Hannah Roque

Back to Back Lesson Plan Tuesday Exit Card Responses Mystery Assignment 1 Mystery Assignment 2 The photo below is from Thursday's class. This class focused primarily on work time for the students on their mystery assignment (explained below). This photo is from Tuesday's class. In this photo we are reviewing the agenda, as well as terms that are important to the lesson.    Above, I have linked my lesson plan for the back to back lessons, the student responses for the exit card and their mystery assignment (unfortunately one assignment wouldn't scan ), and photos from both Tuesday and Thursday's lessons. My unit is an introduction to research writing designed for an 8th grade English class. These specific lessons were focused around identifying a claim (thesis statement) and evidence in an article, as well as how to write a claim, back up the claim with evidence, and analyze the evidence in relationship to the claim. On Tuesday, we started out ...

I am thankful that I was able to watch the recording of the talk given by Alex Gino, the author of George . There are many facets of the talk that stuck out to me, but there are several things that Alex Gino highlighted that I will keep in mind going forward and work towards incorporating into my classroom.  First of all, Alex Gino said that it is important to create a space that is welcoming for trans students even before you know you have a trans student in your class. In some ways this piece of advice seems very obvious, but I had never thought about it before. I recognize that it is out of immense privilege that I can say that I’ve never thought about this. I think this is incredibly important because students need to have a space they feel supported and comfortable enough to come out to if/when the time arises. If a student feels like the environment will have to change solely because they are trans, the learning environment is not truly inclusive or acceptin...

Lesson Plan Video   Lesson Plan This teaching lesson lines up with the mission statement pillar that states graduates should be “creative and integrative.” I believe that this assessment reflects this statement because I tried to make the content interesting and engaging for students, while also giving them a chance to learn the important materials.  I think my lesson plan followed a really good model by lecturing for 5 mins, giving a 5 minute activity, and then giving 5 minutes for an exit card. This structure really helped me to design my lesson with that shorter timeframe in mind, as well as be able to teach effectively. I definitely need to be more commanding in the room, as well as create more comprehensive lecture notes for my slideshow. In watching the video, I feel like my body language could be much improved to convey my status as an educator (I hesitate to say in power or in control of my classroom but I do need to exhibit some sort of authority)....

Literacy Presentation Curriculum Presentation In my Literacy in Middle and High School class, I was tasked to create a presentation that details what literacy in the digital age looks like in the classroom. Similarly, in my Curriculum in Middle and High School class, I created a presentation about the educational philosophy of Humanism and how it applied into my classroom.  I think that these projects connect most closely with the pillar of the Education Department’s Mission Statement that states, “Our graduates are creative and integrative educators.” This pillar outlines that graduates of the education department are able to create content that can be adapted to utilize a multitude of technologies, while also allowing students to achieve their greatest potential. Literacy in today’s age is all about ensuring that students are able to create and interpret multimodal content ranging from photos and videos to bias in the classroom. This closely links to the Mission Statement b...

Over the last few weeks I have been meeting with a conversation partner on the Saint Michael's College campus, and while conferring with some colleagues, I think that my conversation partner consistent with the Level 4 speaking skill according to the 9-12 cluster levels. I based this guess on the most recent conversation that I had with my conversation partner; we had a really interesting and enlightening conversation that was brought on by his homework about cultural differences. Our meeting started with him asking me questions about my culture and then our conversation blossomed from there.  According to the WIDA Can Do Descriptors for the Level 4 speaking section, students at that level are able to: Choose a side and use evidence to defend it Tell about issues and ideas Compare and contrast how people see things Make choices and tell pros and cons of them Use and explain slang and idioms Use speaking strategies In our conversation he demonstrated his ability to tal...

 It's been several weeks since my PLC book club finished our first book club book Eleanor and Park. While talking about it today, we realized that the book exhibits a lot of classic characteristics of YA Lit! In regards to reading level, we realized that it has a low readability but high interest level, meaning that the reading level is lower than the typical reading level for the age bracket (14-18+) but the content within the book is of high interest for the ages the book is meant to be. We organized our thoughts into the table below. Check it out!  Until next time! 

As I continue my journey through education-- both as a student and a future educator-- I am beginning to understand how important it is to design questions in a classroom full of students with different learning styles, abilities, and interests. The most important aspect of teaching is providing the skills so that students are not only able to perform well, but also able to meet the national standards that are expected of every student.  In this video  from the Teaching Channel, the teacher makes sure that she designs her lesson plans around designing leveled questions which is comprised on three things: 1) asking a question from the text or assignment, 2) asking something more focused and specific about the assignment, and 3) relating the assignment to the world so students create a personal connection with the learning material. What I really liked about this approach is that it allows students to progressively answer deeper and more sophisticated questions, while ...