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=This wikispace is presented by  in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
 * [[image:http://www.wikispaces.com/_/e8428ecc/i/bTL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4b0f606e/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/73f846dd/i/bTR.gif width="8" height="8"]] ||

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=Check List - Next Steps=
 * 's Spring 2009 SEED 394 Internship Placement** ||  ||   ||
 * Field-based supervisor: || Kristin Anderson, West Middle School SIoux City, IA ||
 * Content area: || Spanish 1 ||
 * FBS e-mail address: ||  ||
 * FBS phone: || 712-279-6813 ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * o || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * o || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * o || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * o || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * o || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * o || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * o || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * o || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * o || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * o || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * o || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship:
Write three goals for your internship experience. (1)I would like to develop rapport with the students and my supervisor. (2)I would like to learn new teaching techniques for Spanish. (3)I would like to develop a greater understanding of how to develop a working relationship with the administration and other teachers

Post-experience reflection on my goals.
I was able to communicate with my supervisor about techniques in educating students about the spanish education. Not only was I able to complete my two lessons, but I assisted students in figuring out problems and tasks given. I enjoyed conversing with the students and taking the next step into building my resume for my career. This experience was trying at times because middle school students are experiencing changes in all areas, therefore, maintaining a order in the classroom was a bit trying. Sometimes I felt like my supervisor was passive in the discipline of her students, but I still learned techniques in managing disruptive behaviors. In this internship, I grew more as a disciplinarian and gathered techniques for receiving respect from the students. Truly, this internship was beneficial because I was not only able to teach spanish concepts and receive tips from my supervisor, but I also gained knowledge in other aspects. One of the duties that my supervisor was required to do was attend a teacher conference every third period to discuss various aspects of the school. During this meeting the eighth grade teachers worked together to solve problems. As a result I gained a greater understanding of how teachers collaborate to create a better learning environment for their students. Overall, I believe that I achieved the majority of my goals. I do wish that I was able to become better acquainted with more students. Unfortunately, my sessions were crammed together due to my delayed start.

