Saying Our Good~Bye's

My last day with my students. It was time to let go for now; however, I will always remember them and treasure all the things they have done for me. They are excellent. It is one of my most memorable practicum.

Practicum Reflection

Northern Marianas College
School of Education

ED 471 Integrated Lessons and Activities
Instructor: Mrs. Barbara K. Morale
Spring 2009

Colleen S. Deleon Guerrero
Practicum Reflection

I have always wondered how it would be like to be in a classroom whether it would be half day or whole day and this practicum has given me the chance to gain this real experience. I would have to admit that it feels great to be in a classroom. It was an inspirational feeling. Although, the practicum was a requirement with dedication, it was worth the time, effort, and experience to gain.

It was a pleasure working with Mrs. Ano and her 3rd grade students. I cannot thank her enough for giving me constructive criticism to help improve my ways of teaching. She has given me the opportunity to apply all the knowledge and skills that I have learned throughout my mythology courses that I have taken at (NMC) School of Education. Mrs. Ano was amazingly supportive with the lessons that I have produced and incorporated in her classroom. She has always reminded me to inspire and teach for a purpose. These words of wisdom have opened my mind and heart to become a teacher just like her.

On the first day of my instruction, I must admit that I had butterflies rumbling in my tummy (nervousness). This is a normal feeling that I usually get on the first day but as days go by, teaching comes naturally and the nervousness disappears. My students were energetically awesome and fun to be with. I learned to be clear when delivering directions to them and if it means detailed explanation so be it. This would involve demonstration and examples. Furthermore, I learned that every child learns differently; therefore, incorporating different learning styles was a plus for me to help enhance their learning. Teaching is not an easy career, its hard work especially in helping them find the courage to become academically successful.
I have learned that if you have order/classroom management in your classroom you will get anything done. With every lesson and activity introduced in the class, my students were focused and on task. My favorite part was when they were so enthusiastic to start working on the language arts center stations. They are superb when working cooperatively in tribes.

This overall experience has prepared me for student teaching and has helped in overcoming my nervousness in the classroom. It was an honor to be able to experience this overwhelming journey. However, my journey is not over; it has just begun.

Future Leaders

Culminating Event: Author's Chair

As a culminating event, each student will come up to show their book and share their story with the whole class. They were all awesome. There story were very interesting. It is amazing how they produce their end product.

Learning Center

Station 1: Scrabble Away

Tribes were using letter tiles to create new words; however, they are limited to using seven tiles at a time which makes the game challenging for the students. This helps in improving their vocabulary words.

Station 2: Fishy Words

The words in this game is based on their previous vocabulary words used in their readings. The words are placed on the fish with a magnetic strip attached on the back. Their task is to fish out fishy words by using straw fishing poles with magnetic strips attached on the edge of the string. Once they fish out one word, they are to match it to the correct meaning on the worksheet given. They may use their vocabulary notebook or they may challenge themselves by using their prior knowledge.

Station 3: Text Twist

Text Twist is an online game. They will be using the computer to play the game. It is just like unscrambling a word. However, they are able to create other words. As a tribe, they would have to take turns building words. Their task is to figure out the whole word.

Station 4: Pointillism

Students will be using q-tips a substitute for paint brush with the use of paint to create a image using their imagination. However, their task was to use the q-tips and applying a color then dab it on the construction paper to create a drawing/painting. They may explore with mixing different colors together to make a unique color. Once they were done with their art work, they would have to write about it.

They were all on tasked and focused. It was amazing to see the excitement they all showed.

Creating a Writer's Workshop Folder

This was the fist day of my lesson. My student's are designing their "Writer's Workshop Folder" individually. This folder is used to input all their assignments in given by Ms. Colleen. It's just like a portfolio.

The tribe's of Room 15

It was a great honor meeting the tribe's of room 15 from Oleai Elementary School. I would never forget the wonderful experience that I with them.

Meeting Mrs. Ano's 3rd Grade Students

Teaching Strategies

This wheel consist of different teaching strategies that I can incorporate in my future classroom. By implementing and integrating these styles, it will help me in tapping in my students multiple intelligences;as a result, it will bring out their potential for success in the field of academics.

