Below are all of the links to my lesson plans for placement at Carmel Clay Middle School. The Unit Plans include the standards, and maps of the weeks I spent at Clay. The unit for the first 10 days was planned by my instructor, while I planned the remaining units and lessons.
The unit plan below is my coordinating mentor teacher’s plan, and lesson plans are my corresponding lesson plans.
Lesson Plans for Ms. Smiley 8thGrade Science Continue reading 'Carmel Clay Middle School Lesson Plans: 8th Grade'»
January 23, 2012
Second Language Acquisition in the Study of Science
I have often heard the complaints of many students crying that they are “just not good at science” or “science is so hard” as I walk into a science classroom. As heartbreaking as this is since at the heart of my education philosophy is the belief that anyone is a scientist, especially our young students, I can completely sympathize with their frustration.
Traditionally science content has been placed as one of the most difficult disciplines for good reason: it can be tough stuff to master. In many ways science itself has its own very particular language and discourse; and sometimes the terms alone can be challenging to understand. Continue reading 'Second Language Acquisition and the Study of Science'»
Photosynthesis
Lesson 1
Context: This is the first of many lessons regarding photosynthesis. The students will be completing a lab report detailing the results of their experimentation as the culminating activity for this unit (Summative Assessment). This first lesson introduces the basics of the process of photosynthesis by beginning to identify key vocabulary. In addition, this lesson introduces writing a lab report through a jigsaw activity to create a collective classroom procedure for producing this report. Continue reading 'Planning Instruction for ELL/ESL Students'»
All Posts, ED 498: Methods for Teaching Multilingual Learners, Lesson Plans, Range of Reading (9-10), Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 1: Content, Standard 5: General Skills of Teaching, Standard 6: Curriculum
Books Included
- The Immortal Life of Henrietta Lacks
- Invisible Frontiers: The race to synthesize a human gene
- A Wrinkle In Time
- The Tales of A Shaman’s Apprentice
- Survival of the Sickest
- The Making of the Fittest
- Physics of the Impossible
- Dr. Franklins Island
- Obsessive Genius: The Inner World of Marie Curie
- Uglies
- Gathering Blue
- Ender’s Game
- Divergent
- Feed
- The House of The Scorpion
- Galapagos
- The Freedom Maze
- The City of Ember
- Eva
- The Hunger Games
Continue reading 'Bibliography of Books for Teaching Science!'»
Novel Resource Guide
Our task in ED 420 this semester was to create a plan to teach a unit using a novel. Because my content area is science, I was hesitant to use a science fiction novel so I used the historical science book of The Immortal Life of Henrietta Lacks by Rebecca Skloot. By accessing the link, the viewer has access to all of the information necessary to teach a unit using the book, from discussion questions to in class activities, and assessments.
Craft and Structure (9-10), ED 420 Content Literacy, Integration of Knowledge and Ideas (9-10), Key Ideas and Details (9-10), Lesson Plans, Range of Reading (9-10), Standard #1: Learner Development., Standard #2: Learning Differences., Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 2: Nature of Science, Standard 4: Issues, Standard 7: Science in the Community, Standard 8: Assessment
Hunger Games Unit Plan
Teacher: Shelbi Burnett
Grade: 8th
Subject: Middle School Science
| Stage One : Desired Results |
| Established Goals: Students will be able to draw from prior experience to identify how they have studied the world around them and gained factual knowledge (informally practice science). Students will learn to value the informal practice of science through observation and inference to inform their lives. Students will understand how the formal study of science is important to the advancement of society. Students will be able to explain how knowledge of science and technologies can be/have been used to oppress groups. Continue reading 'Teaching Science with A Novel: The Hunger Games'» |
Safety Resources for the Science Classroom Created during ED 433
Safety Contract
Safety Packet
Safety Exam
Safety Packet
Reflection of my Teaching Experience
On December 6th, I had the opportunity to teach the lesson I had worked to design for Mr. Pitcock’s 7th grade science class. Because I had spent the entire semester observing this group, I had many ideas swirling around how I wanted to design the lesson, and what I wanted the students to take away from the experience. I had noted the lack of student focused instruction throughout the fall, and it was something by which I was troubled. I feel very strongly that science is a subject in which it is best to engage students with critical and authentic learning experiences where they can investigate and explore. So, in response to this, my first step, after discussing the topic of the lesson with Mr. P, was to design a classroom activity which would get students up out of their seats, and into a learning experience through which they could work together to investigate a topic for themselves.
Continue reading 'Teaching Experience & Reflection'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Standard #10: Collaboration, Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth., Standard 3: Inquiry
| 
Reflection, Student Focus
- Flannery, M.E. (2010). Welcoming ELL Parents into the Classroom. National Education Association. March 28, 2012. From http://www.nea.org/home/37153.htm.
