Student Teaching- Pioneer Middle School

Teacher: Kate VanCleve

Schedule:
9 hours/week Schedule 

Arrive @ 10am

Monday- 2 hours
10:00am- 12pm

Tuesday- 1 hour 30 min

10:00am- 11:30am

Wednesday- 2 hours
12:15-2:15pm- leave

Thursday- 1hour 30 min

10:00am- 11:30am

Friday- 2 hours
10:00am-12pm

1/3/23
3rd period

- reflection writing prompt (5 minutes)

- announcements
- introduction to new unit – journalism
o discussion (newspapers vs. online)
o chose an article to read (10 minutes)
o Inverted Pyramid
 Broke it down (notes time w/ PowerPoint)

4th period

- comma rules (PowerPoint)

o notes
o read a story (discuss the commas)

What I did:

- handed out papers.

1/4/23

3rd period

- reflection writing prompt (5 minutes)

- journalism notes
o inverted pyramid
 top to bottom (most important to least important)
 lead, quote, transition
- hands on activity (finding letters)
o inside an assignment is given (newspaper article)
o students find their match and hide the other

5th period

6th period

- helped one girl during a difficult time (emotionally)

- walked around monitoring study time.

7th period

- reflection writing prompt (5 minutes)

- journalism notes
o inverted pyramid
 top to bottom (most important to least important)
 lead, quote, transition

8th period

- grammar power point (comma rules)

What I did:

- graded grammar (comma rules) assignment

- decorated (ravens/bulletin board)
- assisted student
- handed out papers
- monitored class for a little bit

1/5/23

3rd period

- reflection writing prompt (5 minutes)

- journalism notes
 o writing headlines

What I did:

- labeling
- brainstorming “Sherlock Holmes Board Game” lesson plan (activity)

Sherlock Holmes Activity

Info:

- 1 die for each group

- Students given “Solution Checklist” to keep track of clues and their answers to the solutions to the case.
- Teacher is the only one in possession of the “clues”. Students must go up to the teacher once either of the
chosen numbers are rolled.
- Case written on the whiteboard for 24/7 visual
- 14 locations written on notecards (all the same for each case), that will determine/correspond with the
“clue” that the teacher will give the student.

1. Groups of 3
2. Every group has a die. If you roll a 3, you get a clue. Keep rolling till you get these numbers.
3. Once you roll the number, one student will approach the teacher and pick from a bucket that contains all
14 locations. Depending on which location they grab, will be what clue they receive. If student draws a
location they already got, they must return to their seat and try again.
4. Student is given 30 seconds to remember the clue to then return to their team and share the information
5. Students can take notes on the clues that they receive to help the solve the case
6. Student can use their “Scotland Yard” card only ONCE, to block off the location they just received a clue
from to slow down other groups. The location can be blocked off for ‘one turn’. If a group draws that card,
they will be blocked off only for that one draw. If they draw it their NEXT turn, it is now unblocked.
7. Student can use their “Skeleton Key” card only ONCE, to open any location that has been sealed off by
another group. Teacher collects these cards to ensure they are not used more than once.
8. When group believes they have solved all the lettered items listed, they must roll the die and receive the
chosen numbers to then raise their hands and call the teacher over to collect their solutions checklists to
review them.
9. To win, the group must give ALL the correct answers to ALL of the lettered items in the Case. A) killer, B)
weapon, and C) Motive
a. Teacher determines if the answers show that the group thoroughly understands the proper
solution.
10. Teacher will then announce if the group wins or needs to continue solving the case. Teacher can give a
hint as to what letter they are missing if needed.
11. Questions

1/6/23

3rd period

- Writing prompt (5 minutes)

- News Headline Practice
What I did:

- Prep Sherlock activity

4th period

- Comma rules notes

- Hot potato books (WW2 book exploration)

1/9/23

3rd period

- Writing prompt
- Potato assignment (journalism)

What I did:

- graded mystery book projects

4th period

- telltale heart video

What I did:

- graded mystery book projects

1/10/23

3rd period

- writing prompt
- potato decorating

What I did:

- assisted students with potato decorating

- made slides show for Friday’s sherlock activity

1/11/23

5th period

- question of the day (promotes connections)

 - word of the week (expertise)
o write sentence
- agenda time

What I did:

- graded grammar (appositives)

- walked around to supervise study time

6th period

- Writing a review note taking (videos)

7th period

- Puzzle (sherlock unit)

o Identify Item, unscramble word, solve mystery.
-
- Mystery notes

1/12/23

What I did:

- Add more slides to puzzle PowerPoint.