Bloom's Taxonomy

In order for us future teacher's to create our student learning outcomes, we must guide and excel ourselves with bloom's taxonomy of learning.

Lesson Plans

NORTHERN MARIANAS COLLEGE
SCHOOL OF EDUCATION

ED 471 Integrated Lessons and Activities
Instructor: Mrs. Barbara K. Merfalen
Spring 2009

Lesson Plan # 3

Observation #2

Colleen S. Deleon Guerrero

SUBJECT: Language Arts GRADE: 3rd DATE: April 07, 2009


STANDARD: Standard 1: Students engage in the reading process

Standard 3: Students engage in the speaking and listening process.

BENCHMARK: 3.1.3 Establish a purpose for reading (e.g., for personal enjoyment or growth, to

gain information, to learn)

3.3.4 Use strategies appropriate to conversation and discussion (e.g., ask and

respond to questions, summarize what speaker said, face the speaker, make eye

contact, connect own experiences and ideas to those of the speaker)

· Asking questions
· Connecting to the speaker
· Conversation strategies
· Eye contact
· Facing the speaker
· Responding to questions
· summarization

ESLRs: Oleai’s Community Helpers! Lifelong Learners! Energetic Health

Promoters! Academic Achievers! Independent Thinkers!

OBJECTIVES: Students will be able to…

~respond to questions generated by the teacher.
~discuss the purpose of the story.
~identify characters in the story.
~comprehend the story elements
~share personal thoughts and feelings about the story through free writing.

ACTIVITY:

~Student teacher will quietly transition her students to the carpet.
~A read aloud will be conducted by the student teacher. The story entitled “Eggbert the slightly cracked Egg” by Tom Ross Illustrated by Rex Barron.
~Questions will be generated and asked before, during and after the story.
~Students will be in engage by answering questions.
~A class discussion will be followed after the read aloud.
~Students share personal thoughts, feelings and opinions on writing.
~Student teacher will ask a volunteer to share what they written.

Materials needed:

The book titled "Eggbert the slightly cracked Egg" by Tom Ross Illustrated by Rex Barron, pencil, paper, crayons/markers

SPECIAL NEEDS ACCOMMODATIONS:
Learning Disability (LD):
Give ample time to answer question/s.
Provide extra assistance if needed through a peer or teacher
Allow additional ‘wait’ time
Provide an ongoing positive feedback to promote their self-esteem
Modify or shorten assignment to ensure success


ASSESSMENT:
CLASS DISCUSSION/Journal Writing

LESSON FEEDBACK/COMMENTS:

NORTHERN MARIANAS COLLEGE
SCHOOL OF EDUCATION

ED 471 Integrated Lessons and Activities
Instructor: Mrs. Barbara K. Merfalen
Spring 2009

Lesson Plan # 2

(Observation #1)

Colleen S. Deleon Guerrero

Subject: Language Arts Grade: 3rd Date: April 20, 2009

Standard(s): Standard 2: Students engage in the writing process.

Standard 3: Students engage in the speaking and listening processes.


Benchmark(s): 3.2.1 Use level-appropriate strategies to organize thoughts before writing (e.g.,

cluster related ideas, identify audience)

3.2.2 level-appropriate grammar and mechanics, such as spelling high-

frequency irregular plurals)

3.3.3 Follow multiple step directions

3.3.5 Use strategies to ensure that subject content is presented clearly (e.g.,

organize ideas around major points or using beginning, middle, and end; use

appropriate props, such as pictures or objects)

· Organization of ideas
· Presentation of ideas


ESLRs: Oleai’s Community Helpers! Lifelong Learners! Energetic Health

Promoters! Academic Achievers! Independent Thinkers!

