EXPLANATION
1. Microteaching - lead a short group discussion in your mentor teacher's classroom.
2. Lesson plans- submit a lesson plan to your instructor and to your mentor teacher.
THINGS TO THINK ABOUT:
1. Have a "clear opening" to the class
2. What one or two concepts do you want students to come away with?
3. How will you or will you use the board or other visual aids?
4. What are the significant assumptions behind your rationale?
5. Do you have a variety of questions including literal, interpretive? Do you have both dense and shaded questions?
6. In what way might you let the students rehearse their responses to literature before the discussion?
LITTLE RED RIDING HOOD
LEVEL I: LITERAL
1. RECALL
a) Who made the cape and hood for Little Red Riding Hood (in our
version it's only a red cap).
b) Where did Grandmother live?
c) Who came to the rescue of Little Red Riding Hood?
2. CONVERGENCE
Recopy and punctuate the following correctly:
grandmother what big eyes you have the better to see you with my dear
LEVEL II: INTERPRETATION
1. CATEGORIZING
Judging from the story, which of the following adjectives would
describe Little Red Riding Hood?
a. thoughtful_______ d. rude______ g. naive______
b. miserly_______ e. suspicious______ h. kind______
c. aware_______ f. critical______ i. concerned______
2. CLASSIFYING
Classify the following into three groups and give each group a heading
woods goodies jumped
running eyes looked
walking killed picking
3. COMPARING AND CONTRASTING
Compare and contrast the following:
Life Style Philosophy of Life
Wolf
Hunter
Make a statement comparing the Wolf and the Hunter
Make a statement contrasting the Wolf and the Hunter
Level II, Cont.
4. ASSOCIATION
List all the things that come to mind when you think of "FAIRY TALE"
5. ANALYSIS
Why did the author write the story?
a. to entertain?______ d. to teach values?______
b. to teach behavior?______ e. to comment upon society?______
c. to clarify values?______
Explain why:____________________________________________________________
Give two examples of cause and effect in the story.
a. ___________________________ ____________________________________
b. ___________________________ ____________________________________
6.DEDUCTIVE REASONING
To which of the following would you relate this story?
a. Survival of the fittest______
b. Love of money (bread, food) is the root of all evil______
c. To the victor go the spoils______
d. If grandmother had been willing to work, she would not have
needed the goodies______
e. Right is might______
Explain why:
7. INDUCTIVE REASONING
Given the following facts, what generalization about life would
you make?
a. Little Red Riding Hood's mother was concerned for the illness
of the grandmother
b. Little Red Riding Hood took time to take the basket to the
grandmother
c. The Wolf tried to subvert her mission
d. Ignoring the implication of the Wolf's actions, she continued
on her mission of mercy
e. The Wolf outwitted the grandmother and almost outwitted Little
Red Riding Hood
Generalization:_______________________________________________________________
8. CRITICAL THINKING
Did the author present the Wolf as:
a. A villain? ______
b. A bright, alert, never-miss-an-opportunity business creature?______
How did you arrive at your choice of answer?_______________________________________________________________________
______________________________________________________________________________
LEVEL III: A NEW UNDERSTANDING
1. DIVERGENT
What other ways could Little Red Riding Hood have solved the problem
of helping Grandmother after she met the Wolf? Give at least two
ways.
2. SYNTHESIS
In today's society, what group of people might be represented by:
a. the Grandmother?_____________________________________________________
b. the Wolf?____________________________________________________________
c. the Hunter?__________________________________________________________
d. the Mother?__________________________________________________________
e. Little Red Riding Hood?______________________________________________
3. CONCEPT FORMATION
In today's world, the cape might represent what concept?
______________________________________________________________________________
______________________________________________________________________________
4. CREATIVE THINKING
Writing the obituary notice for the Wolf from the standpoint of a reporter for the Daily St. Wolf's Chronicle
Self-Evaluation - Microteaching #2
1. Turn the sound off on the monitor and watch your non-verbal communication for a portion of your tape. Then imagine that you are a student in the class of this teacher. What non-verbal messages do you get? What does or doesn't make this teacher approachable? What does or doesn't make this teacher seem in control? Does the teacher seem thoughtful in considering responses to questions?
2. How did you do in meeting the goals that you made for yourself in microteaching #1?
3. Analyze your questioning? What kind of question elicited what kind of response? Use the white, shaded, dense designations or those described in "Little Red Riding Hood" above. If students learn most when they make their own meaning of the content (text), how much meaning did your students make?
4. What different beliefs about teaching caused you to organize this lesson as you did? Did you revise any of your original plans based on your beliefs?
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