Week 8- Last Night 6-20-18

Last week's presentations were great. I have learned so many new ideas from what everyone has shared through out the whole entirety of the course and through all of the lesson presentations. Question number five on our unit presentations asked what the most important thing was that we learned about teaching Language Arts and how we will apply this in our future unit writings. I responded; that I learned about teaching Language Arts this semester; was the actual techniques of teaching Language Arts. I came into this class not feeling confident about creating lessons for Language Arts, even though I loved Language Arts. Now, through everyone sharing thoughts in the classroom and ideas; I feel like I have a lot more tools to use. I learned some about a “Scope and Sequence”; which I had never heard of before. I got a little more experience in how to organize the order of lessons when there is so much content that has to be covered throughout the school year. I also learned a few other ways to assess the students. Overall, through this and other classes; I have learned better ways of assessing students than just giving out worksheets and/or tests all the time. Which, is something I was never wanting to do anyway; but now have better ways to assess them. I will definitely be using some of these lesson organizational techniques and different assessment activities in my future classroom. I will also keep these things in mind when preparing future units. I also was going to give kudos to my fellow classmates in my blog group; about their presentation questions tonight. I liked how Sandra focused on critical thinking and getting the students used to writing for their selves; focusing on not committing plagiarism. This is important for students to practice as early as possible. Next, Courtney had question four and clarified really well, that the scope and sequence is to be used as an overview design for effective teaching. It outlines the order things should be taught. This makes sense to me and I am glad she shared this. Kevin went next and had a really good idea in incorporating moral values into his unit. I like that he did this through heroes. I could have done this as well; but with fables or maybe some fairy tales. Christina Massman was the last one to go out of my group. I really liked that she asked questions that activated the student's critical thinking and brought them to the level of evaluating. I thought everyone did a great job tonight and I really liked these questions either way; whether we would have done unit presentations or not. I just really liked how these questions activated my critical thinking skills. This has been a busy; but really great class. Thank you guys.

Week 4- My Journey As A Writer

Let me first start by saying that I can't remember hardly anything from my child hood. I had a pretty normal and simple child hood. When I was in elementary school, all I can remember is that we used to have Spelling; which included writing our spelling words. We also had a spelling bee that I took second place in. I liked it even though I wasn't sure at first if I wanted to participate out of shyness. Yes, shyness can you believe I was once shy. I think spelling was important for me; because I feel like it introduced me to new words that I could use when I was writing. The schools in the area where I live now; have a system called "Words Your Way". This activity has the students putting words into different grammatical categories and writing them in their categories on paper. I feel like I would want to have a weekly spelling bee or timed writing contest using these words weekly. I would also like to make a slide show with pictures related to the words, for the students to view.
My next influence in writing, that I can remember, was my Mother who wrote stories on her type writer and then later a word processor. Yes, a type writer and a word processor no judging on my age, lol. I learned how to use a type writer and a word processor from her. She let me use them to try to write my own stories. I have always loved writing. I loved stationary paper too and still do; although a lot of things have gone electronic.
I still can't remember a lot from my Middle School years either. I do remember that we were required to read different kinds of books and write book reports on them. I read the book "The Giver" and "Gone With The Wind". We were required to read a novel in 6th grade; thus "Gone With The Wind". It seems to me that writing has always came easy to me.
In High School, it seems like we wrote on a lot of worksheets or mini summaries on videos we watched. The videos were based on books or plays we read in Drama class. I am sure there were some essay papers, but as I said, I don't remember too many things. Writing has always been one of my favorite things to do; even recreational. I also like to talk a lot and this is probably another reason I like to write a lot too.
In college, I got my first experience of writing extreme amounts of essay papers; especially in my general education classes. I liked these kinds of assignments; because I love to write. There were many students I had talked to; sharing what I assignment I was working on and which one they were working on. I would likely say something, like "I am working on my Math homework, ugghhh." and they would jokingly reply, "I am writing....essay paper on..." "I'll trade you." My reply was "O.k. sounds like a deal." This was obviously a joke and never transpired, lol. On a serious note though, I feel like all my teachers have played a part in me becoming the writer I am today. One of the hardest assignments in college writing; was when I wrote an autobiography. I had a hard time getting started on that assignment. I never know how to start talking about myself, but when I do start; watch out I never stop. I have picked up different skills for writing along the way through my education. It has taken a while to get to where I am today in my writing abilities. So, I know when I start teaching writing; I will be patient with the young writers and try to encourage creative thinking reflected in their writing. My journey in writing has been influenced by creative people who have supported my creative thinking through my writing, as well.