In this article, Flannery describes methods for increasing ELL parent involvement in the classroom. Centered around the idea that teachers, parents, students, and schools represent a team, the article offers different “invitations” for teachers to extend to ELL parents. These creative methods offer teachers unique ways to go beyond just calling or having a translator in the room at a parent teacher conference– although both of those can serve important functions to get in contact with ELL parents.
- Panferov, S. (2010). Increasing ELL Parental Involvement in Our Schools: Learning From the Parents. Theory Into Practice, 49, (2): 106-112. From http://globalprojects.arizona.edu/sites/globalprojects.arizona.edu/files/Panferov%20-%20Increasing%20ELL%20Parental%20Involvement.pdf.
This article uses real case studies to document and demonstrate ways in which schools can engage ELL parents as resources in the classroom. The article specifically tackles ELL parent’s views of literacy as well as parent to child and parent to school interactions which will contribute to school success. As a future educator, this article provides specific stories reflecting the views of real ELL parents and engagement strategies which would have been most effective in these two cases and cases like these.
- Waterman, R., & B. Harry. (2008). Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities. The National Center for Culturally Responsive Education Systems. March 28, 2012. From http://nccrest.org/Briefs/PractitionerBrief_BuildingCollaboration.pdf.
This article provides information for practicing educators regarding ways to overcome the barriers in place for the parents of ELL students. The article elucidates various obstacles to these parents which all result in parents having few or no opportunities for collaboration with and in their child’s school. The authors then move to describe and recommend specific policy innovations for districts. It is acknowledged that schools may need to introduce these new methods gradually because if implemented too quickly they may fail from lack of appropriate resources to maintain them. As a future educator I would feel comfortable referencing this article because the authors outline (in detail) 10 critical ways to increase parental involvement validated by scholarly research.
This is resource file is a collection of developmental materials for first year middle and secondary education teachers built to assist them in shaping their instruction and curricular practice during their first years as professionals. In the first years teaching, it is critical for young teachers to build a sense of personal efficacy in the classroom–these resources might be a helpful place to start!
Start of School Resources
The start of the school year is a critical time for all new teachers. It is the time when you make your first impressions on the students and their parents, and the best time to set the expectations of your classroom for the rest of the year. These resources are all various tips, tools, tricks, and articles for helping teachers get the year started on the best note!
- This article is an interview with a new teacher and her thoughts on the first day as well as the future of education. The article describes her experiences as a first year
- http://www.thecherawchronicle.com/view/full_story/20129776/article-New-teachers-enter-classrooms-all-over-Chesterfield-County?instance=popular
- This article emphasizes the importance of establishing expectations within a classroom on the first day, as well as other important aspects to consider before embarking on your first day of school.
- http://www.scholastic.com/teachers/article/creating-great-first-impression-grades-6%C2%968
- This site gives tips for back to school for teachers. It includes classroom set up, prepping for the first week, classroom management, and working with parents.
- http://www.nea.org/tools/back-to-school-guide.html
- This website offers resources to help teachers stay organized including back to school checklists, decoration ideas, letters to parents, and ideas from real teachers.
- http://www.scholastic.com/teachers/article/get-smart-start
- This article from the NEA gives tips for classroom management for new teachers. Many teachers are nervous about going into new classroom and managing student behavior as well as the learning environment, but this article offers four areas to consider to establish an environment that promotes learning while being safe and structured.
- http://www.nea.org/tools/management-tips-for-new-teachers.html
Continue reading 'Resource File'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Resources, Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 3: Inquiry, Standard 6: Curriculum, Standard 7: Science in the Community, Standard 8: Assessment
| Resources
Waves
Grade level: 7
Subject area: Science: SCI.7.1.5.2010, English Language Proficiency: ELP.7.1.2003
Science Standard:
Recognize and provide evidence of how light, sound and other waves have energy and how they interact with different materials.
ELL Standard:
Language minority students will listen, speak, read, and write to convey knowledge of sounds, words, word parts, and context clues: vocabulary development.
