Central Connecticut State University

Department of Teacher Education

When I teach I learn twice. First, when I plan what I am going to teach and
second, when I teach I learn from the children. (Caroline Pratt, 1948)
Names:
Ashley Tetreault
Date:
Grade: 4
School: Smith Elementary School
Classroom Teacher: Mrs. McAloon
Title: Beach Ball Getting to Know You Lesson

10/15/14

Lesson Outline
Content Standards: CCSS.ELALITERACY.SL.4.4

Reportonatopicortext,tellastory,orrecountanexperienceinan
organizedmanner,usingappropriatefactsandrelevant,descriptive
detailstosupportmainideasorthemes;speakclearlyatan
understandablepace.
Differentiation

Student Learning Objective(s): Students

will participate in a game to practice their
ability to recount experiences in an organized
manner, using appropriate facts and relevant,
descriptive details to suppor main ideas or
themes, all while speaking clearly at an
understandable pace. They will also have the
opportunity to get to know one another.
Assessment: Teacher will observe students
during the game.

Students
will be
given
the
opportu
nity to
pass if
there is
a
question
they
cannot,

Accommodatio
ns/
Modifications

Materials and Resources:

Chart paper and marker to set game
expectations
A beach ball with prewritten questions
to get to know the students.
Initiation:
Teacher will ask students to come to the
carpet
They will sit first as teacher introduces
herself
Students will be told that they will be
doing activity to get to know one
another.
Teacher will present the beach ball and

or do
not feel
comfort
able
answeri
ng.
Teacher
will push
students
for
details
and
descripti
ons
when
necessa
ry.
For our
one ELL
student,
students
will be
asked to
translate
her
question
and her
answer
for all to
hear.

explain how the game works. They will

pass the beach ball around and answer
the question that their RIGHT THUMB
lands on.
Teacher will ensure that all students
understand which is their right thumb
by asking them to put it in the air.
Teacher will then explain that in all
games that involve such movement in
the classroom, there has to be
expectations
Teacher will ask students to volunteer
for suggested expectations. These
expectations will be written on chart
paper. Students will also be told that
they will have one warning if they do
not meet the expectations, but the
second offense will have them removed
from the circle.

Lesson Development:
After initiation, teacher will ask a
student to help model the game. The
student will stand up and practice soft
passing.
As the teacher catches the ball, she will
model answering the question her right
thumb lands on.
In modeling, teacher must be
descriptive, give details, and show what
a loud teacher voice sounds like.
After modeling, the activity will begin.
Teacher will pass the ball to the first
student and they will answer the
question.
After answering the question, the
student may pass the ball to any
student who has yet to answer a
question.
This pattern will continue until all

If
necessa
ry,
teacher
should
push for
the
expectat
ions, but
the
students
tend to
do a
good job
setting
expectat
ions on
their
own.

Students
may
need a
push for
details,
descripti
ons, and
volume
control.

students have answered at least one

question.

Closure: Students will be asked to reflect on

all of the things they learned about one
another. After a class discussion on whether

Teacher
will aid if
necessa
ry.
If a
student
feels
uncomfo
rtable or
unable
to
answer
a
question
, they
will be
allowed
one
pass
to
alleviate
the
pressure
or
stress.
ELL
student
will be
able to
participa
te by
having a
Spanish
speakin
g
student
translate
the
question
s and
her
answer.
During
the
initial

the lesson was effective in helping them learn

facts about their peers, they will be asked to
do some writing. They will write 3 facts they
learned about 3 other students. Students will
then be asked, on a volunteer basis, to share
what they learned.

discussi
on,
voluntee
rs will be
asked
some of
the facts
they
learned.
This will
help
those
students
who
may
have
missed
some of
their
peers
answers.
Teacher
will walk
around
and
assist in
the
writing
part. If
students
need
help,
they will
be
guided
to help
rememb
er some
facts.
For
those
students
who
work at
a slower

pace, 2
facts will
work.
Lesson Reflection: Beach Ball Getting to Know You Lesson
Going into Mrs. McAloons 4th grade class was my first experience in
the upper elementary level. I was not quite sure where to begin with a
Getting to Know You Lesson. I did not know the students very well, but I
knew that they could be a somewhat challenging group. I decided that I
wanted to put some of my Dramatic Enactment experience to use. In that
class, we learned that children who come from diverse backgrounds, and
those students who struggle the most, learn easiest through kinesthetic
learning. This is why I chose to try the beach ball activity.
The beach ball activity starts by asking students to gather in a large
circle. I was nervous that this class may not handle this well because they
were such a large group (28 students). The students were then presented
with the beach ball that had questions on each of the colored section. They
were instructed to pass the ball from one student to another, saying the
other students name as they passed the ball. When that student catches
the ball, they are to read the question their right thumb landed on. Some
examples of questions are Do you have any siblings? and What is your full
name. After answering the question, they then pass the ball to the next
student. To alleviate some of the stress over being put on the spot, students
were aloud one pass.

Despite my initial concerns with this lesson would work with such a big
and challenging group, I have to say they cooperated beautifully. I had taken
advice from the teacher, Mrs. McAloon, about setting expectations before I
started the game. Students were actually a part of this process. I allowed
them to come up with the expectations that they thought were appropriate.
This seemed effective because it gave them ownership to the rules. They
were also told that they would receive one warning, and the second time
they would be asked to leave the circle. Some of the rules the students
came up with were: Do not throw the ball, toss it, Be respectful when
others are speaking, and Be sure to use a loud teacher voice when you
speak.
One thing I could have done differently is have something for students
to do during the wait time. Because there were 28 students, the game took
a little longer than I expected. For the majority of the time, the students
were really engaged, but towards the end, I started to loose some. Noticing
this, I asked Mrs. McAloon for some feedback. She suggested that I have
students write down facts that they hear about their peers on a piece of
paper. Next time I do this activity, I will definitely consider this.
In the end, I was very proud of the students. They were respectful to
one another, mostly engaged, and we learned a lot about one another. I took
a risk by getting them involved in a game, but it worked out beautifully in the
end. It just goes to show that getting students on their feet is often the best
option with a very active group of learners.