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'»
Below are two examples of policy briefs created in the Leadership course during our study of policy. The first addresses the length of the school day, while the second addresses obesity in schools.
Policy Brief 1: 15,000 Hours, Is This Enough?
Policy Brief 2: A “Growing” Problem
During the semester, in our study of leadership, we conducted shadows of important leaders in our community. I chose David Forsell, the CEO of Keep Indianapolis Beautiful. Click on the link to view the full report!
Shadow Study
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'»
Shelbi Burnett
ED 498-Dr. Brooks
April 12, 2013
ATLAS Protocol
Introduction
Through working with, and observing English language learning (ELL) students during tutoring hours in addition to our class activities in ED 498, we have come to understand that these students have specific needs in the classroom. Often these diverse needs demand activities which are structured differently from those only designed for native English speaking students; however, these needs are not entirely different to students who struggle in content area vocabulary development. In fact some of the activities we can design and implement to aide ELL students, can help all students in content area classrooms with stringent vocabulary demands. Continue reading 'Using the ATLAS Protocol to Assess Student Work'»
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
Reflection 10
This week was my last week at North Central. Upon arriving, I found Sun again looking for some help with another speech. This time, he was working on a debate, the topic of which was minors being tried as adults in murder cases. He told me he had to argue against this situation and that he was in a group of five other students all collaborating on the SMELF protocol. I looked at the instruction sheet which said the debate would last between 20 and 30 minutes total. The instructions also included a sample of the sheet the teacher wanted the students to fill out for their sections of the debate. Sun, who had the ‘S’ of SMELF meaning safety, had a sheet broken into two repeated sections for argument, explanation, evidence, and related value. The directions modeled what the teacher expected these filled out sections to look like, as well as little instructions for what was to fill each section. Continue reading 'Reflection: Field Experience 10'»
Reflection 9
This was the second to last time I attended North Central to help tutor students. When I arrived, two students I had never seen before came over and asked if I could help with a health assignment. They explained their assignment to me saying they had to give a presentation about illegal drugs to the class and provide a handout. I noticed both of them had fairly competent conversational language skills. I introduced myself to them, and they introduced themselves to me as Ahmeir and Muhammad. A little later in the session, I found out that Muhammad was from Jordan and Ahmeir was from Iran. Unfamiliar with the two languages spoken in those countries, I wondered if the two of them would be able to collaborate using a common native language the way Sun and Bo did the week before–I did not hold out hope for this though. Continue reading 'Reflection: Field Experience 9'»
Reflection 8
This week I had the fortunate experience of working with Sun and Bo again. I remembered Bo from one of my first tutoring experiences at North Central–we had worked together on a lab report that he and other students were preparing. On this day, Bo and Sun were also working on science homework. They had been given a giant review packet from their teachers for an upcoming unit test. This packet was extensive, about 12 pages total, and filled with questions, examples, and all sorts of review information. Bo and Sun had already completed a significant amount of the packet, and they asked if I thought we could finish the rest of it in the hour. I responded that we might be able to, and so we sat down to work. Continue reading 'Reflection: Field Experience 8'»
4/8/13
Today, I worked again with Sun Light. I was less concerned this time about working with a student on science homework after my interesting experience helping Sun on his speech project. He told me as we went over to the computer stations that he was still working on his speech from the previous week and he would be delivering it on Friday to the class. Continue reading 'Reflection: Field Experience 7'»
4/1/13
I began my sixth field experience at North Central not as excited as my fifth experience the week before in which I worked with La Erb on his science and English homework. In that experience, I had begun the session happy to be working in science again. However, this week Ms. McCarthy introduced me to a student named Sun Light who was working on a speech for his speech class. She described Sun as being a strong student and said this would be a fun assignment to help with but I remained skeptical. I would not consider speech to be one of my strengths, but I set about helping Sun as best I could. Continue reading 'Reflection: Field Experience 6'»
3/18/13
For my fifth field experience, I had the opportunity to work with a student named La Erb on his science homework. I was excited for the opportunity to work on something in science because during the past few experiences I had to work outside of my content area, and as a result, somewhat outside of my comfort zone. Continue reading 'Reflection: Field Experience 5'»
3/4/13
For my fourth field experience Ms. McCarthy introduced me to a student named Lee and explained that he had been given an assignment to outline a speech. While English is not my content area, I decided I would try to help as much as I could with the assignment. Continue reading 'Reflection: Field Experience 4'»
2/27/13
In my third field experience at North Central, I arrived and met Ms. McCarthy at the top of the stairs. Saying she had to run off to a meeting, she directed me down the stairs where a student named Shaw Mo would meet me. Ms. McCarthy explained quickly that Shaw Mo was working on a business plan for a class and the assignment required significant creativity. So I made my way down the steps to find Shaw Mo as Ms. McCarthy headed to her meeting. Continue reading 'Reflection: Field Experience 3'»
2/21/13
This week, I switched my day at North Central to Wednesday. The school district had the day off on Monday due to Presidents’ Day. Arriving a little late because I was caught behind the school buses, I made my way to the library and downstairs to find Ms. McCarthy. I noticed many Butler students already at tables with students as Ms. McCarthy informed me that they had people already assisting the available students and we would have to split up a group so I could work one-on-one with a student. Continue reading 'Reflection: Field Experience 2'»
2/11/13
This was my first experience in North Central, and although I am from Indianapolis and had many track meets at the school, I had never actually been inside the building before. But despite my initial trepidation, I was very excited for my first field experience and to meet the students I would hopefully be working with throughout the semester.
Continue reading 'Reflection: Field Experience 1'»
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'» |
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