Entry #1

Observation
Instructional Lesson
Classroom: Ms. Burns
Grade: 2nd
Curriculum Area: RL.2.4.poetry
What I notice

Students worked on a worksheet

correcting sentences that were
incorrect
Then they had to create three
sentences of their own
The teacher read the sentences
with character and enthusiasm
After the students were done
doing the worksheets, Ms. Burns
got all the students to come to
the carpet for a mini lesson.
Her mini lesson was about
alliteration. The example was
peter piper picked a pack of
pickled peppers. This was shown
on the Smart Board.
Ms. Burns praised the students
when making connections
Ms. Burns would say now its
your turn to show me how smart
you are before the you do
section of her lesson.

Observer: Jasmine Hughes

Date: 03/14/16
Time: 10:00am
Thoughts, Questions, Connections to
Methods Classes
Students used the word wall
when needed
Ms. Burns mini lesson tied in new
information with their prior
knowledge as well
Her power point had the I do
scripted out and she read directly
from it.
Ms. Burns modeled to the
students during I do, what the
students will be expected to do.
She read a poem and underlined
alliteration
She praised out loud and
punished quietly
The power point had we do and
the students read a short poem
together with the teacher and
underlined the alliteration
The students you do was an
exit ticket worksheet
When the students finished, they
put their work in a bin on the
floor and then they silently read
from their book baggies.

Jasmine Hughes
ELED 3226
IMB Entry 1 Reflection

I observed a language arts lesson in my second grade class taught by Ms.

Burns at David Cox Elementary. Ms. Burns started the lesson with a mini lesson that
integrated both prior knowledge of the students, and the new information that they
were about to learn. I noticed that Ms. Burns lesson was structured similar to what
Ive learned through my methods courses. She had an I do, we do, you do in
her lesson. I was able to notice this because in the I do, Ms. Burns read a short
poem, modeled how the students should think and how they should underline
alliteration that they found within the poem. The we do was the students reading
another short poem along with Ms. Burns and as a class, they underlined
alliteration. The you do was the independent practice that the students were to
complete, also called their exit ticket. Once the students finished their exit ticket,
they knew where to put the completed work which I really enjoyed seeing. Then
they would go back to their desks and pull out their book baggies, and started
reading independently. Even though the whole class wasnt quiet or on task the
whole time, they obviously were aware that there was some sort of routine that they
needed to follow upon finishing their work.
Ms. Burns is really enthusiastic when teaching and really engages her
students. However, her students constantly talked and got off task. Her
management is good, but this group of kids, I feel, need more reinforcing. She
allows them to get away with a lot and sometimes this means students arent
learning because of it. I tried to walk around the room as the kids worked
independently to try and make sure they stayed on task.