Grade 4Overview
Activities
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My last field experience took place in a grade 4 classroom. This was my first time teaching in an English school, as opposed to a bilingual one, so it was quite different than my other field experiences.
I really enjoyed reading The Best Part of Me by Wendy Ewald with the students. The first assignment I was present for involved them writing their favourite parts about themselves, and pairing them with black and white photographs of them highlighting that body part. It was a great way to talk about diversity and positive body image.
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The first formal lesson I did taught students about a metalworking technique, repousse. Students got to make their our pieces of repousse using tin foil and shoe polish. The lesson allowed students to learn about a new technique and engage in art making with an unusual material. Precision was necessary in creating a mirror image, and ensuring the tin foil was not ripped through. The final product of the lesson ended up in the display case outside of the office!
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Although the majority of the math instruction revolved around the Numbers program, I tried to develop and implement math lessons that had real-life applications for students. Creating a hands-on activity or investigation was also worthwhile.
Students became introduced to the idea that quilts use math, and that they can create quilts using math. After creating a unique design, students determined the fractions, decimals and percentages of the colours that they used within their designs.
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My students also became introduced to the idea that quilts use mathematics. They each got to create a unique quilt design, and then determined the fraction, decimal and percentage of each colour used.
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In English, student learned about various forms of poetry and had the opportunity to write their own pieces too. We also created a class mural of The Giving Tree by Gustav Klimt to act as our "Poetree." Students completed a poetry project in which they chose a poem, researched it, and presented it to the class.
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Cross-curricular connections are important. I incorporated the study of poetry into an art lesson in which students created Barbara Reid inspired artwork out of plasticine in order to complement their Alice Walker inspired poetry. Students engaged in various techniques including colour blending and texture creation.
My time in the school meant that I got to choose which house team and colour to belong to. I joined the Owls, and created a poster highlighting our chant to be sung at assemblies. During the assembly on women empowerment, the Owls came together to come up with words that describe women. I put the "wordles" together and hung them up outside of the office, showcasing the Owl's support for women!
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My favourite project I did with my students was called My Pinecone Baby. Students were provided with a pinecone that they were able to decorate and were required to look after for 7 days. They had a workbook in which they create a birth certificate, biography, and daily journal activities. There was also an accident report for them to fill out if anything bad happened to their baby. At the end of the 7 days, students filmed interviews with each other using iPads about their experience with their pinecone babies.
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"There are so many themes and learning experiences that are embedded in this." - Julie Tytler, Cooperating Teacher, on My Pinecone Baby
While my field experience ended, I decided to return to the classroom for the following week in order to continue helping and teaching.
In this week the students started reading The Bridge to Terabithia by Katherine Patterson. In order to engage the students in character analysis and development, we created character silhouettes and added details of the two main characters with the intention of adding more details as the students read the book. |
I had the pleasure of being nominated by my Cooperating Teacher, Julie Tytler, and Supervisor, Christina Delaney, for McGill University's Jean M. Gwynne Award for showing outstanding potential as a teacher.
The following are subpar pictures of the letters submitted to McGill University nominating me for the award. Below you can find transcribed copies for easier reading.
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I was humbled to be nominated, and was chosen as the successful candidate for my program!
Below you can find the acknowledgement letter from McGill University, as well as a picture of the program from commencement.
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"Excellent materials produced with attention to details and differentiation... Alexandra will make an excellent teacher."
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