A. 45 hours of field-based classroom participation
This same day, I went to the West Middle School choir concert. The eighth grade jazz choir sang several songs like don't stop believing. I was impressed by their voices at such a young age. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 11/12/10 || 10 hrs || I participated in an embedded experience at Omaha South magnet school. This magnet school focuses on fine arts. I was totally blown away by the classes offered for the students. I was particularly interested in the spanish pod. Bilingual education was offered in history and other subjects. Bilingual education is beneficial for students to better understand the language and become proficient in the language in an expedited manner. Each student seemed excited to attend school. I visited a completely native spanish speaking class, a piano lab, the music/ band room, the dance studio, and the stage where all of the students are able to demonstrate their performing arts. ||
 * 12/15///10// || 1.5 hrs || I went to Sioux City West Middle School and discussed a schedule with my supervisor Kristin Anderson. I was also able to observe one class that Ms. Anderson taught. My introduction to the students did not give me the best impression. Students were running amok while playing a competitive jeopardy. I sat in the back and observed for this portion because there was nothing else that I could do. Students were reviewing for their semester exams. ||
 * 12/16/10 || 7 hrs || Students were still reviewing for their semester tests. So today was another observbation day. I was able to watch how the students interacted, which students were the trouble makers, which students were shy, and so on.
 * 12/17///10// || 5 hrs || Today the students took the first part of their semester tests. These tests were interesting to watch because it was an immediate response test composed by clickers. The test was set at student pace and everything was still viewed on paper, but when the student would give his or her answer they would push the letter on the clicker and the answer would register on the computer where the teacher could see the pace at which each student was going. I found it very interesting to see tests being taken in this way. ||
 * 12/20/10 || 5 hrs || Today I gave a cultural lesson to the students. In this lesson, I used Microsoft powerpoint for students to view the lesson while listening. I showed several pictures from my personal history, explained some of the ||
 * 1/5/11 || 5 hrs || This was the first day back for the students. Everyone seemed to be tired and not inspired to learn new material. Today, the students were learning food vocabulary and a few verbs. If Ms.Anderson clicked on a food item a voice over would pronounce how to correctly say that item in Spanish. The students were given handouts to copy what the english term means in spanish. ||
 * 1/6/11 || 5 hrs || Since there were several vocabulary terms. Ms. Anderson finished going through the vocabulary terms. After all of the vocabulary terms were finished, Ms. Anderson had a mini quiz on the powerpoint. A sentence would be shown in spanish with a fill in the blank, and two potential answers were listed below that the students had to choose between. ||
 * 1/17/11 || 5 hrs || After not being able to drive to Sioux City based on weather conditions, I was informed that students were learning about -er and -ir verbs. Ms. Anderson reviewed the bell ringer and homework. Then she discussed the learning target and administered a little in class game/activity that would be homework if not finished in class. Once she passed out the worksheets, I walked around the room and assisted students if they needed help. As usual during third period I would attend the eighth grade pod meeting and brainstorm ideas for instructing students. ||
 * 1/18/11 || 5 hrs || Today was my last day at West Middle School. Ms. Anderson and I decided delivering a review lesson would be the last option for the last day so that the students would remember me from the lessons. Before I taught my review lesson, Ms. Anderson reviewed the bell ringer and collected homework, then discussed what the learning target of the day was. After she gave me an introduction and I took over the class. Before I began the lesson I told the students that I expected them to pay attention and remember the quick review from yesterday before I played any review games. If the students received three warnings then Ms. Anderson was going to give the students a long and difficult assignment. Once I laid out the expectations, I reviewed the endings for the -ir and -er verbs. After I demonstrated how to conjugate the entire verb. After I demonstrated, I asked for a volunteer to come to the board to practice conjugating a verb. After I reviewed a sufficient amount of time, I commenced the activity. I had three games: a board race, the fly swatter game, and "pasa la pelota." (see lesson plans) ||
 * 1/24/2011 || 2 hrs || I attended a school board meeting which discussed several policies and procedures. I was lost for a portion of time. The school board meeting took roll call, said the pledge of allegance, and voted and discussed how they would like to resolve current and future issues. Parents were able to express their concerns to the board to. I did not know that parents were able to come to school board meetings and I also didn't know that all the schools issues were combined in a board meeting together. I thought each school had its own board meeting, but I was wrong about that. ||

B. Work with a group of students
I worked with students who attended a PLED school, otherwise known as a failing school. The majority of the students were from low income families. As far as race goes, the majority of the students are white, the next highest percentage was mexican, and black and asian were the least percentage of the school. All of these students were in the eighth grade and around 12 to 13 years old. While I was teaching the students knew that they were supposed to listen and participate in activities administered to them. For example, my last lesson I gave was a review lesson. Before class commenced I gave clear,explicit instructions on proper behavior and the consequences if this behavior was not maintained. If the students were not paying attention and talking, I would give them a warning after three warning the students were threatened with a long and difficult assignment given by their instructor, Ms. Anderson. For the most part, I felt that I was able to communicate freely and grasp the attention of the students. Although there were times when they were rowdy from the games but once warnings were given, they quickly regained their focus. I taught two lessons, therefore I interacted with the students as a teacher. One time I caught students teaching and acted as a disciplinarian. Also, when walking around the room I was able to work with groups of students or students individually. This interaction allowed me to become acquainted with the students on a more personal level. Being able to help a student on an individual level was fulfilling because I was able to see an immediate progress in the student's understanding of the content. As I mentioned in #3, after I interacted with the students they seemed to be happier or more focused if they were off task.
 * 1. Describe the group of students you worked with.**
 * 2. Did students have cleary defined role/or tasks?**
 * 3. Describe your interaction with this group of students.**
 * 4. How did your interaction affect student learning?**

