Date:

Learning Activities:

Observations & Challenges:

Monday
4/14/15
90 Minute
lesson (2
periods)

* Lesson started with displaying

objects related to Jewish Traditions.
Students were trying to find
connections between all objects and
come up with a topic for discussion.
* Students discussed how Jewish
traditions are being celebrated.
* Students received new vocabulary
list based on the topic Jewish
Traditions.
* Students wrote sentences on the
board describing each tradition and
used new vocabulary words in
context.
* Students partnered up with a class
member to discuss how Jewish
traditions are being celebrated in
their family. Each student discussed
at least two traditions.
*Students wrote down a dialogue
based on the discussions that they
just had.

- A few students had a rough time

finding a partner and I had to help them
find one.
-Students who have ADHD had a rough
time following directions and staying on
task while other students were having
open discussions. They had to be
redirected and started to work much later
than the rest of the students in the class.
They stayed during lunch to work on
writing down the dialogue in Hebrew
and struggled with the task.
* I decided to watch the video that was
assigned for homework with the small
group of students during lunch and help
them understand the content of the
video. The students felt prepared and
were able to understand the main ideas
in the video.

Tuesday
4/15/15
90 Minute
lesson (2
periods)

* Students discussed the steps taken

to write a story or a poem in Hebrew
based on the video they watched at
home.
* Students worked with the same
partners from yesterday to write a
story or a poem on Jewish
Traditions.
* Students used their chromebooks
to log on to my website and
accessed three resources that I
provided for them on Jewish
Traditions.
* Most of the students finished
writing their piece and completed
the self-evaluation checklist.
* Students had to take home the
stories that were written by their
peer group and review them for
homework.

- The students I worked with in a small

group had a difficult time following
directions and the steps required to write
a story based on the video. I had to
explain the content of the movie for
them and break it down into segments.
- Most of the students had no issues
using the resources to gather information
on Jewish traditions and wrote down
many facts. They used the selfevaluation checklist and claimed it was
very helpful. The students that I worked
with in my small group were a bit
overwhelmed by the amount of
information they reviewed. I directed
them to one resource and helped them
retrieve information from the website.

Wednesday
4/16/15
90 Minute
lesson (2
periods)

*Students returned the stories they

had reviewed at home (to the
teacher). The teacher and coteacher provided feedback in groups
and reviewed steps taken to write a
story on Wixie.
* Students logged on to the
Wixie.com application and created a
5-6 page story book with content
and illustrations.
* Students recorded themselves
reading each page out loud.

- The review process took longer than I

planned and I ended up using another
co-teacher to help with the lesson.
- The original lesson was planned for 45
minutes and ended up taking more than
2 periods (one hour and 40 minutes).
- All of the students finished the steps,
except 3, who had a rough time writing,
illustrating and recording themselves.
The students had to finish the recording
part for homework.
-Students received a homework
assignment to write 4 questions using
the new vocabulary words and related
the questions to the research project
(Jewish traditions).

Thursday
4/17/15
90 Minute
lesson (2
periods)

* Students spent 10 minutes

reviewing their written project as
well as reviewed the vocabulary
words from this unit.
* Students presented their projects
in class.
* Students worked in groups of four
and used the questions they wrote at
home to create a Kahoot.it quiz
game on Jewish Traditions.
*Students played 3 Kahoot games in
class.

*We didnt have too much time to reflect

on each students work since we ran out
of time.
*We spent an hour and thirty minutes for
this lesson instead of the planned fortyfive minutes.
*The Kahoot.it game was a huge
success, as always. The students
enjoyed taking part in creating the
questions based on their research, and
were able to use all of the new
vocabulary words in context. It was a
great way to review the material.

Friday
4/18/15
90 Minute
lesson (2
periods)

*After I distributed the

new vocabulary list in Hebrew to
the students, we used the words in
conversations during class.
* The students paired up and took
turns using the words in a dialogue.
* The students used Chromebooks,
logged into Quizlet and spent 15
minutes playing games using the
vocabulary words.
* Students picked a topic,
brainstormed with a partner from
their group and told a story about
the topic to their partners.
*Students wrote down two questions

-The activities went very well with

regard to all of the groups. The students
worked independently and even took
notes and wrote down their dialogues.
- Most of the students finished all of
their assignments. I assigned helpers
that rotated around the classroom and
assisted their peers with the writing
process, ideas, questions and more.

about the stories they heard,

exchanged questions and answered
the questions that their partners
wrote for them in writing.
*A few students finished their
assignments and typed their stories
on Google Documents and shared it
with the teacher for review.
*The students created four questions
about the story and shared the
document with one other member
from their group. The member that
was chosen to review the document
was different from the first one that
they had worked with.
*The students finished the review
process and answered the four
questions given by their peers for
homework.

Monday
4/19/15
90 Minute
lesson (2
periods)

* The students spent 10-15 minutes

at the beginning of the lesson
playing games on quizlet reviewing
vocabulary words.
Students were given 90 minutes for
their standardized test in Hebrew.
The students used privacy shields
while taking the test. The coteacher took four students to a
different classroom and read the
Hebrew text out loud. One student
used a chromebook and listened to a
screencast version of the test.

-The students that finished the test

earlier used chromebooks to log on to
Quizlet and played a few games with the
recent vocabulary words in Hebrew.
-Reading the Hebrew test out loud was a
great choice for the students who have
ADHD. The students had an option to
listen to a screencast version of the test
in order to play, pause and stop the
recording as needed. They chose not to
use this option.

Tuesday
4/20/15
90 Minute
lesson (2
periods)

* The students watched two short

videos in Hebrew on creative
writing strategies at home. They
wrote down a few sentences in their
writing notebooks.
* Students compared what they
wrote with other members from
their group.
*Students used topic cards we had

* A few students didnt watch the movies

at home and werent prepared for the
lesson. I asked the co-teacher to take
them outside and work with them while
the others continued with the lesson. I
wasnt able to assist the group of
students who have ADHD as planned
since other groups needed my help.
* I didnt plan on giving the students too

Wednesday
4/21/15
90 Minute
lesson (2
periods)

used during the writers workshop

and picked a topic, discussed the
topic with a partner and gathered
ideas for writing.
*Students used a Chromebook to
log on to Google Classroom and
used a graphic organizer to write
down their thoughts and ideas about
the topic they chose. They then
created a Google document and
worked on their first draft.
*The students that finished their
first draft shared their document
with other group members for
evaluation, spent 10 minutes
evaluating their peers first draft and
wrote short comments.

much work to complete at home,

however time was limited and many
students had to finish their draft at home
and didnt get to comment on their
peers drafts.

*Students continued to work on peer

evaluations and wrote comments at
home.
*Students had to read their peer
evaluations and teachers comments
on their Google Document for
homework.
*Students used a rubric to modify
their draft and started to work on
their final essay in class. The
teacher and co-teacher worked with
small groups and assisted students
with writing their essay.
Students worked on typing their
final draft in Google Classroom
using Google Docs application and
submitted it for grading.

*I had to use 45 minutes of my lesson on

the peer evaluation process. A few
students struggled with the assignment
and I had to make sure everyone
understood how to comment on each
others work.