Even the most experienced teachers may be required to modify their lessons when students don’t achieve the intended learning goals. By identifying and altering specific lesson plan details, students can be more successful with news concepts. In Mrs. Peterson’s third grade ELA classroom, students have recently begun studying writing structure. During the most recent lesson, the student’s learning objectives were to successfully identify the main idea and the supporting details of an article entitled The Frog and the Toad. Although the lesson as a whole was informative, there were a couple of elements that Mrs. Peterson could have done differently to conduct a more streamlined, engaging lesson. Time is a scarce resource in the classroom. It is very important for instructors to be able to effectively work the clock when conducting their lessons. Setting time limits throughout the entire lesson is a key component to ensuring all learning goals will be accomplished. During most of Mrs. Peterson’s lesson, she looked for non-verbal cues from students to determining when to move on to the next activity instead of …show more content…
An element of the lesson that could have been handled differently was the strategy used for reading the article The Frog and the Toad. Utilizing a reading strategy such as ‘control the game’ where students are asked to read aloud in a random order determined by the teacher would have kept students more actively engaged compared to asking students to read silently at their desk. This is because students are forced to listen and follow along at a fast pace because students do not know when they will be called on to read. Reading aloud also supports students who have trouble comprehending material during silent reading because they are able to hear the words spoken out
Before the teacher read the book to her students, she provided them with the name of the author. She explained the front cover, back cover, and title page of the book. As the teacher displayed the book to the class she asked her students to name the type of animal that is on the cover page, and what they the book was about. The students were completely engaged as teacher read the book to them aloud. She brought to the students attention that at the end of every sentences, the words rhymed. For example, she asked the students to repeat after her as she said the words, hide and ride. The students were surprised to see the character as he changed colors throughout the story. The teacher asked the students to counted the number of times Clyde changed his color, and to name the different
Friendship, although conceptually understood by the youngest of children, is one of those things that seems elusive when we try to explain it fully. It is multi-faceted, complicated and one of the best aspects of a rich life. Friendship has been a topic in literature from the Bible to Thoreau, who wrote an entire essay considering friendships and its meanings. Modern literature explores many aspects of friendships, both good and bad, but the simple yet meaningful friendships portrayed in children’s stories are some of the most memorable and none more so than the lovable Frog and Toad. This exploration into the character of Frog, one of the most well-loved characters of all time, reveals what truly makes a good friend.
Prior to implementing a lesson in a Pre-K classroom on the picture book Frog on A Log, I would first assess the student’s level of understanding rhyming words. Then as a group, we would discuss as well as identify what rhyming words entails. Next, I will introduce the book afterward read the story while providing students with the opportunity to identify the rhyming words. Throughout the reading, I will display pictures in addition to words as visual cues to assist the visual learners in identifying the words that rhyme. The auditory learners will listen to each of the animal’s name and predict the item
Death is a scary and powerful event for everyone. It doesn’t matter whether you are young or old. It is even dramatic for a small garden creature to perish. In Richard Wilbur’s “The Death of a Toad” a toad is killed in a violent turn of events and goes through a what the speaker perceives as a dramatic finish for the creature.
I really liked how Ms. Parker took her time to slowly read the book to the students. She deliberately spent 2-3 minutes on every page so that students can point out things and share opinions. At the age of 4-5 years, students are learning to engage in meaningful conversations, process information and express their opinions. Ms. Parker’s group reading activity demonstrated the practice all of these skills.
I read the first essay, getting the lesson started. I model what was then expected of students in their groups to complete the lesson. I showed students that they were supposed to use highlighters on the paragraphs, color depending what group they were in, to find the examples for their graphic organizers. Students understood the tasks at hand before we began reading the other paragraphs of the essay. I asked for volunteers to read, using their microphones, to keep them actively engaged and to make sure it was the actual student on the other end, since I cannot see their
Communicating clear expectations is an important part of being a teacher. But, does a posting lesson objectives for students to know the purpose of the lesson really help communicate those expectations? The California State University, Northridge Master’s in Educational Technology cohort, studied this question and the effects posting lesson objectives had on students learning. The cohort hypothesized that posting objectives in the classroom would increase student achievement. This would most likely be due to the expectations set forth in those objectives. Students would understand what was expected of them by the end of each lesson.
I had the privilege of observing Mrs. Cahalin’s 6th and 7th grade class. Mrs. Cahalin’s strategies were very similar for both. For her sixth grade class I observed topics such as characterization, point of view and grammar lesson. In all three, Mrs. Cahalin strategically used graphic organizers that tied the individual lessons together. I truly enjoyed seeing how creative the graphic organizers were. Mrs. Cahalin’s 7th grade class focused on the book “Peter and the Starcatcher.” Students were responsible for reading at home, in addition to reading in the classroom. To wrap up the book, students saw the movie and compared the reading to the film. I believe Mrs. Cahalin consistently remained creative with her lessons and allowed for it all to
Internally, by using a lesson plan a teacher will have both a framework and a guideline for teaching activities (Brown, 2001). By using this guideline, the teachers will at least know what kind of activity that they will ask their students to do and how long each activity should last. At the end of the lesson, teachers should have an expectation of what their students should accomplish, and lesson plan is a guide that will assists them to realize such expectation. In other words, a lesson plan may function as a proposal for action in classroom teaching and learning process (Harmer, 2007b). Hence, the teaching and learning process should be optimized. So, it can be concluded that lesson plan for internal reasons may give teacher more confidence to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they
Students have their own pace at which they learn. If a teacher works with students at a slow pace with step by step instructions, students w...
The web page explains how writing is not a sigular task, in order to effectivley create a writing lesson there are various aspects a teaher needs to concider like: ideas, organization, voice, word choice, fluency, conventions, and presentaion. One detail I overlooked during the writing activity was setting “presentation” standards for the students. Although, the students were aware of the importance of organization witin the context of theie writing, students are genrally not aware of the impact the quality of there presentations actually have on their assessment. As a result, I decided to take a few minutes to address what is considered to be appropriate in terms of font choice and
When I was a student, my teacher once said to me that a large amount of time is only good when you can use it wisely. The tactics of the teaching profession that I, a modern educator, am about to describe, result in the very opposite.
Also, the material was interesting to their grade level and experiences. Furthermore, the students liked to share their thoughts and personal experiences, which leads to a more intimate learning process that can benefit the students to a greater extent. In addition, the short story had some facts that can be learned by the students and the drawing and coloring part at the end fueled the students by grabbing their attention, which reinforces what had been learned. However, what I would change was the way I introduced the lesson. I simply gave them the worksheet and we read it, but what I should have done is to have a quick discussion about what we are going to read to introduce them the genre. Moreover, I noticed that the students were having a difficult time looking for the answers in the text. However, I reminded them that it’s like looking for an item from our picture puzzles that we do for fun after homework is completed. After I said that to the students, they changed their attitudes toward it being difficult to it being fun. They were able to connect the search strategies that they acquire in the picture puzzles and implement them with the word search. So, the only difference is that they are now looking for words instead of
Working out the correct pace for my classes did prove to be a struggle as it does require the teacher to understand the needs of different learners in the room. In moving on too quickly I left students behind, whereas allotting too much time resulted in misbehaviour and boredom. My task was to attempt to come up with strategies to create a balance between the two and in so doing create an environment where students didn’t get left behind and were given ample opportunity to discuss their emerging ideas and conclude their understanding.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.