C. Work with students individually
1. Describe the individual you worked with. I worked with several individuals. One specific student was a half caucasion and half hispanic male named Jose. He was intelligent, but was too nervous to trust himself with his answers. 2. Did the student have clearly defined role and/or task? The students only task was to work on his in class assignment that would be homework if he did not complete it on time. Therefore, yes, he had a clearly defined task. 3. Describe your interaction with the student. I was walking around the room to see if there were students who were struggling or were raising their hands for help. Jose raised his hand and told me he didn't understand any of his homework. So I stopped and asked him to tell me what he thought the question was asking him. After he redefined the question, I helped him brainstorm for the answer. I showed him a few tricks on how to remember what certain words mean and how to recognize which verb he needs to use. I never gave him the answer. Once I was finished explaining the material in a different way, I asked him to go through the steps that I just showed him. He seemed to understand and had the correct answer. I stayed with him for a few more problems like this to make sure he got it, then walked to assist other students. 4. How did your interaction affect the student’s learning? Like I mentioned in #3, the student seemed to have a greater comprehension of the material and the verbs and was able to finish similar problems without doubting himself. 5. How did you assess your impact on the student’s learning? I assessed my impact on the students learning by watching him go through some of the simple steps that I had showed and if he was able to do the next few problems without my help. I assessed this particular student using formative assessment.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards  Note: This is not one of the two lessons that you are teaching in requirement E. This lesson was a vocabulary lesson. Instead of pronouncing the words in spanish. Ms. Anderson had voice overs from the book where she could click the voice button near the picture and have a voice say the word. This is the only lesson that was redesigned with technology.

==E. Classroom teaching two lessons with lesson plans and documented impact on student learning==    Lesson Plan #1 ( Spanish culture)
 * Lesson #1 - Title**

LA CULTURA ESPANOL POR LA COMIDA || Jamie Smith |||| Course (Subject) =>  || Spanish culture through food || ·  To be inspired to learn more about the language through culture ||  ·  In general, to have a better understanding of the culture  || After sharing a few ideas about the Spanish culture the students will participate in an in class quiz. || summative assessment due to the in class quuiz. ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">Lesson Plan #3
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Duration |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">45 minutes || <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Grade Level || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Spanish Level 1 (9-10 grade) ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Lesson Name |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Teaching Spanish etiquette/ How Food Impacts the Culture ||  ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Lesson Overview (brief description of lesson) |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">This lesson teaches students about the Spanish culture and what behavior is typical of the Spanish in a restaurant. Also, if Miss Smith is present she will help rid stereotypes by explaining her experience in Spain. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Also, students will be quizzed at the end of the PowerPoint presentation with specific information of different towns/cities of Spain. ||  ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Goal |||| * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">For students to learn about the culture
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">To learn typical interactions in Spain || · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> To be a global citizen
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Objectives (//Students will be able to…//) |||| * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Students will be able to use this etiquette if he or she travels abroad
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Students will learn to be considerate of other cultures || · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will learn the correct language to order a meal.  ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will be able to know where to look for important information about Spanish and be active learners  ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Standards |||| <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Secondary: 9-12 1.1 Students will use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communication. || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Secondary: 9-12 1.2 Comprehend the main ideas and significant detail in oral and written presentation in the target language. || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Secondary: 9-12 2.2 Analyze various customs, traditions, beliefs, and values of the target culture. ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Materials Needed |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Teacher:
 * 1) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">A projector screen
 * 2) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">A computer || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students:
 * 3) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Notebook
 * 4) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Pencil/pen ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Technology |||| # <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Computer
 * 1) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Internet
 * 2) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Projector screen || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Backup plan:
 * 3) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Television
 * 4) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Video about Spain or Mexico ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Lesson Script |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Start the class by having students complete the bell ringer about information they know about Spain. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">After hearing their ideas, I will share my personal experiences through a PowerPoint of pictures of certain aspects from Spain. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 1pt; margin: 0in 0in 0pt;">ONe
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Homework |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">N/A (in class assessment of knowledge) || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">N/A (in class assessment of knowledge) || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Backup plan: If the backup plan has to be used, then the students will have to write a paragraph in Spanish about what they learned through this video. ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Assessment |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Students will be assessed based upon participation, the amount of research they find on Spanish etiquette/ culture through food on the internet. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">All in class assessment which is based on participation in the class activity and attention to the videos, etc. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Formative assessment (during class).
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Possible Questions (list at least 3 questions students may ask and how you would answer them) |||| * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">Why would we need to know how to properly behave like Spaniards when we’re not in Spain? || · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Why is it important to assimilate to the Spanish culture when traveling?  ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> How does knowing these phrases or behaviors help us in the United States.  ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Useful Internet Resources |||| * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;">http://www.brighthub.com/education/languages/articles/55744.aspx (site that shows various phrases to use while traveling…useful in Hispanic and Latin American restaurants) || · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> http://www.youtube.com/watch?v=0zy6z4CLM1I&feature=player_embedded (a Spaniard who shares cultural aspects of Asturias while having a short cooking segment as well)  ||   ||

