Lesson Analysis: Bear Snores On

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

b. The second thing I would liked to have seen done differently would be to have less pdf lessons and more auditory and interactive lessons. There were some lessons that had links and audio but the majority of them didn’t work. Sometimes when I’m reading a lot of new information at once (especially on a computer) I can just be reading words and not actually learning anything at all. Because of this I had to go back and read lessons multiple times (especially in unit 2).

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

i really enjoyed the time and details you put in your power point presentation. The observation of Ikey and Solly was especially intresting and the fact that Mrs.Firestone homeroom class used visual aids to assist the students. The way that she instiled confiedence in her students is one of the key factors many teachers miss when it comes to buikding the confiednce of students who are ELL students.

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

This is an evaluative essay comparing the short story, “The Bear Came Over the Mountain”, by Alice Munro and the movie Away from Her (inspired by the book). The short story provides a history of the relationship between Grant and Fiona. Fiona is the wife and main character of this story with the focus on her Alzheimer’s. Grant is her husband of 44 years. The story begins with their playful young love and their time at the university. The story quickly transitions from past to present. Fiona is placed in a nursing home and their relationship changes. This essay will identify the challenges Fiona and Grant endure while dealing with Alzheimer’s disease.

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

The bear is a story that sucks the reader in and submerges them into the story. As I read this story I felt like I was in the woods with Isaac watching him become a master woodsman and felt like I was hunting Old Ben. I could see myself sitting around a fire telling stories from the hunt. This story conveys a different meaning to me. While yes there is a lot of argument in this story I see this story as a trip back to my childhood.

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

I personally think that my lesson went pretty well. It seemed like many people were engaged and they participated. There are things that I could have done to make the activity more challenging for the consonant digraphs and consonant blends, but overall I think the activity was fun. I felt like the students payed attention to when I was speaking at the beginning and the end of the activity, which was ideal for any lesson.

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

My lesson plans demonstrate the knowledge I gained about their specific learning needs and interests by using the information I obtained from CLIP step two. I was the first person to get ahold of the writing pieces so they had yet to be corrected so I was able to see where the students needed most help. Therefore, I based my lessons off of it. I chose to choose a mentor text that would spark their interest. In a previous education class I witnessed the book being used with students and they loved it. I knew that this book would also be a good teaching tool for me to rely on. I knew this book would be beneficial for the lesson. I read the book in the front of the room so that they were all able to see the pictures that the author was describing through the text. I would stop periodically to point out great sentence fluency parts of the book. In the book, there are many repeating statements but all said a different way. I would stop after we had heard the sentence more than once and ask the class how saying the sentence differently made the writing more fluent. There were quite a few sentences repeated in the text but they all had to do with different things and the students were able to point this out without asking by the end of the reading. I made sure to ask good opinion based and open-ended questions throughout the text. This book did a wonderful job keeping the students attention and engaged.