Students will complete the tutorial that the website provides so that they know

Students will complete the tutorial that the website

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Students will complete the tutorial that the website provides so that they know how to use the website. Students will have almost an hour of class time to start, and hopefully complete, their comic strips. This is because we only have one class period to work on them and being able to share them at the end would be a powerful experience. Students will share to the class. Depending on where students are in reading the book, some students may be asked to share in smaller groups as to avoid spoilers. If they are at relatively the same place as the rest of the class, they will share with everyone. This is a powerful experience to share different perspectives and viewpoints. Meeting students’ needs (differentiation, extensions, modifications, accommodations) This is an Advanced Placement class, so there are no students with IEP’s or 504 Plans. I have checked with students and none of them require modifications or adaptations. Any absent students will have extra time to complete the assignment. Since it is elaborate and can be slightly confusing, I will have to wait until I see the student to explain the project. The standard time extension is 3 days. This includes the class day, the next school day since we won’t have class, and the day that I see them next for class to explain the project. Instructional Decisions / Reasoning Absent students are extremely hard to account for. They are missing valuable instruction time, and it takes time to catch them up. If I had my own classroom, I would have them set up a meeting time with me. Since I don’t, I will have the absent students be tagged to come see me during their ASB block so that I can explain the project outside of class. They will get the extension since this is a detail oriented project and I would rather have students pass in good work late than sloppy, rushed work on time. Field Courses Only – Post lesson
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Reflection There were a lot of strengths in my lesson. The biggest one would be that students were very engaged and interested. Their ability to succeed was heightened by this. I included lesson materials (graphic organizers) and online resources (Pixton). Since I had used this technology before and made a student sample, I had a lot of knowledge about the technology and was able to give students both help and recommendations. I also thought of something on the spot that may have helped some students— playing music in the background. This appeals to the musically-inclined students in the room, as well as setting a peaceful and productive mood. Students even thanked me for my help, and were excited to volunteer to present at the end of class. As many strengths as my lesson had, it also had a few things that I could’ve done better. I could have given students more in-class time to work on the project. I was only allowed one day for this lesson in class, so it was difficult to work on the project with all of the time-restraints. I gave the students time to work on it for homework with hopes that they would bring it back next class. I have yet to receive many of the
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  • Fall '19

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