[|spanish cultural lesson]

<Link to Lesson Plan #2> <Link to documents of impact on student learning> <Link to your analysis of instructional planning (see below) for Lesson #2>
 * Lesson #2 - Title**

Lesson Plan #2 ( Verb Conjugations)

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16pt;">Review of Conjugating-er and –ir verbs  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Jamie Smith  ||  <span style="color: black; font-family: 'Times New Roman','serif';">Course (Subject) =>   || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Review of verb meanings and verb conjugations. || · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> To be inspired to learn more about the language through grammar  ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> In general, to have a better understanding of the language  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">After reviewing the students will participate in three games. The first game is a board race of which team can go through the proper order of verb conjugations. The second game will be “pasa la pelota” where the students will get into a circle and when the music stops they must say the Spanish meaning is for what I say in english. The third game is the flyswatter game. ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Lesson Plan #2
 * <span style="color: black; font-family: 'Times New Roman','serif';">Duration || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">45 minutes  || <span style="color: black; font-family: 'Times New Roman','serif';">Grade Level  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Spanish Level 1 (8th grade and 9th grade)  ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Lesson Name || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Teaching Spanish etiquette/ How Food Impacts the Culture  ||   ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Lesson Overview (brief description of lesson) || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson teaches students about the spanish language/verbs/vocabulary. Students must know the difference between –er and –ir verbs.  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Also, students will be assessed on how they learned these verbs through review games. ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Goal || * <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For students to learn about the culture
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To learn typical verbs in Spanish. ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> To be a global citizen
 * > <span style="color: black; font-family: 'Times New Roman','serif';">Objectives (//Students will be able to…//) || * <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will learn how to conjugate verbs.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will learn what the difference between and –er and –ir verb is. ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will learn how to correctly spell the conjugated verbs in Spanish.  ||  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will be able to know what the verbs mean in English.  ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Standards || <span style="color: black; font-family: 'Arial','sans-serif';">Secondary: 9-12 1.1 Students will use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communication.  || <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Secondary: 9-12 1.2 Comprehend the main ideas and significant detail in oral and written presentation in the target language. || <span style="color: black; font-family: 'Arial','sans-serif';">Secondary: 9-12 2.2 Analyze various customs, traditions, beliefs, and values of the target culture.  ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Materials Needed || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Teacher:
 * 1) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A marker board
 * 2) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A board eraser
 * 3) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A stereo to play music
 * 4) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A stuffed animal or ball
 * 5) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Fly swatters (2-3)  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students:
 * 6) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Notebook
 * 7) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Marker
 * 8) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Pencil/pen (notetaking)
 * 9) <span style="color: black; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in; vertical-align: baseline;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">eraser  ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Technology || # <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">A boom box or DVD player or computer to play music with.  ||   ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Lesson Script || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Start the class by having students complete the bell ringer about what the –er and –ir verb endings are.  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">After reviewing the bell ringer, I will go through the ending of the verbs, show what the difference between an –er and –ir verb is, review the full conjugation of the verb and go through what the verbs mean in English.  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 1pt; margin: 0in 0in 0pt;">ONe
 * <span style="color: black; font-family: 'Times New Roman','serif';">Homework || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">N/A (in class assessment of knowledge)  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">N/A (in class assessment of knowledge)  ||   ||
 * <span style="color: black; font-family: 'Times New Roman','serif';">Assessment || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be assessed based upon participation.  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All in class assessment which is based on participation in the class activity and attention to the review before the game.  || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Formative assessment (during class).  ||
 * = <span style="color: black; font-family: 'Times New Roman','serif';">Possible Questions (list at least 3 questions students may ask and how you would answer them) ||= * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Why would we need to know how to properly conjugate verbs?  ||=  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Why do we have to change verb endings? Why can’t all verbs have the same endings?  ||=  · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> How does knowing these phrases or behaviors help us in the United States?  ||

