EDSS 521 Blog Post #5

This semester, I have been surprised by the literacy levels of my students. They really enjoy reading outside of school. I gave a literacy questionnaire at the beginning of the semester and found out that a bunch of my students liked to read for pleasure. This really surprised me because I expected my students to be disinterested in reading. I did realize my students were not able to read period texts. They had problems reading "old English". The students also had problems reading editorials from newspapers. I had to front load a lot of vocabulary that I would have expected them to know but they were not knowledgeable of it.

By September 30, 2013, I expect my students to be very engaged in reading. I hope to teach them literacy skills that not only will help them in the course but help develop them as students. I would really like to have my students be able to read primary documents with limited assistance so that we can dive into texts that will enhance their knowledge of the curriculum. I know that I need to teach the students a lot of skills in order to achieve this goal. I feel that incorporating activities that allow the students to exercise their reading comprehension and critical thinking will be very beneficial. I hope my students will be prepared to read primary source documents by the time we reach Imperialism in late November. Then they will be able to read and comprehend "White Man's Burden" by Rudyard Kipling and get a complete understanding and opinion of racist Imperialism was and get an understanding for why Europeans thought this. I hope to teach them proper skills in fromulating a thesis statement. This is pivatol for history clases because we write a lot!

By December 15, 2013, My literacy rich classroom will include lots of activities that incorporate multiple sources to help the students get a deeper understating of the content that we are learning in class. I may use class discussion and group work to help the students get a fuller understanding of the material. I have noticed when I co-taught as a student teacher that group work and analysis was a vital assets to teaching literacy in the classroom. I feel that the students will get a fuller understanding of the source materials. I think that I will incorporate a lot of writing activities to help the students improve their literacy skills. I think that having the students write a fifteen minute journal entry as an anticipatory set will really be successful in class. This will allow the students to write what they remember from last class and check their understanding. I can also incorporate music from the era that we are learning to help my students get interested in the content we will be learning.

By May 30, 2014, I hope to incorporate a lot of primary source documents that I know my students will be able to decipher. I really like the idea of having the students bring in "Current Events" to discuss in class and write a response. I feel that by this period of the semester, all the content will be very easy to relate to the students lives. I hope to include lots of multimedia sources to help improve the students understanding of the content. I like the idea of having the students read primary sources because this will really give them a full understanding of content in history. I feel by this period, I will have given my students plenty of skills to be successful at the next level. I also think that the students will have built a vocabulary that they will not need too much assistance from the teacher to understand the context of the readings. They will have the skills to understand this. I hope that my students will be able to write complete paragraphs and convey their thoughts.

Blog Post #4 for EDSS 521 Response to Examining Project Tomorrow Website

When examining the Project Tomorrow website I found a lot of valuable source information on how education is transforming and technology is becoming more prevalent in the classroom. I liked that kids are more interested in incorporating these technologies in their learning. I was unaware that, based on the 2011 study that 68% of our students in America have smartphones. That can be very valuable when doing activities in class because we don't need to go to the computer lab any more. Students can look the information up on their smart phone. Teachers need to be vigilant and make sure they are not checking facebook or texting but this could be a valuable source.

Blog Post #4 EDSS 511 French Revolution Unit

French Revolution Unit

 

Unit Context

Subject Content Area: French Revolution

Course: World History

Grade Level: Grade 10

Length of Unit: The unit will last for 3 days for 1 hour and 45 minutes each.

Facts about Learners

Whole Class Information

Number of Students in the Class: 32 students in the class. (2^nd Period Class)

Demographic Information: 23 students are male and 9 students are female. The ethnic background of my students consists of: 29 Hispanic, 1 Middle Eastern, 1 Caucasian and 1 African-American student. 4 of my students receive free or reduced lunch. 21 of my students are bilingual and 4 of my students are early intermediate ELD with Spanish as their primary first language. One of my students has an IEP and has Tourettes. I have another student who is very anti-social.

