in the film needed for virtual reality viewers.

For this lesson a Human Geography class was just beginning World War 1 and the study of war on the world's populations.  During World War 1 millions were displaced and forced to leave their homes causing the first European refugee crisis.  Today we see the second so called European refugee crisis splashed all over the media thanks to instant phone cameras and fast upload times to social media sites.  During World War 1 thousands died trying to flee violence, they washed up on shores, they were turned away and deported back to their home countries, there were many reasons they died but because the then modern day technology was not capably of broadcasting it so spectacularly we only get a few gruesome black and white photos.  Now however, it is not uncommon to see photos of young children washed ashore when their boats were unable to carry all the souls trying to escape their homeland terror.  We hear about Europe unable to support the thousands rushing their borders each day.  Many are outraged that a country would turn it's back on those in need, and yet the U.S. does a fraction of what Europe does to support refugees.  Kentucky is a refugee friendly state, taking in more than out mandated amount each year, but is it enough?  The U.S. takes in around 70,000 refugees each year while some third world countries are taking in over a million.  Who is right?  Should we close our borders?  Should we help those in need?  It's tough questions like this that my lesson aimed to get students thinking about.

Here is a copy of the lesson plan

Component I: Classroom Teaching

Task A-2: Lesson Plan

Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applies knowledge and Standard 2: The teacher designs and plans instruction.

Intern Name: Lindsay Kokai                    Date: 3/1/2016                   Cycle: 3 # of Students: 30                 Age/Grade Level: 9th grade      Content Area: Library/World History Unit Title: World War 1 Lesson Title: World War 1 and Beyond: Life as a Refugee

Lesson Alignment to Unit Respond to all of the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. Analyze the impact of the war on the populations of the nations involved. b) Connect the objectives to the state curriculum documents (I. E., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards). KSBA HS2.GR.11 Global Interconnections: Evaluate how human-made or natural catastrophic events may alter environments and cultural characteristic of an area, impacting trade, politics and human migration on a global scale.  AASL 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. AASL 1.2.3 Demonstrate creativity by using multiple resources and formats. AASL 1.3.4 Contribute to the exchange of ideas within the learning community. c) Describe students’ prior knowledge or the focus of the previous learning. This was designed to be a supplemental lesson to classroom learning aimed at providing information about the impact of war and the resulting displaced populations.  Students will have basic knowledge about war and conflict learned in previous grade levels.  d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. Students will be asked to write an opinion statement reflecting on our discussion, what they feel about refugees, if their opinions have changed based on what was learned that day, and what they think the impacts of the refugee crisis might be on populations around the world.  e) Describe how the instructional planning for this lesson addresses the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs.  This lesson is highly engaging and includes elements for learners who prefer auditory information, those who prefer visual information, as well as reading and writing.  The VR system by Google Cardboard is designed to be a multimedia experience transporting the viewer to the event time and place.  This type of learning experience, where the student feels apart of the moment, can be more authentic and impactful.     f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): During the PowerPoint student’s will be asked what they think/know/have experienced in regards to refugees.  The goal of this discussion is to have students think through their opinions and ideas about refugees.

Lesson Objectives/ Learning Targets Assessment Instructional Strategies/ Activities Objective/target: Analyze the impact of the war on the populations of the nations involved. Assessment description: Students be asked to write an opinion statement reflecting on our discussion, what they feel about refugees, if their opinions have changed based on what was learned that day, and what they think the impacts of the refugee crisis might be on populations around the world.  Differentiated Assessment Plan: Strategy/Activity: We will discuss historical context for the refugee crisis, then talk about their personal experiences or opinions with refugees, followed by an interactive multimedia experience designed to help the viewer better understand a refugee’s story. After the lesson we will discuss the impact of war on populations of the world, if they feel differently about refugees after our lesson, and students will be asked to write about their thoughts as an exit assessment.   Differentiated Strategies/ Activities: If students are unable to watch the video, and article has been copied from a popular youth magazine titled ‘I was a teen refugee.’  While not as engaging as the VR Google Cardboard the article delivers another refugee experience with the same goal as the videos.  Another way this lesson was differentiated was to allow students write more or less during their opinion response as they are able.  Media/Technologies/Resources: PowerPoint Laptop Projector/screen Google Cardboards Smart phone Virtual reality app (such as NYT VR Or Vrse)

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives.  Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan.  (Use this section to outline the who, what, when and where of the instructional strategies and activities.) 1. Introduce topic and begin PowerPoint 2. During slides ask student’s if they know what a refugee is and if they know anyone who is from another country and a refugee 3. Talk with students about opinions of refugees issues 4. Introduce Google Cardboard and ask students to watch videos 5. Discuss if their perceptions have changed

    

The link for the PowerPoint presentation can be found here:
https://drive.google.com/file/d/0BxNLLXl4hreBcmNlM0RTenk1OFE/view?usp=sharing

I was very excited for this lesson, the plan was to talk for a few moments to connect students with past refugee issues from World War 1 which they would be learning about in class, and then bring them to present day with issues Europe is facing with current refugee matters.  Then after discussing the topic students would watch a virtual reality video called 'The Displaced' on a Google Cardboard viewer.

There were some challenges with a lesson that included so much technology.  I had to rely on students downloading the app for homework since JCPS wifi was not reliable.  Even though we can and talked with each class and near begged them to get this down so they could participate, still a pitiful amount of students in each class actually had it downloaded and ready to go.  We had an alternative assignment of reading an article about refugees but it was somewhat chaotic because when students saw the viewers they really wanted to be able to watch so instead of reading the article they found with their phones the entire time trying to get the app and video to download.  Overall, it was a mixed result for me.  I loved that the students who were prepared really seemed to get into it and loved the experience.  The class was difficult so the alternative assignment of the article was really too challenging.  The Displaced is offered as a YouTube video so what I would do if I ever tried this lesson again would be to book time in the computer lab and have students who were not prepared watch the same video on YouTube.  It wouldn't be in virtual reality but it would still deliver the message and might keep this level of kids engaged a bit more than the article.  I am glad that I tried something like this, but feel there were many challenges.  

This lesson was the result of many wonderful people at JCPS.  A great person in the Google department allowed me to borrow 30 Google Cardboards to make this lesson possible.  On top of that, my collaborating librarian and the classroom teacher met with me and helped shapes my lesson into something reasonable and realistic.  Without them I wouldn't have know I needed to be prepared for so many students not being able to participate with the Google Cardboards.    

CEBS Dispositions:

Values diversity - Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

Values collaboration. Actively seeks out and incorporates ideas of others. Takes leadership in working with others to improve the overall environment. Regularly share information and ideas.

EPSB Code of Ethics:

Values professionalism: Commitment to self reflection and growth. Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.

Values professionalism: Professional development and involvement. References and makes use of professional organizations or publications. Willingly participates in professional activities or events that promote professional development.

Week Six at AHS

Weeding is an essential function and activity of any library and knowing how and when to weed is a vital skill for any librarian to learn.  Weeding is the process of withdrawing books from the library collection.  Most commonly this occurs because of damage to the material or because the material contains outdated information.  This week we weeded 24 boxes of materials, separating them into boxes with hardcovers and boxes of paperbacks.  The pictures below show some of the process of collecting the items for weeding, and then the boxing and labeling of items to be collected by JCPS disposal.

CEBS Dispositions:

Values professionalism: Respect for school rules, policies, and norms Knows school rules and policies. Follows them consistently. Understands the purpose of regulations and respects their intent. Accepts responsibility for personally following them in patterns of dress, behavior, etc.

EPSB Code of Ethics

Values professionalism: Professional development and involvement. References and makes use of professional organizations or publications. Willingly participates in professional activities or events that promote professional development.

Week Five at Atherton!

This week in the library was testing!  The ACT test is a big deal in High schools, especially for Juniors and Seniors.  In the school district where I am student teaching, Jefferson County Public Schools, each Junior is able to take the ACT for free.  I'm not sure if it is like this state wide, but I think it's a great way to encourage everyone to at least think about college.

https://www.act.org/

Even thought the ACT is only around $50, not everyone can afford to take the ACT test, which is required to gain entrance to a college or university.  I have seen a steady increase in the amount of attention college entrance and taking the ACT has gotten from schools.  At the public library I work at I host an ACT basics class that introduces students to the test, gives them some strategies, and helps encourage them to study.  When completing the first half of student teaching in an elementary school last semester I noticed banners advertising different Kentucky colleges and universities hanging around the hallways.  We now have middle school students registering for our ACT basics class.  I just don't remember this being an issue when I was in middle school.  I honestly don't remember it being an issue when I was in high school.  My parents pushed me to study and enrolled me into an SAT prep class with a company called Kaplan, but we didn't have this enormous push like I see in schools now.  

