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The reason I chose this reading Response Comprehension Strategy is because I felt it was a type of strategy that I can be free with writing different quotations, questions, and/or pictures from the readings to help me understand it better and be able to make connections to other classes, or reading.

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Using the graffiti board as a reading strategy is a great way to help students get creative and use their thoughts along with pictures and color to help them decipher what they have read. It got my mind running with ideas and questions I had from the reading and I would write down and put a picture with what I thought was most important and what I knew I needed to have.

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I think that having a mind map is a great way to help get important information, and ask questions out on paper so students don't forget what they were thinking about. It can also help be a starter for a whole-class discussion and share ideas and thoughts. I helped me get out the most important things out of the syllabus instead of going through the entire thing over and over again or even just forgetting about it.

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The anticipation guide was a really helpful tool at the beginning of class. I can look back now and review how I was thinking when I first started the class and now my thoughts have changed over the span of this course. This is a great tool to use as a "before" reading strategy or even before starting a new lesson to get the students minds going and opening the background information from other classes or previous classes.

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Everyone has either heard or has worked with a KWL chart in a class. This can be used for "before", "during", or even "after" the activity or lesson in a classroom. It helped me recover prior knowledge that I knew I had from ever term and then tie it into the class and see how my thoughts changed or grew after knowing the definitions of the words.

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Travis and Grace had their lesson on how to build teamwork. They talked about how students should be physical in and outside of school. Which I think was a great way thing because students need to be active not only to get their energy out but also to stay healthy. At the beginning of the class, they had each student rate their day on a sticky note on a scale of 1-10: 1 being bad and 10 being great. Then they went around to each student who wrote down a 1 and asked them if there was anything they can do to make their day better. This is something I thought would be good to incorporate into my content area because that makes the students feel more comfortable in the classroom and with the teacher. After that they asked the student to get their prior knowledge on the game "rock, paper, scissors" and then created a new way to play the game using their bodies. After that, the students would play a game of freeze tag, the teachers went over the rules of how if the students get tagged they need to freeze, they also went over how to unfreeze their teammates by giving each other a high five. This lesson was a great way to show students how to build teamwork and be a good team player.

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Matt and Ellie (Physical Education and History) 

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Matt and Ellie (Physical Education and History) 

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Matt and Ellies lesson demo was based on cause and effect. When the class started the teachers asked how the students think cause and effect can be implemented in an everyday life. The activity that they had students do was get into pairs, one partner lifted wights and the other would create a poster with the causes and effects of their partner lifting weights. On the poster, the students created a graph showing how the energy decreased the more the partner lifted weights. They also had a T-chart with the numbers of how many reps the partner did and how they felt on a scale of 1-10. Something I would thinking on include in my content area is how they had students write down their thoughts to the question form the beginning of the class on a sticky note and that way the students can go back and add their thoughts at the end of the class and see how their answers have changed.

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Wyatt and Victoria had their lesson demo on Poetry and using sensory skills. there were a lot of things I liked when it came to their lesson demo. First thing would be that they had students present to have a sensory nob on their chest and ask them to turn all the way up 10. I think that with doing so, students got more involved and got more intrigued in the lesson. After that, they had students think about a space or room in their lives and asked what else could be a room. that definitely got me thinking of what kind of place I can call a room and why. When it came to writing a poem they had students go back to the list of words they made and mix and match them. This gave students the free creativity to share and create what they think a poem is and are not being held back by rules or regulations. They also had an exit ticket at the end of class for the students to answer about how they felt when they got in tuned with their sensory skills and writing a poem. I think that having a lesson like this is really good because it gets students thinking and get in touch with themselves and that's something they can use outside of class and school.

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Robert and Andrews lesson was how force is. When the students walked in, they had them write down what they thought force was on a sticky note and post it on the wall for them to come back to it at the end of the class. When they were done explaining force, they introduced the games for the class which were tic-tac-toe with hulla hoops and bean bags, and corn hole. They first explained how the game tic-tac-toe was going to be played. There would be in teams of 4 and each group would toss a bean bag to a hulla hoop, which ever team got 3 in a row won. After that game was over, they had each team play corn hole. When the teachers needed to get the students attention they used a whistle. With this lesson, I started thinking of how I would get my students attention in my content area and I came up with the idea of clapping in rhythms.

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This lesson was to teach about pH levels. The teachers began by having the student access their prior knowledge one what pH levels were and had the students write their knowledge on whiteboard around the room as a warm up. After that, the teachers had a powerpoint slide explaining what pH levels are and how they work. Then Abraham gave an example of what the students will be doing in class. He showed the students how an acid or a base could change the color of something based on the pH level. They walked around the room helping students out who needed it and explaining the reaction of the science behind each reaction. Something that I thought I could use in my content area is to use a graffiti board so the students can write down their questions, comments, or quotes from the lesson.

