Semantic Feature Analysis
Rationale
To successfully engage students in the Shakespearean drama “Julius Caesar” as well as understand the text I, as a teacher must know my Shakespeare! I’ve aligned the purpose of the “semantic feature analysis” activity with the following specific outcomes of the English Language Arts Curriculum (https://education.alberta.ca/media/160418/ela-pos-10-12.pdf) thus demonstrating an understanding of my subject discipline linked to KSA 3. The activities leading up to this activity included "Socratic Discussion", "Charting Big Ideas" and "Personal Response" fulfilling KSA 7 of Domain 3 by being meaningful activities. By participating in this activity, students had the opportunity to work in groups or independently. Formative assessment was used to gauge student understanding touching upon KSA 9 of domain 3 where teachers gather information about student learning.This strategy could be differentiated in a number of ways (KSA 3). For students who struggled with the text, I had an audio book available on several iPods that they could listen to while they read linking to the KSA 8 using various technologies for student learning. Accommodating for struggling students and high-end students fulfills KSAs 3 and 5.
Rationale
To successfully engage students in the Shakespearean drama “Julius Caesar” as well as understand the text I, as a teacher must know my Shakespeare! I’ve aligned the purpose of the “semantic feature analysis” activity with the following specific outcomes of the English Language Arts Curriculum (https://education.alberta.ca/media/160418/ela-pos-10-12.pdf) thus demonstrating an understanding of my subject discipline linked to KSA 3. The activities leading up to this activity included "Socratic Discussion", "Charting Big Ideas" and "Personal Response" fulfilling KSA 7 of Domain 3 by being meaningful activities. By participating in this activity, students had the opportunity to work in groups or independently. Formative assessment was used to gauge student understanding touching upon KSA 9 of domain 3 where teachers gather information about student learning.This strategy could be differentiated in a number of ways (KSA 3). For students who struggled with the text, I had an audio book available on several iPods that they could listen to while they read linking to the KSA 8 using various technologies for student learning. Accommodating for struggling students and high-end students fulfills KSAs 3 and 5.
Reflection
When I executed this activity in my classroom my purpose was to check for student understanding of Acts 1 and 2 of Julius Caesar by having them access their background knowledge. I also wanted students to explore vocabulary connections as most students were intimidated by Shakespearian language. Students were very engaged in this activity and upon reflection I realize it was because it was a non-threatening activity that was formatively assessed. This strategy promoted active engagement in reading by allowing students to chart their own choice of text. Students also encouraged to choose word/word combinations and phrases that they found challenging and therefore felt comfortable making mistakes. The fear of not being “right” or “correct” was alleviated as they were act as transcribers of a text, searching to interpret clues that supported theme. I promoted this activity as a “treasure hunt” of sorts where they were to search for evidence. This strategy also allowed students to modify any portion of the matrix as they saw fit in order to record their learning (Ellery & Rosenboom 2011) allowing them control. The opportunity to collaborate in groups allowed for intrapersonal learning. I have shared this strategy with teachers of other disciplines! Often teachers in high school view themselves as "subject specialists". It has been my experience that strategies used in an English class are not readily considered for use in other disciplines. After sharing my success with this activity I've had our Social Studies teacher AND our biology teacher use this in their classrooms. I will definitely be sharing this press with my teachers next year! |
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Using Metaphor for Essay Writing
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Rationale:
Domain 3 KSA 7 Teachers translate curriculum content and objectives into meaningful learning activities. Critical Analytical essay writing is one of the most difficult skills for tenth graders to grasp. Transposing this skill using metaphor helped engage students and turn the task into one that was more meaningful. Reflection I've had notable success with this activity ever since I've started using it and always have the skeleton diagram available for students to use when brainstorming and forming their rough draft. My students favour this metaphor over the standard "hamburger" metaphor they were taught in junior high. I have since made a point of using metaphor whenever I can in my lessons most recently comparing using content clues when determining vocabulary to being a detective on a crime scene. |
Tiering Lesson On Macbeth
Rationale: This activity fits nicely with Domain 3 KSAs 7& 8. There is an attempt at translating curriculum into a meaningful activity by centring discussion around a thought provoking question (one all students could relate to) and using a text as evidence to prove opinion. The use of cell phones to record voice memos and the use of Soundcloud (using podcast format) allows or various technologies to be used as tools for learning (KSA 8). |
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Reflection: Students automatically thought they needed to be in the first tier. It wasn’t because they thought it was easier, it seemed that they were insecure in their own skill level. About half the class chose tier 1 first. I sat with this large group and after 5 minutes most of them (all but 3/15) said “we’ve got this” and moved off into their groups and worked on tier 2 and 3.Students finished recording their responses quicker than I thought. I had planned to have the “essential question” discussion as a class but I ended up assigning it as part of tiered groups. Most groups naturally moved from tier 2 to 3 on their own without prompting from me. “we might as well move on to tier 2”. Next time I would consider a tier 1 as a “check in”. Most students just needed validation of their understanding of motif etc.Students liked recording discussions! I get them to do this quite regularly now. It seems to focus their “talk”, keep them on task and inspire them to organize their responses in a more academic tone. I was encouraged that they took on tier 3 on their own initiative!