Texas Bluebonnet Writing Project Blog

Tuesday, July 17, 2007

Teaching Demonstration

Hi Bluebonnets!

My lesson can be found here: Joyce's Teaching Demonstration.

Have a great day! Don't forget to send me my response letter!

Joyce :)

posted by Kinderbeanie :) @ 7/17/2007 05:22:00 AM  

14 Comments:

  • At 7/17/2007 12:23 PM, Blogger Sherry said…

    Dear Joyce,
    A few comments about your demonstration:
    Lens 1:This was definitely a warm, fuzzy experience. It feels comfortable and comforting to read children's literature and to draw a response to it.
    Lens 2: Best Practice: this is certainly an example teaching with Real Purpose. Student ownership comes in with the charades activity. You also got us started well with the story and the writing assignment.
    Lens 3: TEKS addressed include:
    listening for a purpose, participating in conversations and discussions, connecting with other people's experiences, vocabulary building, and presenting dramatic interpretations of reading.
    Lens 4: I love the cold pricklies and warm fuzzies extension. I also think that a lot of these books could be used well in my high school classroom.
    Lens 5: Do you have any literature for this kind of activity that might be more appropriate for high school students?
    Thanks,
    Sherry

     

  • At 7/17/2007 12:23 PM, Blogger Unknown said…

    Dear Joyce,
    I enjoyed the lesson very much!
    Lens 1: You involved us in the learning at every step of the lesson. You made us feel godd about ourselves by celebrating our responses.
    Lens 2: You read the book twice and explained the directions several times making sure we understood. We had class discussions and individual work. We got to express our individuality by means of our pictures. The charades were fun, but still a learning experience for kids who need to learn how to interpret those cues.
    Lens 3: TEKS: not really sure
    Lens 4: I could adapt this lesson to use in my own classroom by reading a chapter from a novel to the class and having them draw a respresentation of some aspect of the chapter. Either their response to it or a pictorial summary thereof.
    Lens 5: How would you assess this? Or would you assess this?
    Have a nice evening! Di Trang

     

  • At 7/17/2007 12:26 PM, Blogger Rediesha Thompson said…

    Dear Joyce,

    I really enjoyed your presentation. It was hard for me to put myself in a 5 year old mindset. I really enjoyed the drawing while you read to us a second time.

    Lens 1: Describing affect for teachers and learners.
    I could tell that you really cared about us as learners. I really liked in the beginning how you asked us about our feelings and then wrote each one on the paper praising each student as they gave input. I loved how you pointed out the front, back, and spine of the book. You helped us think about the spine and how it relates to our bodies and how it then relates back to the book.

    Lens 2: Articulating best practice.
    LOVED THE PRAISES WITH OUR HANDS AND SOUND EFFECTS!

    Lens 3: The Texas language arts standards and benchmarks.
    You really emphasized TEKS 110.2.a.1 by allowing us to express ourselves completely through oral expression, listening, suggesting, written/drawing, and then oral presentation.

    Lens 4: Extensions and adaptations.
    I could definitely use this in my classroom, but of course with a high school text; however, my students can still draw and do the praises as you showed us in you demonstration.

    Lens 5: Questions
    None at this time.

    Thanks for a wonderful lesson! You did a great job of treating as 5 year-olds without making us feel incompetent!

    Rediesha Thompson

     

  • At 7/17/2007 12:27 PM, Blogger Sessamalie said…

    July 17, 2007

    Dear Joyce,

    I really enjoyed your presentation. I have such respect for the attention to detail early childhood teachers must have. Your lesson was no exception. It was a welcome change from teaching high school. I especially liked how your presentation lent itself to being considered by the Five Lenses.

    Lens 1: Describing affect for teachers and learners. You definitely showed concern about whether or not we enjoyed the lesson. You kept us engaged... from listening to an age-appropriate book to allowing us to draw our own interpretations of the story, the having us play charades. We had fun AND learned.

    Lens 2: Articulating best practice. I noticed several best practices being used in your lesson. Of particular note is the way that you allowed each of us to have ownership of our work. We were all allowed to draw our own interpretations of the story AND share them. We even got a special treat after we shared. You gave us each a special applause.
    Lens 3: The Texas language arts standards and benchmarks. Since there are no Pre-K TEKS per se, you used research to support the execution of your lesson.
    Lens 4: Extensions and adaptations. I can use this idea in my classroom when we learn emotion words. I can assign each group a different emotion and they can present to the class much in the same manner that we did in BWP today. I know that the books might be a little childish for them, but the vocabulary will be new.