Developmental Needs

Readiness: Almost half of the students read at a lower grade level. Most students are writing at either a 8^th or 9^th grade level. Some are writing even lower than that. They are reading at a 2^nd or 3^rd grade level. Two students in particular I can provide evidence for this.

Interest: This is a social group of students who are interested in sports and music. Three students are interested in trying out for the varsity Basketball team; one is a cheerleader. Two students play an instrument for the school band (trombone and clarinet). Many students have iPods and enjoy listening to music (often have to remind them to take out their iPod ear buds). 

Learning Profiles: Most of the students are either kinesthetic or visual learners (about 95%). So they need to see the notes written on the board and need to participate in interactive activities (group collaboration or group activities). I have a few auditory learners as well. They often retain information that they hear in the lecture.  The students like to work in pairs or small groups (to which I have no objection at all). The students need to see instructions on the board as well as hear them to be understood. Many of the students say they enjoy “learning by doing” and are very hands on. So I include a lot of activities that allow them to work in groups or partners. They like to discuss and brainstorm their quickwrites with one another.

Individual Student Information

1. Elena: She is a 15 year old female in the 10^th grade. She is from Mexico and has lived in the United States for 1.5 years. Her parents are professionals, and she has a large extended family. She is literate in Spanish and received high grades in school in Mexico. She works well in small groups, but can be shy. The CELDT scores indicate that she is at the Early Intermediate level, and is considered an English learner.

Developmental Needs

Readiness: Elena can read and write and the Early Intermediate level. She needs to expand her vocabulary and improve her reading, writing, and speaking skills.

Interest: Family is very important to Elena, and she enjoys visiting her grandparents in Mexico. She also enjoys dancing.

Learning Profile: Elena likes to work in small groups, and is shy in front of large groups. She is a kinesthetic learner who enjoys moving around when learning.

Differentiation Strategies

Process/Readiness: Teacher reads material to support ELL and highlights.

Process/Readiness: Students discuss and share with small groups.

Product/Learning Profile: Hands on activities, such as poster making, to explain concepts.

Content/Readiness: Students will complete quickwrites and worksheets for homework.

 

 

 

2. Alex: He is a 15 year old male in the 10^th grade. Alex is considered to have a learning disability. He had trouble developing literacy and presently reads at a 7^th grade level. He often struggles in decoding words and has had special education support since the 2^nd grade. Alex has asthma and needs to use an inhaler. He does not participate in class discussions.

Developmental Needs

Readiness: Alex can read at the 7^th grade level. He needs help with decoding words and reading comprehension. He needs to build up his communication skills in order to contribute to class discussions.

Interest: Alex likes to be alone, and is lacking confidence to participate in group conversations. He does not communicate his interests, and keeps to himself.

Learning Profile: Alex likes to be alone. He does not like to talk in front of the class, but will sometimes talk in small groups. Often he tries to stay quiet in class and is not social with his classmates.

Differentiation Strategies

Process/Readiness: Students paired up to read material to support Special Education student.

Process/Learning Profile: Will turn in posters instead of sharing with whole class.

Content/Readiness: Students use quickwrite assessments to understand content and increase reading comprehension.

Product/Learning Profile: Students create a poster and use art to explain concepts.

 

 

The strategies will be assessed for effectiveness through multiple formative assessments such as discussion, observation, quick writes, quick quizzes. If needed, additional tutoring sessions will be provided to the student before or after school.

 

 

3. Musa: A male, 15 year old student. He has a lot of potential but he often doesn’t get his work done. He gets distracted a lot and often tries to change the subject during lecture. He is a Palestinian student and I feel that he was bullied at some point in his life for being Muslim. He often jokes around a lot about Osama Bin Laden in class (which is inappropriate). Overall he is a great kid who needs to stay motivated in class. He has the potential to raise his grade from an F.

 

Developmental Needs

 

1.)    Readiness Level: Musa can read and comprehend but has trouble reading out loud in class. Also does not like to participate. I realized if that he appreciates having a teacher that is familiar with pop culture. If I can make analogies with the content to pop culture, I think I can keep him engaged in class. He is a good kid!