Continue reading 'Lesson Plan: Waves'»
ED 327 Reflection 4
November 15, 2012
Observations…
Today was an interesting one. Mr. Pitcock was spending the day in service meetings, so we had a substitute teacher Mr. Akbar. The students we engaged in project work. They had been given a project where the students had to design a plan for a town in which the town engineers had quit. Continue reading 'Reflection of the Fourth 2 Weeks at Westlane'»
ED 327 Reflection 3
October 30, 2012
In the past 3 weeks, Mr. Pitcock’s class has been busy! They had fall break, went on a camping trip and moved from their study of Earth and rocks, to energy. Their end of unit projects about the rocks all turned out well, and I think for the most part, Mr. P. was happy with their work. But conversely, I think most of the students found minerals and rocks to be a bit boring and are excited about the jump to the study of energy. Continue reading 'Reflection of the Third 2 Weeks at Westlane'»
Ed 327 Reflection 2
October 4, 2012
Observations…
Mr. Pitcock runs a very structured classroom. I am not sure if the students recognize it exactly because there is significant freedom with in that structure. Although this was something I recognized in my first impressions of him, it still manages to shock me the subsequent times I have been observing his class. Continue reading 'Reflection of the Second 2 Weeks at Westlane'»
ED 327 Reflection 1
September 19, 2012
First Impressions…
Upon meeting Mr. Pitcock my interest was piqued! He explained he completed his undergraduate degree from Purdue University in elementary education, then after a few years of teaching returned to IUPUI to pursue a few more classes which would allow him the added licensure to teach at the middle school level. Continue reading 'Reflection of First 2 Weeks at Westlane Middle School'»
All Posts, ED 327 Curriculum and Instructional Strategies for Middle Level Learners, Shelbi, Standard #2: Learning Differences., Standard #3: Learning Environments., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth., Standard 1: Content, Standard 3: Inquiry
| Classroom Management, Science Classroom, Student Focus
There are many different types of effective assessments. Below I have outlined different types of assessments as well as various modifications/accommodations which can be used in the classroom to differentiate for these assessments.
Continue reading 'Designing Assessments'»
Assessments can be particularly tricky to design. The links below provides excellent examples and tips for designing assessments.
http://www.indiana.edu/~best/write_better_t ests.shtml#V-‐1
http://caacentre.lboro.ac.uk/dldocs/otghdout. pdf
During ED 228 we were asked to design an objective summative assessment in the form of a vocabulary quiz based on a lesson we had created to teach vocabulary. The assessment below is a sample vocabulary quiz I might give 7th grade students after the completion of a lesson teaching about the cell. Continue reading 'Sample Objective Assessment'»
As part of ED 228, we designed assessments for the lesson plans we created. The assessment below is an example of an authentic summative assessment with a rubric which I would give students for a project on content area vocabulary. Continue reading 'Sample Authentic Assessment'»
Used in writing objectives, Bloom’s Taxonomy is an excellent tool used to create lessons which will guide students through curriculum standards. There are many different types of taxonomies as Bloom himself identified three domains of learning. The images below are various examples of these taxonomies and the verbs which are effective for writing lesson objectives.
Continue reading 'Bloom’s Taxonomy'»
Throughout Content Literacy, we discussed the need for Hooks and Closures. These are two integral parts of the lesson planning process which help students by creating continuity between lessons, objectives, and standards, and which also help instructors by informing them of where students are struggling with material. Listed below are examples of various types of Hooks and Closures to be used in lesson planning. Continue reading 'Hooks And Closures'»
All Posts, ED 228: Content Literacy, Resources, Standard #5: Innovative Applications of Content., Standard #6: Assessment, Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard 5: General Skills of Teaching, Standard 8: Assessment
| assessments, Closures, Hooks, Lesson Plan
This is an example of a Lesson Plan template used in backwards design to plan for lessons. Continue reading 'Lesson Plan Template'»
This is a a second model lesson,to be used after the first for teaching vocabulary in science. It references activities from 50 Instructional Routines to Develop Content Literacy (2nd Ed) published by Pearson. Continue reading 'Lesson Plan 2: Cells & Vocabulary Continued'»
This is a model lesson, the first I have created, for teaching vocabulary in science. It references activities from 50 Instructional Routines to Develop Content Literacy (2nd Ed) published by Pearson. Continue reading 'Lesson Plan 1: Cells & Vocabulary'»
After reading Ruby Payne’s A Framework For Understanding Poverty, we were asked to complete a reflection detailing how we feel poverty impacts education and whether or not we agreed with Payne’s suggested ways to help students in poverty. While I did not necessarily agree with all of Payne’s points, I did feel she correctly noted the importance of forging a relationship with your students. Continue reading 'Reflection upon the Impacts of Poverty on Student Learning'»
Historically science teachers have been some of the worst offenders in regard to refusing to teach reading skills in the science classroom. In fact, Leigh Hall in the article Teachers and content area reading: Attitudes, beliefs and change noted a study by David Donahue in 2000 in which science teachers were questioned about their views respecting literacy. The results were appalling; “approximately half of the pre-service science teachers believed that science class was a place where students did not have to focus on reading and writing” (Hall, 2005). This is a terrifying statistic and it is in direct conflict with what science is fundamentally. Continue reading 'Teaching Science: You Mean I Have to Teach Reading?'»
