Internship – 1st post

September 16, 2013. 

 

I am in a small school – K-12 and 180 students — for my internship. Instead of being in a high school classroom, I’m in a Grade 6/7 class. At first, I was disappointed to hear that because high school English is my specialty. However, once I entered the classroom on the first day of school, I began to enjoy the students. They were so ambitious and fun to be around that I immediately felt at home with them. 

I taught my first drama lesson not long after that and it went completely wrong. I took the students to a different classroom where there was lots of space and they were crazy. The boys in the class didn’t want to pay attention to my lesson so I didn’t get much done. I had to do some scolding and be rather firm throughout the entire lesson. After speaking with my co-op, she said that we will try it again tomorrow. 

I took a different approach and re-did the entire lesson. We stayed in the same classroom and I was firm from the beginning of the lesson and carried it through. It went over extremely well. My co-op and I took them outside because they had to present their tableaux. 

The days that followed that lesson I had some of the students asking me if we were going to do another drama lesson so that made me feel great about the lesson. 

The next week, I worked with the grade 10s and ran a lesson with them on short-short stories. I had so much fun working with them and getting to know them. We began to develop longer stories based off of the short-short stories. 

The internship seminar was just last week so my co-op and I went to it. I enjoyed hanging out with her and getting to know her. The seminar was a wonderful experience. 

Today, I really took over my first class — ELA 6/7. I had my lesson plan figured out and my target sheet ready (my target was about making sure that the students were on task. I also developed a unit plan for the 6 and 7s and figured out the outcomes for each. When I taught the lesson, I had to go back and forth between the two grades — get one grade started on something and then go to the other and get them working on something. the 6s began a suspense unit while the 7s worked on a media/communications unit. It was very interesting to have to plan it out so that each time I went back to the grades, they had something to work on. 

When I spoke to my co-op afterwards, she said that the lesson went over really well and she enjoyed the content that I had presented to the class. I got through all my material for the 7s but for the 6s I didn’t get quite as much done as I had hoped. That was okay, though, because for tomorrow’s lesson that’s where I will pick up – the 7s will have time to do a mini project and the 6s will begin reading a story on suspense. 

So far, great time teaching the 6/7s! I am already learning lots. More ideas to come! 

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Process on Creating a Treaty Lesson Plan

Freya and I worked together in our major subject area, English, and as soon as we got our folder, we read through each of the different students that we had to teach this lesson to. From there, we looked at the Treaty Essential Learnings and picked out number 3 and 4 to do. Then we had to think of a fun activity to do with our students that would meet some of their needs. 

I liked the idea of having Drama in an English lesson and I’m always itching to bring it in. We settled on choosing an interview process where the students may choose a historical character that would have been there at the signing of Treaty Four. We would give them a checklist and graphic organizers to keep those students on task. I also created a choice board where they could choose any one of the five items to do their interview. Those options included a radio interview, script for a play, dance routine, graphic novel, and a video interview. I like the idea of giving students choice instead of just telling them that they have to do an essay or a play. Each student is interested in something different. 

When we met with other teachers in class to discuss our treaty lessons, the two groups that we talked to both liked our topic. One person said that our video for the set would bring out mixed feelings among the students — which would be good. The people we talked with also liked the checklist and the idea of having graphic organizers. However, since this students in this lesson would not present their finished work until the next day or the day after that, we did not have a rubric made up. However, we say in our lesson plan that the projects would be a form of summative assessment and the exit slip at the end would be a formative assessment to see whether or not the students had any issues arise. Based on the feedback received, I might try using checklists more often in my lesson plans. And we should have made a rubric to hand out to the students along with the checklist and choice board. Overall, I did enjoy discussing with other groups and hearing what they did for their treaty lesson plan and it would be nice to gather up some of those lesson plans and have them in my book for future reference.