1/13/23

3rd period:

- Analyze food review

- Given ‘review’ assignment

5th period:

- Work time

6th period:

- Analyze food review

- Given ‘review’ assignment

What I did:

- Presented Sherlock Game Activity

- Graded assignments
1/17/23

3rd period:

- 5-minute write
- Journalism Assignment

What I did:

- Helped rearranged desks

1/18/23

5th period:

- Study group work time

- Note: I do not feel qualified enough to tell them to work. “Not my place”

What I did:

- Grade grammar worksheets

6th period:

- potato photoshoot (upload to google classroom)

- work on review

What I did:

- went around helping kids write their reviews/make conversation

7th period:

- read sherlock Holmes stories

1/19/23

3rd period:

- 5-minute write

Notes:

- Walla Walla kids vs. Idaho kids (social influences effect on behavior and image)
- Very organized with her agenda (puts a timer and relaxing music)

What I did:
 - Walk around to help with review papers

1/19/23

3rd period

- Introduction to ‘feature story’ assignment

- Prepare interview questions.

What I did:

- Talk with teacher about fear/weaknesses.

- “Hot seat”- interview questions

4th period

- Mystery story introduction (power point)

- Video (writing like Shakespeare)
- Story prep worksheet

Notes:

- “Coming to Jesus moment” about schedule changes (being real with students!)
- I moved locations (behind teacher’s desk)- promotes me to be more engaged and less ‘hidden’ in the
back.

1/23/23

3 period

- 5-minute write
- Feature story notetaking

What I did:

- Graded writing practice worksheets.

- Proofread students ‘brainstorm’ ideas for feature story

1/24/23

3rd period

What I did:
 - Help create table of contents for her binder.

1/25/23

5th period

What I did:

- Reorganize bookshelf.
- Changed location (my own desk by hers)
- Walked around during study time.
- Made table of contents for her film unit binder

6th period

- Watched student films.

- Writing feature story notes

7th period

- Testing

1/26/23

3rd period

- 5-minute write

What I did:

- Talk about her plan (gave her advice “if I was a student I would prefer”)
o Teaching honors kids vs. gen ed kids
- Made a slideshow of pictures for a story
- Read to the kids the story/having open discussion with them.

1/27/23

3rd period

What I did

- grade vocabulary
- Read to the kids the story/having open discussion with them.
- Accompanied students outside who needed to finish an assessment.
1/30/23

3rd period

- 5-minute write
- article
- Writing feature story

What I did:

- Read article.

4th period

- Phrase notetaking

2/6/23

What I did

- Draw out seating chart.

- Talked with her about book project modification for her 3 new students.
- Organized groups
- Trips to office for supplies

4th period

- Book thief Panel assignment

2/7/23

What I did:

- Attempted to write an “allusion hook” example for her (failed miserably, but still tried)

2/8/23

What I did:

- Pass out papers for 7th period.

- Talk to teacher about ‘by-standing’ with students.
o Bullying
o Making an impact
o Teachers can only do so much
- Met her 5th period study group
 - Felt so nice to hear one of the students say “OMG YOU’RE BACK”

6th grade

- Kytola
- Kiefel
- Campeau
- Bess

2/9/23

What I did:

- Grade papers
- Talked with her about next week (I am going to help the sub/help her grade)

2/10/23

What I did:

- Grade papers

2/13/23

What I did:

- Talk to substitute.

Notes:

- How important it is to have a well-thought out ‘plan’ for subs.

2/14/23

Absent

2/15/23

- Graded papers.
- Sub handling 5th period (what happens when you give TOO much freedom)
2/21/23

- Back with mentor and talked about

o Catching up as a teacher when gone
o College education importance
- Gave her all the graded papers.

2/22/23

- Full school day

- Made vocab word wall.
o More engaging vs. looking up definitions.
- Lots of grading
- Observation

2/23/23

- Talking about universities with her.

- Grading

2/24/23

- Planning for next couple of weeks

- Grading
- Making Kahoot
o First time creating it and not playing it (special insight)

2/27/23