Community Building Lesson CREW & READING Anticipatory Set (3-5 min): Countdown-Shake Out.

Students will shake their right hand 8 times counting down from 8 to 1. They will then repeat the count down with their left hand, repeating with both then right and left legs. They will then start back with right hand instead starting from 7 when beginning the countdown and again all four limbs. Once each limb only gets one shake you get silly and it is a good way to get the blood flowing. After this activity, the students will tell/teach to me what it means to be part of crew/team. We will write their ideas on the smartboard. Objective: To begin the students will be prompted to think and ponder about what it means to be apart of crew/ their reading class. In order to develop Exhibitionary learning, students will write one sentence that describes what crew means, one personal goal they can attribute to crew, and one proud moment response given by another crew member. Instructional Input (5 min): Together we will come up with ideas about what we want to see our crew look like and how each of us can set personal goals to enhance the cohesiveness of the crew/reading team. I will explain to them that through the lesson they need to be demonstrating respect, especially during the yarn activity in the guided practice section. I will also instruct the students that they are to be listening to each other and making connections and supporting each others strengths. Modeling: I will model by telling the students a goal that I have and something that they may not have known about myself to get their ideas flowing as well as let others make a connection to me or others. I will then ask if anyone else has made a connection with my goal, or statement, and I will then pass the yarn to that student. This will show the students what is expected of them for the remainder of the activity. Check for Understanding: Here we will use the fist to five technique to assess if students have now a better understanding of what it means to be a crew member/ team. I will be asking and answering clarifying questions as well. Throughout the lesson I will be reminding the students what it means to be respectful as well as asking the student what they are learning. Guided Practice (10- 15 min): During this time we will be getting into a circle. I will explain that we need to remember to be respectful and keep our list in sight. (the list will stay on smart board where students can refer back to). I will then provide the following prompt: Think of 3 things that you are proud of about yourself. After some time has been given to allow students to think, I will share one of my three. a) I am proud that I was able to travel to African and do community service b) I am proud that I work hard in school and made the Deans list c) I am proud that I am a good listener After a proud moment/ attribute has been shared, the students will make a connection with the statement made. Once that statement has been connected with, the yarn will be passed and the new student will repeat the connection made along with one new proud moment. This activity continues until every student has make a connection and if time allows, continue so more connections are made. It will be reminded to the students that this activity is to help create a better cohesive classroom. Independent Practice: The independent practice will be during the activity when the students are asked to share with the group their goal, or something about themselves their class mates did not know. It will also be

after the yarn activity when the students will take out a piece of paper and respond to the 3 items in the objective: a) What crew really means b) One personal goal they can contribute to the crew/team c) One proud moment/ attribute about a fellow classmate Assessment (10 min): The assessment will be the completion of the independent practice and the ability to act upon their personal goals throughout the rest of the year. [During this time students will take out a piece of paper and respond to the 3 items in the objective: a) What crew really means b) One personal goal they can contribute to the crew/team c) One proud moment/ attribute about a fellow classmate ] State Standards and Curriculum Dashboards: LA 1: 1d(ii-iv): Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.6.1) ii. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (CCSS: SL.6.1b) iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c) iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d) Community Membership Lesson Standards: Articulate, instruct, and assess students in the democratic ideal of: i. Respect for the rights of others; ii. Respect for various cultural values, beliefs, and practices, and; iii. Moral standards necessary for personal, family, and community well-being including respect and affirmation of cultural diversity based on any element of identity.

Community Lesson Evaluation:

I thought that this lesson went really well! I was able to teach this lesson to a 7 th grade crew class as well as a 6th grade reading class. With the reading class, I was able to have the full attention of the students from the very beginning. Mr. Fitzpatrick really stepped in at the beginning and reminded the students what was expected of them. While that did work at the beginning, some of the boys started to get a little out of hand with comments and not being respectful while the others were talking like we had discussed earlier in the lesson. I was able to control the situation for the most part but being that I was still new to the classroom when I was teaching this lesson, they were still trying to push the boundaries. Mr. Fitzpatrick towards the end did step in with the two boys to remind them that they needed to be respectful not only to myself but also to their classmates. With this class I wish that I would have been able to ask deeper questions than I did with the 7th graders. I was instructed by Mr. Fitzpatrick that the questions and prompts that I had given to the crew class would not exhibit the same results for the 6th grade reading class. Their level of understanding he said was not quite ready for that. I do think that if I had gotten to know the students longer or been with the classroom from the beginning of school, and set the bar high for the students, then they would have been able to answer those questions.

The MC Ed objectives that I had written for this lesson were: Community Membership Lesson Standards: Articulate, instruct, and assess students in the democratic ideal of: i. Respect for the rights of others; ii. Respect for various cultural values, beliefs, and practices, and; iii. Moral standards necessary for personal, family, and community well-being including respect and affirmation of cultural diversity based on any element of identity. I do think that the students of both classes were able to meet all of these standards. By having the students brainstorm and write down what it meant to be respectful to each other as well as constantly reminding them throughout the lesson if their actions were respectful towards their classmates and myself. Because the students were asked to brainstorm an idea about themselves that their classmates didn't already know as well as a goal, this was enabling the rest of the class to show respect for the different values and beliefs of their own peers. It also gave them the insight as to their peers moral standards and how they hold themselves as human beings. How much they value education, family, personal hobbies and all other ideas that were shared with the class. Unfortunately I was not able to change the lesson too drastically with the amount of time that I had between the time of check in with you, and the time I was teaching it. However, I would have liked to have the template that we have now to have created a better lesson that would have been easier to understand if a substitute would have needed to read it. I would have also enjoyed the time to get to know my students better before hand to come up with better questions to give them. There are always so many ways to fix a lesson for the next time, and each time you teach the lesson again and again I know that I will come up with new ideas each time. Teaching is learning, you are always learning from the students as well as yourself.