 

2.)    Learning Profile: Musa has ADD and is often loud and disruptive during class. He does not participate on his own and waits for the teacher to include him in conversations. He sits in the front of the class so that I can make sure he is staying engaged in class. When he works on in class writing assignments he is very distracted and often has trouble starting his assignment.

 

3.)    Interest: Musa is very interested in sports. I know that he is a huge Steelers fan and like Jerry Rice. Musa love basketball and is a huge Miami Heat fan. I think Musa is interested in joining the school basketball team. He is a very good kid that just needs to be motivated. Basketball team may be what it takes.

    

 

Differentiation Activities

 

1.)      Content/Based on Interest: All students will take notes while volunteers read each passage for a Meyer buck (extra credit). The content should be easy enough to read but if any of the English learners have problems with the words; the teacher is there for support. In my class there is no penalty for getting a word wrong. Students are expected to mispronounce words. That is where the teacher explains the meaning of the word so the students learn it. The definition will go up on the board and the students are supposed to write it in their notes.

 

 

2.)      Process/Based on Learning Profile: Have IEP students moved to the front two rows of the classroom. Easier to answer questions and they are more engaged in class. Have them sit and do classwork with as strong partner. Musa is in the front row of the class and is sitting next to one of his friends, Kevin. He is an ok student and always gets his classwork done but fails his exams and doesn’t turn in his homework. Need to work on helping Musa collaborate with his partner. When they are working in groups I will be sure to ask Musa and his partner what specific questions they have and start the conversation between Musa and his partner. I will give Musa the opportunity to come back after school if he needs extra help on the homework/classwork.

 

 

4. Darren: A male, 15 year old student. Darren has tourettes and is quiet and keeps to himself during class. He does not participate on his own and waits for the teacher to include him in conversations. He sits in the front of the class so that I can make sure he is staying engaged in class.

 

Developmental Needs   

 

Readiness Level: Darren is at level 1 advanced basic. He can read and comprehend but has trouble reading out loud in class. Also does not like to participate.

    

          

2.) Interest: Need to find out a little more by asking him questions. He wears a lot of surf brand clothes (Quicksilver, O’Neil, etc.) maybe he goes out and surfs. He may really like the beach. I need to find out more.

 

Differentiation Activities

 

1.)    Content/Based on Learning Profile: All students will take notes while volunteers read each passage for a Meyer buck (extra credit). The content should be easy enough to read but if any of the English learners have problems with the words; the teacher is there for support. In my class there is no penalty for getting a word wrong. Students are expected to mispronounce words. That is where the teacher explains the meaning of the word so the students learn it. The definition will go up on the board and the students are supposed to write it in their notes. I will give Darren the opportunity to come back after school if he needs extra help on the homework/classwork. Darren usually comes in early before school or after school to ask questions so I know he will come ask for help.

 

 

 

2.)    Process/Based on Learning Profile: Have IEP students moved to the front two rows of the classroom. Easier to answer questions and they are more engaged in class. Have them sit and do classwork with as strong partner. Darren is in the front row of the class and is sitting next to one of the smartest kids in class. He is a good student and always gets his work done. Need to work on helping Darren collaborate with his partner. He doesn’t speak to her at all. When they are working in groups I will be sure to ask Darren and his partner what specific questions they have and start the conversation between Darren and his partner.

 

 

 

5. Aldo: A male, 15 year old student. He is very quiet and doesn’t participate actively in class. I feel that this is because he is nervous speaking in English in class. Aldo is CELDT level 2 (early intermediate). Therefore, I will be assessing Aldo by using Intermediate level EL Standards.

 

Developmental Needs

 

2.) Learning Profile: Aldo will have trouble reading the text. It is hard to get Aldo to participate in reading aloud. Nervous when put on the spot to answer a question. Also they may feel that their English isn’t strong enough and would struggle with the reading.

    

3.)    Interest: Only time I hear Aldo talk is when he is socializing with friends before and during passing period. I think he may feel uncomfortable speaking in front of class but not in small groups. He is definitely interested in sports. Should figure out what his favorite sport is.

