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					Robin E. Sorber

Education 190

Dr. Marcia Balester

                        Education 190 Field Experience Journal Entry #2

School: Northwest Area Jr./Sr. High School

Teacher: Mrs. Jennifer Glahn

Grade: 8th grade

Subject Observed: English and Literature

Date: Wednesday, March 11, 2011

Time: 8:00 a.m. – 2:30 p.m.

       During one of Mrs. Jennifer Glahn’s classes, she had the students begin reading a novel

by H.G. Wells called Time Machine. One of the major aspects of the novel that Mrs. Glahn felt

the need to touch upon was the way H.G. Wells used language to describe the things the

characters in the book were seeing and experiencing. I had done a mini lesson pertaining to

descriptive language in one of my later class room observations, and she had used my lesson to

jump off a class project with the students, which I thought was an excellent from of scaffolding

in order for the students to find relevance and meaning to my mini lesson about descriptive

writing and language.

       Mrs. Glahn focused on two parts of the novel while I was in to observe that touched base

well with descriptive writing and those parts were when the story’s narrator was describing new

and curious creatures in his new environment, and when he was describing to the reader what the
time machine actually looked like. Not all of the classes got to do the time machine project in

class (some had the opportunity to do the project at home and bring it in), due to missed class

time during the PSSA schedule. The time machine project consisted of using the descriptions

that the narrator had given about the time machine and constructing a machine out of

construction paper and other artsy materials. They were allowed to be as creative as they wanted

to be as long as they give reason to believe the time machine looked like they had thought based

on the text.

        In the other class activity, the students got to draw pictures of the creatures that the

narrator was seeing. It reminded me of a project I did in eleventh grade British Literature for

which I constructed a Grendel based on what the text said he looked at. It is a good exercise to

help students realize that language and words help readers understand sights, sounds, tastes,

feelings, and smells that the narrator is experiencing. When the students learn this they are able

to use the text from the literature as a form of modeling for when they write because they can go

back and use more descriptive language to help their own readers understand a situation of which

they were a part of.

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