| Material & Assessments | Pre & Post Test | Sample Student Work | Student Analysis |
| Lesson Plans | Pre-Test | Pre-test Sample | Chart of Success |
| Grading Rubrics | Post Test | Presentation & Summary | Journal Reflections |
Rationale for Dust Tracks on a Road
| Lesson Plan 1 | Lesson Plan 3 | Lesson Plan 5 |
| Lesson Plan 2 | Lesson Plan 4 | Lesson Plan 6 & 7 |
I. Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Example of Presentation and Team Assignments
III. Major Concepts and Key Terms:
a. Dust Tracks on a Road is an autobiographical novel covering the life of Zora Neale Hurston
b. In Dust Tracks on a Road (DTOAR), the language is true and the dialogue authentic, but the author stands between the content and the reader.
c. Their Eyes Were Watching God (TEWWG) has many similarities to Zora Hurston’s real life.
d. Foreword was written by Maya Angelou
e. Key Terms: Snidlits, Queen of the Niggerati
IV. State Frameworks:
W.1.1, W.1.9, R.1.1, R.1.3, R.1.7, LSV.1.4, LSV.1.5, LSV.1.14
V. Objectives:
a. Given a presentation over the foreword to Zora Neale Hurston’s autobiography, students will make connections to TEWWG at least three times. (Application)
b. Given the guidelines and expectations for presentations and team work, students will work together in organizing information from assigned chapters to present to the class. (Synthesis)
a. Students will be asked to do a pre-assessment test at the beginning of class. The pre-assessment will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow. The pre-assessment will also show that students have not been taught the novel.
b. After the pre-assessment has been taken up, the teacher will review some of the answers to the pre-assessments.
VII. Teacher Input:
a. The teacher will introduce the novel, Dust Tracks on a Road
b. The teacher will explain that students will be broken up into groups and assigned a section of the novel to present to the class.
a. The teacher will give a model presentation using power point of the foreword to the novel.
b. The teacher will ask students to break into groups of two or three and assign them chapters. The teacher will then pass out presentation rubrics to each group. The teacher will go over the rubrics and make connections from the rubric to the teacher’s power point presentation.
IX. Checking for Understanding:
a. The teacher will ask the students to tell him what they have learned from his presentation of the foreword.
b. The teacher will ask students to explain what they are expected to do for their presentations.
X. Guided Practice:
a. While students are in their groups organizing, planning and reading for their presentations, the teacher will go around to each group providing ideas, keeping students focused and helping as needed.
XI. Independent Practice:
a. Students (as a group) will be required to work on assignments inside and outside of class. Students will be required to come up with their own organization, presentation, visual aides etc.
XII. Closure:
a. The teacher will tell the students that they will have the opportunity to work on their presentations the next time the class meets. The teacher will also inform students that presentations will begin two class meetings from this one with the expectations that the groups that encompass the first five or six chapters be prepared.
b. The teacher will ask for questions, comments and/or concerns.
XIII. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Powerpoint projector, disk
d. Handouts
X. Assessment:
a. Students will be assessed by the section of the presentation rubric covering group collaboration. Students will also be further assessed at a later time.
Section 504: There are two students that are 504 in this teaching environment. These students’
accommodations are included in the lesson. Their accommodations include:
Extended time for completing assignments, suggested the next class period.
(All students will have an additional day to work on presentations and they will work together)
For one of the students, their assignments will be reduced/shortened
(All students will only have to cover a portion of the entire novel for their presentation instead of the entire novel)
For one of the students, they should be allowed to copy another student’s notes
(Since, all students will work in teams, they are required to share notes for this lesson)
For one of the students, they should be given shortened tests/exams
(as far as today’s assignment, the only test is the pre-assessment which is very short)
For one of the students, the teacher will report any changes in behavior to parent/counselor
All other accommodations are made as circumstances occur and therefore are not listed here.
I. Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Review and Prepare for Presentations
III. Major Concepts and Key Terms:
a. Students will be required to follow the rubric guidelines very closely in relation to their presentations.
b. Presentations will begin on Friday covering the first five to six chapters.
c. Key Terms: Enthusiasm and Peer Collaboration
IV. State Frameworks:
W.1.1, W.1.2, W.1.5, R.1.3, R.1.5, R.1.8, R.1.12, R.1.14, R.1.17, R.2.3, LSV.1.1, LSV.1.2, LSV.1.4, LSV.1.5, LSV.1.14
V. Objectives:
a. Given a review of the guidelines and expectations for presentations and team work, students will work together in finalizing information from assigned chapters to present to the class. (Synthesis)
b. After reading and discussing their assigned chapters in teams, students will summarize what they have learned thus far. (Comprehension)
a. Students will be asked to do a bell assignment at the beginning of class. The assignment will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. The assignment: Students will write a journal entry summarizing the information that they have learned thus far in their reading and discussion with the teacher as well as their teammates concerning the novel, Dust Tracks on a Road.
VII. Teacher Input:
a. The teacher will take up the journals. The teacher will review the guidelines of the rubric that the students will be assessed with.
VIII. Modeling:
a. The teacher will give example of the guidelines of the rubric by relating those standards to his previous presentation of the foreword; therefore, also reviewing information.
IX. Checking for Understanding:
a. The teacher will ask students to explain the guidelines of the rubric to him. The teacher will also ask students to give examples of using the guidelines with new information that they have learned from their reading and/or teammates.
X. Guided Practice:
a. The teacher will have the students get into their perspective groups. The teacher will then ask students to work on their presentations. The teacher will monitor each group and assist with the understanding of the chapters assigned to each group.
XI. Independent Practice:
a. After the teacher has assisted the students for a while, the teacher will stop assisting and simply monitor; so, the students will have to work with each other and come up with ideas to present.
XII. Closure:
a. The teacher will remind students that presentations will begin the next class period, and if they are having any problems to come and see him anytime this evening or tomorrow (Thursday).
XIII. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Handouts
X. Assessment:
a. Students will be assessed by the section of the presentation rubric covering group collaboration. Students will also be further assessed at a later time.
XV. Section 504: There are two students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student(s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student(s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words).
I. Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Presentations
III. Major Concepts and Key Terms:
a. Students will be required to listen intently and ask questions of teams presenting.
b. Chapter One is focused on Hurston’s Birthplace; Chapter Two, her relatives; Chapter three, her birth; Chapter four, the search within herself; Chapter five, figure and fancy; Chapter six, wandering; Chapter seven, Jacksonville; and Chapter Eight, Back stage and the railroad.
c. Key Terms: Dialect, Metaphors and Similes
IV. State Frameworks:
W.1.1, W.1.2, R.1.7, R.1.11, R.1.12, LSV.1.1, LSV.1.2, LSV.1.4, LSV.1.5, LSV.1.6, LSV.1.7, LSV.1.11, LSV.1.14
V. Objectives:
a. Given presentations by fellow classmates, students will summarize their learning for the day in a two page journal entry covering topics from each chapter presented. (Comprehension)
b. Given chapters of the novel to read, analyze, and organize, students in a team will present their findings within 10 to 20 minutes following the guidelines of the Oral Presentation Rubric. (Synthesis)
VI. Anticipatory Set:
a. Students will be engaged in a discussion at the beginning of class. The discussion will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. The discussion: The teacher will ask the students to share with the class some of the things that they have learned from their studies in preparation for the presentation. The teacher will tell the students not to share too much; so, they will not ruin the presentation.
VII. Teacher Input:
a. After the discussion, the teacher will remind students that they must listen intently, ask questions, and take notes in regards to their classmates’ presentations.
IX. Checking for Understanding:
a. The teacher will ask students what is the consequences of disturbing or distracting from their classmates presentations.
X. Guided Practice:
a. The presentations will begin at this point.
b. The teacher will begin questioning teams after their presentations and will lead the class to ask questions for comprehension purposes.
XI. Independent Practice:
a. Teams will give presentations that include an activity that will get students involved and show evidence of their learning. Teams will also use visual aides and other students will ask questions after the presentations for clarity without the assistance of the teacher.
a. The teacher will ask students to write a journal entry on what they have learned from today’s presentations.
XIII. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Power point projector, disks
d. Rubrics
X. Assessment:
a. Students will be assessed by the section of the presentation rubric covering group collaboration. Students will also be further assessed at a later time.
XV. Section 504: There are four students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student(s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student(s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words). Also, students need reinforcement for on task behavior (monitoring by teacher). Students have other requirements that have to be accommodated if certain situations occur: For example, if teacher assigns homework, students must keep an assignment notebook/homework folder in which Ms. Wallace gives students a syllabus every week and students keep the syllabus in their planner or folder. And student’s behavior has to be monitored; any odd behavior occurs the student’s counselor will be contacted.
Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Presentations Continued…
III. Major Concepts and Key Terms:
a. Students will be required to listen intently and ask questions of teams presenting.
b. Chapter Nine is about school again; Chapter Ten is concerned about Zora’s research; Chapter Eleven, books and things; Chapter Twelve, My People! My People!; Chapter Thirteen, Two women in particular; Chapter Fourteen is about Love.
c. The first eleven chapters of the novel are telling stories about Zora’s life somewhat chronologically (often flip-flopping), while the rest of the autobiography is particularly interested in Zora’s opinions and/or views of certain topics.
d. It is the tradition of African American autobiographies to focus on the themes of identity, voice, and appropriating the power of the word, from the first slave narratives to the twentieth century autobiographies of Richard Wright and Maya Angelou. The slave narratives often contained introductory and appendices serve as a play on the slave narrative appendix and are a political act: She, the African American speaker/writer, guarantees her own authenticity instead of relying on the endorsement of prominent white people by presenting her "good character" herself.
e. Key Terms: Slave narratives, My people! My people, Race Consciousness, Race Pride, Race Solidarity
IV. State Frameworks:
W.1.1, W.1.2, R.1.7, R.1.11, R.1.12, LSV.1.1, LSV.1.2, LSV.1.4, LSV.1.5, LSV.1.6, LSV.1.7, LSV.1.11, LSV.1.14
V. Objectives:
a. Given presentations by fellow classmates, students will summarize their learning for the day in a two page journal entry covering topics from each chapter presented. (Comprehension)
b. Given chapters of the novel to read, analyze, and organize, students in a team will present their findings within 10 to 20 minutes following the guidelines of the Oral Presentation Rubric. (Synthesis)
VI. Anticipatory Set:
a. Students will be engaged in a discussion at the beginning of class. The discussion will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. The discussion: The teacher will ask the students what do they think of when they here terms such as Slave narratives, My people! My people, Race Consciousness, Race Pride, and Race Solidarity.
VII. Teacher Input:
a. The teacher will explain to the students that many of Zora’s views on these topics will be covered in the presentations given by students today.
b. The teacher will remind students that they must listen intently, ask questions, and take notes in regards to their classmates’ presentations.
IX. Checking for Understanding and Guided Practice:
a. Students presenting will do an activity that will check for their fellow classmates understanding of the material they covered.
b. The teacher will further check for understanding by asking questions to the groups presenting and the class over their perspective presentations.
X. Independent Practice and Closure:
a. Teams that presented today will be required to give a report illustrating their reflection on how their presentations went today and a report summarizing the information that they presented.
b. All other students will be required to write a journal entry summarizing their learning for the day.
X. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Power point projector, disks
d. Rubrics
X. Assessment:
a. Students will be assessed by the section of the presentation rubric covering group collaboration. Students will also be further assessed at a later time.
XV. Section 504: There are four students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student(s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student (s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words). Also, students need reinforcement for on task behavior (monitoring by teacher). Students have other requirements that have to be accommodated if certain situations occur: For example, if teacher assigns homework, students must keep an assignment notebook/homework folder in which Ms. Wallace gives students a syllabus every week and students keep the syllabus in their planner or folder. And student’s behavior has to be monitored; any odd behavior occurs the student’s counselor will be contacted.
Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Presentations Completed, Begin Review
III. Major Concepts and Key Terms:
a. Students will be required to listen intently and ask questions of teams presenting.
b. Chapter Fifteen is Zora’s views on Religion, Chapter Sixteen is Zora’s views on Race, Religion and other matters, Appendix focus is on Zora’s skinfolks, seeing the world as it is, friendship, and her concerts.
c. Key Terms: Bloom Taxonomy, Application, Comprehension, and Knowledge
IV. State Frameworks:
W.1.1, W.1.2, R.1.7, R.1.11, R.1.12, LSV.1.1, LSV.1.2, LSV.1.4, LSV.1.5, LSV.1.6, LSV.1.7, LSV.1.11, LSV.1.14
V. Objectives:
a. Given presentations by fellow classmates, students will summarize their learning for the day in a one page journal entry covering topics from each chapter presented. (Comprehension)
b. Given chapters of the novel to read, analyze, and organize, students in a team will present their findings within 10 to 20 minutes following the guidelines of the Oral Presentation Rubric. (Synthesis)
c. Given chapters of a novel to comprehend, students will create five multiple choice questions from their readings that will focus on application, comprehension and knowledge from Blooms Taxonomy. (Synthesis)
VI. Anticipatory Set:
a. Students will be engaged in a discussion at the beginning of class. The discussion will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. The discussion: The teacher will ask the students what has been the most exciting thing that they have learned about Zora Neale Hurson’s Life thus far.
