I would like to make a reflection on the first group’s demonstration (A poem: The Mother) from two perspectives: the use of teaching strategies and literature criticism. The appropriate use of some teaching strategies attributes to the high effectiveness of the lesson. Regarding the vocabulary teaching, they used visual aids, such as pictures and photos, to present the meanings of the words. As Chanier and Selva (1998) state, visual representations are remarkably effective in teaching concrete vocabulary, as visual aids can link the words with students’ cognitive construction, in order to help them understand and memorize the words. Since most new vocabulary items in the poem are concrete subjects, it is an desirable method to teach those words by using pictures. However, because the intended learning outcome of the lesson was not clearly demonstrated in the presentation, I am not sure whether the mastery of those vocabulary items is part of lesson objectives or not. If it is, it seems that the lesson lacked the part for the students to practice and reinforce the new words. Moreo...
Each one in the group had different interpretation of the readings that challenged and helped me to grow. I learned that the world is very diverse. A poem written by Jan Beatty "Saving the Crippled Boy", was a challenging poem for me and my colleagues. It helped me to learn to be non judgmental. It portrayed the word "saving" in unfamiliar way to me. I questioned about the appropriate way of charity. According to my values and belief, giving my body to someone is not charity or service. However, as a social worker, it made me conscious about the differences in the World. Also, the class reading helped me to connect my personal experiences, values, and Ethics with the society I am living, Understand the cultural differences and oppression systems in the
In her poem “The School Children”, Louise Gluck uses imagery by applying an extended metaphor to show how going to school is similar to going to battle and by describing the mothers’ actions through the use of vivid verbs to portray the disconnection between children and their guardians, despite the sacrifices that mothers make.
Reading on this topic intertextually allows the concept to be explored in greater depth, reinforcing the concept to readers, whilst appealing to different audiences through the different forms of poetry. Rosemary Dobson’s poems,
Collins uses metaphors to teach the audience that with patience, poetry can be understanded easily. For instance, he tells the audience to “walk inside the poem’s
...r’.” Poetry for students. Ed. Sara Constantakis. Vol. 43 Detroit: Gale, 2013. Literature Resource Center. Web. 30 Mar. 2014. http://go.galegroup.com/ps/i.do?>.
The poem “Students,” by Tom Wayman and the story, “Crow Lake,” by Mary Lawson presents two teachers who cope with the same difficulties of teaching. Although the teachers are faced with identical circumstances, their resolutions for the problem vary. Wayman, in the poem, and the narrator in the story both fails to make connection with their students, however, Wayman understands his students’ behavior while the narrator refuses to communicate and simply gives up on teaching.
...tion as the teacher worked with them, for example, he analyzed poems with them, and gave those reading sections, making a possibly difficult book accessible by his explanations. Rose was empowered by his language teacher. The teacher teaches his some "real things" instead of just waste of time.
2. In an identified video in ATLAS (Case #1583), the language arts teacher did a great job in using instructional strategies in her instruction. In the video, the students were comparing two different poems. The two poems were “The Barred Owl and “The History Teacher”. In the video, the main instructional
...ictures for the reader. The similar use of personification in “Snapping Beans” by Lisa Parker and the use of diction and imagery in “Nighttime Fires” by Regina Barreca support how the use of different poetic devices aid in imagery. The contrasting tones of “Song” by John Donne and “Love Poem” by John Frederick Nims show how even though the poems have opposite tones of each other, that doesn’t mean the amount of imagery changes.
Although both “The Tables Turned” by William Wordsworth and “To David, About His Education” by Howard Nemerov advocate the theme of how all of life cannot be contained within pages of traditional education, they hold significant differences in structure, imagery, and tone. Whether it is a focus on nature imagery or an intelligent criticism shrouded in capricious tones, both Wordsworth and Nemerov in their respective poems ironically advocate how education goes beyond the world of literary works. Despite the wonders poets work in the lives of scholars and students alike, the realms of old dusty hardcovers can only capture a few fragments of the brilliance of life.
Church’s class plays a vital role in the student’s learning. Everything that surrounds the students on the walls has to do with subject matter and student learning. In the rear of the classroom, the whole wall is an interactive wall where the morning lessons take place. On the wall there is a calendar and a weatherboard in which the students write on with dry erase marker. Every school day the students go through the days of the week; they also talk about the weather each day. Likewise, in the classroom, there is a word wall that includes the spelling language for the week, the alphabet, punctuation and sentence structure posters. Students depend on the word wall to help them with writing. I have noticed students looking at the word wall to get ideas and information to be an effective writer. The classroom setting is great in Mrs. Church’s classroom, and I love how the setting is intertwined with the
It is a way to crucially engage oneself in setting the stage for new interventions and connections. She also emphasized that she personally viewed poetry as the embodiment of one’s personal experiences, and she challenged what the white, European males have imbued in society, as she declared, “I speak here of poetry as the revelation or distillation of experience, not the sterile word play that, too often, the white fathers distorted the word poetry to mean — in order to cover their desperate wish for imagination without insight.”
During my observation in Mrs. Herd’s class I taught a phonemic lesson to the students. The phonemic lesson I chose for Mrs. Herd’s class was rhyming. During this lesson I taught the students how to identify rhyming words and how to rhyme with the ending sound /at/. The students will benefit from this lesson by gaining the ability to recognize and generate rhyming words. The strategy I used for this lesson is called “The Hungry Thing”. In this strategy the teacher reads a book to the students called The Hungry Thing by Jan Slepian and Ann Seidler.
“Billy Collins' “Introduction to Poetry” isn’t an ars poetica poem about writing poetry, but about reading poetry. The speaker is a teacher who tells his students that they should experience a poem, rather than dissect it. The f...
This lesson is designed to review and reinforce a few important concepts about plants (e.g. Needs, parts, sequence of planting) and to also guide the students through applying a few scientific inquiry (e.g. Making observations, experimentation, discussion, reflection, reporting results etc.). The students have previously planted corn and bean seeds and today’s lesson has provided the students a chance to see the results of the planted corn and bean seeds. Additionally, seeds have been planted under and growing under the following conditions: without water, and without soil. The students see the results of these seeds planted under these conditions for the past week. Two plants in particular have already been grown their growth has been