Spring 2016

Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Allyson Carroll
Kindergarten, Clymore Elementary School
April 13th, 2016 at 9:00am
April 6th, 2016

TITLE OF LESSON Fishing for Sight Words

CONTEXT OF LESSON

This activity is appropriate for the students at this time because it is reinforcing material they have
learned and reviewed since the beginning of the year. This activity helps the students with oral
language, producing sounds that letters make, and how letter sounds put together makes a word. The
words that I am using have been practiced during classroom instruction and are words that the
students are familiar with. Some of the words on the list of sight words have been recently taught, so
those will be newer knowledge for the students, but still reinforcing material.
After observing the children I was able to gain information from the cooperating teacher about the
strengths and weaknesses of the class as a whole, for example she told us overall they were weak
writers, so I took this information and knew to limit my writing if it was incorporated at all. Through
observations I was given a list of their sight words and what pace they are at to learn these new words.
Observation also allowed us to see the different ability groups based on reading, which has helped me
differentiate this lesson. The cooperating teacher also shared information about students behavior so
that we may note who is someone who does not follow directions, who is a student who is easily
distracted, etc. This helps us divide the students into groups for the lesson. Lastly, I was able to gain
information about my particular lesson. The cooperating teacher informed me the students have
participated in a fishing play lesson, and thoroughly enjoyed it. This gave me confidence in the
engagement and interest the students will have at my station.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will read the sight word
correctly without assistance and
hesitation.
2. The students will follow the instruction
cards in the correct order.

Assessment
I will listen to the students as they read their words. If I see them moving
their lips but do not hear them, or notice them attempting to sound out
their word I will ask them What word did you just fish out? or Can
you repeat the word you just said? I will record this information in the
data collection sheet attached.
I will watch the students as they are playing to make sure they follow the
steps. The instruction cards will be placed in front of them so they may
see. If I see that they are going out of order I will ask them What are you
supposed to do after you fish? or Did you skip a step? Lets go back and
read the instruction cards.

COLLECTION OF ASSESSMENT DATA

A data collection sheet is attached at the end of the lesson.

Page 1

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Oral Language
K.2 The student will expand understanding and use of word meanings.
1. a) Increase listening and speaking vocabularies.
2. d) Use words to describe/name location, size, color, and shape.
3. f) Ask about words not understood.
K.5 The student will understand how print is organized and read.
1. a) Hold print material in the correct position.
2. d) Follow words from left to right and from top to bottom on a printed page.
3. e) Match Voice with print (concept of word).
MATERIALS NEEDED

Fishing poles, sticks (Me)

String/Yarn (Me)
Magnets (Me)
Sight words written onto laminated paper fish (Me)
Blue table cloth (Me)
Cooler, plastic bowl (Me)
Instruction cards (Me)
Colored Bandana (Me)
Ice pack (Me)

PROCEDURE

Preparation of learning environment- I will lay out the blue tablecloth, cut into the shape of a
pond, on the carpet. I will place all the green fish on the left side of the pond, the yellow fish in
the middle, and the red fish on the right side of the pond. I will place the fishing poles on
opposite sides of the pond so that students are not crowded around each other. To the left or right
of the poles I will place the coolers, including an ice pack inside, for the students to place their
fish in after catching them. Im placing them next to the student so they do not have to move
around and bother other students after catching their fish, or have all the caught fish in one
cooler. The instruction cards will be placed at the end of the pond so all the students will be able
to see them and follow them step by step.