VII. Teacher Input:
a. The teacher will explain to the students that many of the complex views of Zora’s life will be explained today in or after presentations covering the afterword of the book.
b. The teacher will remind students that they must listen intently, ask questions, and take notes in regards to their classmates’ presentations.
IX. Checking for Understanding and Guided Practice:
a. Students presenting will do an activity that will check for their fellow classmates understanding of the material they covered.
b. The teacher will further check for understanding by asking questions to the groups presenting and the class over their perspective presentations.
c. The teacher will begin a review with the students and inform them that they will have the responsibility of making up part of their exam over the autobiography. The teacher will hand out the student’s syllabus for the week (their study guide for the test is on the back of their syllabus). The teacher will explain Blooms Taxonomy to the students and give examples of questions from the book that are application, comprehension, and knowledge questions. For example (an application question), If Zora’s stepmother embraced her by rolling her eyes at Zora, what would Zora most likely do out of the following choices: A. tell her stepmother that she is childish, B. walk away from her stepmother, or C. attack her stepmother. (the student has to apply there knowledge of Zora from a familiar situation).
d. The teacher will ask students to come up with a question of each (knowledge, comprehension, and application) and evaluate the questions that they come up with together in a class discussion.
a. The teacher will tell students that their assignment is for each team to create six questions from their assigned chapters: two questions have to be comprehension, two application and two knowledge base question (using their study guide). The students can work with their assigned partners to help them create their questions.
b. Teams that presented today will be required to give a report illustrating their reflection on how their presentations went today and a report summarizing the information that they presented.
c. All other students will be required to write a journal entry summarizing their learning for the day – (I changed this to their favorite presentation etc.).
X. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Power point projector, disks
d. Rubrics
e. Handouts (Syllabus and Study Guide)
X. Assessment:
a. Students will be assessed by the section of the presentation rubric covering group collaboration. Students will also be further assessed at a later time.
XV. Section 504: There are four students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student(s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student(s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words). Also, students need reinforcement for on task behavior (monitoring by teacher). Students have other requirements that have to be accommodated if certain situations occur: For example, if teacher assigns homework, students must keep an assignment notebook/homework folder in which I gave students a syllabus for this week and students must keep the syllabus in their planner or folder. And student’s behavior has to be monitored; any odd behavior occurs the student’s counselor will be contacted.
Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Review for Test!!
III. Major Concepts and Key Terms:
a. The test will cover only information that is included on the study guide
b. The test will mostly be multiple choice questions
c. Key Terms: All terms that were highlighted or should have been mentioned throughout presentations.
IV. State Frameworks:
W.1.1, W.1.2, R.1.7, R.1.11, R.1.12, R.2.5, LSV.1.1, LSV.1.2, LSV.1.4, LSV.1.5, LSV.1.6, LSV.1.14
V. Objectives:
a. Given multiple-choice questions that are application based, students will choose the best statements that apply for each application question. (Application)
b. Given review questions to answer, students will explain or justify why their answers were correct or incorrect for each question. (Comprehension)
c. Given multiple-choice questions that are knowledge based, students will draw out factual answers, testing their recall and recognition skills for each knowledge based question. (Knowledge)
VI. Anticipatory Set:
a. Students will be asked to do a bell assignment at the beginning of class. The assignment will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. The assignment: Students will write a journal entry discussing their favorite event from the book, Dust Tracks on a Road, why was this your favorite event? What happened during the event? At what point in the book did this event take place (what chapter etc.)?
VII. Teacher Input:
a. The teacher will ask students, if they like, to share with the class their journals.
b. The teacher will inform students that today will be a review day; therefore, students should pay careful attention, take good notes and ask questions.
c. The teacher will remind students that their test will be next class period. The teacher will also explain to students the rules of the game show that they would play for a review.