    Lens 5: Questions arisen. What other sorts of things do you do when teaching about emotions?

    Thank you again for the fantastic demonstration. I am definitely going to try to adapt it for my classroom.

    Sincerely,
    Leslie Hancock

     

  • At 7/17/2007 12:27 PM, Blogger Sessamalie said…

    This comment has been removed by the author.

     

  • At 7/17/2007 12:30 PM, Blogger pat huster said…

    Dear Joyce,

    What a great lesson about feelings and how to cope with them.

    Lens 1--Affect
    Obviously you respect the learner because you alowed them to share their ideas and thoughts throughout the entire lesson.

    Lens 2--Best Practices
    There was real purpose in the activity because you wanted the students to understand about feelings. The entire class was a part of this learning comunity. You showed suport for your students when you walked around and spoke with students while they were drafing their pictures and writing their responses.

    Lens 3-TEKS
    You included your TEKS in your lesson plan and covered them well.

    Lens 4--Extensions
    The game of charades was great for showig feeings, but I think it could be used for vocabulary words, book titles, and maybe even various scenes from a novel.

    Lens 5--Questions
    Did you create your own graphic organizers? You gave us a list of resources, but are there any other books or poems we might be able to use? My 6th graders do love to share their feelings.

    Again, thanks for sharing a such an energizing lesson.

    Pat Huster

     

  • At 7/17/2007 12:32 PM, Blogger teach to inspire said…

    July 17, 2007

    Dear Joyce,

    You are a natural teacher. Through your lesson you demonstrate the importance of knowing and meeting the needs of the “whole” child. My son is five years old and going into kindergarten and I hope that his kindergarten teacher will have some of your traits.

    1st Lens (Feelings)
    Feelings and emotions are addressed in the lesson. Each learner’s feelings and input is valued.

    2nd Lens (Best Practices)
    Clearly demonstrated that each child has the opportunity to contribute. Also, through different tasks/activities you are reaching out to different learning styles and levels.

    3rd Lens (Standard and Benchmark)
    Lesson incorporates Reading, Writing and Art as well as technology with the incorporated of power points slides of student work.

    4th Lens (Extensions and Adaptations)
    Fabulous extensions by having students create and address emotions through concrete examples to portray their feeling. Loved the charades game and allowing students to enjoy learning in a fun way (great vocabulary review). Taking writing to the next level by allowing them to make personal connections.


    5th Lens (Questions and answers)

    Do you find that most kindergarten teachers address the whole child? How has standardize testing effecting your teaching? (For instance, in my school district kindergartens are expected to also take “benchmark” test and actually have to bubble in answer choice. They take Reading, Math and Writing benchmark. What are you feelings about this? Are those appropriate expectations for five year olds? Just a bit concerned with my son going into kindergarten. My goodness he can’t stay focus for long periods of time and loves doing things with his hands (kinesthetic learner) I want him to enjoy school and hope he doesn’t become disappointed.


    Sincerely,

    Teach to Inspire (Christina Hernandez-Castruita)

     

  • At 7/17/2007 12:34 PM, Blogger Jolyn said…

    Dear Joyce,
    Lens 1 Affect – Through this lens, the lesson exemplified the entire gamut of feelings. It made me want to participate more because I perceived we were having fun. When I realized other people were having fun too, this helped me “get into” the lesson even more.
    Lens 2 Best Practices - Through lens 2 many Best Practices were achieved. Some of the most effective include real audiences, real purposes, student ownership and responsibility, getting students started, a classroom of shared learning.
    Lens 3 Address the TEKS This lesson addresses the high school TEKS110.42.1, 110.42.1B, 110.42.1.10
    Lens 4 Extensions and adaptations I believe this lesson could be extended over several days with an addition of poetry. The students could take their emotion for the Emotion Charade game and find a poem that exemplifies their emotion.
    Lens 5 Questions arisen Theoretical Connections Could this be taken to a further writing? How would I phrase the prompt?
    Thank you for your demonstration. I appreciate your good natured approach.
    Jolyn

     

  • At 7/17/2007 12:34 PM, Blogger Heather said…

    Dear Joyce, July 17, 2007
    First off, great job! Although I love my “big kids”, I think a part of my heart is still in the early childhood world, too. It was fun to revisit something I hold dear to my heart. Emotions and feelings was also my favorite theme in pre-kindergarten, too, so I’m glad we got to do it.

    Lens 1- You did a great job showing respect and encouragement to the community of learners. I really enjoyed interacting with you.

