| 1. | Identified and shared the published activities with classmates. (Sharing of activities should continue throughout the practicum.) |
| 2. | Written Unit Goals. * (These should be word processed and cross-referenced with the state standards.) |
| 3. | Been trained on (and practiced) the software packages. |
| 4.
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Outlined one story in DRA format. (Not all parts can be definite as the children's needs will determine some of the steps. Even so, tentative motivational devices, vocabulary, questions, etc. can be determined.) |
| 5.
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Created a web that includes all requirements for the unit. (This may be created by hand at first. Later this is to be drawn on HyperStudio, Inspiration, or a word processing program and become more specific.) |
| 6. | Observed reading and language arts in the assigned classroom. |
| 7. | Created a Resume'. A paper copy should be handed to your instructors and to your Galena teachers. |
| 8. | Outlined writing process steps/activities* (see section below). |
| 9. | Drafted a rubric for assessment of goals/standards. |
LESSON PLAN INFORMATION
| 1. | PSTs may plan lessons as a group. |
| 2. | Tentative group plans must be checked prior to leaving Galena Elementary each day. |
| 3. | Copies needed: one copy for each PST. (This copy is never turned in while at Galena.) |
| 4.
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Place PST (Personal) Copy beside the work area in the Galena classroom. Attach Goals, Daily Reflection Sheet, and Student Profile Evaluation Form to back of PST personal plan. |
| 5. | Place current lesson plan on top of previous plans and Goals sheet. (Make a bundle.) |
| 6.
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Post evaluate each lesson in PST Personal Copy Packet. This is to be done immediately following teaching experience. Do not leave Galena without engaging in "Reflection" on the lesson. (First and last day require more in-depth reflections. See instructor for details.) |
At the completion of your Galena Experience, you will have generated a multi-media project (written by the students), that includes graphics, sound, poems, and buttons and is related to the theme of your unit. Children should have used the five step Writing Process.The PST is encouraged to use the Writing Process on his/her own unit.
*INTEGRATION OF LANGUAGE ARTS AND THE WRITING PROCESS
Through this teaching opportunity, the IUS teaching candidates will experience the integration of Reading and the Language Arts curriculum while using technology.
Since children learn best in real-life situations, subjects and tools will be used creatively to accomplish our goal.
For the writing activities, teaching candidates will use a five step or stage Writing Process.
1. PRE WRITING - getting ready to write, choosing a topic.
2. DRAFTING - getting ideas on paper.
3. REVISING - refining ideas.
4. EDITING - completing in final form.
5. SHARING - reporting or publishing.
Notes:
- The emphasis will be on the Writing Process and the teaching of writing skills with less emphasis on the finished product. The students at Galena will write a story and/or poem working through the Writing Process. During these steps children will experiment and use language.
- Research supports the theory that children learn spelling and grammar through writing. In the revising and editing stages, the students will use and refine these skills.
- One of the things students like least about writing is the necessity of correcting and recopying the final draft. The computer is an excellent and effective tool to help solve these problems. Word processing skills will make these stages easier, faster and more fun.
- Remember: Stories, poems, research reports that are word processed may be copied into a text box in HyperStudio. (This will allow for further editing.) Students may illustrate, animate, etc. their stories/poems/research information.
Return to The Galena Project Manual.