Jesse Ruiz 11.17.14 RDG 507 Dr. Mark Esch Literature Reflection The lesson I presented took place at Fremont Junior High School in a general 8% grade integrated science class. The lesson takes place during our heredity unit. The students have been talking about traits being passed on to the offspring. We covered the content of genes, chromosomes, and DNA. On our way out of the unit, hes Z we introduce the idea of Genetically Modified Foods as a type of DNA modification. Le The lesson begins with creating a relevant connection with the students by having them identify GM foods they have eaten from a given list. The students all seemed fascinated by how many different foods from all across the board are genetically modified foods. I continued to show them a picture of broccoli, cauliflower, brussel sprouts, and cabbage. I told them all three of these common vegetables were genetically modified from wild kale. After this engage, | explained to the class we were going to be learning more about the risks and benefits of Genetically Modified Foods. Prior to this lesson, my mentor and I sat down and created a new seating chart for each class. We sat the students according to his or her known academic ability and performance. We aimed for each table to have one “high” student, one /U//ce way “low" student, and two “medium” students. This heterogeneous grouping allowed us x oe ca to differentiate for the students by provided four different reading materials. Of these four articles, which were measured based on their Lexile Level, they were distributed to the corresponding student with the matching capabilities. This wasTRS Sock great not only because we were differentiating with the students, but also since it pot” 1 yo was happening without the students realizing it. Often times, when a student is ae aaa Nee Ye : singled out and given more help or time on an assignment, they might feel g disconnected from the other students. The key component to the success of this lesson was being able to readjust students in the seating arrangement before this day’s lesson, what the students think of as a natural occurrence in class. The next step of the lesson was giving the students time to read through their articles while marking their text. The students hardly ever silently read outside of school, so giving them time in class can help promote this. Reading comprehension /7 /> ot abmat has been a challenge, especially at my school. The reading comprehension skills had “@ yeo/ / sehen dropped a considerable amount based on the previous years tests scores, which is why the principal and staff have been extensively promoting literacy. Marking the _textis one ofthe tools they have implemented and given to all staff. They tell fa students to circle any key concepts, box out any unknown words or vocabulary dows rey words, and underline definitions and main ideas. This is also an effective tool to be able to do a quick check and see if a student is reading and on task. We tell the students, “The only way we will know if you read the article is if you mark your text.” After giving them time to read, the students separate out of their UV heterogeneous groups and get into their homogeneous ones. With four articles, four is eat groups are created with about 6-8 students in each. Each group is given a set of es, we questions to answer that correspond to their text. As a group they are instructed to discuss and answer all the questions. As the teacher, | was walking around to eachgroup monitoring and assisting. One problem that arose was having the lower end students all together in one group trying to tackle the questions. This group in Particular had the most difficulty in each class, as would tobe expected, even with \ students. For ft OP” erg a future lesson such as this,I would like to have intermingled the medium students “J giv? the easier of the articles. This came down to the “won't” versus “can’t to the higher and lower groups. This could possibly help guide students to time on // task when in their homogeneous groups. The questions were also strategically created to increase in difficulty down the list for each group. Also, the different groups themselves had questions that corresponded to their article's difficulty. Next, the students went back to their original groups to teach their article to the other members. This was a great opportunity to switch roles and let the students become the teachers. Being able to teach material, allows the student to become more confident in the material. The only issue that arose here was students constricting themselves to only reading off the answers to their questions. Giving youds them two minutes each to speak about their article, the answers were not enough. 2“ “Ypis process There was need for encouragement to expand on their talking to give more ¢iyeven( f° information from the text. V+ gb beth To conclude the class, | took a poll with the students to choose a side. | asked everyone for GM Foods to raise their hands, and the same for the students that were against. This was successful in showing that each class was split on their choices. The following lessons included students organizing information from the texts in a graphic organizer for all the pros and cons. Ultimately, they were to write an argumentative essay on the side they choose. One change I would like to make if |e were to redo this lesson in the future is the grouping of the homogeneous groups. ~ Va Some students were left out of the circle since there were only four articles and groups of 6-8 causing them to not be involved in answering the questions. A possible solution could be to split these groups in half and have them work in. groups of 3-4. Afterwards, there could be an additional step in which the students join the rest of their articles group and compare answers. Overall, thelessonwasa lod fo aod - it hile differentiating for all students. aoe success at teaching the content Jesse, Wieely dere! Overall (fF sooty Ike. pho stecloats ware engaged and Jeamedl a lot Grea fou perfect fhes jty saw - type ef learning, (A Coa eee eee ey eee t