Page 2

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

Engagement and introduction of the lesson- Dramatic play should not include many rules and
guidelines, therefore I am not setting many standards for the students because I want them to
able to play and learn freely with little interruption. I will begin by telling the students, Today
we will be fishing for sight words. Whos been fishing before? I will then introduce spacing to
them by asking, When you go fishing you dont stand near other fisherman do you? You dont
want to all be fishing for the same fish, right? My hope is that the students say no and then I
will introduce that since We dont stand near other fisherman we will not be standing near each
other today, because we dont want to all fish for the same type of fish. This will lead me into
moving them to their section of the pond based on reading levels. I will tell them whichever
color dot they have on their nametag is the color fish they will be fishing for. I will make sure
they know that they can only fish for that color fish. I will address it this way because it will not
make them aware that they are split up based on ability, they just think its because fisherman
cannot fish for the same fish. When the students are in their spot we will read the first instruction
card together, pick up pole, and will discuss how to and not to use the fishing pole. We will all
pick up our poles at the same time and practice gently casting our pole because If we are too
loud we might scare the fish. Then we will look at the next three instruction cards, Catch fish,
Read word, and Put in cooler. I will tell them Once we catch our fish we will read our sight
word out loud, and place your fish in the cooler. After discussing the activity I will ask for any
questions and if we dont have any I will let the students begin.
Implementation of the lesson- The students will be standing near the area of the pond
according to their reading level. The lowest reading group will be fishing for red fish on the right
side of the pond, the middle reading group will be fishing for yellow fish in the middle of the
pond, and the highest reading group will be fishing for green fish on the left side of the pond.
Once again, this is dramatic play, so I will not be involved in the play process, but will be more
as a guide to reinforce their learning. As the catch their fish I will walk around and listen to them
say their words and watch as they place their fish in their coolers. I may ask a student to repeat a
word if he pronounced it incorrectly, and say, Lets sound this word out together. Sounding
out word together will reinforce the sounds that letters make, and how these sounds blend
together to form a word. If I find that this is an easier task for students I may ask them to begin
to form sentences with the words, or make up a story about their fish or fishing trip using their
sight words.
Closure- We will have someone walk around the room with a yellow card when there are two
minute left from our station. Once I see this card I will tell the students that Our time is almost
up and I would like you to help me restock the pond so other fisherman can get the to fish.
While they pick up their coolers I will ask them Did you have fun fishing? followed by What
sight words did you catch? Then as they restock the pond they will read back their sight words
to me. This will give the data collector a chance to write down any words that she missed, as
well as reinforce any words they did not pronounce correctly when they first attempted to say the
Page 3

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

word.. I will thank the students for being great fisherman and woman, and for using the fishing
poles in the appropriate and safe way, so that all students got a chance to catch their fish.
Clean-up Once the eight minute rotation is complete, Maddy will say Center Center, and the
students will respond woo woo. Maddy will follow up with It is time to move to our next
station. I will point the students in the correct direction and tell them what color bandana to
move to for their next center. Once the students know where they are going, I will place the
coolers back in the correct spot, and tidy up any other materials. At the end of the workshop I
will collect all fish, fishing poles, instruction cards and coolers. I will throw away the table cloth,
and double check my center area to ensure I did not leave anything behind.

