Week #8: Math Lesson "Double Digit Addition."

Here is the link to my math lesson:

https://docs.google.com/document/d/1lwkpu4O4jIADSog18DWqLKK0R22sRy8S3AJww3TT6mU/edit?usp=sharing

Here is the link to the rubric I will be using to assess:

http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=2421202&

Week #7- Text Analysis and Discussion

Here is the link to the lesson "A Good Man is Hard to Find."

https://docs.google.com/document/d/1D6dKh2qBQF-P_Ypwf11Ddx7Gpy46cUmVXIoIQmJSZQs/edit?usp=sharing

Week #6: Reading Lesson

This is my Smore lesson on vocabulary acquisition:

<iframe width="100%" height="600" src="https://www.smore.com/2jmj2-vocab-acquisition-context-clues?embed=1" scrolling="auto" frameborder="0" allowtransparency="true" style="min-width: 320px;border: none;"></iframe>

Week #6: Writing Lesson

<iframe width="100%" height="600" src="https://www.smore.com/v70g-response-to-literature-opinion?embed=1" scrolling="auto" frameborder="0" allowtransparency="true" style="min-width: 320px;border: none;"></iframe>

Week #6- Reading Response: Analysis of Mr.Hossack's Close Reading Lesson

                                                         ANALYSIS OF TEACHING

In the video, Mr.Hossack taught a close reading lesson to 5th graders on identifying the main idea and important details in a newspaper article on the Seneca people. I though that Hossack did an excellent job of clearly presenting the learning outcome/objective, as he made sure students not only read it, but understood what was needed to meet that goal. For instance, students read the learning outcome, identified key words in L.O (gist, main idea, Seneca), and explained how one would get the "gist" (noticing key details in baby steps).
Mr.Hossack definitely used a social constructivist approach to his teaching, as he allowed students to investigate, collaborate, deconstruct, and circulate the room in order to successfully identify the main idea. Students were not only expected to find the main idea, but were required to identify the key details that supported the main idea and that helped them in their analysis. Students were forced to think about their thinking, and that is characteristic of a constructivist approach.
Mr.Hossack had a clear process for close reading that entailed: reading, thinking, writing, and talking. He differentiated by breaking article in to smaller chunks, so some students would not get overwhelmed and could perservere. He had students turn and talk and share their thinking, as they revisited the learning outcome.
I think that Mr.Hossack created an evironment for learning successfully, as students clearly knew the objective, process, and were encouraged to work collaboratively. He informally checked for understanding through sharing, and having students use post-its to share their thinking(What is an important detail? Does it connect to the main idea?). Through this process, students were not only able to identify the main idea, but were able to make the connection between main idea and the key details in the text. Mr.Hossack's lesson was awesome and I think that students not only met the L.O's, but exceeded them.

                                                                   PROCEDURE
Mr.Hossack did a wonderful job of presenting the learning outcomes of this lesson, and facilitating as students worked collaboratively to reach the goals. The steps to the lesson were:

• Teacher presented the learning outcome. Students read it and analyzed it(gist, main idea, Seneca), so that there was a clear understanding of how it could be met.

"I can get the gist and determine the main idea in a newspaper article on the Sencea people."

• Teacher clearly identified and review the process for the close reading, such as: reading the entire text for the "flow," circling important and unfamiliar words, writing the gist for each section and/or paragraph, annotating important details, and identifying the main idea.
• "I DO" Students read text independently, reread and annotated the text, and identified the main idea. Teacher facilitated and differentiated by chunking the article into smaller parts for the students that needed it.
• "TURN AND TALK" Students talked with their peers and discussed the main idea and the sentence that was most helpful at determining it.
• "SHARE" Students shared their thinking about the main idea and supporting details.
• "COLLABORATION" Students circulated the room and had to read details that were displayed on posters. The students had to determine if the detail was important and if it was connected to the main idea of the text. Students used post-it notes to record their thoughts.
• "CLOSURE" Students shared what they believed to be the most important detail and how it connected to the main idea of the text. Teacher reviewed the L.O and evaluated whether the objective was met.

                                                                  ASSESSMENT
Mr.Hossack didn't appear to use any formal assessment, other than the article students were given that had their annotations and idea of what the main idea was. However, there were several opportunities that he had where he was able to informally assess them.

1. During indendent reading, the students were required to annotate the gist/important details. The teacher was able to facilitate and check for student understanding through one-on-one discussion.
2. Students shared their thinking after they "turn and talked." At this point, the teacher was able to see if students were able to accurately identify the main idea through analysis of the details identified.
3. When students circulated the room, and identified what the important details were and if they connected to the main idea, Mr.Hossack was able to review the post-it notes and listen to group discussions.
4. During the closure, students shared their thinking. Mr.Hossack was able to see if they were able to connect the key details to the main idea, which allowed him to assess the second L.O:

"I can explain connections between details and the main idea of an article."