The Lord of the Flies Quiz
1. What is the "beast" a symbol of and why?
2. Symbolism plays an important role in The Lord of the Flies. How does symbols affect the characters of the novel? Explain.
----------------------------------------------------------------------------------------------------------------------------------
Review
1.) What do you think the objective is?
Students will pinpoint the symbols and explain what they convey.
2.)What level of Bloom's Taxonomy is that?
I believed that the objective is between the knowledge and comprehension level of Bloom's Taxonomy because it is just asking the students to define what a symbol is and to provide an example.
3.)How will you assess it in 10 minutes or less?
By implementing a 2 short answer quiz that is posted above. I designed my first question to test the knowledge/ comprehension level but then I made the second question more difficult to encompass some of the higher levels of Bloom's Taxonomy.
Monday, May 5, 2014
Sunday, May 4, 2014
CF Observation #3
Thursday, April 24, 2014
Friday, April 11, 2014
CF Observation #2
CF round two! After having a wonderful experience with my first visit to CF, I couldn't wait to go back this time observing classroom management. I was once told by one of my previous high school teachers that classroom management is one of three most important things in order to be an effective teacher. Our goal for this visit, was to observe how well a teacher has control over his/her classroom. This time entering CF, we knew what to expect.
I ended up going back to Mrs. G's class. We ended up being in a classroom with the same kids as our first visit, which I believe to be very beneficial. A few weeks had passed since our first visit and by now the kids were onto a different book, Lord of the Flies. The class was in the process of group reading different passages from the story. Mrs. G exhibited much control of the classroom. She knew exactly when to cue the next reader. She really makes transition and balancing all these different tasks look so easy. Mrs. G is also very big into group discussions and I really like how she is able to correlate what is going on in the novel to something relevant to the students.
It's amazing to see one person manage around twenty different people at the same, no easy feat. Classroom rules are posted on almost every single wall. Some rules include, being in class before the bell rings(which many of the students didn't follow coming back from lunch), being respectful, and pay attention. During group discussion, there was one girl who had her head down, trying to take a nap between pages of the text. Mrs. G was quick to notice and told the girl to put her head up. Obviously, this girl was breaking one of the class rules, and that was paying attention.
As group discussion progressed, so did the maturity of the conversation. Mrs G. brought up the pregnancy rate of CF high school to connect it to an issue present within the text. Although, the topic of conversation was of a mature one, Mrs. G was adamant on maintain a clean and sophisticated conversation. There can a point where the topic escalated to talking about sperm (spiraled from the pregnancy topic) and Mrs. G was very quick to shut it down. She stopped and said, "I'll wait until your mature enough to have this conversation." The kids knew she was serious and every single of them respected her and they straightened their conversation. The students really respect; it really shows by the way they respond to her.
Not only are there behavioral rules posted within the classroom, there are expectations of how students should act in SSR groups and how students should complete constructed responses. Most of the rules overlap with the major class rules. All the rules reiterate being respectful and being on time. This is a good way to reinforce the most important rules of the classroom. Eventually, the bell rings and it is time for us to leave. However, before we go Mrs. G again offers us some advice and shows us how she constructs her daily worksheets. These visits are proving to be more helpful than I had expected.
CF Observation #1
On my way to CF high school, I was anticipating many things. I had expectations of what to expect because I went to a similar high school about five minutes away from CF. We were on the bus, having conversations of our expectations. When it was my turn, I told the class that I was expecting it to be similar to the high school I went to. I mentioned that I expected it to be, "diverse like the school I went to." Our professor quickly reminded us to not base our own high school experiences on this one. He said that, "all high schools are different." Well, maybe for some of the other students in the class, I though to myself. I was pretty positive that there would be some striking similarities. We finally approached the school, I made my way up the concrete steps, expecting to see the vision of "my high school."
We were greeted by the principal, who gave us a brief overview of CF high and some of the initiatives the school was taking to promote learning. After the brief conference, we were split into groups and sent out to the classrooms to observe. While walking through the school, I noticed that there was apart of the building that was old and in need of renovations and the other half of the school looked almost brand new. Obviously, the newer part of the school exuded more of an inviting feeling. The older portion of the building, was quite small and the hallways seemed confined. However, when it was time to switch classes, it didn't seem too overcrowded with the students. This was the first instance, where my expectations went out the window and the visions I had were starting to fade away. I made a comment earlier on the bus that the school was going to be diverse. To my surprise, it wasn't as diverse as my school. The majority of the students were of hispanic origin.