    Lens 2- I noticed a lot of shared practices in your teaching demonstration. You showed that all students can write by allowing them to write or draw depending on their developmental abilities. You demonstrated a shared community by having the students share what they had written and by the charades game of emotions.

    Lens 3- I saw many TEKS represented in this lesson. You covered parts of reading, writing, art, listening skills, drama, and technology (in your extension). With further extensions you could incorporate communities (everyone has emotions) and science (what does your body do when you’re angry? Sad? Happy?)

    Lens 4- I’ve done a similar lesson to this in pre-kindergarten with great results. I’ve also tweaked it a bit and done another similar lesson with fifth graders. With this one, I had to be careful not to make them feel like babies. (I was having trouble with some of my boys using violence when angry.) We went over the Jamie Lee Curtis book about emotions and as a class brainstormed positive ways to deal with anger. This could also be a great art activity for secondary students. You could read the Sophie book to the class a few times out loud without showing them the pictures and have them draw what she feels. Then you could analyze it according to techniques of art such as line, form, contrast, etc.

    Lens 5- The demonstration was well rounded and interactive. I really like the focus on the whole child. It’s all too easy to focus on the academics and lose the child in the process. Do you have any ideas for a longer novel study dealing with a range of emotions in a fairly positive way? I’d like to incorporate a longer, less direct study of handling emotions for my fourth graders, but can’t find the right book to get there.

    Thanks so much! I really enjoyed it!
    Heather Haagen

     

  • At 7/17/2007 12:35 PM, Blogger Jolyn said…

    Dear Joyce,
    Lens 1 Affect – Through this lens, the lesson exemplified the entire gamut of feelings. It made me want to participate more because I perceived we were having fun. When I realized other people were having fun too, this helped me “get into” the lesson even more.
    Lens 2 Best Practices - Through lens 2 many Best Practices were achieved. Some of the most effective include real audiences, real purposes, student ownership and responsibility, getting students started, a classroom of shared learning.
    Lens 3 Address the TEKS This lesson addresses the high school TEKS110.42.1, 110.42.1B, 110.42.1.10
    Lens 4 Extensions and adaptations I believe this lesson could be extended over several days with an addition of poetry. The students could take their emotion for the Emotion Charade game and find a poem that exemplifies their emotion.
    Lens 5 Questions arisen Theoretical Connections Could this be taken to a further writing? How would I phrase the prompt?
    Thank you for your demonstration. I appreciate your good natured approach.
    Jolyn

     

  • At 7/17/2007 12:36 PM, Blogger Unknown said…

    I looked up the TEKS:

    4b
    9a,b
    10 a,b,c,d

     

  • At 7/17/2007 12:47 PM, Blogger RBoyd said…

    Dear Joyce,


    I really enjoyed your lesson. I love how it allowed all of us to express our knowledge of emotions. I found it very creative. I particularly loved the charades game to follow up.


    Lens 1: I felt as if you truly respected your learners because you allowed us to draw, act, write and verbally state what emotions we felt, saw or understood. No student could have produced a wrong answer which secures their emotionally safety in a social setting. We were able to express ourselves.

    Lens 2: “Best practices” I feel that your best practices were your continuous efforts to applaud your students when they shared their drawings. This goes back to making your students feel “safe” and proud. I think that your pre-discussion to the book was a great way to get the students to thinking causing them to relate to the book and lesson better. The visualize demonstration was a wonderful attribute to the student.


    Lens 3: Here is a couple of the TEKS, that were applied:
    K2:
    (A) Connect experiences and ideas with those of others through speaking and listening
    (H) Recognize that different parts of a book such as cover, title page, and table of contents offer information


    Lens 4: I believe this type of lesson could be incorporated into my classroom during the beginning of the school year. I think I will have my students use it as an introduction the first week of school as an activity that allows them to see that many of them share the same emotions. I will use it as a way to connect one another and also help to them to empathize with each other later in the year. I will have them give ideas on how we could support one another when we have negative emotions.

    Lens 5: Do you think that this would work as a semi- introduction activity? Do you think this would be a stem into a narrative?


    I really enjoyed seeing some of your personality come through during your lesson. I bet you might just miss being in the classroom. Thanks for sharing! =)


    Thanks,
    Rachell

     

  • At 7/17/2007 1:02 PM, Blogger Christine said…

    Joyce,

    Lens 1: Affect
    Thank you for a comfortable lesson with a lot of student interaction built in. I can tell that you have a passion for kindergarteners as you added your upbeat, nurturing personality. I had a lot of fun in a secure environment.