Week 3- Word Wall Words

In class tonight we talked about the statistics of students who know certain amounts of vocabulary words. There has been proven correlation between poverty stricken students not knowing as many words or speaking as many words; as a student who is more affluent. Studies show that students who are more wealthy; tend to speak more words or have a better use of words. This is mostly due to the educational background of the student's parents. Typically if you go to college; you make a higher income than those who did not attend college. So, if you are more wealthy then you probably have gained further knowledge through college and therefor know more and a variety of words to use around your children. I am glad we talked about this in class. My daughter has learning disabilities and reads two grade deviations below her grade level. We have not been well off financially and still struggle some. However, she knows a lot of different words and uses them correctly. When her preschool tested her for learning disabilities three years ago; she was two grade deviations below the average student, despite my continued teaching to her. The one thing they did stress was that she was really social and knew how to speak a lot of words; that she was almost overly social. I do credit this to me talking a lot; I am naturally very talkative. So statistics can say what they want to; but I contribute her success in language to how much time I spend working with her. Even though we are not the most well off, my husband and I are just now both in college, and she has disabilities; she may possibly have better language usage than children older than her. Now for some summarizing and sentence writing.

Umami- A savory category of taste and fifth type of taste other than sweet, sour, salt, and bitter.
Sentence: Umami has a savory flavor profile and is used in Japanese cuisine.

Lucubration- Laborious and intensive study or meditation
Sentence: I showed much lucubration when I was preparing for our final test.

Nesh- Sensitive to cold; timid or cowardly
Sentence: That boy was very nesh about going into the haunted house.

Paralipsis- The delibrant concise treatment of a certian topic; one sided or too obvious to discuss; when a writer or speaker emphasizes something but claims to say very little
Sentence: I will not use paralipsis when bringing up that I don't want to tell you; the students hid a tac in your chair. 

Hygge- A Danish word that represents the feeling of being comfortable or cozy
Sentence: I experienced Hygge; even though I'm not Danish, when I was lying on the couch reading my favorite book on a rainy day.

That's all folks thanks for reading my blog.

Week 2- BIO Poem

Alright, so blackboard was being a menace again. This time it was really bad, the worst I had. My microphone wouldn't work, and my headphones made Professor Steffes sound like Darth Vader, lol. Then it decided not to play any sound when I logged back in and then it kicked me out all together. So, it just didn't like me that class night. Hopefully, this next class will go much better. The Bio Poem seems interesting and like a neat way to get to know your students and them to know some about you in a quick way. There is already not enough class time and typically not enough information or the right information provided about your students to you. This would definitely be a good activity to do at the beginning of the school year. So here I go.


Tiffannie Nitcher
Tiffannie
Creative, Artistic, Resourceful, Kind
Daughter of Steve and Beccie
Lover of Art, Music, and Flowers
Who feels happy around my children, like a crazy mess, loved by my God
Who fears very little, something happening to my children, what's under the water you can't see in
Who would like to see my children have successful futures, my college graduation, Ireland
Resident of Mexico, Missouri
Nitcher


I hope this helps you guys to know me better. It would feel interesting I think to share some of this with students. I am reserved on what I share with people. If you ask I will typically tell you though.
This is a picture of my family and myself; we never seem to be in one place at the same time to get pictures.

My Husband and two children at my Mom's college graduation in Texas 5/5/2018

My Husband and I at our Wedding Reception 2009

Current Selfie, lol

My daughter and I in Texas

Alliceson on Easter 2018

Robert on Easter 2018

Week 1-Two Truths and A Lie 5-3-18

Alright, so here we are, week 1. I will tell you two truths and one lie. Or, one lie and two truths. Or, one truth, one lie, and then another truth. You never know. Here we go. 1.  I am a Mother of five children all under the age of ten. 2. I have eight pets; four dogs and four cats. 3. I can use chopsticks in either of my hands to eat food with.

There you go folks. You decide which is which. Have fun; I know I will, when I read all of your posts.

