Lesson Review ECED 329 Name: Amber Jordan Todays Date: February 11, 2013 Lesson Topic: Sequencing

of Events Date of the Lesson: February 11, 2013

1. State one objective and describe the ways in which your students met that objective. After reading There Was an Old Lady Who Swallowed a Rose by Lucille Colandro, the students will be able to successfully recall the events that happened from the beginning of the book to the end. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. At the beginning of the lesson, I asked the students to tell me what we would be celebrating on Thursday. I asked this to get the students thinking and to tell me some prior knowledge that they knew. The students answered, Valentines Day. I then introduced new vocabulary words to them, sequencing of events, beginning and end of the story. These new vocabulary words introduced our lesson about what the old lady would swallow. 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. I used an interactive read aloud with the students as a whole group. I used this grouping to introduce new vocabulary and to do an interactive read aloud with the students. I then selected small groups and the students worked on an activity sheet. The activity sheet gave me a way to see what the students learned during the lesson. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. Some students have trouble using scissors and cutting out objects. During small group instruction, if the student(s) were having trouble I assisted them with cutting out the objects. This way the objects on the paper would not get cut up. While working in small groups throughout the week with the students, I encourage them to practice using scissors. 5. If your management of the lesson presented difficulties, what were they and how did you handle them? During the interactive reading, some students continued to talk. I allowed the students to finish their sentence and began to read the book again. I also told them to quite down and listen to the story. During small group instruction, some students had trouble focusing. I asked them to turn around and finish their work and ensure them that when they get finished they could return to their centers. 6. 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. The assessment process provided me with useful information. I found in the pre-assessment that my students did not know what sequencing of events, beginning, and end meant. Most of the students were able to put the numbers in order. I utilized this so I would know that the students could put objects in order.

During my lesson, I found that the students enjoyed the book and were trying to figure out what she was going to swallow next. My post-assessment provided me with information that the students knew what happened at the beginning and at the end of the story. It allowed me to see that they understood the story and enjoyed it as well. These three assessments give proof of what each child learned during the lesson. 7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. The lesson addressed more than one of the developmental realms of the students. The students used creative thinking while coloring their objects that the old lady swallowed. They also used their fine motor skills as well. Holding the crayon, cutting the objects out, and gluing them to the sheet all used their fingers and hands. The students were able to visualize, hear, and have hands on experience during the lesson. The students listened to the story, saw the objects on the old ladys belly, and put the objects in order on their activity sheet. 8. 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? In the classroom, there are different cultural background students. There are Caucasian, African American, and Hispanics in the class. Since there are Hispanics in the classroom, I must provide any accommodations if they need it. I also must ensure I help and incorporate each student no matter what race or gender into the lesson. Since the Hispanics in my class speak English fairly well, I did not have to speak Spanish to them or have a Spanish activity sheet. I must surround them with as much English as possible. I chose this dimension because this helps the Spanish speaking students to better their English speaking skills and will help them in the future. 9. When you teach your next lesson, what teaching strategy will you work to improve? I would definitely change how I incorporated my students in the lesson. I would ensure that each child had something to do. I should have had each child identify and place an object on the old lady instead of just a few. I think I should have let the students identify and place the objects on the old lady several times to ensure that all students had a chance. 10. How would you rate your implementation of this lesson? Very good Satisfactory Fair

Why would you rate your lesson this way? I rated this lesson satisfactory because I felt as if I could have done a better job. I know I could have explained my new vocabulary more in depth to the students. I also believe I could have asked more questions during the interactive reading. During my first small group, students were not paying attention to the activity sheet; instead they were focusing more on their surroundings. I believe I could have gave more instruction to the students and ensured that they were doing the right thing.