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed -The students will understand some of the behaviors of the Spanish culture. -The students will discover typical Spanish cuisine. -Students will learn various facts about the history of different towns/cities in Spain. -Students will be able to detect the typical architecture of Spain. <Link to assessment tool> The assessment tool I created was a short quiz over the objectives listed. The quiz was shown as a part of the powerpoint presentation. If there was time left, the students had to hand in a piece of paper that listed 5 things they learned. <Link to a graphic representation of results> I'm not going to lie, I do not have a graphic representation of the results because that's not how I gave the quiz. I called on students who raised their hands to give the answer and in a few classes the students had to write down five things they learned about the culture of Spain after the quiz.

G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? I had to man the hallways a couple of times and attend an eighth grade teacher meeting every day during third period. In this meeting children truency rates were evaluated, new techniques to create a better environment and inspire students to want to learn were created and developed. 2. What did you learn about collaborating with another colleague? I felt that collaborating with colleagues on a daily basis was beneficial because that way each teacher would know what is going on in each student's life to know what to prepare for and how to deal with each student. Also, each teacher talked about different ways to prepare for tests and which methods students seemed to respond best to. Two minds is better than one, therefore when there was a room full of eighth grade teachers several ideas could be generated.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? When the students saw me attend their choir concert, they lit up like a Christmas tree. I learned that showing the smallest ounce of support goes a long way. I learned that students have an immediate confidence boost and feel better about themselves if they know someone is out there supporting them. I learned how important it is to show your students that they can count on you and depend on you. 2. Describe what had the most impact on you from this outside-the-classroom requirement. The look on the students faces had the most impact on me. I felt that I had done something so small but created a huge impact on these student's attitudes and happiness. To me, being able to show one simple gesture of how much I care for the individual shows me that as a teacher I will be able to connect better with my students, which in turn will help my students learn better from me and have a greater willingness to learn.

I. Attend a school board meeting
1. What date and school board meeting did you attend? I attended the school board meeting on January 24,2010 at 6 pm. The board meeting was not actually held at a school it took place at Educational Service Center, 627 4th St., Sioux City, IA. 2. What did you learn about the policy and procedures of middle/secondary schools? I learned that they actually take roll call at these board meetings. I also learned that during these meeting they bring up documents and concerns of parents. These meetings are also incredibly long. Quite frankly the drive from Vermillion to Sioux City and back after sitting for two hours did not help prepare me for the long duration of conversation. However I did learn that parents can come to these meetings and express their concern about some of the weather issues and other policies they do not agree with. I learned about some of the drug-free policies, the law-enforcement policies for removing some of the students from the school, and intervention of bullies/harassing policies. A lot of code names were listed and I felt somewhat lost for part of the board meeting. They also discussed what schools need new items and materials and what needs to get fixed. Then the committee would have to vote if these items were necessary, etc. Property purchase agreements for West Side Middle school was addressed in addition to discussing a road construction project. I learned that school policies do not only deal with the school itself or the teachers, but the entire community is involved and community projects are discussed to talk about alternate routes and how to make the schools safer, etc. I learned a lot of information in a short amount of time.