DIFFERENTIATION
The lesson will be differentiated for the students based on their reading groups. The students will fish in different
areas of the pond based on their reading level. In each area will be a specific color fish related to their reading
level. For beginning (below level) readers I will have them fishing for green fish, on level readers will be fishing
for red fish, and above level readers will be fishing for blue fish. The students will have different color sticker on
their nametags based on their reading group. This is how I will differentiate between each student and inform
them of what fish the will be fishing for. I will observe each student during the rotation, but will be more aware
of the lower reading groups, because they will need them most assistance throughout the activity.
(possibly have pictures on the lower level groups fish so that they can all correctly match word families without
my assistance the whole time?)
There are no ELL students in the classroom so I will not need to assist students using a different language or
limited English.
Students with small attention spans I will monitor and have repeat many of their words to me. I will make sure to
ask them many questions to keep them engaged. I will also make sure these children are separated from one side
of the pond to the other. Groups are based on behavior or who works well together; therefore, these behavioral
issues should not occur.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One situation that could arise is students hitting one another with their fishing rod. In order to avoid this I will
model appropriate ways to use our fishing rod. I will also place students across and staggered from one another
so that they may not bump each other when casting. This will also prevent their lines from getting tangled. If
the students are properly casting their rod and standing on their correct side of the pond they will not become
tangled. If the lines do become tangled I will tell the students to gently place their rods on the ground and that
Sometimes fisherman get their lines tangled on other things in the water and I will untangle the yarn myself
before allowing them to pick up their rod and continue.
Something else that may happen is students catching fish that are not their own. If one group is larger than
another and consist of four students, the students could be fishing for the same type of fish or may be more
crowded than other groups. This could lead to two different outcomes. The first outcome is that students fishing
for the same fish will have less fish to catch and finish early. If this happens I will ask the students to work
together to make a sentence using the words on their fish. Or I will allow them to place the fish neatly back in
the pond and see if they can get a new set of words. Secondly students could fish out a word that is not theirs. If
this happens I will ask the student to try to sound out the word, he or she may keep the fish if they would like, or
if the word is too difficult for them, they may place the fish back in the pond where it belongs.
Students may also become frustrated if they are unable to sound out a word. This may arise with the words they
have just learned. I will avoid this by telling students in the beginning if they do not know a word they may place
the fish back in the pond to avoid frustration, or they may seek help from fellow fisherman, or me, to get
assistance in sounding out the word.

Page 4

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

Data Collection Sheet

Student

Objective 1: The students

will read the sight word
correctly without assistance
and hesitation.
Place a check next to the
words the student
pronounces correctly, place
an x next to the word the
student needs assistance
pronouncing, leave blank if
the word was not caught.
___ a ___ as ___ at

Objective 2: The students

will follow the instruction
cards in the correct order.
Place a check next to the
steps they follow correctly,
place an x next to any steps
they skipped.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ Pick up fishing pole.

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ black ___ blue

___ Pick up fishing pole.

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you

___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

Page 5

Behavioral Indicators:
Please indicate any
inappropriate behaviors the
student exhibits, such as;
incorrectly using rod,
throwing fish, hitting
others, etc.

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ black ___ blue

___ Pick up fishing pole.

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you
___ black ___ blue

___ Pick up fishing pole.

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you

Page 6

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

___ black ___ blue

___ Pick up fishing pole.

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you

___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

Page 7

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you
___ black ___ blue

___ Pick up fishing pole.

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you
___ black ___ blue

___ Pick up fishing pole.

Page 8

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

___brown ___ from

___ Catch fish.

___here ___ have ___ look

___ Read word.

___ like ___ orange

___ Put in cooler.

___purple ___ red ___ said

___ that ___ they ___ this
___ was ___ white ___with
___yellow ___ you
___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ of ___ on ___red