To prepare for ACT testing, students are asked to come to the library over the course of several days to complete 'pre-bubbling.'  Pre-bubbling is when students fill in the bubbles corresponding to their name, address, birth year, and other basic information to save time on test day,  

Besides ACT testing, the library is also used for Kossa testing.  Kentucky Occupational Skills Standards is a test schools can use to help students obtain college admissions benchmarks even if their ACT test scores are low in some subject areas.  So for example, if a student scored below benchmark range for math but got an acceptable score with the Kossa test, they would still be eligible for college admissions.    

I had no idea the library was used for so many different purposes.  I'm learning that even in elementary schools libraries are used often for purposes that would not normally fall within a libraries scope of use.  I think this is both beneficial and complicated.  During lunch period I see students pour in to finish homework, papers, projects, etc. but must depend on other teacher's not having booked the library's banks of computers.  I see collaboration with classroom teachers as a primary role for any library in any setting but at times meeting needs for all users is difficult when space is limited and goals must be split.  As a librarian I want to be able to tell the students coming in during lunch that they can have access just as much as I want to tell teachers who desire to collaborate that they can have access.  Sadly, what I'm seeing with the school libraries I have visited is that due to space constraints and no type of budget for a renovation services must be at time limited based on who has laid previous claim.  I wonder if schools are looking into alternatives to address these matters?  Maybe provide an open computer lab like colleges and universities do?  Perhaps that has not occurred due to the same space issues placed on libraries?  With so  many schools moving towards paperless campuses it would be interesting to see how varying schools are working with these 21st century technology dilemmas.

       

Week four at Atherton HS Jan 26th

This week was a strange dichotomy, in the library classes were taking the COMPASS test and things were pretty silent.  However, I was working on the lesson I am teaching soon with Mrs. Rice's class.  It is on Romeo and Juliet, Shakespeare, and the Globe Theatre.

PowerPoint of R&J

This is a topic I really enjoy, I was a theatre major in high school attending The Youth Performing Arts School in Louisville Ky.  I also was a theatre minor in college.  I think the largest issue with Shakespeare is understanding the context and language- which is the focus of my presentation.  

I find it fascinating that while Romeo and Juliet was written and performed London was undergoing a dearth, or food shortage.  Common people wouldn't have had consistent food for weeks so watching the nobles and rich people eating and feasting on stage would have added an extra emotion to the environment.  If students didn't know that the scenes with balls and extravagance wouldn't impact them much, they might even be glanced over with no thought.

Here is the video of me with the class during this lesson
Video of lesson

Video of lesson 2

Video of lesson 3

Video of lesson 4

Video of lesson 5

Each of the above videos are segments of the lesson including some student work.

The lesson plan for this can be found HERE

CEBS Dispositions:

Values diversity - Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

Values collaboration. Actively seeks out and incorporates ideas of others. Takes leadership in working with others to improve the overall environment. Regularly share information and ideas.

EPSB Code of Ethics

Values professionalism: Commitment to self reflection and growth. Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.

Week Three at Atherton HS Jan 19th

The first big threat of snow this season is coming!

Here are some pictures of the inside of the library:

The library is a large rectangle room with a bank of student use computers as soon as you enter, featured above.  After the computers there are several tables provided for group work, testing, studying, etc.  This library is lucky to feature a large wall full of windows which provide great natural light and allow the staff too see outside all day.  Compared with other JCPS libraries I've seen it is one of the nicest because of it's wall of windows.  Benched seating along the windows provide relaxing and reading areas for students with cafe style tables and chairs providing unique extra seating to share ideas.  

The library is well utilized with several classes booking computer or table space throughout the week.  Most days during lunch periods the library is extremely busy with classes and students completing work during their lunch time.  

I like the incorporation of student art work in the library.  The art classes display art work on top of the book shelves throughout the library adding a nice touch of student ownership.  It shows that Mrs. Waters, the librarian takes an active role in incorporating the library into school curriculum

CEBS Dispositions:

Values collaboration. Actively seeks out and incorporates ideas of others. Takes leadership in working with others to improve the overall environment. Regularly share information and ideas.

.   