OBJECTIVES: Students will be able to…

~create words with the use of limited letter tiles to produce word(s)
~match vocabulary words to their correct definition
~construct an art piece through the use of q-tips and paint
~write about their art work
~use technology to play a scrabble game called “text twist” online

Procedures:

1. Greet students good morning. Announce the agenda for the class period.
2. Before beginning the activity, the rules must be state out which are no fighting and arguing, no running, share materials with one another, take turns on the computer, and have fun.
3. Each tribe would be assigned to one station. Each station has different activities which are titled: scrabble away (station 1), fishy spelling words (station 2), pointillism writing (station 3), and text twist (station 4).
4. Remind students to always read the task card before beginning the activity assigned. The task card gives out the materials needed and directions as to what to do.
5. Teacher will ask every one to stand up quietly and transition to the correct station they are assigned to in a calm and respectful manner. Remind students that they are not to begin until teacher says you may begin.
6. Once students are seated on their assigned station. Give them 5 seconds to settle down quietly. Have the timer set and then you may begin.
7. Activity time is 20 minutes. Once 20 minutes is up, teacher counts down in 10 seconds all working space must be clear and clean, materials must be set to its boxes for the next tribe.
8. Once 10 seconds is up, working space must be clear and clean; students should be quiet, in listening position, and eyes on the teacher. If they are all position, teacher will ask students to quietly stand up and walk to the next station. Give 5 seconds to settle down and then they may begin.

Special Needs Accommodations:
Learning Disability (LD):
~Give ample time to accomplish task.
~Provide extra assistance if needed through a peer or teacher
~Provide an ongoing positive feedback to promote their self-esteem
~Modify or shorten assignment to ensure success

Materials Needed:

Construction Paper, task cards, q-tips, paints, scrabble game, computer w/internet access, pencil, paper, fishing poles, fish, worksheets, napkin, paper plate, thinking hat, and music

Assessment:

Class Discussion ~ Checklist

Lesson Feedback/Comments:

NORTHERN MARIANAS COLLEGE
SCHOOL OF EDUCATION

ED 471 Integrated Lessons and Activities
Instructor: Mrs. Barbara K. Merfalen
Spring 2009

Lesson Plan # 1
Note (One Week Lesson Plan)

Colleen S. Deleon Guerrero

Subject: Language Arts Grade: 3rd Date: March 02, 2009

Standard(s): Standard 2: Students engage in the writing process.

Standard 3: Students engage in the speaking and listening processes.


Benchmark(s): 3.2.1 Use level-appropriate strategies to organize thoughts before

writing (e.g., cluster related ideas, identify audience)

3.2.2 level-appropriate grammar and mechanics, such as spelling high-

frequency irregular plurals)

3.3.4 Use strategies appropriate to conversation and discussion (e.g., ask and

respond to questions, summarize what speaker said, face the speaker, make

eye contact, connect own experiences and ideas to those of the speaker)

· asking questions
· connecting to the speaker
· conversation strategies
· eye contact
· facing the speaker
· responding to questions
· summarization

3.3.5 Use strategies to ensure that subject content is presented clearly (e.g.,

organize ideas around major points or using beginning, middle, and end; use

appropriate props, such as pictures or objects)

· Organization of ideas
· Presentation of ideas

ESLRs: Oleai’s Community Helpers! Lifelong Learners! Energetic

Health Promoters! Academic Achievers! Independent Thinkers!

OBJECTIVES: Students will be able to…

~organize ideas in the form of brainstorming
~create a rough draft using ideas
~write an essay/paper of something meaningful or interesting to them
~proofread rough draft with a buddy
~finalize rough draft
~proofread finalized rough draft with teacher(s)
~do last finalization (final writing piece)
~create and design a “Writer’s Workshop Folder”
~combine activities/assignments in their folder
~present portfolio during “Author’s Chair”

Monday ~ Day 1: Ice Breaker: Getting to know one another

~The teacher will begin the class by passing out construction papers to students.
~The teacher will instruct the students to listen to directions to the ice breakers. Students will draw pictures describing themselves. Time 10-15 minutes.
Step 1: Draw pictures that describes themselves (only drawing no words)
Step 2: Once it is times up, students will turn in their work to the teacher.
Step 3: Then, teacher will pass out their work to other students
Step 4: Each student will be given about a minute to find out whose work they have.
Step 5: Round robin, each student will present the drawing and will try and guess who it belongs to. Now, if the student doesn’t guess the right person, the teacher will ask the student to “Please present yourself if this is your work”. The student will stand up and explain their drawing. It continues until all students have a chance to guess each drawing.
Afterwards, teacher will explain what the activity was about and then praise students for job well done (positive feedback).