IX. Checking for Understanding and Guided Practice:
a. The teacher will ask students what are the rules of the game show, what should they expect their tests to look like, and what date is there test scheduled for.
b. The teacher will further check for understanding by asking questions during the game show covering items that the students should have grasped during their classmates presentations.
c. The teacher will begin the review or game show with the class and explain the meaning of the correct answers for each question used in the game show (whether students got the answer wrong or right).
d. The teacher will eventually ask students to give an explanation for answers (what made the answer right or why was the answer wrong etc.)
X. Independent Practice:
a. After the game show, the teacher will go over questions that the students made up for review. The teacher will also pull out other items from the study guide to elaborate further for review.
b. Students will be required to study and review their notes and the study guide in preparation for their test the next class period for homework.
X. Texts, Material, and Equipment:
a. Pen and paper
b. Book, DTOAR
c. Power point projector, disks
d. Game Show Presentation (with review questions)
e. Handouts (Syllabus and Study Guide)
X. Assessment:
a. Students will be assessed by the test given on the next class period.
XV. Section 504: There are four students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student (s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student (s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words). Also, students need reinforcement for on task behavior (monitoring by teacher). Students have other requirements that have to be accommodated if certain situations occur: For example, if teacher assigns homework, students must keep an assignment notebook/homework folder in which I gave the students a syllabus for this week and students are to keep the syllabus in their planner or folder. And student’s behavior has to be monitored; any odd behavior occurs the student’s counselor will be contacted.
Unit: Transition Teaching and Dust Tracks on a Road
II. Topic: Test and Introduction of next Assignment!!
III. Major Concepts and Key Terms:
a. The test will cover only information that is included on the study guide
b. The test will mostly be multiple choice questions
c. Key Terms: All terms that were highlighted or should have been mentioned throughout presentations.
IV. State Frameworks:
W.1.1, W.1.2, W.1.10, LSV.1.1
V. Objectives:
a. Given multiple-choice questions that are application based, students will choose the best statements that apply for each application question. (Application)
b. Given test questions to answer, students will explain or justify why their answers were correct or incorrect for each question. (Comprehension)
c. Given multiple-choice questions that are knowledge based, students will draw out factual answers, testing their recall and recognition skills for each knowledge based question. (Knowledge)
VI. Anticipatory Set:
a. Students will be given a brief review at the beginning of class. The review will focus the student’s attention, provide a very brief practice on previously achieved and related learning, and develop a readiness for the instruction that will follow.
b. After the review, students will be given five minutes to study on their own.
VII. Teacher Input:
a. The teacher will ask students to clear their desk except for a pencil.
b. The teacher will pass out student’s test and tell them that cheating will not be tolerated.
c. The teacher will explain to students that their journal entry will be on the board and they should begin it, immediately after they finish their test. The teacher will tell students that their journal entry will help them get started on their next assignment.
d. After the test, Ms. Wallace will introduce the student’s next assignment.
IX. Checking for Understanding and Guided Practice:
a. The teacher will walk around the class making sure students understand questions and are staying focused.
b. Ms. Wallace will guide the students through the explanation of their next assignment, check for understanding, and help them brainstorm for ideas.
c. Their next assignment: the student’s are to write an autobiography using the MLA format.
X. Independent Practice:
a. Ms. Wallace will tell student’s that their assignment is to complete a rough draft of their autobiography with a title page, an outline, and the body of their text (this will be their homework).
XI. Texts, Material, and Equipment:
a. Pen and paper
b. Handouts (Autobiography assignment)
X. Assessment:
a. Students will be assessed by the test.
XV. Section 504: There are four students that are 504 in this teaching environment. These students’ accommodations are included in the lesson. Their accommodations include: Student (s) has access to peer tutoring-paired working arrangement (Students are grouped in teams), and Student (s) is given directions in a variety of ways (instructions are given by teacher and given again by students in their own words). Also, students need reinforcement for on task behavior (monitoring by teacher). Students have other requirements that have to be accommodated if certain situations occur: For example, if teacher assigns homework, students must keep an assignment notebook/homework folder in which I gave the students a syllabus for this week and students are to keep the syllabus in their planner or folder. And student’s behavior has to be monitored; any odd behavior occurs the student’s counselor will be contacted.
