Lorraine R. Catienza
Reflection Paper on Lesson Plan 1
February 22, 2009
Planning through Experience and New Knowledge
While conjuring up my ASSURE Lesson Plan I had difficulty trying to find a subject that students would be interested in, yet also and extremely valuable learning experience. I chose to include the NETS*T 1b[1] which is “Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” This standard applies to this lesson because students are engaged in identifying feminist movements in literary genre. This is a real-world issue that has effected much of society. In addition to identifying this knowledge, students are to demonstrate this awareness by plotting in the information into a digital spreadsheet. This activity will offer a visual aid to the time trends of female authors and genres in the assigned textbook.
I learned many things while doing this lesson plan. First of all, it is harder to put something down into writing than it is to talk about. Making a physical lesson plan that details all the information needed is extremely difficult. Not only is it time consuming, but it is also hard to meet all of the requirements. In addition, a teacher has to take in the their students’ interests. I want my students to value the lesson I put so much work into. I tried to think about a fun activity that will meet the requirements, however, I realized that much revising has to go into the lesson plan. Although I found it necessary for teachers to have their day planned out, it seems difficult to include spontaneity in the class structure.
During my high school years, I never learned about female’s literary movements. I also never noticed any trends in female authorship in my textbook. However, after looking at my college literature text[2] just at a glance there is an obvious trend in female authorship. I believe it is important for students to learn about these movements and how they affected literature as a whole.
What I really enjoyed about this assignment was the learning experience. I always took for granted the teacher’s lessons. Now I know how much work goes into a day’s worth of lessons—nonetheless a whole semester. I think I learned to appreciate teachers who really put an effort into planning their classes so that time is not wasted. Although a lot of students would rather choose the teacher who only lectures for 10 minutes of the class and gives the rest of the class time “free recess,” I think this is a disrespecting style of teaching. Teachers should teach students as much as they can—no time should be wasted. I enjoyed this assignment because it opened my eyes to the difficulties of “quality” teaching.
[1] http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/ NETS_for_Teachers_2008.htm
[2] Kennedy, X.J. “Literature: An Introduction to Fiction, Poetry, Drama, and Writing.” Fourth Edition. Pearson, 2006.
Reflection Paper on Lesson Plan 1
February 22, 2009
Planning through Experience and New Knowledge
While conjuring up my ASSURE Lesson Plan I had difficulty trying to find a subject that students would be interested in, yet also and extremely valuable learning experience. I chose to include the NETS*T 1b[1] which is “Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” This standard applies to this lesson because students are engaged in identifying feminist movements in literary genre. This is a real-world issue that has effected much of society. In addition to identifying this knowledge, students are to demonstrate this awareness by plotting in the information into a digital spreadsheet. This activity will offer a visual aid to the time trends of female authors and genres in the assigned textbook.
I learned many things while doing this lesson plan. First of all, it is harder to put something down into writing than it is to talk about. Making a physical lesson plan that details all the information needed is extremely difficult. Not only is it time consuming, but it is also hard to meet all of the requirements. In addition, a teacher has to take in the their students’ interests. I want my students to value the lesson I put so much work into. I tried to think about a fun activity that will meet the requirements, however, I realized that much revising has to go into the lesson plan. Although I found it necessary for teachers to have their day planned out, it seems difficult to include spontaneity in the class structure.
During my high school years, I never learned about female’s literary movements. I also never noticed any trends in female authorship in my textbook. However, after looking at my college literature text[2] just at a glance there is an obvious trend in female authorship. I believe it is important for students to learn about these movements and how they affected literature as a whole.
What I really enjoyed about this assignment was the learning experience. I always took for granted the teacher’s lessons. Now I know how much work goes into a day’s worth of lessons—nonetheless a whole semester. I think I learned to appreciate teachers who really put an effort into planning their classes so that time is not wasted. Although a lot of students would rather choose the teacher who only lectures for 10 minutes of the class and gives the rest of the class time “free recess,” I think this is a disrespecting style of teaching. Teachers should teach students as much as they can—no time should be wasted. I enjoyed this assignment because it opened my eyes to the difficulties of “quality” teaching.
[1] http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/ NETS_for_Teachers_2008.htm
[2] Kennedy, X.J. “Literature: An Introduction to Fiction, Poetry, Drama, and Writing.” Fourth Edition. Pearson, 2006.
