“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove . . . . but the world maybe different because I was important in the life of a child.” ~ Kathy Davis
I was reflecting as I worked on my unit plan rough drafts (also a period lacking the majority of the sleep i should have been getting) about the fact that I actually must want to be a teacher. Sure, people might say they want to be a teacher or think they want to be a teacher and not realize. Oh the work behind even a decent lesson.
Day Two- the bicycle. My unit is on French inventions and inventors and I am trying to show them how the French have helped us out, and also get in some French vocabulary and grammar. And I have to work with a theme: “Reach for the Stars” and try and relate that to every last piece of information we deal with.
I had them do a graphic organizer when we learned about the invention of the first bicycle. I forgot to tell them the hilarious story of me learning to ride a bike by being pushed down a hill and simply being told to pedal (it eventually worked, but not without minor injury).
We started to write on the word wall (where we put up new French words we have learned). I also had them draw a bike on a map of France and we put it up on the “Les Inventions en Histoire” (Inventions in History) timeline.
I incorporated the questioning words- who, what, why, where, when and how and had them do an activity with that.
Then we talked a little bit about Le Tour de France. I showed an educational video about it and had them answer the question words.
So how did all of it go? Okay. They were interested in some parts more than others, and as I learned from day One, they take quite a bit of prompting and probing to contribute thoughtfully. And since I am new at this, and excessively nervous, I am unable to get into using wait-time to allow for them to think, process, and to allow more students to come up with answers.
After observing other classes I realize that Day Two did not involve enough active, hands-on type learning. They were engaged, but not as motivated as I would have liked.
But I got through it. Teaching first thing is nice because they’re not wide-awake enough to be rowdy. Yet…