Pre-Test for Dust Tracks on a Road
Class Period: __________
Name:______________________________
Teacher: Mr. Brown
Who was the first mayor of Maitland?
a. Tony Taylor
b. Joe Clarke
c. Captain Lawrence
d. Captain Eaton
What was Zora’s mother’s name?
a. Neale Sue Hurston
b. Jasmine Ruth Notts
c. Lucy Ann Potts
d. Zora Neale Williams
Who gave Zora her birth name?
a. Zora’s father
b. Zora’s Mother’s friend
c. Zora’s grandmother
d. The mid-wife
What was Zora’s knickname?
a. Janie
b. Snidlits
c. Precious
d. Nealie
How is the writing Style of the Book, Dust Tracks on a Road, different from typical autobiographies?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________________________
Student Sample Work
Student Work Sample: Summary
Back to Teacher Work Sample: Lesson 4
Chart of Success
Sketches of Unit Journal Reflections
----- Original Message -----
From:
Carleton H. BrownTo:
Barbara L. StanfordSent: Monday, September 29, 2003 8:49 PM
Subject: Reflection for September 29, 2003
…
I also was approached by one of the English teachers who asked me how I was teaching the book, Dust Tracks on a Road (which seems like a novel than autobiography - based on Zora's imaginative life...). The teacher heard that I was having the students do these wonderful presentations and really engaged. She asked for all of my materials etc. So, I gave her a couple of my lesson plans, a copy of my power point presentation, my rubric, my grading rubric, and my pre-assessment. If I am allowed to do a study guide and the game show presentation; I will inform her about those as well.
Today, in 4A class. I forgot that they were two class periods behind. So, there presentations did not begin today (So, I followed one of my previous lesson plans). This class period was there opportunity to work on their presentations in groups. Once again, many of the students did not have their books. So, today Ms. Wallace interjected and told all students that if they did not work on their presentations (book or not) that they will lose class participation grades today. What was sad, was the fact that a couple of the students stated that they did not care and began a conversation about homosexuality to eat up time. I was finally at a lost today. I had the majority of the students working on their assignments even borrowing my book and Ms. Wallace's book. I wanted to give them time to work on their assignments and keep the other students quiet while they worked on their work. So, I constantly reminded students to keep it down for other students that were concentrating on their work. For the students that seemed to refuse to do any work, I would constantly go sit by them and walk them through plans for them to get their work done. I would ask them leading questions like, who is going to read so and so chapter, were will you all meet after school to get together your visuals, what activity will you guys do etc. I would get the groups refocused, but as soon as I left I would here something about homosexuality again. I heard a couple of curse words as well, but I couldn't figure out who said what. I didn't think this class went well (writing assignment or not; some of these students just were not motivated today). Since, Ms. Wallace behavior policies are not strictly enforced by her, I was unsure when I should write up a student and how the assistant principals would respond to an Intern-teacher write up (the sentiment of the administration, seems to be that they would just send the students back to class). I discussed this with Ms. Wallace and she decided to go and call one of the students parents about his behavior (it is included on his 504 to inform the parent and counselor about a change in behavior). She was gone for over 30 minutes talking to the parent on the phone. The students would almost get irate until I would come them done again and refocus them.
So, all in all this was not a great day for me. I was somewhat dishearten by the teaching experience. Ms. Wallace informed me afterwards that that class would not be allowed to do anymore projects (like presentations etc.) after this lesson. And, although I agreed with her, because I believe the class has too many students that are immature for pre-ap work; I was kind of sadden, because I enjoy coming up with fun activities to do and some students who are act respectfully in the class would really benefit from those activities...
----- Original Message -----
From:
Carleton H. BrownTo:
Barbara L. StanfordSent: Tuesday, September 30, 2003 7:46 PM
Subject: Reflection for September 30, 2003
Hi Dr. Stanford,
Here is my reflection for today:
Today was a "B" day; so, I had 1B and 2B classes today. I began a discussion in each class kind of reviewing the chapters that presented last time and getting into some of the main points that I expected the presentations that were to go today to cover. The classes were exceptional today. I had groups ready and charged. They all presented their chapters so thoroughly that I did not have to talk much after each presentation in order to cover things that may have been left out. I did go further in explaining information that even the presenters were not sure about in understanding but they did mention. I was thrilled about their presentations. I still had some students that did not show much work done for their parts in their group work, but overall their group did well and I will take care of those students that did not do much work in my grading. Ms. Wallace left me in class for the most part, but for the part that she was there for, she stated that I did well. One student came back to class later on that day and gave me a hug and told me that she liked my teaching style. I made a joke about it and said that she just wanted to borrow my book, but I was actually touched. …
----- Original Message -----
From: "Carleton H. Brown" <cbrown@conwaycorp.net>
To: "Barbara L. Stanford" <blstanford@ualr.edu>
Sent: Wednesday, October 01, 2003 9:13 PM
Subject: Reflection for October 1st, 2003
……..
