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Standard:
Goals: CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the se-
quence of events
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language.
Goal:
Students will learn about sequence of a story
Students will learn new vocabulary words and deepen their un-
derstanding of each word.
Name: Kiki
Lesson topic: Reading
Date: 10/27/2017
School/grade level/ number of students:Rodger St. Academy/3rd grade/28-30
Name of Cooperating Teacher: Carol Sura
Planning and preparation: Describe how your plan provided opportunities for active engage-
ment. How did you provide for the needs of diverse learners? Did you adjust your plan in any
way? Describe how and why if you did.
I think this unit lesson plan was very engaging and active. I allowed for students to get up and
walk around as well get up in front of the classroom. I think everyone was excited yet sad when
they didn’t get called on. I tried to differentiate most of the lesson accordingly to my learners. If I
could go back I’d probably take more time to differentiate more than I had and make it known
for my students. For example, for the sequence activity, I probably would of add some pic-
tures/words and have them do the missing ones. I did adjust my Unit plan, the last day. I went in
anticipated this and that but it didn’t work out accordingly. My CT emailed me the day before
and told me she totally forgot that there was a school dance and so things were being shifted and
she didn’t finish what I had anticipated for her to do before I got there. So what happened was,
my lesson plan was to play Jeopardy, take the vocabulary test, and then do the magazine activity.
What I ended up doing was finishing the end of the story, working on the last sequence activity,
and then play jeopardy for like 15 minutes and then taking the test. I was a bit overwhelmed be-
cause she emailed me so late and so I honestly didn’t know what to do or plan because all my
stuff for “tomorrow’s teaching” had been prepped. But I wasn’t scared, this sort of stuff hap-
pened all the time at work when lead teachers were absent and I had to put together something
quick. So I read over the section, wrote do comprehension questions, and planned for the vocab-
ulary. I figured if we had enough time we’d do the magazine activity, if not it really didn’t mat-
ter. In the end, it worked out GREAT!
Classroom environment: Evaluate the ways in which your encouraged student participation.
How did you elicit student responses? How did you engage them in responding to you and each
other? Evaluate your plan for individual, small group and/or whole class work. How effective
were these different organizational techniques for keeping students involved in your lesson?
The first day was a lot of group answer alouds. During reading I randomly called on students
who’s hands were raised. I think something I need to try is calling on students who don’t raise
their hands. I found that those who did raise their hands were the usual to answer each question
or raise their hand. On the second day I did pick from sticks that allowed for participation but
overall it was again at random for answering questions. I try to call on “new” hands but its usu-
ally just the same students. I think I do a great job at rotation from student to students and giving
them a short one on one time. I walk around the entire room and touch the shoulders of students
who are working effectively or giving them “good job” comments. I think what was hard for me
was “ms. kiki” here and there, I felt like I couldn’t be in two places at once. At one point I felt
stuck with one student who knew what to do but wanted me to watch and guide her and make
sure she was doing the correct thing.
Instruction: Evaluate your choices of instructional strategies. Did they have the effect you in-
tended? Were the needs of all learners met? What changes would you make if you repeated this
lesson?
I think something that I need to work on in this lesson is “modeling.” I think it would of made
more sense had I shown them what was expected and done one example together. Usually I’m
really on top of this but I think I went in having higher expectations for this group of students
that I should have modeled better. I think they were all very proud and excited of the outcome
once they finished. Again, I’d definitely model before having the students break out and do it
themselves because I think the CT and aide too were confused. The aide even suggested that
maybe next time, have a “key answer” for teachers to help students with.
Assessment: What assessment processes did you plan and how did they work? What did you
learn from listening to student responses, examining their work or listening to their interactions?
How well did your assessment procedures inform you about student attainment of your lesson’s
objectives?
For the first day I planned a pretest which definitely helped me because then I came back and
had to tweak my lesson plan and change a lot. It helped me identify the needs and areas that
needed work or more time spent on. I think something for this group that I could work on is par-
ticipation of those who are quiet or shy. I did a few turn and talks the first day but didn’t get to
call on those quiet ones. I kept calling on those who’s hands were raised. But me personally,
when I was a student I hated when the teacher would call on me… So I vowed to myself that I’d
never be that teacher; so it’s a bit conflicting for me. The overall summative test was actually a
got better than the pretest. Some of the students scored higher, some definitely took me by sur-
prised with their scores!
Professional responsibilities: What did you learn from your cooperating teacher’s feedback on
this lesson? How will you apply it to future lessons?
Something that I learned from my CT was to have other activities available for those who fin-
ished first. Which I kind of did, having them walk around and help those in need but she didn’t
like them walking around so in the end I didn’t work. She suggested something for them to do
while they waited. Which I feel like this is something I definitely need more work on is when I
have students who finish before others.
Reflection: What did you learn about student learning and assessing from this lesson? How will
it affect your planning for future teaching?
Something I learned about students learning is that you can’t always make assumptions about
student learning. You may think that they know something but whether they do or they don’t,
its always better to model and reteach it. I love pretest and I would like to continue that for
future use because I think it definitely tells me what I need to work on as a teacher to help
meet the needs of my students and expectations so they can achieve the learning objective
and be effective students.
Cooperating Teacher Feedback: Lesson # _2,3,4_____Lesson date:
___________