As a future teacher, I hope to encourage my students to be creative and thoughtful individuals. However, this is an increasingly difficult task in the given world. This reading offers some unique insights in how teachers can help foster creativity in the classroom and get students thinking outside of the box!
Creativity Crisis
The theory of Multiple Intelligences is a controversial topic. Many people argue over whether or not they exist and if so, are they really intelligences or are they simply talents or inclinations. These two readings concern the idea of multiple intelligences and are excellent resources for learning more about them as well as planning instruction for the intelligences found in a diverse student group.
Multiple Intelligences Around the World
Multiple Intelligences
The brain is an incredibly complex organ. As more research is completed about it, the more resources we have available to help us in our quest to be better teachers for each and every student.
Brain-based Learning Notes
Prompt:
The purpose of this assignment is to have you re-enter a day in the life of adolescents carrying with you the knowledge you have now about developmental needs, school organization philosophy, and curriculum demands. You need to create a framing question so that you enter the shadow study with “something to look for” in regard to answering a question you have about student development or how schools meet/or fail to meet student needs. As you spend time with your student, consider what you did for the YA Book Reflection as a “practice” run. Identify the developmental characteristics of your student and address the following prompts:
- Using the developmental attributes domains, how would you describe this student?
- How does school life seem to fit into this student’s life?
- Based on your observation, how does this student’s engagement/disengagement manifest itself in the behaviors and actions of the student in different classes?
- What factors can you identify as contributing to the differences/commonalities in this student’s behavior over the course of the school day?
- This is a real student. In what ways are his/her needs being met or not?
- What have you learned from this experience?
Continue reading 'Shadow Study'»
Prompt:
Given your personality, leadership qualities, knowledge about adolescent students, and now your experience with teacher meetings, what personality trait(s) do you believe will be your greatest asset as a classroom teacher and colleague? What trait(s) do you believe may create issues as a middle or high school teacher and colleague? Continue reading 'Teacher Trait'»
Project Planning Sheet
Shelbi Burnett
Video Assignment
Goals:
Through this movie project we are attempting to tie together various ideas and topics from ED 245 into something relevant to our professional growth, teaching, and/or the students we will educate. This assignment will help us expand our knowledge of this particular media tool (iMovie or Windows Movie Maker) in addition to demonstrating its effectiveness in the classroom setting. With our movie we are demonstrating the importance of fair use and its relevance to students and education today. During our time in ED 245 and through discussions, we have realized we were not knowledgeable about the topic of fair use. This video could be an effective tool for representing the general lack of awareness around this topic as well as educating students about fair use in general.
Continue reading 'Video Assignment Project Planning'»
1. Facilitate and Inspire Student Learning and Creativity, 2. Design and Develop Digital-Age Learning Experiences and Assessments, 3. Model Digital-Age Work and Learning, 4. Promote and Model Digital Citizenship and Responsibility, 5. Engage in Professional Growth and Leadership, All Posts, ED 245: Intro Computers and Education, Standard #10: Collaboration, Standard #4: Content Knowledge., Standard #5: Innovative Applications of Content., Standard #7: Planning for Instruction., Standard #8: Instructional Strategies., Standard #9: Reflection and Continuous Growth.
| Digital Stories, iMovie, integration, Learning professionals, technology, Video Assignment
This was a group assignment that both modeled and explained constructivism in the classroom. In addition to our PowerPoint presentation, we provided an activity for the class to demonstrate a constructive activity in the classroom.
Constructivism
Prompt:
Reflect on the use of technology as learning tools for students. Use the materials above to discuss how word processors, databases, and spreadsheets have typically been used in schools (by teachers and students). How does thinking about these common applications as “mindtools” dramatically change the way teachers use them in the classroom? What are the general characteristics of tool activities that increase the probability of meaningful learning? Explain how Bloom’s Digital Taxonomy helps to put into practice what is meant by scaffolding?
Continue reading 'Mindtools'»
Project Planning Sheet
Shelbi Burnett
Desktop Publishing Assignment
Goals:
The objectives of this lesson include becoming familiarized with a desktop publishing program to create a finished product that informs a group of peers about my teaching philosophy as well as the environment I promote in the classroom. This would be a critical tool for communication both with parents and school administrators to provide concise look at what is happening in my classroom and how it is structured. It has been identified that communication is vital to the success of education and this assignment would encourage open lines of communication as parents of the students in my classroom would become more aware of the environment in which their children are learning. As a biology teacher this flyer serves to emulate the creativity and wonder I promote in my classroom. The flyer itself attempts to promote the ideas that are essential to my particular teaching philosophy.
Continue reading 'DTP Project planning and reflection'»
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