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Block I Experience. Amanda Gray December 15, 2003 Photo Assessment Social Studies and Language Arts Lessons . Amanda Gray. My Block I Experience was with Mrs. Spencer’s 5 th and 6 th Grade class at Rutherford Elementary School. My Theme.
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Block I Experience Amanda Gray December 15, 2003 Photo Assessment Social Studies and Language Arts Lessons
Amanda Gray My Block I Experience was with Mrs. Spencer’s 5th and 6th Grade class at Rutherford Elementary School.
My Theme The 5th and 6th grade house at Rutherford was studying ancient cultures, and Ancient Egypt was one that they would be spending a large amount of time studying. Mrs. Spencer suggested that I teach my lessons covering parts of Modern Egypt to supplement what she would be teaching. I decided for my social studies lessons to focus on the Aswan Dam and how it affects Egypt today. For my language arts lessons, they made travel brochures on Modern Egypt.
Materials for Social Studies For my first social studies lesson, the students made river systems and put in a dam to see the effects of a dam on a river. They used foil, cardboard, pans, cups, bowls, and clay to construct their rivers.
Social Studies Lesson 1 I broke the students up into five groups of six students. I gave them their materials, directions, and their direction sheets and told them to start making their river. They had to first build a river and get it flowing, and then I gave them a lump of clay for a dam. There was water flowing everywhere, but they were very creative and cooperative. They LOVED it!
Students building The students worked very well together to design a river and dam system.
Student Comments • “Oh cool, Ms. Gray! Our dam is making our river overflow!” • “Our dam stopped ALL of our water!” • One of the boys asked me on the following day, “Ms. Gray, are we going to do another cool experiment in your class today?”
My Thoughts I was very pleased with how my first lesson went. The students were so excited, and I really believe that they were able to construct their knowledge so that it was meaningful for them. They were so interested in how the dam works and why people put them in, that they were sad to see the lesson end. Mrs. Spencer told me that she really liked the lesson and had even tried to make a set-up like this herself but couldn’t come up with such great ideas for materials. I was so relieved to have my very first lesson go so well.
Social Studies Lesson 2 For my second day of social studies, the students researched on the internet for the pros and cons of the Aswan Dam. I gave them some websites to look at, and they found and listed the pros and cons on their worksheets.
Lesson 2 Continued After the students found some pros and cons, we came back together to discuss what they found. As a group, they came up with about an equal number of pros and cons, so we talked about weighing decisions and how they would have to sacrifice some things to benefit others.
Student Comments • “I found way more cons than pros!” • “They should not have built the Aswan Dam because look at all the bad things that happened.” • “Well, I found way more pros than cons, so I think it was good that they built it.”
My thoughts I was so excited to hear them discussing what they found out on the internet. Their comments were the perfect set-up for what they would be doing in my next lesson. Once again, the students were quite attentive and willing to listen. They all wanted to tell everything that they found out about the Aswan Dam.
Social Studies Lesson 3 On the third and final day of my social studies lessons, the students had to decide whether they would have voted for or against the building of the Aswan Dam if they had been on the deciding committee.
Position Paper After they picked a viewpoint, the students had to write a paper describing their position and why they supported that decision. Then they had to pick one of four other rivers in the world and say why they would or wouldn’t build a similar dam on one of those rivers.
Student Comments • “Ms. Gray, I don’t have a position on it. I can see both the good and bad things, so how can I pick?” • “I wouldn’t have wanted to be on the council that decided. This is a hard decision.” • “But they didn’t know all the bad things that would happen when they decided to build it.”
My Thoughts Some of the students weren’t so excited to have to pick a position and write about it. They kept asking me if they really had to write it and whether it would be graded. I told them that I just wanted to know what they thought about it and that it didn’t matter which side they picked as long as they supported their ideas. This lesson went fairly well, but they weren’t as eager as in the past two lessons because they had to do some writing. I don’t think they liked the pressure of having to decide a big decision, even though it was not a real situation. Some of their papers were very good and insightful. I enjoyed reading them.
Language Arts Materials I provided the students with published travel brochures, their graphic organizer, checklists, extra activities, and examples of my work.
Some Examples of Brochures I brought in about 25 travel brochures for the students to look at so they could get ideas for how they would need to make their brochures.
Language Arts Lesson 1 On the first day of my language arts lessons, the students looked at travel brochures to find persuasive words and adjectives.
Lesson 1 Continued The students found many adjectives and persuasive phrases and were all very eager to read what they found out loud to the class.
Lesson 1 Continued Then I taught them what superlatives were and had them find those in the brochures.
Lesson 1 Continued The next thing we did was brainstorm anything they could think of about Egypt, so they had some ideas to begin looking for. I then gave them time to begin researching on the internet for things to put in their brochures.
Student Comments • “Ms. Gray, I have been on lots of vacations, and we went to a travel agent before we picked where we were going, and she had brochures like these.” • “Can I read mine? I found some really good adjectives.” • “My aunt has been to Egypt, so I bet she knows all about it. Maybe I can even get some pictures from her.”
My Thoughts Once again, I was very excited after my lesson. The students were very eager to listen to me, and they were so excited to get started on making their own brochures. I think the lesson went quite well, but it would have been beneficial to have a few more brochures for them to look at so that they wouldn’t have to share.
Language Arts Lesson 2 On the second day we went over their graphic organizers and talked about how far they should be on their information. Then we talked about what audience to write their brochures to, how to make a lay-out plan, and how to begin drafting.
Lesson 2 Continued The second day was a mostly a work day and the students used it well. They worked very hard at their lay-out plans and rough drafts.
Lesson 2 Conclusion We concluded Day 2 by going over our procedural checklist so that they knew what they needed to have completed for my next lesson.
Student Comments • “For our lay-out plan, do we have to write everything on it?” • “You will never guess how much stuff I was able to find out about Cairo!” • “I definitely want to go to Alexandria someday. You should see all the sweet pictures on the internet!”
My Thoughts I thought the day went very well. The students were very quiet and diligent. It was a bit hard because they were in a lot of different places because some didn’t bring it home for homework, a few had been absent, and some kids missed parts of my lesson for band or speech. After getting them all caught up, it was a breeze because they all had things to get done.
Language Arts Lesson 3 On my last language arts lesson, we went over their revising and editing checklist, and the students helped me make changes to my rough draft.
Lesson 3 Continued Then we compared two published brochures to show them how using pictures and color makes a brochure more exciting and convincing. I then gave the students work time to continue writing and start on their revising and editing with a partner.
Lesson 3 Continued When the students finished with their revising and editing, then they brought it to me to for the final check.
My Thoughts Overall, I was quite pleased with how my language arts lessons went. I think the students enjoyed making the brochures, and I really loved looking at their final products. I would have liked to have given them more class time to work on their publishing, but they were able to bring them home and make some very impressive products.
Student Comments • “How many pictures do we have to have?” • “Can we get pictures off the internet?” • “Jackie checked mine, so I’m ready for my final check.” • “Ms. Gray, look at all the cool pictures I found of the Sphinx, the Great Pyramid, and the Aswan Dam!”
Extra Activities I kept the students so busy that they didn’t even need to use the extra activities. However, some of the students brought them home and did them anyway.
Experience Like None Other I thoroughly enjoyed my pre-student teaching experience at Rutherford. I absolutely loved my time with the 5th and 6th graders and was sorry to see the time end. I was quite pleased with how well my lessons went. The students in my class were completely wonderful, and I will definitely miss them. After this experience, I truly believe that 5th and 6th grade is the grade I want to teach in the future.
