Wednesday, December 9, 2015

Learning Letter


Valentin Kucheryaviy

Learning Letter

            This class was a great learning experience for me. It changed my view on teaching English and I learned a lot about the EdTPA. The articles we got in class ended up being very useful for my unit plan. I got a lot of ideas on how to create classroom activities. One of the most important things I learned is that the teacher is the least important person in the classroom. The teacher should not focus on the information he has to teach the students, but focus on the students and their needs. This class consisted of blogs, book talks, mini-lesson, and a 3 week unit plan.

            The blog were very helpful because they made me think deeper about the articles we had to read. They made me think about the teaching theories the articles touched on. I got to also read what my colleagues had to say about the article and then we discussed them in class as well. We talked a lot about discussion. Discussion is an important teaching strategy and it can be done in so many ways. I personally liked how the teacher can create group discussions and assign students their role in the discussion. Every time I came to class I felt that I was prepared because of the blogs. I liked sharing posts with other people and hear what they had to say.

            The book talks were very interesting, because of the wide variety of books. I even ended up watching the movie the Outsiders after Michael’s presentation. I loved the ways people thought they can use their books in the classroom. Some of the books I never even heard of and seemed really interesting. Some of the books I read for fun and never thought about how they could be used in the classroom.

            My favorite part of the class was the mini-lessons. Before this class I didn’t have much experience with English lessons and I got a lot of ideas after the mini-lessons. I liked how everyone chose different age groups and had different ways of teaching a text. It made me think more about teaching English. I feel a lot more prepared to teach English after the mini-lessons. I got to know my strengths and my weaknesses.

            The 3 week unit plan was the first time I had to create a unit. I had to think of a way to link all my lessons together. I never created 15 lesson plan focused on the same text and having a different assessment every day. This assignment was definitely a challenge.

            This class is the kind of class that you get out of it how much you put in. I came into this class with an open mind to learn different strategies on how to teach English. I learned the importance of making the classroom more student focused and meaningful. Also I got to exchange ideas with a lot of the other students, so I learned how to work my colleagues.

mini lesson


TPA Lesson Plan #____1___



1. Teacher Candidate
Valentin Kucheryaviy
Date Taught
11/30/15
Cooperating Teacher
Jamee Bell
David West
Kendrick
Michael Potesky
School/District
East Valley
2. Subject
English
Field Supervisor

3. Lesson Title/Focus
The Cask of Amontillado
5. Length of Lesson
20min
4. Grade Level
9th



6. Academic & Content Standards (Common Core/National)
[ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
[ELA-Literacy/L/9-10/5] Demonstrate understanding of figurative language, word relationships, and nuances in word meaning
[ELA-Literacy/L/9-10/3] Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening


7. Learning Objective(s)
Given the text students will identify theme, irony, and foreshadowing by providing examples from the story.

I can demonstrate understanding of foreshadowing by providing examples from the text.
8. Academic Language
demands (vocabulary, function, syntax, discourse)
Theme, irony, foreshadowing, Poe

Students would have already learned about theme and irony, so we are going to briefly go over them as a review. Students will learn about foreshadowing and they are going to have to write examples from the text.



9. Assessment


Students are going to have to do a foreshowing worksheet. Also at the end of class they are going to have an exit slip. The exit slips consists of three questions. What did the student learn? What did the student find interesting? What question does the student have?



10. Lesson Connections
1.    Marzano states “cooperative learning provides opportunities for students to interact in ways that enhance and deepen their learning”.
2.    Before this lesson student would’ve already learned about Poe, themes, and irony.
3.    After this lesson students will read more complex stories like the Fall of the House of Usher



11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies
Sequenced Instruction
Teacher’s Role
1.    Teacher asks a student to summarize the story in his own words.(1min)
2.    Teacher has a short discussion about theme and irony.(3min)
3.    Teacher talks about foreshadowing and has students break up into groups for the assignment.(10min)
4.    Teacher asks students to share their examples. (5min)
5.    The teacher has students do their exit slips.(1min)
Students’ Role
1.    A student summarizes the story in his own words.(1min)
2.    Students discuss theme and irony.(3min)

3.    Students break up into groups and start working on the assignment.(10min)

4.    Students share their examples from the story.(5min)

5.    Students fill out their exit slips.(1min)
Student Voice to Gather

The exit slips will let the teacher know what the students have learned and what they want to know. Also the worksheet will show if students understand theme, irony, and foreshadowing.



12. Differentiated Instruction
Plan
Students can learn by listening to the teacher, working on the worksheet, and from their group. Also students with IEPs will be in a group with a high achieving student.



13. Resources and Materials
Plan
Cask of Amontillado, worksheet, pencil, pen, white board, marker, chairs, desks



14. Management and Safety Issues
Plan
During the group work the teacher will be walking around making sure everyone is on task.



15. Parent & Community Connections
Plan

Before each unit parents will receive an email explaining what the students are going to be doing for the next few weeks.