Before, I start with the reflection of my teaching, I thought I would
> mention first that the teacher that asked me to share my lesson plans etc.
> with her told me today that she decided to do the same lesson and teach the
> book the exact same way. I told her about my ideas of wrapping the lesson up
> and she asked me to share that info. with her when I agree on what I am
> going to do. She explained to me that she needed to do more creative
> teaching like I was doing and was looking for different ways in using
> different technologies in her curriculum. When this teacher who has been
> teaching for a while now, told me that she was using my ideas and materials,
> I was astonished and felt like I must be doing something right.
>
> In my 4A class, the students actually behaved great. They were excited
> about their presentations and they came up with great activities to show
> that the students comprehended their presentations. One group did Jeopardy,
> another group did this combination of tic-tac-toe and bingo.. it was very
> creative. I was impressed by the props, if nothing else. But, although the
> groups had great ideas, props, and visuals
some students had not completed
> reading their chapters. They could have fooled the rest of the class by
> their presentations and answering questions from classmates, but when I
> began to ask questions about information that I realize they had not covered
> during their presentations- I caught them. One student just came right out
> and said, "Man, I only read the first couple of pages of the chapter... I
> don't know Mr. Brown, I just don't know the answers" I wanted to laugh at
> first, but I did not. I just said that was okay and went ahead and explained
> the rest of the chapter.
>
> But all in all the students did well and their behavior was wonderful. The
> students really like me. If they see me in the hall ways they feel like they
> have to have a conversation with me, or tell me that I am a good teacher.
> One student kept coming by Ms. Wallace's room through out the day, just to
> come in the class to say something to me (I made a joke to Ms. Wallace that
> that student was kind of clingy).
>
> Tomorrow, for one of my classes, presentations will wrap up. Ms. Wallace
> and I have decided to have the students go ahead and create five questions
> from each chapter presented. I am going to teach them a little of Bloom's
> Taxonomy so that they will be able to write application, comprehension, and
> knowledge questions just like I learned in my assessment class. I will not
> use all of their questions for the exam, but I will use some of theirs with
> mine added...
----- Original Message -----
From:
Carleton H. BrownTo:
Barbara L. StanfordSent: Thursday, October 02, 2003 8:06 PM
Subject: Reflection for October 2, 2003
Today was a "B" day and therefore, I had two classes 1B and 2B; both classes are continuing their presentations. Ms. Wallace left me in the room (which has become a norm) for most of the class period with these students. The students in 1B presentations went over very well today, they covered some long chapters. I had to pick-up in places that they missed or did not understand. Since, 1B is behind 2B, but ahead of 4A (if that made any since at all...), they will finish up there presentations on Monday. I have informed the class that anyone who does not do their presentations on Monday will be given a zero. It will probably be Wednesday when I begin a review with that class. I was proud of many students in this class, because today many of them went out on a limb to try to explain Zora's writings and views. A couple of students fumbled over words and thoughts, but I did not take off for that because I realized that they were doing their best to explain information that they were not sure about. I would step in to explain when needed to help them out in their presentations.