Week-6 Summary of Lesson Plan Presentations

The first person to present was Kevin Harrison. He presented a neat lesson based on "Multiplication or Addition". I liked this lesson for 3rd grade students. This lesson helps them to recognize when it will benefit them more to add or multiply. Which, I feel like students do tend to have trouble recognizing how quick they can count when they multiply. Some don't feel confident enough multiply all the time; but this gives them a chance to try multiplying more. I really liked the use of Quizizz.com; with the five questions for the closure activity. This was creative and different from most of the quiz and assessment sites I have seen teachers using. I feel overall this was a great lesson and easy to teach.

The second to present was Rachel Scott. She presented to us a Reading/Language Arts lesson for 1st and 2nd grade students. Her lesson about teamwork was really interesting. I am impressed that she was able to find a book on teamwork that seemed so engaging. I really liked that she used real life classroom partners to show teamwork; which is linked back to the lesson topic. The information she provided about the Spanish version of the Scholastic News website; I feel is going to be very valuable for modification use. This is a valuable lesson to teach to the students about team work.

Next to present was Lesli Hendrix. She presented to us a Freshman English lesson involving the identification of literary elements. She used the book, "On the Sidewalk Bleeding", by Evan Hunter. I thought it was very neat and a good use of modification; to include the audio version of the book as well. The audio version is a good tool to have, especially for inclusion for Special Needs students. I feel like this lesson would capture the interest of any Freshman; which can be challenging to do. This was a very unique and captivating lesson plan.

Fourth to present was Allysa Valley. The lesson she presented was an Algebra lesson for 9th grade students. She taught the students the use of the Quadratic Equation. It seemed like there was a solid method for teaching the students this. I also liked the questions she asked the students. For example, how they knew the equation is a quadratic equation. It is very important to have the students relay how they know something and not just be performing routines. When they can tell you how they know something; they can retain the information. This was a nice Math lesson.

Next, Kim Evangelista presented her lesson on 6th grade English. The book she used for her lesson plan instruction was "Wonder". I think is was a neat idea for her to show the book trailer she found on the internet, for the movie Wonder. She had one of the most unique "K-W-L" type charts; that I have seen. The chart was different and involved. The several different kinds of categories on it, to include a group opinion, was very innovative. This was a well thought out lesson.

The sixth presenter was Susan Porter. She presented her 3rd grade Science lesson. The lesson was one of my favorite lessons; The Life Cycle of a Frog. I studied frogs at the Lay Science Center towards Bowling Green, MO; when I was in about 8th grade. I always thought this topic was really cool and I really like this lesson. I enjoyed the True/False frog worksheet that she used for the Anticipation activity. The questions she made were interesting and would catch the student's attention. She did a great job creating this lesson.

The seventh presenter was Michelle Perry. Her lesson was a Kindergarten Math lesson. She had the students learning about the characteristics of a square. She used a different website, Gomath.com, to present the questions to the students. This was a good lesson to go over characteristics of shapes; with the students.

Our eighth and last presenter was Sara Houston. Her lesson was for 1st grade students. Her lesson was on drawing conclusions or making predictions. She chose to use the book "There was an old lady who swallowed a fly". I really like the idea of using this book; especially for the teaching of a predictions lesson. It would be interesting what the students would predict will happen next in this particular book.

 As for what I would like to apply in my class; I think I would like to try all of these books and lessons at least once within my future classroom. I have really learned a lot of different ideas and ways to do things through this class. I would be excited to convert, if need be, and try any of these lessons in my classroom.

Week 4- Lesson Plan with Evaluation of Instructional Materials

My lesson plan that I am posting on here is the one I plan to teach in my host teacher's classroom; I am observing in. I am posting the lesson and then how it meets the Evaluation for Instructional Materials.

Lesson Plan 

5th Grade Science

Standard: Human Impacts on Earth's Systems 5. ESS3.C.1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Objective: Students will be able to read for content, using the printed article and fill in a Bubble map with three ideas on ways to save the environment; using 100 percent accurate information supplied by the article; including at least one  reason for each idea on why these ideas can save the environment.

Duration: 1 hour 15 mins. max

Materials: Missouri Conservation Magazine, Copied Articles, Pencil, Paper, Tree Saplings or Seed packets

Bloom's Taxonomy: Create, Evaluate, Analyze, Apply, Understand, Remember 

Vocabulary: 

Anticipatory Set: I will have the students take a magazine walk with me using the document camera, through the Xplor Missouri Conservationist magazine for kids.

