How does Harper Lee use Scouts first day to introduce us to important aspects of the novel? Harper Lee has a unique style of writing that she uses to bring out characters emotions and personality’s in ‘To Kill a Mocking Bird’. She uses themes she hopes with evoke the readers sympathetic and empathetic feelings. Lee uses this style in the school scene (chapter 2 and 3) to introduce the reader to new information about the town ‘Maycomb’ and the life style of its occupants through the teacher and pupils of Scouts first class. Each child in this chapter represents their family (as how every member of a family acts goes towards their reputation) and children like ‘Walter Cunningham’ show the reader the economic problems in Alabama at the time, while children like ‘little Chuck Little’ showed how all the boys in Macomb had been brought up with the manners to be a proper gentleman, with the exception of ‘Burris Ewell’, who showed the meaning of what was thought of as ‘white trash’.
The infants were observe from a distance. I observed them from my desk while they were playing in the room with their caregivers and professor Matheson and also with each other. Professor Matheson knows Jesse’s mothers from her neighborhood and Jason’s aunt is our classmate. Professor Matheson placed baby and toddler toys on the mat floor, such as a ball, a doll with baby bottle and blanket, phone, shapes, stack cups and rings, blocks, a choo choo train, squeaky duck toy, elmo’s music toy and two children books. At first was just Jesse in the classroom but after 20 minutes the other toddler arrive with his caregiver.
I like her managment techniques in the classroom, she tells the kids what the assignment is. If the kids get of track then she stopped and tapped them on their shoulders and told them to get back to work, and after that if the child didn't listen she would wait a second and then go back to the child and tell them to go sit on the stop sign because they can't listen to directions. Ms.Kayla asked the kids what the weather was like, what month we were in , what day was it. She sounded out the letters when the kids had to guess what day it was. Ms. Kayla has a printed out sheet for each week that she goes by, she does certain things at certain times.
A concentrated focus is placed on communication skills and problem solving techniques. Children are encouraged to communicate with each other when resolving conflict and problems. Independence is encouraged through self-directed activities. Observations are conducted on each child and parents receive written updates as needed. During my observation at the Rivera Head Start, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers.
Sam then grabs a circle and has a seat on the floor and waits for circle time to begin. He looks around at his friends, down at his hands, plays with his shoelaces and then looks back at his hands. When circle time starts Sam listens to his teacher read a book “One fish two fish, red fish blue fish.” He seems really interested in this book, he hasn't taken his eye off the teacher. When his teacher is done ready, she asked everyone in the class what was there favorite part of the story, when it was sam's turn to
I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills. As soon as role was taken, Miss Walker had her students prepare for their first task of the day. She handed out 3 stories with questions at the end for them to answer and gave specific instructions. I think it is also important to note that she instructed the children to color the pictures on the stories when they were finished so that they would be able to stay busy. Once the students seemed to understand their task and began working diligently, Miss Walker called the first reading group back to the reading table.
Rebecca Elliott Lady Bug Craftsmanship April 30, 2015 First Grade Approximate Time: 30-45 minutes Materials Needed: Large white paper, rep paper strips, black strips, various colored paper, Sharpie, white paper, scissors, glue, googly eyes Anticipatory Setting: Mentor teacher will read “The Grouchy Ladybug’ to the first grade class I will be teaching, the class before to get them familiar with lady bugs and excited about the project. Objective: Students will assemble their ladybug project after having ‘The Grouchy Ladybug’ read to them, with the assistance of the two teachers. Instructional Input: I will first have all my student’s seated/ standing around the U-shaped table in order to see my demonstration. I will start out with the
She moves on and stops at a table as a boy is dictating his story to the teacher. As the teacher is writing the boy’s story, she compliments him on his imagination. Merha watches the two interact and shows the teacher her butterfly puppet. The teacher responds to Merha with a smile and says, “Oh, look at the butterfly!” Merha smiles while she continues to flutter. The teacher then turns her attention towards the boy as he continues his story.
The children in my class love the rodeo and the theme I picked is perfect for all of them. The kindergarten class (ages five and six) will need to have learning centers to help them learn the basics of their A, B, C’s and to learn how to play nicely with other children. Cognitive The writing center will help with learning their vocabulary, how to create, and how to draw and place words and pictures. Two or three students will work together to make a poster or a sign for a birthday, parent or some other event. They will need to go through the magazines, old Christmas, birthday, or valentine cards for a picture to go with the event and then work at what the poster or sign is to say.
Sing songs and play music. Choose music that is interesting and imaginative. The following is a list of Baby T’s cognitive/language skills I observed: • The teachers would talk to her in a low, soft, soothing voice during feeding time and while she changed her diaper which Baby T response was making cooing and babbling sounds. • She seemed to recognize the teacher’s voice whenever she heard it by looking around for her. When the teacher was in her sight she would cry, make noises, squirm around, reach for her to be picked up, or a combination of all of the above.