FIELD EXPERIENCE

ASHLEY SCHRAGE
MAP OF CLASSROOM
WEEK 1- BREAKOUT 2
OCT 13-14
• Standard: 5-ESS1.1 Support an argument that the apparent brightness of the sun and stars
is due to their relative stance from the sun.
• Objective: By the end of the first week, students will be able name the first three
planets and one fact about each.
• In this photo I am helping a student write the planet names.
WEEK 2- BREAKOUT 2
OCT 20-21
• Standard:[K-2-ETS1-2] Develop a simple sketch, drawing, or physical model to illustrate
how the shape of an object helps it function as needed to solve a given problem.
• Objective:The students will demonstrate their understanding of the first five planets
by creating each planet out of play-doh and listing the proper name for each on a piece of
paper.
• This photo is of the students making the play-doh model.
WEEK 3- BREAKOUT 2
OCT 27-28
• Standard:MS-ESS1 Earth’s Place in the Solar System- Analyze and interpret data to
determine scale properties of objects in the solar system.
• Objective: Students will make a model of the entire solar system using modeling clay.The
students will demonstrate an understanding of each planet by using modeling clay to
build the planets and the sun.
• This photo is of the students making the model using clay
WEEK 4- BREAKOUT 2
NOV 10-11
• Didn’t have ASP 3rd or 4th because of Parent Teacher Conferences in the school
• Standard:W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
(3-I.6) Identify test structures

• Objective: Students will analyze a list of words and they choose 8 that are words of encouragement
and use each in a different sentence.

• In this photo I am doing the read aloud about positive words.

WEEK 5- BREAKOUT 3
NOV 17-18
• Standard:W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
(3-I.6) Identify test structures
• Objective: Students will pick a rock that represents them, then pick 5-character traits
from the list on the board and write 5 different sentences relating their rock to them
using their traits.
• In this photo I am reading "Everyone needs a rock" to the students to
demonstrate uniqueness
CLASSROOM MANAGEMENT

• What classroom management techniques did you try?

• Really focused on expectations.
• Tried to keep everyone focused on tasks- if we were off tasks we would address quickly and regroup as a whole
• I would ask lots of critical thinking questions

• What technique fit your teaching style/philosophy?

• Asking questions and only answering the students who wanted to answer rather than anyone was the best

• What was your biggest challenge?

• Keeping everyone on tasks. Working with the first-third graders and the different levels of understanding words was hard

• What was your biggest takeaway?

• If I had more time, I would have done way more engaging lessons, but with a short time period and only teaching one day
a week it was hard,
 LESSON PLAN
Lesson plan- Breakout 3 day 2
Concept: Positive attitudes using kind words
Subject: English
Objective: Students will analyze a list of words and they choose
8 that are words of encouragement and use each in a different
sentence.
Prerequisites: Students will explain the difference between
positive and negative words that they say to others.
Standard: W.3.4 With guidance and support from adults,
produce writing in which the development and organization are
appropriate to task and purpose.
(3-I.6) Identify test structures
Hook/Motivator: Read aloud- Smudges Bad day
Body of Lesson: Conclusion: Talk about how their words can affect the
people around them and change their vocabulary
3:00-3:30- Arrive at the school and set up the classroom for my activity then
go to the gym and get the students 5 minutes till
Plan B: If the students can’t do the folding, Jaya and I
3:30-3:40- Go over objective and do the read aloud; ask engaging questions will help. If this takes less time than expected I will have
them practice their writing skills and write nice,
about the book
positive, uplifting sentences about their classmates.
3:40-3:45- explain positive words and negative words; then show the model I
made and how they are going to make it
Materials:
3:45-4:15- Help the students with making the model, a collapsible piece of
paper that they will learn to fold, of positive words on paper, see what
2 different colored pieced of paper- 10 pieces each
pictures they associate with the positive words
Needed markers for 20 kids
4:15-4:25- talk about how the words you say can affect the people around
you; talk about changing our vocabulary to be more positive towards each Hole puncher and string
other
4:25-4:30- clean up the art room and line up to go back to the gym
FINAL ANALYSIS

• I worked with Jaya for the entirety of this, the first 3 weeks we Co-Taught then then switched to single teaching
for the last 2 weeks
• For the first three weeks we had 3-5 and then the next two we switched for 1-3
• I thought I would want individual learning, but I worked best with collaborative
• When we set ground rules and expectations, then the students knew who was in charge and who to listen to
• The more hands on learning we did the better it went
• We didn't have any students with special needs that needed any modifications
• I learned that it won't always go right on the first try and to have a backup plan
• I think that no matter what you teach you need to have patience and be willing to adapt for your students
• I will not be taking back doing the same objective for every week into my classroom, it gets boring, and the
students do not stay engaged