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses.

** What do you find to be the most effective methods for controlling inappropriate behavior? **

I have several strategies that I use. I use proximity, warnings, redirects, reteaching, visits after class/at lunch/or after school, calls home, and if necessary I will send them to the office. I try to handle it on my own first though.

** What are some techniques that the administration requires you to use in your classroom? Do you find these ideas effective? **

The administration wants us to reteach if undesired behaviors are observed. Also, we have a day each week where the students are required to read for 15 minutes. I find the reteaching to be effective for most students. I some times struggle with getting the reading for enjoyment worked into my lesson plans for the week. It is easier towards the end of the year when I can have the students read the Spanish children’s books around the classroom.

** What was one of the most difficult situations as a teacher and how did you deal with it? **

I intercepted a note from a student that mentioned how they were sexually active. I immediately reported it to the counselor who took matters from there.

** Which method is most effective for inspiring students to want to learn? **

I try to integrate discovery based lessons into my curriculum. I find the students retain more and are more engaged if they are finding things out for themselves instead of just being told how things work. It can be difficult to create discovery based lessons in Spanish I, but it is completely worth it.

** Have you had many run-ins with parents? If they weren't pleasant how did you handle the situation? **

Most of my interactions with parents have been positive ones. I try to stay on top situations that could get sticky. If a student is starting to slack off on turning in their homework, I call home or email the parents to let them know. Staying ahead of the situation seems to work pretty well and keep the parents on my side. I did have a parent get upset about having the students watch the movie SELENA one year. After talking with several other colleagues I know show the film to their students, I typed up a justification for watching the movie and shared it with both the parent and the principal. It became a non-issue after that.

** Who has helped you the most in your teaching career? **

Several people have been very helpful as I have advanced in my teaching career. I guess the most influential would have to be my mother though. She is a third grade teacher and always helps me to come up with new and fresh ways to present information to my 8th grade Spanish I students. She also brings 35 years of experience with her, and has always had a lot of knowledge to share. I have felt very lucky to have her as a resource and to have such a close relationship with her.

** Does brainstorming with your colleagues help? **

Absolutely! It is amazing how people with no knowledge of Spanish (like the two 8th grade Science teachers here at WMS) can share insight and ideas that can be easily adapted into other content areas. It is very valuable to be able to collaborate and brainstorm with others. Sometimes, it is the fresh set of ideas that turn into a great lesson.

** What is one of your favorite helpful sources? **

The following website: http://www.uni.edu/becker/Spanish3.html It is full of incredible Spanish resources!

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? I felt that my supervisor had a good attitude toward the teaching standards. She tried to incorporate as many as she could so that her students could learn to the best of their ability. I believe that since she incorporated them she believed they were helpful, useful, and relevant. 2. What is your impression of the impact of standards on instruction? My impression of the standards was that students were able to learn a little better with the incorporation of these standards because these standards ensure that the students will learn every aspect of the language from the culture, to pronunciation, to saying phrases, understanding conjugations, and so on. 3. How do you intend to incorporate standards into your teaching? I intend to create learning activities like Ms. Anderson had such as having a vocabulary lesson with a technology redesign. After the lesson create an activity that allows students to take learning into his or her own hands by speaking, evaluating, and writing sentences with the words and verbs learned in Spanish.

