Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name __Jordan Suber________________ Lesson Topic _Language Arts/Chicka Chicka Boom Boom______ Todays Date __2/6/13______________________ Date of the Lesson ___2/6/13____________________________ 1. State one objective and describe the ways in which your students met that objective. Objective: The students will be able to count and know how many letters are in their first name with 100% accuracy. I read the book, Chicka Chicka Boom Boom and had the students create their own chicka boom tree afterwards using the letters of their name. I had the students meet my objective by identifying the letters in their first name and then glue them onto their coconut tree. After the students had their trees completed, I had them count each letter of their name and write it at the bottom of their activity. As I walked around the room, I checked each childs sheet to assure that they had 100% accuracy and they did. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I began the lesson asking them about things that I knew they had been studying. For example, I asked them about the front cover, back cover, spine, and title page to cover what they already knew. I also asked them about what the author does versus what the illustrator does. We talked about the job of both for a few minutes. Now that I knew they definitely had the basics of a book down pat, I introduced the book to them. Mrs. Driggers already told me that they read the same book at the beginning of the year so I knew they were familiar with it. This helped out a lot when it came to talking about rhyming words within the book. I knew the children had talked about rhyming words, but not as in depth as I wanted to. As we came to rhyming words in the book, I pointed them out to the students and every now and then I asked them to give me two rhyming words of their own. As I asked questions at the end of the book, it led them into asking and answering new ideas that they had never been presented with before. For example, we led into talking about predictions because I would ask them what they thought would come next in the book and they would answer. I asked them if they knew that they were predicting what was coming next. There were only two or three students that knew what the word was, the others were not familiar. 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. I grouped the students by their seating tables. For the activity I was doing with them, I needed students of lower academic performance at the same table or two and then the higher performing students at a table together. It was easier for me to be able to walk around and help the ones needing more attention at the same time. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. I have a student who wears eye glasses every day. I addressed her physical need at the beginning of my lesson by allowing her to sit up close on the run while I read the book. By allowing her to do so, she was able to see the text more clearly. 5. If your management of the lesson presented difficulties, what were they and how did you handle them? I had difficulty during the activity portion of the lesson when the students were to sort through their pile of foam letters at their desk. They were supposed to sort through them and find the letters of their name. I found

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myself running from this table to that table when students would say, I cant find a D. or I cant find an E.. This was my biggest challenge during my lesson because I felt like it took too long of time for them to sort through the letters on their table. In order to handle this problem I would go to each table and help them sort until every student finally found the letters of their name. In the future, I may go ahead and sort the letters myself and place their names inside a baggie for them. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. I used a chart to process my assessment before during and after the lesson. I feel like the charts I use are easy to read and easy to check off, especially during the lesson. I did feel like the assessment during the lesson was a little of a challenge because I did not want to stop during my read aloud to check off that a child got a concept question right. I felt like that took too much time out of the lesson so I waited and did that right after the activity. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. I feel that the students were involved with a variety of developmental realms. While I read the book and asked questions, they used their sense of listening and inquiring what they heard to answer questions. During the activity they used small motor skills when having to peel off the back of the foam letter stickers and when they wrote their name on the bottom of the activity. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? Knowledge construction was the most important multicultural dimension of education because I had to address standards to students that are all on different performance levels. Having them use their knowledge to complete some of the work I asked of them was almost oblivious to a few of my lower level students. Their minds are a different construction than most of the others. I have students in my class that will stare at you hoping you just give them an answer for free. It was critical for me to understand how they learn the best to build their knowledge of the lesson. When you teach your next lesson, what teaching strategy will you work to improve? I plan on working more on classroom management during my next lesson. I felt that I had the class under control during the majority of my lesson. Towards the end of my lesson I had a couple students getting up while we did the activity to go to the bathroom without asking or go to the trash can for no reason at all. I corrected the students and had them return to their seats. Next time, I need to have the early finishers something to do quietly while the others finish because they tended to become anxious while waiting on their next set of directions. How would you rate your implementation of this lesson? Satisfactory Fair

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Why would you rate your lesson this way? I would rate myself as satisfactory for my first lesson. I feel like I deserve this rating because for my first lesson I thought it went quite smoothly. I would not give myself a very good, because I know I have things to improve on!