Input: I will tell the students about the conserving of animals and how this magazine helps students like them; to know ways of practicing conservation of the Earth. 

Modeling: I will name one way I practice helping my environment; through composting.

Guided Practice: I will ask the students to raise their hands and name some ways they can practice helping their environment. 

Independent Practice: I will ask the students to read the article I print out from the conservation magazine, with a partner. Then I will ask the students to fill in a Bubble map with 3 ideas of what they learned from the article, on ways to save the environment. They will need to include at least one  reason for each idea; on why they feel these would help the environment.

Extension: Students can research the growth of a certain plant. They can draw and label a progression picture for each day that the plant would grow.

Check for Understanding: The students are to each fill out their own bubble map during this lesson.

Closure: We can get out in the dirt, make some mud and plant seeds that will support our Earth in a positive way. You can sign up for your own Xplor magazine, delivered free to your home at mdc.mo.gov/xplor This is when I will give out the seed packets or tree saplings for the students to take home and explain to them that by planting these plants we are helping to conserve our planet.

Extension: Students can research the growth of a certain plant. They can draw and label a progression picture for each day that the plant would grow.

Accommodation/ Modification: I will pair students who have special needs or are ELL students; with a typical or above average reader to read the article. I will provide a list of some keywords for special needs or ELL students to choose three ideas of conservation from; to fill in their bubble maps. A list of the vocabulary words will be provided as well; including a alternative language to English language conversion of each word.

Differentiation: I will provide for differentiated learning through, providing students with different learning styles, different learning strategies. I am providing writing and reading opportunities. I am also providing the magazine walk for visual and auditory learners. The extension activity is geared toward kinesthetic learners.

Technology: Document Camera, SMART board, Chrome books for extension activity

Thinking Map: Bubble map with three main bubbles and several lines leading to bubbles; for supporting reasons.

Research Based Instructional Strategies: Cooperative Learning- partner reading

Accurate Information: Information is provided through a reputable children's nature magazine; The Missouri Conservationist. 

Meets Learning Objectives: This lesson meets my objective of getting the students to read for content; by allowing the students to independently read the article in a group of two and showing the content they learned through filling out a bubble map.

Appropriate To the Audience: This lesson is geared toward students 5th grade and under and uses a children's magazine for literary support.

Interesting to Age Group: This lesson is supported by a popular children's magazine with information for various ages; thus I know that these topics are interesting to this age group.

Good Condition: Within my objective, the condition is met through the students using the printed article for content reading.

Employs Creative Thinking: This lesson provides for students to be able to creatively think about all the ways they can practice Earth conservation.

Motivating and Engaging: This lesson is motivating and engaging to students; to be able to get out in their yards and practice conservation for themselves.

This was extremely hard for me to complete for some reason this time. However, I feel like I have learned a little more about lesson plans this way as well. I think this lesson will be really fun for the students and myself. Thank you for reading all of this.

Week 3- Thinking Maps

Thinking maps can help students develop better critical thinking skills, more organized thinking, can allow students practice in being more organized, students can develop better writing skills, and better studying skills. Thinking maps are typically easy for students to use and are a great helper tool in allowing the student the ability to brainstorm and even begin writing. So, thinking maps could be used as writing prompts. For example if you were talking about the topic of Careers with your students you could use this example thinking map as a writing prompt before beginning your writing lesson. 

This awesome document that I found has 1000 quick writing ideas. As well as, some various templates for quick writing worksheets and different grammar rule worksheets. This document is full of a lot of useful information. Link: 1000 Quick Writes  I plan to use quick writing as much as possible and for journal writing in my classroom. I found this Kid President video that is really funny; that you could show your students for writing prompts for quick write. Also, I found an instructional video based on instructing a quick write activity; it seemed very helpful in providing even more knowledge in instructing this. 

