DLP response

Our piece represents what we are. We are mothers and fierce protectors of our children. We do our best to protect and care for our families. We can be ferocious when trouble arises. Therefore, we chose to portray ourselves as tigers in our project because they represent how we feel. We are mothers, hear us roar!!!!!
Lisa, Brooke, and Kathy

CIR411 Article

68 This article was very hard to read and comprehend, therefore making it hard for me to "get into" really reading and understanding this article. I understood some of the article. I found a couple of interesting things in the article that I actually understood and that was the lack of use of text media in the classroom. I believe that this could be valuable to the students, especially since technology is ALWAYS! changing.

On page 68, the next to the last paragraph talks about: "Given this context, I suspect if we can help teachers become more knowledgeable and comfortable in working with students to read, discuss, and compose texts that depend primarily on visual elements, they will also be increasingly willing and able to apply these understandings to the teaching of new media texts as well." I agree because when students are given the opportunity to expand their knowledge and use resources that are available to them, then they will be more willing to get involved and want to learn how to use new text media.

I also found the lesson plans very informative, in that, they can be adjusted to fit in the teachers lesson. I think it is important to teach students how media text is used in their daily lives and how it can be of value to them in the future. Technology is changing every day and, therefore it is important to make certain that teachers, faculty, and students are kept up to date on the newest versions of technological programs out there.

Ch. 11 Developing Content Area Writers

On page 307 our book states that many students that graduated from high school were not well prepared for the kinds of writing's which are expected in college and in the workplace, and I agree with this statement because, when I graduated from high school my writing skills were lacking in every area. I still do not feel comfortable writing GREAT papers today, but I have learned to write decent papers since I have been in college. It is sad that we are not taught how to write lengthy (5 - 10 pages) essay's or other types of papers in high school. I remember doing one research paper in the eleventh grade and it consisted of five paragraphs. We should be able to learn how to write good papers before we leave the high school setting.

I think that if teachers would use a similar guide to the one on page 314 in our book, then students would more capable of learning how to write and organize a good, or even great, paper before leaving high school. Experience is the best teacher and if students learn to write a great paper before they graduate from high school then they are more likely to write an excellent paper in college.

In order to prepare students for writing it is important to allow them the opportuntity to discuss their experiences (or lack of) in writing. In order to know where to begin helping students learn to write excellent papers you must know where they are lacking. This can be done through quick writes(is a form of impromptu writing that stimulates briainstorming), brainstorming and goal setting(the purpose of brainstorming/goal setting is to make writing much more informed and goal-directed right from the start), guided writing procedure(is designed to activate studnets' prior knowledge and thinking about a topic before they write), and finally stop and list(was developed to teach students with learning disabilities how to analyze writing assignments and how to plan and organize their responses). All of these steps build off of one another to help us become better writer's and thinker's as well. It is important to really think about what we are writing about so that we can tell our reader's exactly what we mean when they finish reading our writings.

My personal experience with the Smartboard is very little, just what I have seen Dr. Bishop and a few other professors using in class. I have more knowledge about the Promethian board because the teachers in most of the school systems (the ones I have been observing at) are using the promethian boards and they seem to work very well for the students as well as for the teachers. They are easy to access and the students can see them without straining their eyes. They also allow for hands-on experiences with the students.

Conley's Ch. 7 Blog

In the section, "Work with Interesting Content" (page 203), I agree that it is important to observe and watch for opportunities to incorporate interesting content. Students will be willing to participate and get involved when the lesson is related to their real life in some way or form. The book gives an example of a Langauge Arts curriculum standard, which in my opinion, is too complicated and boring for certain grade levels. Students want to learn about things that are interesting and fun, not boring and dull.

In order to gets the students attention it is important to present what is being taught in an interesting and motivating way. This can include the teacher being excited about reading a story related to the lesson or the teacher could have pictures or other artifacts in the classroom related to the lesson to get the students attention and get them motivated to want to learn more about the artifact.

It is also important that the teacher set high expectations. When the students see that their teacher wants them to do their best, then they are willing to go above and beyond to do their best and then some to "make their teacher proud". By doing this the teacher is letting her students know that she does care whether are not they are struggling or they do understand what she expects from them. If the studnets feel that their teacher is not concerned about their learning then they are less likely to participate in class activities or answering questions because they feel like unimportant.

Kathy Rheams Lesson Plan CIR 411

Curriculum Standard:
3. The student will express, communicate, evaluate, or exchange ideas effectively.
c. The student will compose narrative text relating an event with a clear beginning, middle, and end. (DOK 3).

Big Idea: Students will re-tell the story: "Cloudy With a Chance of Meatballs", including a clear beginning, middle, and end.

Preparation:
1. Introduce the components: beginning, middle, and end; of a story.
2. Ask students why they think a story must contain a beginning, middle, and end.

3. Have students brainstorm stories they have read that contained a clear beginning, middle, and end.

4.Give the students examples of beginning, middle, and end from specific stories like: "Little Red Riding Hood," "The Three Pigs", and "Cloudy With a Chance of Meatballs".
5. Distinguish between the importance of having beginning, middle, and end. Have students write a definition for beginning, middle, and end.
6. Write a short story using a clear beginning, middle, and end.

Guidance:
1. Students will brainstorm topics for short stories.
2. Students will write a short story including a clear beginning, middle, and end.
3. Teacher will walk around the class and give students feedback on their brainstorming topics as well as their short stories.

Application:

1. Show students a concrete example of a short story which includes a clear beginning, middle, and end.
2. Tests students knowledge by asking them questions from the beginning, middle, and end, of the story. Have them state whether the sentence(s) came from the beginning, middle, or end of the story.

Assessment:

I would orally assess the students by asking them questions using sentences from the beginning, middle, and end of the story. I would have a checklist to make sure that every student is getting the concept.

Conley's Ch. 5 Blog

Beginning on page 128, our book talks about the challenges posed by different kinds of text. For example Informal texts(page 129) are descibed as texts that are used to convey and represent information. There are many ways that informal texts appear in different places other than the classroom like: billboards, lists, graphics and logos on food packages, and even road and traffic signs. Also included in this category is Documents(pg 129) which everyone is pretty familiar with because we create documents on a regular basis as students. Well-designed documents can represent a great deal of information in an efficient format. In any kind of informational text, the amount of information represented can become a liability when too much information is represented in too compact a form. (pg. 129-30). I agree because I as a student have been overwhelmed with some text presented to me in classroom instruction.

On page 135 our text talks about "Assessing Text Complexity". The book states that you have to "beware of claims that certain materials are "right on level" (when they may or may not be) for students. Usually, this means that the publishers have used a readability formula to derive a crude grade level score." This is unfair because if students are not being assessed appropriately then they will fall farther and farther behind, therefore dropping out of school rather than trying to finish two or three grades behind. The book lists several ways of assessing including: (1) readability formulas, (2)readability checklists, and (3)FLIP readability assessment.

I like the chart on page 145 that breaks down ways of "selecting texts" to help teachers answer questions as well as other resources to help them teach "Big Idea Text". The chart breaks down the information into four sections: (Standards, Big Ideas, and Connecting Concepts; Texts That Represent Desired Knowledge and Practices; Knowledge Necessary for Practices and Performances; and Texts That Respond and Demonstrate Desired Practices and Performances). The book states that the right side of the chart lists text resources that could best be used to develop students' knowledge. Another reason for selecting texts consists of practices and performances students need to learn to become experts in a content area. Texts are used in content areas not only to devlop knowledge about Big Ideas, but also to practice various skills in content areas.