I ended in a tenth grade english class, that Mrs. G was teaching. The students were at lunch when my classmate and I arrived so we waited in the classroom. This was great because it gave us an opportunity to check out the classroom details. Mrs. G was extremely pleasant and willing to answer any questions we might have. She told us that the students that would be coming back to the class were apart of an inclusion class. Some of the students had a learning disability or a behavioral problem and that it would be almost impossible to identify them. The students arrived and I noticed that there weren't many students in the classroom. The students again, were mainly of hispanic origin and not much diversity. I couldn't really identify any other. Not, that race is important. This was just another instance where my vision was blurred. The students knew exactly what was expected of them. Once, they returned they immediately began on their work. Mrs. G was actively engaged with her students and always remained in the center of the students. I do think that it is beneficial to set up the classroom in a circle of square so that everyone has eye contact with one another. Mrs. G. uses the set up of the classroom to reel in class discussion and obtain the attention of every student. To aid Mrs. G., there was a assistant teacher Ms. C. who would actively go around helping individual students who needed it.
The bell rang and we were likely to observe yet another class. This time, it was an AP class and it was bustling with more students. This class was a tad more diverse. Both of the classes were in the process of taking a test on To Kill A Mockingbird. It was interesting to see how both different classes handled taking the same test. The inclusion class required more individual help. Whereas, the AP class were more independent.
Both classes, had students engaged in what they were doing. It was joy to see how the students were drawn to Mrs G. and someday I have the same effect on students. By the end of our first visit, I had a better understanding of what the school was all about. Overall, I enjoyed the school. Some of the school, may need renovating but the building is still functional. It is the students who brings it to life. I no longer have the preconceived notion that a high school is like mine. Even though, my high school and CF is only separated by five minutes worth of time, there are some differences.
We were greeted by the principal, who gave us a brief overview of CF high and some of the initiatives the school was taking to promote learning. After the brief conference, we were split into groups and sent out to the classrooms to observe. While walking through the school, I noticed that there was apart of the building that was old and in need of renovations and the other half of the school looked almost brand new. Obviously, the newer part of the school exuded more of an inviting feeling. The older portion of the building, was quite small and the hallways seemed confined. However, when it was time to switch classes, it didn't seem too overcrowded with the students. This was the first instance, where my expectations went out the window and the visions I had were starting to fade away. I made a comment earlier on the bus that the school was going to be diverse. To my surprise, it wasn't as diverse as my school. The majority of the students were of hispanic origin.
I ended in a tenth grade english class, that Mrs. G was teaching. The students were at lunch when my classmate and I arrived so we waited in the classroom. This was great because it gave us an opportunity to check out the classroom details. Mrs. G was extremely pleasant and willing to answer any questions we might have. She told us that the students that would be coming back to the class were apart of an inclusion class. Some of the students had a learning disability or a behavioral problem and that it would be almost impossible to identify them. The students arrived and I noticed that there weren't many students in the classroom. The students again, were mainly of hispanic origin and not much diversity. I couldn't really identify any other. Not, that race is important. This was just another instance where my vision was blurred. The students knew exactly what was expected of them. Once, they returned they immediately began on their work. Mrs. G was actively engaged with her students and always remained in the center of the students. I do think that it is beneficial to set up the classroom in a circle of square so that everyone has eye contact with one another. Mrs. G. uses the set up of the classroom to reel in class discussion and obtain the attention of every student. To aid Mrs. G., there was a assistant teacher Ms. C. who would actively go around helping individual students who needed it.
The bell rang and we were likely to observe yet another class. This time, it was an AP class and it was bustling with more students. This class was a tad more diverse. Both of the classes were in the process of taking a test on To Kill A Mockingbird. It was interesting to see how both different classes handled taking the same test. The inclusion class required more individual help. Whereas, the AP class were more independent.
Both classes, had students engaged in what they were doing. It was joy to see how the students were drawn to Mrs G. and someday I have the same effect on students. By the end of our first visit, I had a better understanding of what the school was all about. Overall, I enjoyed the school. Some of the school, may need renovating but the building is still functional. It is the students who brings it to life. I no longer have the preconceived notion that a high school is like mine. Even though, my high school and CF is only separated by five minutes worth of time, there are some differences.
Thursday, March 27, 2014
Thursday, February 6, 2014
Subscribe to:
Posts (Atom)