ACTIVITY:

1. Teacher will introduce the writer’s workshop and what will be going on for the whole week.
2. Students will create a writer’s workshop folder. (Estimated time given 15 minutes)
3. Then, I will hand out a writing survey for my students to fill out. (Estimated time given 10 to 15 minutes)
4. Once done, teacher will choose a topic (ex. Bats). Then, I demonstrate on brainstorming ideas on the topic “bats” on the white board.
5. As I demonstrate three ideas, I will ask students to volunteer to come up and write one thing they know about bats.
6. Teacher will ask if they have any questions on brainstorming. If not the lesson follows through.
7. Students will be given a list of topics to choose from or they may choose a topic of their own that they wish to write about.
8. Then, students will individual brainstorm ideas about their own topic.

Tuesday ~ Day 2: Ice Breaker: Scavenger Hunt

Questions:
Find a classmate who was born in March.
Find a classmate who’s the oldest sibling in the family.
Find a classmate who plays softball.
Find a classmate who loves ice cream. Name the flavor.
Find a classmate who speaks two different languages.
Find a classmate who is related to someone else’s in the class. What is their relation (cousin, sibling, nephew, or niece)?
Find a classmate who you consider a class clown.
Find two classmates who are football fans. Name their favorite team.
Find two classmates who love’s to draw.
Find a classmate who has a parent working at a school.

Activity:
The writing process (free writing-rough draft).
Students will combine ideas in the form of writing (Introduction, 1 Body, and Conclusion).

Wednesday ~ Day 3: Ice Breaker (Grouping Game)

1. Teacher will explain the game and the rules to students
2. Then, I will group students into two groups by count of 1, 2.
3. Students will be quietly transition outside of the classroom for the game.
4. They will be timed 1 minute as they throw the papers to each group.
5. The group with the least papers on their side wins the game.
6. Students will quietly transition to the classroom and up the paper.
7. They will fine their bubby through matching their colors.

Activity:
Rough draft should be done
Partner-up/Buddy Proofread (students share ideas/ opinions/questions/comments to better make the other’s writing better.
Partners/Buddies make changes

Thursday ~ Day 4: Ice Breaker (Friendship Ring)

1. Teacher will begin by distributing strips of construction paper to students.
2. Each student will write out one positive thing they like about the person they are sitting next to. (5 minutes to finish)
3. Then, each student will stand up and read out what they have written about their classmate.
4. Once they are done presenting, they will connect their strips of paper to create a friendship ring.
Activity:
Changes made will be proofread by teacher(s) (this could be done on the same day as partners/buddies after the student makes the changes recommended by their partners.
Last Finalization and the creation of their writing piece.
Students will create their own book out of their writing piece. (Title Page, Authors Page, Writing Piece Page)


Friday ~ Day 5: No Ice Breaker

Activity:

Students will be given 15 minutes to finish up their work and to put it together.
Once done, students will pick one Popsicle stick. The Popsicle stick determines who goes up first to present.
Author’s Chair – Presentation of their writing piece.
Positive feedback will be given to each presenter.
Class Discussion on what they have learned, what they liked and disliked about writer’s workshop.

Special Needs Accommodations:

Learning Disability (LD):
Give ample time to answer question/s.
Provide extra assistance if needed through a peer or teacher
Allow additional ‘wait’ time
Provide an ongoing positive feedback to promote their self-esteem
Modify or shorten assignment to ensure success
Provide cooperative learning

Materials Needed:

Construction Paper, Folders, Crayon/Marker, Writing ideas, Writing survey, Pencil, Papers, Rubric, Peer Editing Forms, Scissors, Glue, Self-Portrait

Assessment:

Class Discussion/Question and Answer/Rubrics/Journals

Lesson Feedback/Comments: