Observation of writing lesson: (10:15-12) 3/15

Grade: Third
Curriculum Area: Literacy/ writing

- 30 minute mini lesson reading the novel, discussing beginning middle and end with a
flow map and then responding to the prompt
- Read chapter 11 of the short novel I survived the sinking of the titanic
- Discuss beginning middle and end
- RACE: Restate the question, answer the question and all its parts, cite evidence from the
text, and extend through text connection or personal statement
- Students were prompted to write: Based on what I now about George I would/ would
not trust George to get me to the upper deck George (evidence from text).
- 5 minutes responding to the prompt
- Discuss with table group your answer
- Small group: Pulling students to read and reinforce reading by taking turns reading aloud
- Rest of the class: Working independently. Given a must do of reading chapter 13, creating
a flow map, and retelling the beginning, middle, and end of the chapter. If finished early,
the may do is raz kids, compass learning, and reading independently.
- Must do and may do presented on the board
- Students worked independently and silently well without distraction completing the must
do

Reflection:

After discussing with my Coordinating Teacher for my Clinical IMB semester, she informed me
that the elementary school that I am currently conducting my observations with does not
incorporate writers workshop into their lessons or classrooms. However, she said she would
integrate writing into a reading lesson for the purpose of my Clinical IMB observations. During
this lesson, the class read Chapter 11 of the current novel they are reading in class, I Survived the
Sinking of the Titanic, and discussed the beginning, middle, and end of the Chapter events using
a flow map to guide their thoughts. The teacher used the format I do, we do, you do to guide
her instruction, which is very common and beneficial for her students to understand the
expectations set for them and their purpose of learning. After the I do and We do portion of
the lesson, the teacher instructed students to work on this independently reading Chapter 13 of
the novel and creating the flow map describing the beginning middle, and end. The teacher also
instructed students to write in their composition books using the RACE acronym by restating
the question, answering the question and all of its parts, citing evidence from the text, and
extending through text or personal connection. Students seemed to be very excited and eager to
write in their composition books about this novel and its events. For early finishers, the teacher
gave students a may do that they could perform after they finished their must do for the day.
This may do was to work on either RAZ Kids, Compass Learning, or reading independently.
Overall, this lesson did incorporate writing strategies to the class and allowed students to
understand a correct method to write. Also, this lesson allowed students to understand how the
text can connect to their personal life as well as provide the students with beneficial reading
strategies (e.g. the flow map). Although I wish I could have observed a Writers Workshop type
lesson, I am thankful that I did get to see student writing in the classroom.