= **Wikispace Grade – SEED 394 Grade** = = Name: = = _ Completing the Internship Application Form (3 points) = = _ Writing goals for internship (3 points) = = _ Post-experience reflection on goals (5 points) = = _ Log of: A. 45 hours of field-based classroom participation (10 points) = = _ Reflection on: B. Work with groups of students (5 points) = = _ Reflection on: C. Work with students individually (5 points) = = _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) = = _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) = = _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) = = _ Reflection on: G. Share two duties with field-based supervisor (2 points) = = _ Reflection on: H. Attend an extra-curricular activity with students (2 points) = = _ Reflection on: I. Attend a school board meeting (2 points) = = _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) = = _ Documentation form for field experience (3 point) = = _ Maintaining wikispace (6 points) = = _ Performance on Knowledge and Skills from Evaluative Comments (21 points) = = _ Performance on Professional Dispositions (18 points) = **Total points possible: 150 points**

= (Using the Nines System) = = 150 – 135 points is assigned an A = = 134 – 120 points is assigned a B = = 119 – 105 points is assigned a C = = 104 – 90 points is assigned a D =
 * Grading Scale**

<=89 points is assigned an F

=Items that I have included that might be helpful for accomplishing the requirements of the internship=


 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.


 * Analysis of Instructional Planning and Impact on Learning**

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) In lesson one the students learned about different/distinct information of different cities/towns of Spain and what typical cuisine and interaction looks. I know they learned because the students were eager and able to participate in the quiz at the end of the presentation. In the second lesson, the students reviewed how to conjugate verbs and the meanings of the verbs. I knkow that the students remembered what they had previously learned because they were able to effectively play the games I administered.

2. What did you think about or consider when planning the lesson? (Be specific.) When planning my first lesson I was thinking about what would be the best pictures to show the students to maintain the class' interest. I was also thinking about which photos would be the most relatable and would have the most important information that could be applied to multiple parts of Spain. I was also thinking about how I could ensure that students would pay attention and commit the information to memory. In the second lesson I was thinking about games would involve the most students, would be most effective in aiding student memory, and would be fun. I also thought about how I could make these games appeal to all of the senses. I was worried that not all of the students could play the game if they didn't know what the names of the verbs were or how to conjugate verbs, so I was thinking that the students needed to have a quick review before the games were played.

3. What do you think was the most effective part of the lesson? Why? In my first lesson, I thought the most effective part was the quiz because nearly the entire class was raising his or her hand to answer the quiz questions and rewarding the students with a treat for listening and answering the questions right with a piece of candy was incentive for the students to participate which was incredibly effective. In my second lesson the most effective part was the review before the games. I was able to allow students to come up to the board to show how to conjugate a verb. I was able to have the entire class repeat the order of the conjugated verbs and quiz them on what the verb means.

4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? I followed my lesson plans pretty closely. The first lesson I was able to time the presentation so that I could complete the quiz before the bell rang. I also followed my second lesson plan pretty closely. I had to make a few minor changes. The first period class only played one game. I could tell the students needed a change in game to help maintain the focus. The second period class played two games and all the other classes played three games.

5. Were the activities/materials/visuals/aids appropriate? Why? Why not? I had a powerpoint for my lesson which had pictures and a quiz on it. This powerpoint was crucial for my lesson and for keeping the students' interest. Therefore, my visual aid was relevant and appropriate for my lesson. Also in my review lesson that I conducted I had 3 separate games for the students to review with. These games were appropriate because they allowed students to work as a group, work efficiently to complete the task, and to test the students' memory.

6. What part or parts of your plan would you consider changing before teaching this lesson again? I probably would add more quiz questions at the end of my presentation and explain more of the popular drinks and foods in Spain. I also wouldve gone through a few more popular phrases used in Spain.

7. What do you see as your teaching strengths? I realized that my strength is being a disciplinarian. I was able to keep the students in line, there were minor issues with appropriate behavior in the classroom. Students knew what was expected of them. I also believe that building rapport with the students is another strength I have.

8. Identify a goal you would like to have your field-based supervisor assist you in achieving. I would like my field-based supervisor to assist me in learning different ways to incorporate technology and to show me some fun and interesting games to play. I would also like to take a look at what some effective sites are for finding good worksheets and handouts.
 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.

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 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.