 

Differentiation Strategies

 

1.)      Content/Based on Interest: All students will take notes while volunteers read each passage for a Meyer buck (extra credit). The content should be easy enough to read but if any of the English learners have problems with the words; the teacher is there for support. In my class there is no penalty for getting a word wrong. Students are expected to mispronounce words. That is where the teacher explains the meaning of the word so the students learn it. Aldo definition will go up on the board and the students are supposed to write it in their notes.

 

 

 

2.)      Process/Based on Learning Profile: Have the EL students work in groups with students that are proficient or advanced in English. Can help support EL students and act as a complimentary teaching resource. Aldo sits next to a partner who is proficient in English. Aldo works really well with his partner. I wanted to address the ELD standard reading comprehension because I feel that it is a very valuable skill and entirely pertains to the activity. The students have to read and comprehend the documents and use them in their response.

 

 

3.)      Product/Based on Readiness: Students may need some extra help with completing the assignment. The students will be assessed verbally to check their understanding when they are working in groups. I will walk over and ask Aldo if he needs help or has any questions that I could answer. I won’t specific call him out; I will walk around and ask everyone questions and if they need help.

 

 

Unit Rationale

In this unit the students will learn about the legacy of the French Revolution. The unit focuses on major events and people of the French Revolution and how they changed the course of history for France and its lasting effect on Europe. The students will need to know the major reason leading up to the French Revolution, where the revolutionaries sought their inspiration, and how the revolution lead to a change from the traditional system of government, and look at how the situation leads to nationalism and Napoleons empire. Students will be able to learn about French Revolution in this unit and share knowledge with peers. Everyone will be actively participating in the unit through conversation, graphic organizers, quickwrites, assignments, musical analysis and group work.

Enduring Understanding: French Revolution is a very important period in time. It was the first time in history that a European nation deposed their king and established a new representative government.

Essential Questions:

1. Why is it important to learn about French Revolution before getting into more complicated content of Nationalism and Napoleons Empire? (Explanation)

2. How does the French Revolution lead to nationalism and Napoleon’s empire? (Application)

3. What can you learn about the Europe from studying French Revolution? Is it an inspiration to other Revolutions in history? (Perspective)

4. Why was the French Revolution different from the American Revolution? Did it fail? (Explanation)

 

Standards

CA Content Standards:

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

 

5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

 

 

CA ELD Standards:

 

ELD Standard: Reading Comprehesion

 

Cluster: 1

 

Level: Intermediate

 

 

I:Understand and orally explain most multiple step directions for using mechanical devices and filling out basic forms.

 

ELD Standard: Writing Strategies and Applications

 

Cluster: 1ES

 

Level: Intermediate

 

I: Recognize elements of characterization in a piece of writing and apply the same techniques when writing.

 

 

 

Assessments (according to the day)

 

1. Entry Level: Teacher will give a lecture on the Old Regime and connect how the differences between the three estates lead to the French Revolution. Lecture on the course of the French Revolution.  

Formative: Students will complete a poster project in groups of four on the Social, cultural, and economic contributions of each estate in the Old regime.

Summative: Students will complete a worksheet on their knowledge of the French revolution. Also students will complete a quickwrite assignment.  

 

2. Entry Level: Teacher will give a lecture on Napoleon and the Congress of Vienna the Students will take Cornell notes.

Formative: Students will listen and write a response comparing the French National Anthem and the US national anthem. Connect Napoleon with the spread of Nationalism in Europe.

Summative: Students will complete a worksheet on the flaws of Napoleon and why it was a poor move of him invading Russia.  

