Resource Blog #5

CROSS CONTENT

In my middle school, the school had a widespread subscription to Scholastic. It was something I barely knew about and hardly knew how it changed my time in middle school. I spoke to one of my old middle school teachers the last time I visited home about the resources that have stood the test of time. Scholastic was her first answer. She said the biggest improvement she saw when using the different worksheets, lesson plans, and articles provided through scholastic, she saw an increase in literacy comprehension. She also stated that with these resources students were less likely to give up on an article or concept. This resource is something I believe all teachers, if possible, should have access to.

Teachables Scholastic
WC 122

Strategy Assignment: Lesson Planning In-Class Reflection

My group included my classmates Corben and Taylor; we focused on a lesson plan that was aimed at 4^th grade science concept of the Water Cycle. The literacy strategy we utilized was Sketching a Text. The definition of Sketching a Text from Subjects Matter states that students “create a sequence of sketches, drawings, or cartoons to illustrate the ideas described in the reading” (131). We decided to use this strategy because it gives students a visual aid and the water cycle is best understood with diagrams.

We chose two different texts that could be used. We broke students up into groups and they we given limited instructions on how to sketch the diagrams. The limited instructions were on purpose to show different ways of students comprehending the texts. At the end of the lesson we went over the pictures with the students and compared them to the diagram.

Somethings I would have liked to change about the delivery of this literacy strategy include: smaller groups—in order to create more engagement, assigning roles to students—so every student had a voice, and a final demonstration—having the instructor draw the water cycle simply from the text (different from the picture). The room was chaotic at first, considering there was limited instructions; however, I believe with smaller groups and assigning roles the room would be more organized.

Lesson Plan

WC: 226

Synthesis Blog #5: “Content-area Book Clubs” (SM: ch. 9)

I have trouble remembering how my classroom was “differentiated”, because it was just how the “good” classrooms were run. All I remember, is that it was a classroom that I liked. However, I can distinctly remember the classes I did not like, the lecture classes, the classes that did the same thing every single day. Book clubs were almost religiously used in my social studies classes. It is easy to find a good nonfiction book pertaining to most of the historical topics covered in middle school. There is also a plethora of non-fiction books ready for students to read. However, an idea that I have never thought of is to use a book club for a science class. I think it could be very useful to use a middle grades level science. There are plenty of concepts that could use an extra reinforcement of the science topic being presented. I still struggle to see how a math book club would be conducted but am excited to see where it could go. Book club gives students the freedom and responsibility to learn the importance of the work they are doing. I feel that book clubs, if done correctly, can turn from tedious to exciting for students.

WC:205

Resource Blog #4: PhET Interactive Simulations

***CROSS-CURRICULAR***

PhET interactive simulations is a resource that has been and continues to be utilized in my teaching science education (ESCI 4440) classroom. It provides the ability for students to not only see different physics mechanics but manipulate the variables and see the differences. It has not only increased my understanding of physics but would tremendously help in the classroom. This can be used by the teacher at the front of the class going through each part step by step. It can be a homework assignment by using the interactive simulation to produce data and have the student record and analyze it or complete equations. Lastly, it could be group class work where students work together to find answers to complicated physics concepts. This website includes physics, biology, chemistry, earth science, and math. Biology allows moving pictures and understanding of mechanics of biology through visual representation, with formative testing throughout. Chemistry and Math have interactive simulations explaining concepts and provide practice problems throughout and after—very similar to physics. Visual learning has been key for me as a student, especially for complex or difficult subjects. I believe that even the best literacy students could benefit from visual representation—even for reinforcement. PhET provides this and more to teachers and students for free access online, with even more resources on the website then just the simulations tab.

WC: 225

Link: PhET Interactive Simulations

Synthesis Blog #4: Historical Fiction in English and Social Studies Classrooms: Is It a Natural Marriage?

FOCAL AREA

Summarize:

The article addresses the concerns of using historical fiction in the curriculum. Three important sentiments in the article that are translated throughout include: first, that it is imperative students cultivate background historical knowledge before asking them to engage with historical fiction; second, a critical goal of historical fiction is to create historical empathy; and lastly, pairing historical fiction and nonfiction has benefits in social studies and ELA classrooms. It goes further to say that not only do teachers need to build background knowledge with the students but also contextualize the information and its relativity to the fiction piece. It is much easier when social studies and ELA teachers are able to work together to allow knowledge building and contextualizing in the history class and focus more on historical empathy and reading skills in the ELA classroom. It continues to say that historical fiction should also be viewed as literature of the time, and with nonfiction context, students begin to understand the behaviors and feelings of the characters in the historical fiction.

Connections:

My biggest connection to the article was the continued example of The Book Thief  by Markus Zusak. It continues to be one of my favorite books since middle school. We had to choose a historical fiction book that related to one of the three units we worked on in social studies class—which shows a great connection of teachers. I believe reading The Book Thief  at a young age helped create great historical empathy for me. It focuses on girl around the age that I was also reading it; I put myself in the characters shoes. Historical fiction engaged me in a way that nonfiction never could.

Critique:

This article did not focus on the potential difficulties of always ensuring ELA and social studies classes coordinate. Sometimes that is not plausible. Who then does it fall upon to help students read historical fiction?

Why is this important? :

This is important topic of discussion in the academic world because there are different ways of teaching. There are needs for cooperation in different classrooms that cannot happen in some school districts. Sometimes the standards will not line up between different classes because this partnership between ELA and social studies is new. In conclusion, it is important in my opinion because of how much it affected me as a student. I want my students to make those connections in their own ways and find ways to create their own historical empathy.

WC: 412