Acusa - Personal Response Approach

Acusa, Maureen C.
TEEGLIT FINAL ACTIVITY
BEED 3A 12-17-21
PERSONAL RESPONSE APPROACH
Ms. Vina, an English teacher, is teaching Grade 4 students about the First Day.
The instructor will tell the story to the kids, and they will all listen to their teacher. After
the teacher has read the story, the teacher has prepared questions for them to answer.
Following that, kids will participate in activities related to the tale that the teacher read.
Quiz your classmates, much as in Creative Discussions. Prepare four or five basic
questions for creative discussions and invite students to talk about them for three
minutes before asking one member of each pair to go talk to another person in the
group. In addition, your classmates will be quizzed. This task can assist us in
determining how much information children gain from the reading. Ask your pupils to
prepare five questions on what they read; once they have them prepared, tell them to
form groups of four and ask those questions to each other.
These activities are intended to allow students to express and share their
personal impressions and reactions to the content. This is an important part of the
learning process because it allows students to assimilate what they have learned from
the story's content, allowing them to form a deeper and more lasting connection with the
materials.
FIRST DAY
Here we go again, I thought, the first day of fourth grade. I always got a little nervous on
the first day of school. I knew a lot of the other kids who would be in my class, and I had
heard that the teacher was nice. There would still be a lot of new things, though. We
would have new rules and new routines. We would have new information to learn in all
of the subject areas. There would also be some new things that I wouldn’t expect, like
maybe they moved the classes to different hallways. It was exciting, too, but that didn’t
mean I wasn’t anxious. We lined up outside, and for the first week the teachers held up
signs with their names to help us find the right spot to line up. I knew where the fourth
graders lined up, and quickly spotted the name “Mrs. Richardson” on one of the signs.
She would be my new teacher for the year. As I got in line, I said hello to the friends I
hadn’t seen all summer. Mrs. Richardson walked down the line, introducing herself to
her new students. She stuck out her hand and said, “Hi, I’m Mrs. Richardson. What’s
your name?” “Allison,” I answered, and shook her hand. “It’s nice to meet you, Allison.
How was your summer?” “It was good. I got to go to the pool a lot,” I said. “That’s great,
Allison. Thanks for speaking in complete sentences! That shows me that your writing is
probably very nice,” complimented Mrs. Richardson before she moved on to the next
student. It felt great to be complimented by my new teacher! As we entered the
classroom, Mrs. Richardson showed us where to put our supplies. Then we gathered on
the carpet. “Our class needs to work together very closely in order to complete the
many exciting projects we’re going to do this year. You’ll be working with each other
frequently, so I want to make sure we’re all on the same page. I want to know what is
important to you, what you value, in your classroom, teacher, classmates, and yourself.
Please take a minute and think to yourself about your values.” We all sat quietly. Then
Mrs. Richardson gave us a partner, asked us to introduce ourselves to each other, and
asked us to share our thoughts with each other. The ideas my partner and I came up
with were respect, honesty, teamwork, and fairness. After sharing with our partner, Mrs.
Richardson asked two pairs to work together to decide on three values and write them
down. Our group chose respect, cooperation, and fairness. When the groups were
done, each group had a chance to present their ideas, and we voted on which three we
would use as our classroom values. I liked how we worked together to choose the
values that would guide our classroom!

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Acusa, Maureen C.

TEEGLIT FINAL ACTIVITY

PERSONAL RESPONSE APPROACH

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