The
teaching itself went really well. It became evident early on that it was really
text heavy and that could be improved upon on another attempt. The lesson was
easy and fun. The “students” were getting into it, especially during the
research portion although it was evident that some were not trying. Like previous
class lessons, ours lended itself to a longer time frame. Because of our text
heavy presentation we didn’t have as much time for the lesson unfortunately,
but this lesson was something that the kids would work on and come back to
throughout the year. And that was the point of the Wonderbooks. It was a way to
generate interesting topics, which is something that even high school students
have trouble deciding on. Being able to choose a topic that is interesting to
the student provides them with more to write about and more incentive to write.
With
my little “give me 2” clap we were able to have more class management. I
learned that skill from another student who was teaching a P.E. lesson and it suddenly
pooped in my head when the time came to get everyone’s attention. The technique
was losing some of its effectiveness later on, but this was a group that hadn’t
been conditioned to respond to the clap yet. That and they are just pretending
to be students.
Overall,
I would say that the lesson was a success. We were able to show the importance
of Nonfiction writing and a valuable timeline for writing a research paper that
could be adjusted to work for kids grades 3 to 8. I had originally chosen to be
in this group because I felt uncertain on how well I could teach a topic that I
was confident in. My forte in reading and writing is fiction so I felt that the
Nonfiction book would benefit me better than the poetry one, which I was more
interested in. The book did help me appreciate Nonfiction in a new light and I
hope it will help the others to.
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