In 2B, the presentations seemed to go well too; except that I had to constantly keep students quiet during other students presentations. Until finally, I told the class to be respectful of others presentations - I informed many that they had presented and wanted the same respect. I also told the class that this could be the last project in this manner that they do, if they could not behave appropriately. The class stated that they liked doing presentations and wanted to do more projects like it. After this, the last group did their presentations and the class was very silent and attentive. After the presentation, I told the class that that was the most quiet that the class had been all day during a presentation and that I appreciated that greatly. However, when I began asking the last group questions, the class got side tracked again and got loud; I got them quiet again and the bell sounded. After class, Ms. Wallace came in and notice that I was a little sullen and I told her that the classroom's behavior was something that may become a problem. I mean the students mean well and they are doing their work, but they are becoming disrespectful. I told her that their was one student that I almost sent to the office, but I did not because the student stopped talking when I asked her not to talk during another person's presentation - yet, the student, before she stopped talking, began to back talk and say "so, everyone talked during my presentation etc.."... I gave her a long stare and told her to be respectful (but, I wanted to send her out for that remark, because I had already got on to her earlier and I had already taken points away from her and other students in which I announced that I was doing). Another reason that I did not send her out was because I do not feel like I would have the support of the administration (being a student teacher and all), and I have not seen Ms. Wallace send anyone to the office before either (but, she stated that she had in the beginning of the school year). I plan to chat with the assistant principal for the 11th graders at some point tomorrow, just to build a rapport with her, just in case I have to send some student to her for discipline and I plan to talk (once again..) to Ms. Wallace about some-type of effective classroom behavior technique (Ms. Wallace and I will talk during our prep period about this manner and planning for the next couple of weeks - I will inform her then that your planning to come sometime next week). Ms. Wallace told me today that she sees that the students have really built a relationship with me in that they are doing their best to try to please me, but I told her that although I may have that relationship I am afraid that they may get too comfortable with me and begin to disrespect my authority. This is a problem that I see coming and hopefully I am taking the right steps to stop what I think could become a student-teacher being run over by students...
----- Original Message -----
From:
Carleton H. BrownTo:
Barbara L. StanfordSent: Monday, October 06, 2003 8:48 PM
Subject: Reflection for October 6, 2003
Dr. Stanford,
Today's Reflection:
Today was a "B" Day and therefore, I had classes 1B and 2B. In my 1B class, we wrapped up presentations and that took the majority of the class period (still have one presentation to go), toward the end of class I gave them their assignment of coming up with 6 questions for their examine with two of those questions being knowledge base, two comprehension and two application ( I taught them how to write questions in this manner). The presentations went very well today and the class behaved well. I also gave the class a syllabus for the week with a study guide for the test on the back. I will review with this class their questions and review for the test on Wednesday; their test will be Friday.
My 2B class has completed their presentations; today, I had them do a journal entry writing about their favorite presentations of their classmates, why it was their favorite and what did they learn from the presentation. Then, I had students get in their group and work on creating questions (just like 1B). This was a great exercise for the students; not only are they helping me make the test, but they have to really think about what they have learned in order to make comprehension and application questions utilizing information from the study guide over their perspective chapters. The students enjoyed the exercise, but found it challenging as well. I am looking forward to reviewing the class on Wed. for their test on Friday...
----- Original Message -----
From:
Carleton H. BrownTo:
Barbara L. StanfordSent: Wednesday, October 08, 2003 7:14 PM
Subject: Reflection for October 7, 2003
Dr. Stanford:
Reflection:
Today was an "A" day and therefore, I had 4A (Ms. Wallace had 1A and 2A and they started doing presentations today too). In my 4A class (Ms. Wallace left out of the class for the majority of the period), the students finished up presentations. I had one student that has not showed up in the last couple of periods and therefore he will most likely receive a zero (if he does not have a valid excuse) or make up his presentation during lunch or something with me. The presentations of the day went pretty well. After, I passed out the syllabus for the week for that class, and handed them their study guides, I assigned them (their groups) the same assignment as my 1B class as far as creating 6 questions (2 being knowledge base, 2 being comprehension, and 2 being application). Toward the end of class, I had heard of one of my students being a good rapper. So, I asked him had he been to a studio before and made a demo of his music (I told him that I wanted to hear it). He just so happened to have a copy of his music with him. I asked was his music clean and he told me that the copy that he gave me was. So, I asked the class would they liked to hear since we had about 3 minutes left in the classroom. The class, of course, said yes. I played his CD for the class. This student is very talented and the class really stayed quiet in order to listen to his music. The music was clean and even humorous. His music ranged from such topics as everyday school life to president Bush's life. He was very proud of his music as well and his musical talents. Next period, I will review with this class. It is my understanding that some people will be coming to evaluate Parkview as whole (some group that donates money to Parkview). They will come to everyone's classroom including mine. It seems like I am being evaluated by everyone. But anyway, the class went well and I am looking forward to presentations...
Additional Documents
Student's Journal
Student's Journal from Lesson 3
Student Summary and Reflection
