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)
Name:

Ashley J. Tetreault

Date:

2/28/14

Grade: K
School: Edna Stevens
Classroom Teacher: Amy Carta
Title: Getting to Know you Show and Tell
Planning Your Lesson.
Reflective Summary for Classroom Teacher and Observer:
1.Ms. Carta has 19 students. 10 students are female and 9 students are
male. Her classroom is predominately Caucasian but she does have one
Hispanic little girl and one African American little boy. Some students are
bused from Hartford. Other students are European. This makes for a very
diverse group of learners. One student, a little boy named Bilal, has a severe
developmental delay, so he will not be participating in this assignment.
There are two accommodations that will be made to this lesson. If a student
does not want to speak in front of the class, they may need additional
prompting, support, and time. Also, if students forget to bring their show
and tell, they will be allowed to speak about three of their favorite things
without showing them.
2. Students will take part in a read aloud that draws them into the
assignment. I, the teacher, will also bring my own show and tell to model the
assignment. A letter inside a gallon-sized Ziploc will be sent home with
instructions a week prior to the due date. Both the read aloud and the
sharing will be done on the carpet so that students feel more like a learning
community or family. All of these things are done so that students get the
most out of the assignment.
3. There are two accommodations that will be made to this lesson. If a
student does not want to speak in front of the class, they may need
additional prompting, support, and time. Also, if students forget to bring
their show and tell, they will be allowed to speak about three of their favorite
things without showing them.
4.This is lesson can be connected to the students prior experiences with
show and tell. On the last Friday of every month, they do show and tell in
their classroom. This, however, will be the first time students will have
specific instruction on what they can bring. They are also aloud more items
that usual, three. These three items must fit inside a gallon sized Ziploc.

5. The entire lesson, on both days, will be done on the carpet, oppose to at
their tables. Students will take turns coming to the front of the class and
showing their items.
Lesson Outline
Content Standards:
SL.K.4: Describe familiar people, places, things, and events and,
with prompting and support, provide additional detail.
SL.K.6: Speak audibly and express thoughts, feelings, and ideas
clearly.
At the end of the lesson, students will have had the opportunity to share three
items that are personal to them in front of the class. They will have described
the items, all of which are familiar to them, and their descriptions will be rich
with detail. Students will have also practiced expressing thoughts, feelings,
and ideas clearly.
Differentiation

Student Learning Objective(s):

Through the show and tell portion of this
lesson, students will describe familiar
people, places, things, and events. With
prompting, students will provide
additional details. For example, what
the item means to them, where they got
it, a memory that it evokes, etc.

Also through the show and tell

component, students will speak audibly,
and express thoughts, feelings and
ideas clearly, as they will be speaking in
front of their peers.

Teacher
will ask
question
s or
prompt
those
students
who
struggle
to
explain
their
items.

Teacher
will
model
good
presenta
tion
practice

Accommodatio
ns/
Modifications

Assessment: Students will be assessed

through observation. Students will have been
instructed to provide two details on each
show and tell item and to practice their
presentation at home.

Materials and Resources:

s by
bringing
their
own
show
and tell
and
presenti
ng it.
Teacher
will
point
out their
own
voice,
the
details
used,
and how
practice
makes
the
presenta
tion
more
clear.
Students
may
need
prompti
ng for
more
detail if
they did
not
come up
with
two.

Student
s who
forgot
their
show
and tell
will be
given
the
option
to speak
about
three
things in
their
desk or
backpac
k.

Henrys Show and Tell by Nancy Carlson

Gallon size zip lock bags (one per child
to place their show and tell items in)
Teacher show and tell zip lock model
bag
Initiation: This lesson will begin with the
shared reading of Henrys Show and Tell, a
story about a Kindergarten mouse who loves
everything about Kindergarten, except show
and tell. Students will be prompted to discuss
their experience in Kindergarten and their
thoughts on show and tell. A variety of
responses about students feelings about
show and tell and Kindergarten should be
expected.
Lesson Development:
Day One:
Teacher has students join on the rug to
start the lesson.
Teacher introduces Henrys Show and
Tell as a shared reading. Teacher asks
students for predictions based on the
front cover.
Teacher reads the story to the students,
highlighting specific pages and
clarifying any unknown terms. For
example, words like nervous, shy, and
barf.
After the reading, students will take part
in a class discussion about the story.
They will be prompted to recall what
happened in the story as a means to
check for comprehension. We will also
discuss why Henry is so apprehensive
about doing show and tell and ways
they can overcome these struggles
themselves.
Teacher presents her show and tell zip
lock bag as a means to model their
assignment for the following week.
Whats in my model bag: my favorite
book, The Cat in the Hat by Dr. Seuss, a
picture of my daughter, and my CCSU

Day

I.D. These items will be explain with

two significant details. Also,
presentation expectations will be
modeled. Teacher will point out her
voice, the details, and how practice
made the presentation clear.
Two:
Students will be asked to come to the
carpet for a repeat shared reading of
Henrys Show and Tell.
After reading, we will discuss the
teachers example zip lock bag once
more, reiterating the expectations for
their own presentations.
Students will then take turns sharing
their bags.

If
students
struggle
to
speak,
or are
nervous,
they will
be
allowed
more
time.
They
also
may
need to
be
prompte
d for
details
about
their
items. If
they
seem to
be too
nervous,
they can
choose
to show
their
items
after a
few
more
peers
have
gone.

If a
student
does not
bring in
their
items,
they will
be
asked to
share
three
things
about
themsel
ves,
without
showing
them.
There
will be
no
penalty
for this.

Closure:
Ask students to recount their experience
with show and tell.
o Did you feel like Henry, or were
you less nervous?
o What about this lesson did you
like?
o Are there any things you did not
like about the lesson?
o What would you do differently
next time you prepare your
monthly show and tell?
Tips to keep calm when speaking in
front of peers:
o Practice
o Get a good night sleep
o Breath in and out
o If fidgety, hold hands behind your
back
Student Achievement: For the most part, students did extremely well with

this assignment. They though the read aloud story was great and many of
them spoke about it the next few times I visited them. I also was very
impressed with the show and tell turn out. They were so prepared. A few
students did leave their items at home, but were more than willing to share
some things about themselves. Because it is the end of the school year, and
they do show and tell every month, students were very comfortable speaking
in front of one another. They were excellent listeners too! The only thing I
had to do was remind some of them to speak louder and also prompt
students to share more details about their items.
Teacher Efficacy: For the most part, everything in this lesson went as planned.
Ms. Carta and I spoke before I taught the lesson about things I should expect. She
made sure I knew that some students would need extra help when speaking in front
of the class. She also gave me suggestions on what to do if they do not bring the
show and tell in.
One thing I can say happened is it took longer than I expected for the
students to get through their show and tell. This is probably because I had them
bring in three items in a gallon Ziplock. The Ziplock was intended to have students
narrow their options down and have no choice but to be more descriptive. Well, I
learned just how much could really fit in a Ziplock that day. I think if I were to do
this lesson again, I would have students only bring in two items.
Something that could have also affected the students was that they had a
first grade student reader come in right before my lesson. This child chose a 67
page Dr. Seuss book. Considering the complexity of these stories, the student

reader did very well, but it took her 45 minutes to read it. Because of this
happening right before my lesson, students had already been sitting for a while and
their behavior was not always at its best. They were a bit antsy. In hindsight, I
should have allowed them a movement break, or stretch, before beginning my
lesson.
In the end, other than a few minor set backs, this lesson went really well. The
students loved it! This is definitely something I will save for my future classrooms.

Attachments: