Strengths and Areas for Growth

Entering Activities : As today’s sponge, we will watch a BrainPop video called “Show, Not Tell.”
Anticipatory Set: I will go over today’s agenda with students, explaining that we will be looking at an example of a reflective piece and identifying strengths of the piece and areas for growth.
Teaching and Learning: Students I will read aloud the sample reflective letter. I will teach students how to make a chart where they will identify some strengths and some areas for growth of this paper.
Guided Practice: Having a class discussion, students and I will fill in the chart.
Independent Practice: I will give students time to work on their own personal pieces. Students who’ve completed their drafts will read over them and then list their own strengths and areas for growth in their writing.
Closure: In closing, I will have students share some of their strengths (and some of their areas for growth) that they’ve uncovered in their writing.

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Comment by Amanda Addison on March 23, 2009 at 12:54pm: Well, I had to revamp this lesson during my last period. The bulb on my projector was out (or so I thought) so BrainPop was a little harder to do. I turned the screen on my laptop around, rolled the cart as far away from the students as I could and they watched (and listened) from my little screen. They did very well and listened carefully as I read the quiz questions aloud. It wasn't until almost the end of the period that I realized that my cart was unplugged and the projector bulb was fine.
In my two advanced classes, about 85 percent of my students are ready to type their pieces. The stipulation for being able to type on the laptops tomorrow is for students to have their three revised drafts. I'm hoping that having members of the class who are ready to move forward will motivate some of my slower students. And I know that I have a couple who will never really be ready. I'm going to start pulling those two in the mornings to work on their pieces in my room after spring break.