(Rachel's Lesson Plan & Notes)
(Rachel's Lesson Plan)
(My Observation Notes on Rachel's Lesson) |
(Rachel's Responses) |
1:09 I really like that you made Jayden your helper. I think that was one of the ways you demonstrated that you learned something from your previous lesson (math I believe), reflected on it, and made changes.
1:38 I think it is good that you tried to do something to refocus the students and recapture their attention. I didn't realize it at the time, but it seems like they are getting distracted by a lot of things (i.e. the book fair shelves, getting tissues, etc) 2:26 Good outlining expectations and consequences. Then you check to make sure they got it. 2:30 It looks like one student (Riley?) has his thumb down. 2:42 We already talked about this, but yes perhaps the students could have waited until after the lesson to get water. (Although I know that in the moment it probably seemed like a small thing and you might have felt bad saying no if you thought they didn't get water when they normally do.) 3:44 I think this could potentially have been slightly problematic if you had to supervise the water fountain for much longer because the students who already got water don't have anything to do. But it wasn't! They knew to go back to their seats and they talked to each other while they waited. Also, it actually only ended up taking about a minute, so it wasn't really that long at all. Just something to think about! 4:19 Was there a reason you said it was a "story about Monday", rather than a story about your Monday? Just wondering if that was intentional! 5:59 You ask Nora to add on to what Riley said. 6:18 Woohoo you modeled the acting it out option! (since that was one of the things that I picked up after doing my lesson (except mine was storytelling rather than acting it out)) 6:58 You saw the need to remind students the "me too" sign and you re-introduce the hand signal. 7:31 I think it's good that the other students didn't push the issue about why Jayden got to sit over there because he was having a hard time and they didn't. (I'm assuming something you did intentionally or unintentionally prior to this lesson helped with this.) 9:36 Nora picked out something that you said you did during the middle of the day, but you wanted to focus on the KEY detail in the middle is that correct? Which is why you mentioned eating lunch? 11:22 I know that you probably started talking about this to identify with the students, but if they are already distracted, don't you think that talking about what is going to happen after school might discourage rather than encourage them from focusing on the lesson? 13:46 I think that shows that student is definitely paying attention! 14:12 She is engaged and making text-to-self connections! 19:10 You have such good expression when you read! 22:08 Reintroducing turn and talk norms. (Also sounds like you learned from a previous experience and were intentional about who was peanut butter and who got to be jelly) 22:22 Is this a new thing you're introducing or is it what they normally do? 22:41 I like that you referred back to the book in case they forgot. 24:56 I like that you asked the students to share what their partner said. 26:08 Good use of getting their bodies moving 27:02 How else do you think you could try to get this student to participate? 28:40 I think Nora and Jayden got it! 30:49 You are starting Part B of your lesson now (30 min into the lesson), but you still have 2 15-minute sections of your lesson to get through. I am conflicted because I am tempted to suggest cutting down on the little deviations from the plan, but at the same time I also feel like they were kind of necessary (i.e. having the students stretch) and I think I understand why you felt they were important (i.e. allowing the students to engage with the text during the read aloud and share at the end). 31:31 Now I totally get what Teacher Carter was saying about how hard it is to stick to time limits and spending less time on direct instruction. It seems like you do have to go over everything before letting the kids go off on their own! 33:26 Good idea to ask a student to repeat what you just said 34:36 Oh no! Did the rest of the video not save? =( I'm sorry! For some reason your phone froze and it wasn't responding to my touch. |
4:19 It wasn't intentional. 11:22 Not necessarily, but I can see that happening for some students. But that doesn't concern me as much as NOT mentioning the fact that all these things are happening. Our kids are very affected by setting and goings-on, so I thought that bringing it up would be better than not. 22:22 This is what they normally do, but they've only done turn and talk in the context of my lessons. |
(My Comments on Student Learning)
First, on the rubric, each student should (theoretically) have one check in ONE of the boxes for clear beg, clear mid, and clear end. Is that correct? I thought each student was supposed to be responsible for one piece. So the student who has two checks, (#3) did more than what he was supposed to and took someone else's job (student #2)??
Did the student who "wants to act it out" (#2) participate in any other way?
Did student #3 not cooperate with student #1? Is that why there are two beginnings to the story?
Did student #4 complete any work?
Group A student work:
Beginning (IMG_0355): This looks like an accurate depiction of the beginning of the story. It looks like this student drew one single goldfish swimming in a fishbowl. I would say he/she met the objective.
Middle? (IMG_0352): This looks like another depiction of the beginning. It looks like the student drew a fish? swimming in a fishbowl by itself. The fish is a silver color though. I would say this could be an accurate depiction of the beginning, but it does not look like it shows the middle of the story.
End (IMG_0353): This looks like an accurate depiction of the end of the story. It looks like the student drew a bunch of the animals in the aquarium. Although, it is also a round shape, so maybe this is from the middle before all of the fish end up in the aquarium by themselves? It is hard to tell. I would be inclined to say that this is a fairly accurate depiction though. There is good detail and I think the student might have tried to draw the crab at the bottom?
Group B:
Beginning (IMG_0356): This looks like one fish (?) swimming in a fishbowl (?). It seems like a fairly accurate depiction of the beginning.
Middle (IMG_0357): This looks like a very accurate depiction of the middle of the story when the tank becomes crowded with all of the fish and other things. (The only thing is that the shape looks like the aquarium, but who am I to criticize, I would still give them two thumbs up!) I think it's also great that the student remembered the little blue guy. He/she also clearly drew the main character, ChaCha, and the snail. Woohoo!!
End (IMG_0345): This looks like one fish swimming in some dirty water. It doesn't appear to depict the end of the story, because this fish is alone in a small bowl.
Did the student who "wants to act it out" (#2) participate in any other way?
Did student #3 not cooperate with student #1? Is that why there are two beginnings to the story?
Did student #4 complete any work?
Group A student work:
Beginning (IMG_0355): This looks like an accurate depiction of the beginning of the story. It looks like this student drew one single goldfish swimming in a fishbowl. I would say he/she met the objective.
Middle? (IMG_0352): This looks like another depiction of the beginning. It looks like the student drew a fish? swimming in a fishbowl by itself. The fish is a silver color though. I would say this could be an accurate depiction of the beginning, but it does not look like it shows the middle of the story.
End (IMG_0353): This looks like an accurate depiction of the end of the story. It looks like the student drew a bunch of the animals in the aquarium. Although, it is also a round shape, so maybe this is from the middle before all of the fish end up in the aquarium by themselves? It is hard to tell. I would be inclined to say that this is a fairly accurate depiction though. There is good detail and I think the student might have tried to draw the crab at the bottom?
Group B:
Beginning (IMG_0356): This looks like one fish (?) swimming in a fishbowl (?). It seems like a fairly accurate depiction of the beginning.
Middle (IMG_0357): This looks like a very accurate depiction of the middle of the story when the tank becomes crowded with all of the fish and other things. (The only thing is that the shape looks like the aquarium, but who am I to criticize, I would still give them two thumbs up!) I think it's also great that the student remembered the little blue guy. He/she also clearly drew the main character, ChaCha, and the snail. Woohoo!!
End (IMG_0345): This looks like one fish swimming in some dirty water. It doesn't appear to depict the end of the story, because this fish is alone in a small bowl.