Christie+Torchia

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What helps me learn in the classroom is definitely collaborating with others to keep things interesting rather than just an hour of lecture. I love English and reading. I absolutely hate math and I'm not really a fan of science. In my spare time, I like to work out and I'm a very active person.



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 * SWAP Assignment:**

-- Rationale (Christie, please make sure to name your files something distinctive to avoid overwriting someone else's).
 * UPLAN: (//The Outsiders//)**

--- Summative Assessment

Lesson Plans 1-5: I incorporated my feedback from the summative assessment by thinking about scaffolding. This is sort of a struggle for me because I have difficulty looking at the big picture and breaking it up in to multiple parts. I think writing the lessons will help me with the scaffolding aspect of the summative assessment. However, writing the sum. assessment ahead of time was helpful in thinking about what I want to teach throughout the lessons.

Lesson Plans 1-10: I made quite a bit of revisions after I listened to my feedback for my first five lessons. I focused on incorporating the double-entry homework journals in to the lessons more and added vocabulary sheets for every chapter reading to enhance the scaffolding and alignment of my unit plan. I thought very much about how I can bring reading, writing, and language instruction in to the unit. I fixed a few of my objectives based on the question "what do I want students to get out of this?" I found the second group of lesson plans came easier to me based on my feedback and revisions for the first five. I believe I was focusing almost too much on my big question and was not allowing myself to have various lessons.

Full Draft: For my full draft, I tried thinking a lot more about scaffolding in to my summative assessment. I completely changed my summative assessment from an essay to a debate. I like my new summative assessment much more and I think the unit scaffolds up to it very well. The debate shows that students understand the two different social groups and what makes them what they are. It allows them to focus on language of characters, quotes used throughout the unit, their homework assignments, etc. to provide support for their sides during the debate. I also think it is much more engaging than writing an essay and appeals to much more of the multiple intelligences. I made some revisions to specific lessons based on Dr. Sherry's feedback and added questions on the chapter vocab sheets about how some of the words relate to quotes chosen on their homework journals and social groups. I also added a chart which outlines all the standards used in my lessons and where they are used.


 * Field Experience:**

https://bolt.bloomu.edu/d2l/eP/presentations/presentation_preview_popup.d2l?presId=54671
 * Portfolio:**