Page 9

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

___ see ___the ___ to

___we ___ you
___ a ___ as ___ at

___ Pick up fishing pole.

___ be ___ do ___ go

___ Catch fish.

___he ___ I ___ in

___ Read word.

___ is ___ it ___ my

___ Put in cooler.

___ of ___ on ___red

___ see ___the ___ to
___we ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you
___ at ___ and ___ are

___ Pick up fishing pole.

___ can ___ for ___ go

___ Catch fish.

___ have ___ his ___ he

___ Read word.

___ in ___my ___ red

___ Put in cooler.

___ said ___ she ___ the

___to ___ was ___with
___ we ___ you

Page 10

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made
them. Be thorough & specific in your description. (3 pts)
The main aspect that went different from my plans was the layout of each rotation. Originally we believed that the
groups were being made by behavior and not by reading groups. Due to this I set up my rotation with each
colored fish being in the pond at all times so that every child no matter their reading ability would have a different
fish to catch. Once getting the groups, I realized that almost every group consisted of students in the same reading
group. This worried me because I arranged for each child to be able to catch a specific number of fish and there
would not be enough if I had four kids fishing for one color. I ended up writing down the color fish that needed to
be in the pond for each rotation on a sticky note. If I knew the next rotation needed the same fish I had the
children restock the pond before the next rotation, if I knew they would be different I told the children to empty
the pond and catch all the fish. I did this so that I did not waste time in between rotations collecting all 20 fish that
I did not need or scrambling to replace all the fish into the pond that the next rotation would need. If the fish ran
out I had each child restock the pond, switch places, and continue to fish for new words. This worked each time
and the rotations went smoothly for a quick overnight change.
The second part of the lesson that changed from my original plan was how we were rotating. Originally Maddy
was supposed to say center center and the kids respond with woo woo, but Maddy was running late on her
centers and did not call out so first Nia handled the rotation, and the second time Liz stepped up. This was
confusing for the children because they are not used to Nia or Liz being in the classroom so when they shouted,
center center they did not respond well the first time. Towards the end of the workshop we got a hold on how to
transition, but the first rotation was very shaky.

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)
The purpose of my lesson was to reinforce learning that they have been doing all year, and I believe based on my
data and feedback that my lesson successfully did that. I planned ahead to assure each child was given a set of
words that were on their reading level, so that they may not struggle and become frustrated with the activity.
There were only two students who struggled producing their words, one has a speech impediment and was
difficult to understand, while the other needed some encouragement and positive reinforcement. The contest of
the lesson went well with the pace the students were at in their reading, and reinforced the sight words they had
been learning throughout the year. The second objective was related to the instruction cards and how they
followed those in the correct order. There was only one student who did not follow the instruction cards, she did
not read the words off the fish, she just caught the fish and placed them in her cooler. When I noticed this I
walked over to her and would encourage her to read the words out loud, and at the 2-minute mark for the rotation
I had her repeat the words to me as she restocked the pond. I did this to make sure that she knew the words, and
this was a result of failure to follow directions and not failure to understand her sight words. After I noticed this is
on student I became more aware of who was reading and who was not. If I noticed students were not reading I
went over to them to make sure they knew the word, and then following each rotation I had a reinforcement piece
to wrap up the activity. I believe this was a key piece in the lesson that I added into my second revision. This was
very important for my data because if a student produced a word incorrectly and I assisted them, when they read
them back to me if they said it correctly, I knew my assistance helped them, and if they still had difficulty
producing the word I knew it was a word they still needed to work on. Not only did this portion help me but also
it helped Brianna as my data collector because if she was unable to hear them say a word, as they read them back
to me while restocking the pond, she was able to cross the words off their list. Overall, I think the lesson went
mostly according to plan; I did my best not to show the students when something went wrong. The students were
all able to complete their objectives, this doesnt mean all of them completed it correctly, but they were able to
complete the activity. The students were careful with the materials, and I only spoke to one child about how they
hold their fishing pole. Lastly, the lesson was a reinforcing lesson as I had planned it to be.

Page 11

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to present this lesson again. (2 pts)
A way I would make it more developmentally appropriate in the future is testing or understanding their fine motor
skills and patience before hand. A majority of the students successfully completed the activity in the way I
intended, while others struggled with the fishing poles. The fishing poles required more hand eye coordination
and patience then I originally thought they would. Some students could not get the magnets to attract to one
another because of the way the magnets hung from the string, also the magnets were not very strong, so they had
to be very patient until they stuck. This resulted in students bending down and placing the magnets one on top of
another then standing up and taking the fish out. In order to fix this I would get bigger fishing poles and make the
string sturdier for the children who are impatient or have low fine motor skills. I would also have bigger magnets
that have a stronger and quicker attraction.

