Stupica

Day One:
 * March 2, 2009 **
 * __Lessons:__**

Excellent. It's a good class that's pretty easy to control. Your banter with students is casual, but appropriate. Really no issues.
 * 1st Hour**

This hour is more boisterous. At times they can get chatty and harder to control. Used the silence technique to help gather class back together. Were there times when you felt like at the end you were losing them? When things like this happen, possibly, bringing them back for a silent reflective write would get them on track. Think about how having students in the groups and sharing encourages sideline chatter. How can you minimize this?
 * 2nd Hour**

For the rest of the day, I began with the same idea. However, I kept students in their seating charts as long as possible. So, I passed out the hand out and discussed the assignment before I set up the groups. I gave as much info as possible when they were seated and quiet. Giving students time limits is very important. They can gauge better what needs to be done and make the most of their time. When it was time to present, I made the groups all come up to the front and asked one representative to use the mic (a special thing) to share their pink sheet with the class.
 * Ways I adapted:**

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 * Video Example:

March 3, 2009**

Day Two:
 * Lessons:**

While the students had a good time, think about whether the students really got the whole stereotype angle?! How could you have restructured this lesson to focus more on stereotypes? Possibly giving them each a product they have to sell? Choosing the product might force stereotypes as they are used to them from particular products. If this were your own classroom, you could have more time to adequately prepare them for the assignment. Possibly give them a criteria sheet like the pink sheet from the previous day. Have the other students analyzing the other student created ads. Etc.
 * First Hour**

We had the assembly. That is great experience to see how we have to change and adapt as need be:)
 * Second Hour**