 

3. Summative: Students will take a unit exam examining the American and French Revolution.

 

 

 

Unit Calendar (What Did For a Week)

Lesson Components	Day 1 (Mon)	Day 2 (Wed)	Day3 (Fri)
Standard (CA content & ELD)	CA: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.     5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.   ELD: ELD Standard: Reading Comprehension   Cluster: 1   Level: Intermediate   I: Understand and orally explain most multiple step directions for using mechanical devices and filling out basic forms.	CA: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.   ELD: ELD Standard: Reading Comprehesion Cluster: 1ES   Level: Intermediate   I: Recognize elements of characterization in a piece of writing and apply the same techniques when writing	CA: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.     5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.         .
Objective (Label Type & Standard)	After reading the text and giving a lecture on the beginnings of the French Revolution. Students will be able to complete a poster project that assess their knowledge on the three estates and how the alienation of the Third Estate jumpstarts the French Revolution.	After reading the text on Napoleon and his Empire the students will be able to complete a worksheet on the legacy of Napoleon and how it leads to the Congress of Vienna.	Students will complete a Unit exam.
Assessment (Align Assessment Standard & Objective)	Formative: Students will complete a quickwrite assignment asking if they would join a mob storming the bastille.   Summative: Students will complete a poster project in class on a specific statistic that they are researching. They will create a Pyramid on Population, Pie Chart on Total taxes paid, Draw a map of France, and Draw a political cartoon.	Formative: Students will listen to the two national anthems and write a response comparing them and writing about the emergence of Nationalism during this period. Leads up to the Congress of Vienna.   Summative: Students will complete a worksheet that proves they understand why Napoleon failed in invading Russia.	Summative: Students will take a comprehensive exam on all the material that was covered in the French Revolution unit. Also includes the Scientific Revolution, the Enlightenment, and the American Revolution.   The test is mostly based on material from the French Revolution but it does assess the students’ knowledge on the importance of the advancements of the Scientific Revolution,  the philosophes, and the cause and effect of the  American Revolution.   The test is mostly multiple choice (100 questions), 10 fill in the blank, and an essay portion that has the students analyzing a political cartoon about the Three Estates of France.
Student Activity	Into: Read source documents on the Three Estates of the French Revolution.   Through: Complete your portion of the poster (Pyramid on Population, Pie Chart on Total taxes paid, Draw a map of France, Draw a political cartoon.)   Closure: Reflect on your experience with your group members.   Beyond: Write a quickwrite response to why the Third Estate would be so willing to change the Old Regime.	Into: Read the textbook chapters on the rise and fall of Napoleon and the main goal of the Congress of Vienna.   Through: Learning about the importance of nationalism (a legacy of Napoleon) and how it is reflected in the Le Marseilles and the Star Spangled Banner.   Closure: Students will complete a worksheet that asses their knowledge of the fall of Napoleon. Why the invasion of Russia was a terrible idea.	Closure: The students will complete the comprehensive exam which will take the entire period.

 

Closure/Beyond (transition to the next week):

Closure: Students will take a unit exam to summarize their learning for the unit. Then the students will get the reading for the next unit. They can begin reading and get acclimated with the reading. This is optional because most likely the students won’t read. They will have the materials ready for next class on Tuesday. 

 

Reflection:

            I thought that my French Revolution unit went very well. It was rough mostly because I am new at teaching but I felt that the instructional strategies went very well. I liked that I incorporated a group poster project because I felt that it added to the students’ knowledge of the three estates in France and how the animosity between the estates lead to the French Revolution. This activity was perfect for Alex, Darren, Elena, Aldo, and Musa because they are able to work in groups and don’t have to work on their own. I think I would differentiate even more for Alex because he often had a tough time working with other people. Overall I felt that it was a good activity.

            I think that the activity where the students analyzed the Le Marseilles and the American Revolution really kept them interested in class. They got to listen to music in class instead of listen to a lecture. They really liked the activity and it helped bolster their knowledge on nationalism which was a direct effect of Napoleon and his empire.  

            There is so much I can add next time. I feel that my students learn more through visual learning. I need to incorporate more activities where students are either analyzing visual sources or watching short videos on YouTube. I think that this will yield better results on the exam because the lesson will be more memorable. I like using visual aids because it is easier to teach when using them. I look forward to using these in my Industrial Revolution unit.