    Lens 2: Best Practices
    I noticed several “balanced literacy” best practices such as supporting skills in the context of real literature and student writing, for example: previewing text, reviewing concepts of print (front cover, back cover, spine, title page), identify the exclamation mark and having students explain the function, modeling text directionality, and one-to-one matching. Students were including in the before, during, and after reading activities through teacher questioning. Best practices in writing included students drawing pictures and adding text in response to the story. Students then read their writing to the group, further practicing reading and supporting oral language development. The teacher then pointed out skills used correctly in students writing, such as capital letters and punctuation.

    Lens 3: Standards
    (b) Knowledge and skills.

    (K.1) Listening/speaking/purposes.
    (D) listen critically to interpret and evaluate (K-3);

    (E) listen responsively to stories and other texts
    read aloud, including selections from classic and
    contemporary works (K-3)

    (K.3) Listening/speaking/audiences/oral grammar.
    (A) choose and adapt spoken language appropriate to
    the audience, purpose, and occasion, including use
    of appropriate volume and rate (K-3);

    (B) use verbal and nonverbal communication in
    effective ways when making announcements, giving
    directions, or making introductions (K-3);
    (K.4) Listening/speaking/communication.
    (A) learn the vocabulary of school such as numbers,
    shapes, colors, directions, and categories (K-1);

    (B) use vocabulary to describe clearly ideas,
    feelings, and experiences (K-3)

    (K.5) Reading/print awareness.
    (F) recognize how readers use capitalization and

    K.8) Reading/vocabulary development.
    (A) discuss meanings of words and develop vocabulary
    through meaningful/concrete experiences (K-2);
    punctuation to comprehend (K-1);
    (K.9) Reading/comprehension.

    (A) use prior knowledge to anticipate meaning and make
    sense of texts (K-3);

    (B) establish purposes for reading or listening such
    as to be informed, to follow directions, and to be
    entertained (K-3); and

    (C) retell or act out the order of important events in
    stories (K-3).

    Lens 4: Extensions and Adaptations
    As I mentioned in class, I can’t wait to share this lesson and all the related texts with my TAP teachers. Since autistic kids struggle with emotions—reading body language and knowing how to react emotionally to certain situations, I think they’d really benefit from this. In addition, I love the idea of creating a powerpoint of the different emotions as they are learned or to keep it handy for review. Kudos on the warm fuzzies and cold pricklies . Concrete figures like these would be great reinforcers for these kids.

    Lens 5: Questions arisen.
    I noticed how skills were spiraled and reinforced throughout the BDA and writing process. I’m wondering how the powerpoint extension would be managed with a class of kindergarteners.

     

  • At 7/26/2007 12:05 PM, Blogger Writing Unplugged said…

    07/17/2007

    Ms. Joyce Jacobs,

    This demonstration seemed to be the break my brain needed to recuperate from the intense training, expressing my feelings through Sophie’s experience helped me release some of my personal stress. I can see how I could use drawing and the emotion charades with my students. You were able to provide scaffolding for the students but yet kept it HOT (higher order thinking)! Overall, this was a fun and dynamic lesson that will break the monotony of the every day work.

    Lens 1: Describing affect for teachers and learners

    Ms. Jacobs was able to keep the whole class engaged by asking questions, repetitions and modeling her own thinking. Students felt encouraged to participate because their answers were accompanied by praise. A community of learners is eminently emerging, as personal and text to text connections were amongst the responses of some of the students.

    Lens 2: Articulating best practice.

    Ms. Jacobs was able to incorporate the following best practices:
    • All Children Can Write: elicits writing responses from students
    • Real Audiences, Real Purposes: Read a book to provide the children with a personal connection and therefore a purpose for writing
    • Student Ownership and Responsibility: Students were responsible for coming up with an end product to share with the class. Creating a book with all the responses builds a sense of ownership.
    • The Writing Process: This pre-writing exercise allowed the children to create a prompt that they may use in future writing.
    • Getting Students Started: Students were provided with appropriate materials and instructions to do their work.
    • Grammar and Mechanics in Context: As the students shared their drawing the teacher pointed out correct use of capitalization




    Lens 3: The Texas language arts standards and benchmarks
    • TEKS where available and correlated to the lesson
    • Objectives where directly tied to support TEKS
    • Research supporting the learner objectives was presented

    Lens 4: Extensions and adaptations.
    The extension activities are a great way to teach children to work through their emotions and accept their emotions.

    Lens 5: Questions arisen
    None at the moment, thanks!

    I really enjoyed your presentation and appreciate the fact that you took the time to put it together. I really learned a lot from you.

    Sincerely,


    Sugey Villarreal

     

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