Assignment Two: Sample of Student's Work ( Low Quality)

This is an example of low quality work. Even though I know that this student has the capability of getting this done, but they didn't. In order for this to be a high quality work, the student needs to write neatly, leave spaces between the words and to finish their fact. The students were given plenty of time to complete. They were given about 25-30 minutes to complete this.
I chose this one as a low quality work because out of the 25 minutes that they were given this student had only two words written. The reason why this is because the student does not have the motivation to get the work done. In addition, the student was starting to bubble the words which we discourage because one of our goals is for the students to master handwriting. Also, the student didn't finish their fact. They didn't even color their picture. I classified this one as a low quality work because the student did not accomplish much after 25 minutes.

Assignment Two: Sample of Student's Work (High Quality)

This picture is an example of a high quality students' work. I chose this one because the student followed all of the directions and they even followed my example when they colored the Bald Eagle. The directions was that they had to write one fact about the Bald Eagle. When they write their fact they must make sure it is in a complete sentence, that the beginning of their sentence is capitalized and they ended in a period.
However, one thing that I really liked about this students work is that they wrote really nice, so that they could read and so that I could read it. In addition, this student colored the Bald Eagle the way that I did and it looks neat and shows that this student put some time into their work. It doesn't look that they rushed through it, just so that they get done. Also, this student made sure that their sentence began with a capital letter and it ended with a period. One thing that assure the students about this is that even though they may not finish they will have time to work on it. I let them work on it in the morning when they come in or when we do the next symbol. If they get that day's symbol done, then they can go back and finish the other ones if they didn't finish it.

Assignment Two: Unit of Instruction Bald Eagle LP

Bald Eagle

Grade Level: 1

Curricular Area: Social Studies

Standards:

1.) Students will recognize the symbols, songs, locations that uniquely identify our nation.



Objectives:
1.) The students will recognize the Bald Eagle as a significant symbol of our nation.
2.) The students will pick one fact and put their United States symbols book.



Materials:
- The Bald Eagle Book
- Model for the Board
- Transparency of the facts with a hard copy
- Writing page transparency
- Overhead Marker
- Student Symbol Books


Procedures:
1.) Have the students meet on the meeting spot.
2.) Review yesterday's symbol.
3.) Read The Bald Eagle book.
4.) Have students go back to their desks.
5.) On the overhead, show them the facts, and read each one to them.
6.) Use a writing transparency to show the students how to write one of the facts. ( Remind them that their tall letters need to be tall and their short letters need to short. The first letter in your sentence should be capitalized and that your sentence should end in a period.)
7.) Put facts back on the overhead.
8.) Pass out their books.
9.) have them get started. ( Circulate and check progress and help students who may need help. The students must show me their writing before they can color the picture)
10.) When they are done I will take their books.


Assessment:
- Can the students recognize the Bald Eagle as an important symbol and can the students correctly write a fact? I will assess this by having the students give me their book, and I will review it. Also, I will assess this when the students show me their writing before they color. I will look at their writing and say it is okay or give suggestions on how to fix it.



Binns, Tristan. The Bald Eagle. Chicago, Illinois. Copyright 2001 Reed Educational and Professional Publishing.

Assignment Two: Unit of Instruction: Liberty Bell LP

Liberty Bell

Grade Level: 1

Curricular Area: Social Studies

Standards:

1.) Students will recognize the symbols, songs, locations that uniquely identify our nation.



Objectives:
1.) The students will recognize the Liberty Bell as a significant symbol of our nation.
2.) The students will pick one fact and put their United States symbols book.



Materials:
- The Liberty Bell Book
- Model for the Board
- Transparency of the facts with a hard copy
- Writing page transparency
- Overhead Marker
- Student Symbol Books


Procedures:
1.) Have the students meet on the meeting spot.
2.) Review yesterday's symbol.
3.) Read The Liberty Bell book.
4.) Have students go back to their desks.
5.) On the overhead, show them the facts, and read each one to them.
6.) Use a writing transparency to show the students how to write one of the facts. ( Remind them that their tall letters need to be tall and their short letters need to short. The first letter in your sentence should be capitalized and that your sentence should end in a period.)
7.) Put facts back on the overhead.
8.) Pass out their books.
9.) Have them get started. ( Circulate and check progress and help students who may need help. The students must show me their writing before they can color the picture)
10.) When they are done I will take their books.


Assessment:
- Can the students recognize the Liberty Bell as an important symbol and can the students correctly write a fact? I will assess this by having the students give me their book, and I will review it. Also, I will assess this when the students show me their writing before they color. I will look at their writing and say it is okay or give suggestions on how to fix it.



Binns, Tristan. Liberty Bell. Chicago, Illinois. Copyright 2001 Reed Educational and Professional Publishing.

Assignment Two: Unit of Instruction

Days	Topic	Activity
Day 1	Intro. to Symbols Start White House	Give Facts about White House Start Book
Day 2	Finish White House	Finish Book Review Facts Give Example Have students write a fact and color picture
Day 3	Bald Eagle	Review of Yesterday Read Book Give Facts Give Example Have students write a fact and color picture Finish yesterday's if needed
Day 4	Liberty Bell	Review of Yesterday Read Book Give Facts Have the students write a fact and color picture Finish yesterday's if needed

Assignment One- Introduction to My Student Teaching

Welcome to Bagley Elementary! Bagley, Minnesota is located half an hour west of Bemidji. As you may already know, but I am teaching in Mrs. Brovold's first grade classroom. Our classroom consists of nineteen students. The picture on the left is a picture of our classroom. The majority of students sit on balls, as you may see. We do have students who cannot do their job while sitting on the balls, therefore they are now sitting in chairs. In this picture, in the left hand corner you can see a blue chart which we keep our daily schedule. The students rely heavily on this because they are used to routine. I would have to say that this has been quite the learning experience, but they keep me on my feet. Some of my goals for my student teaching experience is: to really work on the discipline, get to know the students more, and to learn. At this point, my primary concerns are the students understanding the material that I am teaching? My goal to address this is to work on the discipline so that the students are not being disrupted and to be able to make it relate to them. However, at this point I am looking forward to most is to have fun with kids and really having a good experience.