Indigenous Peoples Day lesson

10/15/19

Teacher does Students do Questions/Feedback

Announcing homework All students are settled and
looking toward you

9:55Land Acknowledgement and

intro It’s so hard to be a conveyer of
Passing out poem “it’s in Mi’kmaq, another culture or language. I
it’s a traditional language, if any of always feel nervous or like I’m
you speak Mi’kmaq...you can doing it wrong...when in doubt, I
translate” try to have a respectful curiosity. I
love that technology allows us a
Read the poem, decide if any of window rather than us trying to
that is true or not mess up or try to take over a
language

Circulating to answer questions Different kids getting done at I always struggle with this...when
different times kids are done early and break into
distraction

Is this poem true? Raised hands and shared out

about the poem

9:59Thanks! That was a great Students are looking at you, Nice acknowledgement of his
lead-in, David comments are on topic. A few sharing and bringing the
wiggly bodies discussion point back to student
contributions!

Here are a couple more directions, Positive feedback (when it’s

you’ve been awesome listeners! accurate, which it is in this case)
keeps attitudes positive!

10:05Transition to folders Walked to their place and clumped

Helping students get to the right up.
spot

I need eyes and ears!

Group 2, great job with eyes and
ears, etc.

10:10Explaining notetakers. Angie, Hassan, Willow talking

I’m going to give you time to read. Zach A and Connor talking
Remember your 5 Ws,

Redirected DeShawn

Reviewing notetaker, “No one Some students have notetaker

needs to have it out yet.” and some don’t--I find that making
sure they have the paper as I
review it can help--just previewing
the questions gives them focus

10:15
You have 15 minutes
Read silently
Reminder...you should be reading
silently
You don’t need to do that yet.
10:17
10:19
Working 1:1 with DeShawn
10:24
Can I get a quick check in to see
how many minutes you need?
I’m going to check in, in ten
minutes.
You’re doing well, maintain the
level of voices
If you finish, you can start on the
worksheet
Circulating to check in with
students--Connor C, Katherine,
Leo
10:28
I see people finishing with the
article, work on the paper.
You can work together, let us
know if you have questions about
when they read.
Students passing out articles,
normal amount of talking and
rustling sounds for that
What if you are sharing with a
partner?
11 students looking at their articles
Santino head down, Adam staring
out, Willow hopping, then settled,
Deshawn and Kezie whispering
Nia returned focused on reading
Willow asked for bathroom I said
no.
Santino taking a break
13 students actively reading
9 students actively reading
Students went back to reading Please know I’m writing this for us
both...Not as a criticism but as an
Adam has been off task for quite a objective observation of kids who
bit can stay quiet and still not work in
the text. (Willow, Angie, Adam,
DeShawn good at this!)
Willow and Angie started to work
together on the article
Same with Hassan and Jamila
the bias question, some people
have been asking me about that.
Meeting with Addie, Ragan,
DeShawn
Ms. Hart working with the
Willow/Angie/Jamila/Hassan
group.
10:35
Circulating, discussing with Leo,
Pete
10:37 Check back with Santino
after his break
Checking in with Adam
10:40-10:43 Ms. H meeting with
Katherine, you and I checking in
about timing.
“C class, you need to jump to
question 4 because it’s most
important and it’s all about
you...pick a question and keep it to
yourself. I need a couple more
minutes of quiet so we can finish
this up”
Redirecting Kezia
Ms. Hart helping Kayla
Great way to get DeShawn
involved! Your sense of humor
builds relationships!
Adam stepped up with that group.
I called him over. He said he
thought the group was doing the
notetaker. I told him to get one
everyone is turning it in :) He was
in a bit of his own world for a
while.
Santino listening in, getting back His breaks are so important, and
into the task. they interrupt learning sometimes.
Next time we aren’t so random
maybe we should try to make sure
he’s hooked with a high-interest
text? Today I was intentionally
random with groups and he and all
kids need practice attending to
work regardless of their interest in
the content, but it’s something to
think about for engagement
A few kids are done and super
chatty--they might need guidance
Many pencils are moving, Hassan
is done but I think helping Jamila?
We have so many kids who need
reading support in this class for so
 many reasons :). They are working
hard for as long as they can
mentally focus. It will be
interesting to have a similar type
of observation at the end of the
year to see if there is growth in
their perseverance.

Collaborative Reflection

What went well?

Clear, direct instructions
Meaningful and positive relationships with students
Circulating the room to conference with students
Encouraging and motivating students to write
Students are engaged in the writing time

What was challenging?

Making sure all students were on task, especially quiet ones who can fly under the radar.

Are there any next steps or changes?

Kaleigh:
- Ask students to give back directions
- Have students restate the target/objective