As a class, we will be teaching a fourth grade class about the American Revolution. My class will be broken down into four groups, consisting of four to five students. Each group will then be given one section pertaining to the American Revolution to teach to the students:
1. New York and the New Nation
2. American Revolution Begins
3. The Declaration of Independence
4. Victory of Independence
My group was given the second topic: The American Revolution Begins. Our group first began to deliberate and throw ideas back and forth about what major events we should include within our first lesson. Our assignment is to complete three formal lesson plans; direct instruction, inquiry based, and cooperative learning. Being that the first lesson we are going to be implementing is a direct instruction model, we feel it is necessary to incorporate all of the major event that occurred in the time period, as well as teach the relevant vocabulary. The major events that we decided to introduce to the students are: the French and Indian War, The Sugar and Stamp Acts, the Boston Tea Party, Fort Ticonderoga, and the Battle of Lexington and Concord. We also decided that it was best to focus partially on the two major groups of American colonists during the beginning of the American Revolution: the Loyalists and Patriots.
Our group decided that it was best if each of us took on the job of teaching one of thee topics to the students. We figured the best idea was to create a power-point presentation to be used as an outline for teaching. My task was to teach the students about the French and Indian War. We also decided as a group that it will be beneficial for both the students and ourselves if the students were given a graphic organizer to complete during the lesson. This in turn will serve as a study guide for the students in the future, and also as an assessment of student learning for us teachers.
As for my feelings about fieldwork. Well, let's see. I am extremely nervous and scared. This will be the first time that I will be addressing a large group of students. I have always had fieldwork where the group size consisted of 1 to 3 students. Being that this group size is much larger, it becomes that much more nerve-racking. Not only am I nervous about the students, but I am also nervous that my professor and my peers will be observing the lesson. Constructive criticism is a great tool, but it just makes my stomach drop thinking that I will be directly observed. I know that this will be a great experience and something to look back at and remember, but I am excited to get started.
Our group decided that it was best if each of us took on the job of teaching one of thee topics to the students. We figured the best idea was to create a power-point presentation to be used as an outline for teaching. My task was to teach the students about the French and Indian War. We also decided as a group that it will be beneficial for both the students and ourselves if the students were given a graphic organizer to complete during the lesson. This in turn will serve as a study guide for the students in the future, and also as an assessment of student learning for us teachers.
As for my feelings about fieldwork. Well, let's see. I am extremely nervous and scared. This will be the first time that I will be addressing a large group of students. I have always had fieldwork where the group size consisted of 1 to 3 students. Being that this group size is much larger, it becomes that much more nerve-racking. Not only am I nervous about the students, but I am also nervous that my professor and my peers will be observing the lesson. Constructive criticism is a great tool, but it just makes my stomach drop thinking that I will be directly observed. I know that this will be a great experience and something to look back at and remember, but I am excited to get started.
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