Week 2- Strategies to Include in Lessons

     I like a lot of the strategies; they are all very helpful tools. I enjoy organizing things in general. When I organize information or anything; it makes me feel more in control of my learning and the information makes more sense to me. I feel like a lot of students would feel the same way or be able to understand information better; by organizing it in their own way. They could do this through the use of the Frayer model, Choice boards, or K-W-L charts. The other strategies used for learning in general are the Jigsaw and Fishbowl strategies. There are many other strategies out there on the internet, that can be used. This website has several tabs that you can click on and learn about different strategy procedures for learning. Link: Active Activities for Learning 
     I feel as if I am a huge fan of the Choice boards and of the Fishbowl strategy. Even though we didn't talk about the Fishbowl strategy in class I am using this strategy as one of the two, to talk about on my blog. I am also going to implement the use of the fishbowl strategy in one of my lesson plans for this class. The fishbowl can be used for problem solving, resolving conflicts, group discussion, or even as a reading strategy. The way I plan to use it is by picking two students, or even rotating out the two students, to read key information in an article. Then two students are in the middle of a circle at a time. The two students each say what they learned from the article and then rotate out with two more students. You could also split the students into two groups and have two students stand in the middle of each of the circles. This gives everyone a chance to read or know about the material and to speak without taking up a lot of time. This site explains a few other different uses for this strategy. Link: Fishbowl Practice 
     I also really like choice boards. Some students are just going to have the mindset of they only want to do something if it is their idea. If you present them with many different activities that they can chose from and make the decision for themselves; they will work harder and there will be far less struggle involved. I posted several different types of choice boards, to use for different types of learning, on my last blog. So, I thought I might talk about different ways that K-W-L charts could be implemented in the classroom.

I found several types of K-W-L charts. The first one on the left is actually a K-W-H-L chart. It stands for What do I (know)? What do I (want) to know? (How) do I find out? What have I (learned)? I liked this chart because it has the section for "How do I find out?". Some students need a helper or reminder on what places they can look for the information. That is why I like that being included. Next, I like the chart in the middle picture; because it includes the section "still want to find out". I think that is important for spurring the thought of what's next; for when they get ready to write or read their next topic. I also like the paint sample cards; because they are colorful. However, the disadvantage is they could be too small for much writing. Otherwise, if you found them the perfect size, you could allow the students to glue them into a folder or punch a hole and put them all on a circle ring. This way they could flip through their past ideas and work. The last picture includes K-W-L but says Know-Wonder-Learned. I just thought that wonder was a different and neat way of saying "what I want to know". That may be less confusing for Kindergarten students; using the word wonder for "W". Either way it is a flip book the students can make. I really like activities in general and could see myself using all the strategies we have learned about so far and many others that are out there.

Week One-Jigsaw, Frayer, and Choice board strategies

      The three strategy models that we talked about in class were the Jigsaw, the Frayer, and the Choice board. The more I use the Jigsaw strategy; the more it grows on me. Before I read the article I read on a website; I felt like the Jigsaw strategy could be used for longer articles; in order to increase comprehension of the article, but felt like students could read shorter or easier articles in independent practice or without the Jigsaw method. After reading this article; I learned different ways that the Jigsaw method could be used. Not just for students reading articles. This is the link to the helpful website I found. Link: Teach Hub Jigsaw Activities
       I could use the Frayer Model at the beginning of class, in place of a K-W-L chart. I will put the topic on the board and students will write that in the middle circle. Then they can use the different boxes in the same way they would use the K-W-L chart; with what they know in each box. They can also write what they want to know and after the lesson they can fill in what they learned. When I was looking over the different choice board activities; I had the thought of using the choice board for daily 5 activities. Instead of the traditional daily 5 activities; the student could choose an activity off of the choice board to do during that station time. Then, when we rotate the student could chose another activity off of the choice board.
       Something fun, might also be to have a "game" day that involves the choice board. The students could play pin the dot on the choice board. The students will be blind folded and have to place the dot on the choice board. Which ever task they get closest to or pin their dot on; is the one they will do for that session. This is a helpful site with most things you have to pay for; but there are quite a few you don't have to pay for. This is a free digital download of a Writing type choice board I found and it includes a blank choice board as well. Link: Editable and Writing Choice Board This particular choice board says "3 by Friday"; which I am assuming means that the students would complete at least 3 of these task by Friday of each week. I did find a couple other examples of choice boards that I liked.

I am finding that you can do a lot of different
things with choice boards; let the students feel important in making choices, but still be giving them guided choices to make. This video above, was helpful in seeing a different way you can present choice boards to students. I wouldn't mind using any of the three various strategies in my classroom.