418+Agenda+2.24.15


 * Target:**
 * I can effectively situate a text to support comprehension. (pre-reading)

1:15 - 1:25 - Welcome and Un-quiz
 * When are you scheduled to teach your first observed lesson? What is required for that lesson?
 * Describe an "ah-ha" you experienced from our "tough text" experience last Thursday.
 * Based on your understanding of the cognitive processes of reading comprehension, why are pre-reading activities so important?
 * Notetaker:

1:25 - 2:20 - Teaching Demos 2:20 - 2:30 - Closure
 * [[file:pre-rdg observation guide.docx]]


 * Housekeeping:**
 * Feb 26
 * Deadline to report scheduled date for first observed lesson. Please put the date on this document.
 * March 3
 * Text-Based Activity Guide - design a text-based lesson that could be used for one of your NC classes or a prior classroom (PE). Upload to Blackboard.[[file:text-based activityguide-revised.docx]]
 * //Holler//, chapter 6 - As you're reading, think about this question: We often focus on teaching students how to comprehend academic texts. What does this chapter teach us about supporting students' comprehension and evaluation of popular texts and media?
 * Mar 5
 * **Quiz on Text-Based Instruction and Academic Language**

Notes for Tuesday, 24th Brought to you by Matt “DJ Elmore” Remember guys? NEVER give your students a text cold

(dats just cold) “Quiz”

5 minute demo lessons:

- Udub crew- “Boys in the Boat” GO DAWGS!!!
 * Andy- first to go, set the bar high young man… **

- Andy incited our background knowledge about nationalism and a time when we felt pride in our country- good set up for the text- engagement increases when you have a solid intro to a lesson - Good lead in to WW2 unit



- USA! USA! USA! - What did we learn? Images are key, get the students excited in the learning, and explain the purpose for reading

- Made us reflect about things that make us feel sad, meaningful to us - Crumpled up the paper and threw it!!!! Active learning - Negative vs Positive Thinking - What did we learn? Having a clear transition and purpose for reading is important!
 * Kasey- "WRITES IN ALL CAPS" Rubosky **

- Started with an intro video from the YouTube- good hook - Book- Life Span Motor Development (great read) (that’s a lie) - Background knowledge- think about experiences about early childhood movements
 * Manny- Formally known as Emmanuel Lopez **

- **// Andy’s dad technically tried to kill him!?!? //** - Talking about Task, Individual, and Environmental Constraints - What did we learn? Again, what is the purpose for reading? Make sure this is clear. If you are organized, you can get a lot of things covered
 * // Megan was raised by wolves in the woods!?!? //**

-The Great Depression -Break down of Great and Depression- What does this term mean? -Good intro for understanding overall and using the video as a support -Maybe compare this to current times and how we view our government in our past recession and government shut down etc
 * Megan- Big Money Sad Face $$$$$:( **



-I Love, Alas, I Love Thee -Intro- what do you think people back in the day
 * Stacia- Our Music Connection **

-Pretty Maiden in the Marketplace: AKA Iggy Azalea



-“First things first, Amaryliss” -Edward sounds a bit desperate, really just cat calling Iggy at the marketplace

-Real Talk: had an engaging activity using the video and her own commentary to guide us throughout

-Geometry Text (PEMDAS) -Explained the purpose- volume lesson- space in a shape - It is a simple text; it’s good to learn by reading a textbook- also why calculating volume is important
 * Julia- Last one to teach, but not last in our hearts **

-Gave us things to consider and think about while reading- prompt our thinking -Focus on past knowledge- Length and width with area- add height for volume -Brought up new terms and explained them (oblique) Nope, not these