Professional Documents
Culture Documents
Learning Experience
Academic Language:
Procedural steps:
Childs Name
Answer? Y/N
Child 1
Child 2
water
Child 3
birds
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2.
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5.
6/12/2013
Overall the lesson went fairly well. During our hook activity, half of the class was absent, so we only were able to complete the lesson with four
children. During the story, the students seemed attentive and focused with the assistance of the cooperating teacher. When asked a question
during the book read two of the four children were able to take turns talking and stay focused on the task at hand. The other two students really
needed help from the cooperating teacher and student teacher while the book was being read and questions were asked.
We transitioned into identifying sounds. We played some meditation and white noise sounds that varied from rain and thunderstorms to city noises,
to airplanes, etc. The students all seemed to really enjoy being able to listen for the sounds, and try to identify exactly what they were hearing.
Three of the four students were able to participate and take turns talking to identify the sounds, but the other student was unable to do so without
assistance. Two of the four students were able to identify storms, rain, cars, and a breaking sound. Another student, who is usually quiet and does
not speak in a group setting very often, identified some of the harder sounds such as frogs, and a helicopter, which we found impressive. If we were
to do this hook activity over again, one way to improve the lesson would be to make sure the sound quality is very clear and precise. It came out a
little fuzzy at the time, making it a little bit difficult for the children to precisely identify the sounds. Overall, the hook activity went well, and we feel as
though the children were able to participate well, learn, and take away a message about sound.