Learning Outcome #1: Demonstrate a solid foundation in the arts and sciences
I used to think that when teaching in the English classroom
I was only being taught the book that was read at that time. Throughout the
past four years, and especially through the process of my own teaching, it has
occurred to me that English class is about so much more than simply a book. I
do not “teach the book,” I teach the critical thinking, reader response,
comprehension, analysis, and other skills as well as information that can be
transferred to numerous discourses in the students’ lives. As a teacher, I am
learning right along with my students; they learn from me, and I learn from
them exemplifying a reciprocal relationship. I have become and continue to
develop into a master and/or life long learner. To encompass this kind of
learning the students need to see the relevancy in what is being taught, and
this is done best by relating any, if not all material to the students’ lives.
English isn’t just about reading books or writing things down, but also about
learning and grabbing hold of an epiphanic way of life.
For my first placement, I was at Tully high school teaching all seniors. When I introduced what the students would be reading for the next couple weeks, some students were excited, while others were not. The ones who were not intrigued didn’t believe they could connect to the collection of stories in any way. The Things They Carried by Tim O’Brien is a novel about the Vietnam War, but is as much about storytelling as it is about war. The students didn’t fully understand this concept until the end of the novel. Through historic information, free writing, journaling, essay writing, discussion, think pair share and essential questions, the students saw how important and relevant this novel was to their lives as life long learners.
After I got the hang of it, every day I put up an essential question regarding the lesson for the day. An example of a question used is: What does telling stories do for you? How could this be connected to the characters in the novel? I would begin by reading the essential question, or having a student read it, and then refer back to it throughout the lesson. Each question had a purpose as well as a relevancy to the students’ lives in some way. Likewise, if we were doing an activity where journaling was involved, I would choose a quote usually from the book such as: “…they carried all they could bare, and then some, including a silent awe for the terrible power of the things they carried…” and ask the students to journal about it based on a few guidelines: What does it mean to you? How can it be connected to the novel? How does it connect to your life? Then I would tell the students to share with a partner, so afterward they are more likely to then share out to the class. All texts are chosen to gear the students into using their critical thinking skills as well as transferable skills to multiple discourses. There are discourses for everything, however the students should convey the skills learned to social studies, science, conversation, presentation, reading, multimedia, technology, writing, and listening discourses. It is my job to point out the significance of what is being learned and how that particular complex text or set of information or knowledge can be linked to the students’ lives.
Lesson 2 (Quote)
Lesson 21 (Questions)
Essential Question
For my first placement, I was at Tully high school teaching all seniors. When I introduced what the students would be reading for the next couple weeks, some students were excited, while others were not. The ones who were not intrigued didn’t believe they could connect to the collection of stories in any way. The Things They Carried by Tim O’Brien is a novel about the Vietnam War, but is as much about storytelling as it is about war. The students didn’t fully understand this concept until the end of the novel. Through historic information, free writing, journaling, essay writing, discussion, think pair share and essential questions, the students saw how important and relevant this novel was to their lives as life long learners.
After I got the hang of it, every day I put up an essential question regarding the lesson for the day. An example of a question used is: What does telling stories do for you? How could this be connected to the characters in the novel? I would begin by reading the essential question, or having a student read it, and then refer back to it throughout the lesson. Each question had a purpose as well as a relevancy to the students’ lives in some way. Likewise, if we were doing an activity where journaling was involved, I would choose a quote usually from the book such as: “…they carried all they could bare, and then some, including a silent awe for the terrible power of the things they carried…” and ask the students to journal about it based on a few guidelines: What does it mean to you? How can it be connected to the novel? How does it connect to your life? Then I would tell the students to share with a partner, so afterward they are more likely to then share out to the class. All texts are chosen to gear the students into using their critical thinking skills as well as transferable skills to multiple discourses. There are discourses for everything, however the students should convey the skills learned to social studies, science, conversation, presentation, reading, multimedia, technology, writing, and listening discourses. It is my job to point out the significance of what is being learned and how that particular complex text or set of information or knowledge can be linked to the students’ lives.
Lesson 2 (Quote)
Lesson 21 (Questions)
Essential Question