Week Two at Atherton HS Jan 12th

This week in the library I assisted students with finding materials, checking out, printing, and other technology related trouble shooting.  I feel most comfortable working within the high school because it is most similar to the position I currently hold.  I love researching topics for collaborative assignments, helping to fix issues, and finding information that students are seeking.  

What I have noticed is something I've also seen in the public library, students giving up very quickly and seeking assistance.  Fred Jones (http://www.fredjones.com/) calls this the 'helpless hand raisers' issue with students giving up knowing the teacher will likely just do it for them.  I've noticed an up tick in students relying on other people to do their work for them over the last five years.  I don't know what that points too or what that means for the generation attending schools now, and maybe this problem has always existed and I'm just now aware.  Whatever the reasons, when I was student teaching at Trunnell I did notice the helpless hand raiser who wants to dominate time but I dismissed it thinking, well these students are younger.  However, even now in a high school setting it is clear the students who have been modeled to figure things out and be self reliant and the students who have had their 'helpless hand raising' behaviors  indulged.  

I really enjoy Atherton, it reminds me a great deal of my own high school experience.  Students are allowed to come in and speak about politics and social issues with staff and other students without fear of being told it is unacceptable to seak about those topics in public- something I experience at work.  It is great to see an open dialogue of thoughtful debate with respect to all parties opinions.  

CEBS Dispositions:

Values diversity - Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

EPSB Code of Ethics

Values professionalism: Commitment to self reflection and growth. Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.  

Welcome to Atherton HS!

A new semester means a new student teaching placement.  Still working within JCPS in Louisville KY, my new placement is within the Atherton HS library with Librarian Heather Waters. 


http://jcpsky.libguides.com/athertonlibrary


Being in a high school library reminds me the most like being at my day job, a public Youth Service's Librarian.  I really enjoy reader's advisory, fixing problems, helping with homework and projects, and providing guidance. 


The main difference between my first placement and this is the teaching aspect.  In an elementary school a librarian is expected to teach every single class period of the day, Mrs. Jennings often would not get a break other than 15/20 for lunch.  In high school librarians assist with research and help collaborate with classroom teachers when needed but it isn't the grinding schedule like in an elementary. 

During the first week here I helped re-organize the library.  Over the break Mrs. Waters decided she would like to rearrange the desk.  We moved furniture and helped eliminate the need for several extra carts behind the desk.

CEBS Dispositions:

Values professionalism: Respect for school rules, policies, and norms Knows school rules and policies. Follows them consistently. Understands the purpose of regulations and respects their intent. Accepts responsibility for personally following them in patterns of dress, behavior, etc.

EPSB Code of Ethics

Values professionalism: Professional development and involvement. References and makes use of professional organizations or publications. Willingly participates in professional activities or events that promote professional development.

Week Thirteen: More Observations!

This week is a bit sad, it's my last week here at Trunnell Elementary student teaching.  I have learned a great deal and will forever be grateful.  For my final lesson I used iPads and tangrams to teach 4th and 5th graders about shapes and mathematics.  The lesson plan and pictures from the lesson can be viewed from the following links.


Putting Shapes Together Part 1

Putting Shapes Together Part 2

iPads lessons

iPads lesson 2

iPads lesson 3


Overall I think the lesson went really well.  The students enjoyed hands on time with the iPads and if anything I wish I had more iPads so each student would get longer.  Originally I was to come every day that week and teach all 4th and 5th graders so that everyone would get some great time working with the iPads.  However, the week came and suddenly classes would be missing Monday for a field trip and Wednesday for a class assembly.  Luckily Tuesday and Thursday, the days I needed to record and be observed, where not disrupted. 

I had never heard of


before and I was really thrilled with how well the students listened.  I asked them to think of the shapes they se in their everyday life.  For example a bed is a rectangle, a plate is a circle, etc.  Then I talked about how tangrams are used as a way to tell stories in China.  I then read the story aloud.  After that I passed out iPads and Osmo's and half of the class checked out books while the other half used the iPads to create tangram shapes.  They drew the shapes they made on the iPads on their papers. 


Good things about the lesson: 
-Students LOVED using the technology. 


Bad things about the lesson:
-Not having enough technology for everyone to use at one made for difficult transitions.
-Some student's had a difficult time sharing and thus other students got very little time with the iPads
-Passing out all of the technology after reading the story was very difficult and made for a lot going on at one time
- The first time I tried teaching it I brought in foam shapes so half the class could be working with those while the other half worked with the iPads and then switch, then after everyone had completed everything it would be time for check out.  This was too much for the class period, taking up way too much time.  It also added to the amount of little pieces we had to keep track of.  The second time this was taught we scrapped the foam tangrams and just had half the class check out then work with the iPads.  This process seemed to go more smoothly. 


