The video was to get students thinking about persuasion. I used this video as an example to show persuasion including the different types of appeals, logical or emotional, and the type of tone the author is trying to use to convince his or her audience. After the video, students answered question about the video such as, what was the purpose, what was the tone, and who was the audience. Students were reluctant at first to answer, but then a few students began raising their hands. Two students, Kevin and Solonas, contributed the most.
After the video students followed a guided notes handout to follow the PowerPoint I created.
The PowerPoint covered basic terms for the unit such as intent, persuasion, tone, subjective, objective, etc. Students seemed to follow along better because they wanted to fill out their worksheet. I asked students for examples in the media of logical appeals and emotional appeals. (This was not in my lesson plan). I was surprised with myself that I thought quickly on my feet to ask questions like this. Students began talking about different commercials such as political campaigns, adopt a pet, donate money, etc.
After we worked through the guided notes, students were split into groups to begin reading one of the two stories assigned for homework and fill out the characteristics of persuasion worksheet. Students got a head start on their homework and were able to ask me question if they had any.
As a teacher, I didn't realize the little things that could be so challenging, or that I was unaware of. For example, I started off with the lights on in class while going through the PowerPoint. After five minutes into the notes, I realized that students were having difficulty seeing, so we turned the lights off. This simple procedure was the last thing on my mind, but it created a minor road block for some students.
Secondly, the newer technology in classrooms has been a little bit of a struggle for me because of my height (I know this sounds funny.) The smart board requires the use of a pen if you want to write on the board or advance slides. In order to activate the pen, you need to follow it around the screen. Because I can't reach the top of the smart board, this was a challenge for me. I did practice this the day before my lesson so I could be prepared, so the period before I started teaching I got the smart board ready so I wouldn't have to reach to start it during class.
Teachers make so many decisions throughout the day. I had to make so many in a 41 minute period class. A student asked if she could go to the library to get a book for silent reading. I know silent reading is imperative for Mrs. Schaub's classroom, so I told the student to go ahead. Looking back on this, I should have asked her if she had a study hall she could go to the library. Today was a day of learning, as will all of the other days be days of learning.
If I could improve things about my lesson I would mark down who I assigned what story. Students can say they had a particular story, but they could change the story they had to be with their friends. I probably should have had more authority over this activity. One of the biggest things I need to improve is slowing down. I didn't rush, but the PowerPoint slides could have been slowed down. Students had a hard time keeping up with their guided notes. That awkward silence is what makes me feel that we need to move on in the lesson. Mrs. Schaub and I created the guided notes differently. I used her handout and was unfamiliar with some of the material she added to the worksheet. In the future, I need to make sure I am familiar with all worksheets, even if I borrow one from another teacher.
Overall, my first day was successful. This is a learning experience and that is what I am doing, learning. I appreciate my 3rd period class for their enthusiasm and willing to learn from me. I will have to make cupcakes or something after the lesson to let them know that my first teaching unit was a success. I can't wait to see how the rest of the unit goes.
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