Sunday, April 20, 2014

Sarah CO #3

The day that I observed Victoria Davis's class, she was teaching defining and non-defining adjective clauses--which, to be honest, I had never even heard of, and I found myself unconsciously taking on the role of the student. After directing the students' attention to the agenda on the board, Victoria passed out the handout she has prepared for the lesson. As a pre lesson activity, she asked the students to split into pairs and had them play a game in which Student A would describe a person or place of renown (without the use of pronouns) and Student B would guess who/what was being described. After a few minutes of this, she had each group share with the class what they had come up with. Next, she wrote some simple rules on the board for identifying adjective clauses as defining/non-defining. Students then worked individually to fill in their worksheets, labeling the adjective clause in each example sentence. After giving them a few minutes to work on their own, she began going over the questions with the class and calling on students to answer. As they moved through the questions, she added more identifying factors and rules to the list on the board, being sure to address any exceptions. Overall, her students seemed confident and engaged.

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