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer
based on the data that was collected and your observations during the lesson.) (2 pts)
Based on the data collected, the students know their sight words very well. There were only two students who
struggled, one has a speech impediment, and therefore it was hard to understand her because I am not with her
everyday. If I were around this student more often I would understand how she talks and the different slurs she
says, but because I am not I had her repeat words and remember the sounds she makes for her letters. The second
child was in the lowest reading group and knew the words, but he needed encouragement and a confidence boost
to say them aloud. From these results, I would feel comfortable introducing students to higher-level sight words
that they may become exposed to in first grade. Since the year is coming to a close, I would not introduce a whole
new list, but at least a few to get their feet wet, so that when they transition into first grade it will become review
for the students. For the students who struggled I would not introduce them to first grade sight words, but would
keep having their sight words reinforced during lessons, and make sure they have mastered all sight words before
transitioning to first grade.

E1. Share something you learned about young children as a result of planning and conducting the activity. Relate
this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and
ECED 372 courses. (2 pts)
I learned that you cannot label a child and leave that label on them at all times. For example you cannot always
label a child as disruptive or having short attention span, because this may not true for all scenarios. When going
into observe Ms. Marion listed off names of children who had behavioral problems in the classroom; however,
during the workshop myself and my classmates did not notice any child who stood out to be difficult to teach or
give directions to. This proved to me that children vary based on their level of engagement and interest. We made
all our activities something that the children have done previously, or have a special interest in, and because of
this no child was a problem child. This is something I will bring into my future classroom, the more the
children are engaged the less time they have to be disruptive or become distracted. Therefore, all my lessons I will
foster the interests and needs of each child.

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe
how you will apply this new knowledge to upcoming opportunities for developing learning experiences for
children. (6 pts)
Teaching takes a lot of planning and preparation! There are many more steps to planning a lesson than I thought.
A lesson includes so many fine details that you need to include, that Im glad we started writing early or else I
would have missed a lot of important details. Having this experience early on in my teaching experience is going
to help me plan ahead in the future. I know that it took two revisions to write my lesson and I could have done one
more; therefore, I will make sure that I plan my lessons at least two weeks in advance, preferably three. This will
ensure that I have ample time to look over them, revise, and/ or ask for feedback in a timely manner.
Something else that became more apparent to me was that no matter how far away I was, or how much I tried to
step back and let the students play, they were still relying on me. For some students it was because they needed
help sounding out a word, while others they needed that simple Good job! or nod of the head letting them know
they completed the activity correctly. This shows that they know as a teacher we are there to help and guide them,

Page 12

Spring 2016
Dramatic Play, Sensory Play, and Blocks Workshop-ECED372

and that students will always look to us for assistance or reassurance no matter how much we try to let them take
the reigns. However, this also could be a result of schools being so structured. The class does not get much play
time so this couldve been a result of students not knowing how to play on their own, and they feel the need to be
lead by the adult. Knowledge of this does make me worry about incorporating play into classrooms because of the
way students are taught to follow the teacher and not think for themselves. However, I know it is something
important so I will work my hardest to make these activities become routines for the children. This is their time to
be creative, use their imagination, and play without feeling like they are being tested and assessed. Therefore, I
will incorporate many play activities into lessons as much as possible so that students know this is their time to
learn in new and exciting ways where they are in charge of their learning process.

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)
I learned that no matter how much I try to plan, I cannot plan for everything and I need to be okay with that. I am
a big planner so I like to know everything that is going on and have everything very organized, but as a teacher
anything can happen and that is okay. Before the lesson I was very anxious and nervous and I kept trying to think
of more and more things that could possibly go wrong so that I was never blindsided and could be in control of
the situation had one occurred; however, thats not how its going to be every time you plan a lesson. I learned
that some things I plan for wont happen, and things I didnt plan for will. In reflecting on this, I learned that I
need to be more relaxed about situations and understand that as a teacher many things are thrown your way, and
that I am not a flexible as I thought I was. Therefore, going into my 400 level classes, where I will be planning
lessons, I want to become more comfortable with my lesson so that I can loosen up and be more flexible with the
children as the lesson occurs.

Page 13