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Luna and Jo (Physical Education and Math) 

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Luna and Jo (Physical Education and Math) 

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Luna and Jo's demo was based on probability. Since Luna is a physical education teacher and Jo is a math teacher, they combined both P.E. and math and created a lesson that taught how probability and being physical can be incorporated into everyday lives. At the beginning of the lesson, they asked the class which bridge they though would be harder to cross and why. Based on the way they look everyone thought that the first bridge would be harder to cross. No one really thought about the probability in which step is right and wrong. To me, when I looked at the game, it felt like I was in a game of squid games. In the show the players crossed a glass bridge and they had two choices, it was a 50/50 chance. While playing the game, that's exactly how my attention got caught and I enjoyed the lesson. The class was split into two teams, when each teach was at a bridge, the teachers stood at the bridge and asked a math question of probability. It was hard at first, but with the teams working together, we managed to at least cross one bridge. Something I would take from this lesson demo and apply in my content area is how to work together as a team to figure out a problem or create something.

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Brody and Ryan had their lesson one how times were in the 20s. When the class walked in, they already had a warm-up question for the students to answer. And since one teacher was history and the other was music based they combined two classes in one and there was jazz playing in the background. While each group of students were writing down their answer, there were some groups who got more resources to help them out, one group got the answer in the handout, and there were 2 groups who couldn't use anything and didn't have help from the teachers. Once the class was ready to discuss the warm-up, the class talked about how different social classes were treated in the 20s. Jazz music was playing in the background. Something I will take out of the demo, is the discussion format. It was centered around students and the teachers would walk around and see what each group was coming up with. Students had chances to get some prior knowledge and related the lesson to different classes.

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David and Drew had their lesson on the 5 themes of geography. They made their lesson plan of course more centered around the students taking notes and watching videos just because students needed a to know about what the 5 themes of geography are. At the beginning of class, they had a warm-up question asking if the students had 1 million dollars where would they travel to and why. Once the warm-up was done they had students get out a sheet of paper and something to write with for notes. As the students were watching a video they handed out Popsicle sticks with a number on it and that was the group they were to talk about what area in the world they got and and what themes of geography were correlated with their area. As the groups were talking they went around and would help groups out create a deeper understanding of the 5 themes of geography and pick up the sticks. Something that I liked about their lesson is that while the students were taking notes, they would hand out things for the next part of the lesson. It didn't take up any time and the students weren't getting distracted.

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This lesson demo was about how non-verbal ques can be important. They had a warm-up but instead of it being a question students answer on a piece of paper, it was the actions that both teachers took when students were walking in. I think that this was a great way to have a warm-up because the students will be intrigued as to why a teacher is acting the way they are and gets them thinking about what the lesson will be. The way the teachers taught the lesson was that they had a homework that due before coming to class about watching a video on a slam poetry. Of course they knew that not every student was going to do it so they played the video again in class and asked students to write down things that they thought were interesting. Something that I think I would use in my future content is how the teachers had everything electrically and on paper. That's a very good idea because it gives the students the options of either writing it on paper or being on their computers. The only thing that could be bad with that is if the students get distracted on and start doing something else on their computers.

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Zach and Tim's lesson was based on art and emotions. While there were some difficulties that we didn't not prepare for, it seemed like the teachers were very little prepared to present, which made it easy for the students to just sit around and talk to their friends. This of course was not the teachers fault at all, but it did have me thinking of things I could have students if I start have issues I could not see in my future classroom. When the teachers started their lesson, they handed out a poster board with pictures of art on it and started talking about how the picture could create different emotions in a person. After they explained, they handed out a sheet of paper and some sticky tabs where students could write down what emotions that the music portrayed in them. On the sticky notes they had to write down numbers 1-6, as the music played they would put the sticky note on the picture they thought was correlated with the picture. Once the activity was done, the teachers went over the answers. Something I did notice was that while Zack would walk around and make sure the groups were on task and seeing their responses, Tim would do all the talking and hardly let Zack talk. As a teacher duo, I think each teacher should have a equal amount of teaching in the lesson.

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Chole and Lindsey's lesson demo was based on art and recontextualizations. As the students walked into the classroom, they had them get some supplies and had them sit at the their tables and wait for instructions. Then they had a question for the students to answer on a sheet of paper. They asked the students what they thought recontextualization was and what went into it. As students were answering the questions, the teachers walked around and helped groups out who needed it. After the warm up, they had students cut out insects and remake them into whatever they wanted and add a background of the environment that they thought the new insect would live in. Something I really liked about their demo was the class was all student centered. The teachers barely talked during class and they let the students be creative and use their imagination. That is something I would definitely carry on into for content area.

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Myths and Legends Lesson Plan for Day of the Dead