Overall:
I think if you had a way of setting the technology up before hand and the students in another area listening to the story it would have flowed better.  Leaving the technology at the desks prior to using means lack of focus and ability to not begin the iPads portion before it was time.  I liked that the students seemed very engaged and interested.  If attempted again I'd like to try and find a way to make the whole thing go more smoothly


CEBS Dispositions:

Values collaboration. Actively seeks out and incorporates ideas of others. Takes leadership in working with others to improve the overall environment. Regularly share information and ideas.

EPSB Code of Ethics:

Values professionalism: Professional development and involvement. References and makes use of professional organizations or publications. Willingly participates in professional activities or events that promote professional development.

Week Twelve: Observations!

This week is a very important week for me, I'm being observed! 

To prepare, I needed to record the lesson a couple of days before my professors anticipated arrival.  Of course, nothing went well.  My camera cut the lesson into two parts and I wasn't able to upload either video because of file size.  However I do have links to the files saved on my Google drive.  The lesson was on Owls and the lesson plan can be found here.  We used it with 2nd and 3rd graders.  Third graders had an easier time recalling facts after the nonfiction text and owl sounds, but both groups had a lot of fun imitating owl sounds.

All About Owls Lesson Part 1  

All About Owls Lesson Part 2

During the lesson we listened to different owl sounds from Youtube such as the Barred Owl

The Great Horned Owl

This is the lesson plan for owls:

Component I: Classroom Teaching

Task A-2: Lesson Plan

Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applies knowledge and Standard 2: The teacher designs and plans instruction.

Intern Name: Lindsay Kokai                    Date: 10-29-15                    Cycle: 1 # of Students: 24                 Age/Grade Level: 2nd grade                 Content Area: Library Unit Title: Creepy Crawlies and Creatures of the Night                               Lesson Title: Owls

Lesson Alignment to Unit Respond to all of the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson. Students will be able to define four facts about owls. b) Connect the objectives to the state curriculum documents (I. E., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards). Kentucky Core Academic Standards (Reading Standards for Informational Text) RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. c) Describe students’ prior knowledge or the focus of the previous learning. Prior to this lesson, students will have studied spiders and bats.  d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. The summative assessment for this lesson is the student’s ability to list four facts about owls.  e) Describe how the instructional planning for this lesson addresses the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs.  The lesson is designed to meet the needs of a variety of learning types.  Auditory learners will be reached through hearing the nonfiction text read aloud and listening to owl sounds, and visual learners will have the book illustrations to help them comprehend the story.  f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Before reading the nonfiction text students will be asked what they already know about owls.  Then after hearing the text read aloud students will be asked what new facts they have learned about owls.

Lesson Objectives/ Learning Targets Assessment Instructional Strategies/ Activities Objective/target: Students will be able to write four owl facts on their extension worksheet.  Assessment description: An extension activity with four places to list owl facts. Differentiated Assessment Plan: Students will be given the option to work with a partner. Strategy/Activity: Review facts learned after hearing the text read aloud.  Differentiated Strategies/ Activities: Auditory learners will benefit from listening to the text and the owl sounds.  Visual learners will be engaged by book illustrations as well as the video clips.  The movement and mimicking owl calls will appeal to kinesthetic learners Media/Technologies/Resources: Copy of All About Owls Document camera Laptop YouTube clips Projector

Procedures: Describe the sequence of strategies and activities you will use to engage students ad accomplish your objectives.  Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan.  (Use this section to outline the who, what, when and where of the instructional strategies and activities.) 1. Remind students that we have learned about spiders and bats today and that we will continue our study of “creepy crawlies and creatures of the night” by looking at owls today. 2. Activate prior knowledge by asking students what they know about owls.  3. Introduce All About Owls and read aloud, using the document camera.  4. After reading the story aloud listen to the sounds different owls make and practice making their sounds.  5. Ask students to help review facts learned about owls.  6. Ask student assistants to pass out materials. 7. Circulate around the room, giving assistance if necessary. 8. As students finish their work allow them to check out if they have returned all previously checked out materials.