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I think that this lesson allowed students to meet the main learning objectives in an
appropriate way. The outcomes were for students to:
1. Create a list of items that they would want to bring with them if they were going to a
new place.
2. Classify what things are needs, and what are wants.
3. Be able to talk about the experience of the Pilgrims of the Mayflower, and talk
about why we celebrate Thanksgiving today.
All of these learning outcomes were appropriate for my students, especially
since this was the introductory lesson to needs and wants. Students were
introduced to needs and wants through the sort at the beginning, talking about
needs and wants of the pilgrims, and then practicing sorting needs and wants by
making personal choices to them! The students were definitely able to meet the
first outcome of brainstorming items that they would want to bring on a trip and
then classifying what things are needs and what are wants by distinguishing
between the two. Students were able to talk about how the Pilgrims felt on the
Mayflower because the book detailed the good and the bad things about their
journey. The outcome of being able to talk about why we celebrate Thanksgiving
could have been met because the book talked about it, but because of time, the
discussion was limited, and we only briefly covered it.
2. How effective were your instructional strategies? What changes would you
make in your instructional approaches if you taught this lesson again? Why?
I think it was effective to do a sort where I modeled my thinking first, and then
had students come up and explain their answer. If I were to teach this lesson again, I
would emphasize that the 4 main needs were food, water, clothing, and shelter. After
the sort was completed, I would have students repeat together the 4 main needs a few
times, in order to get that into their minds.
At first, I was planning to ask questions about the story at the end, but since it
was a lot of new material, I decided to pause the story every so often and ask
questions, to ensure that students were following along, and reinforce concepts that
werent clear.
3. Evaluate the effectiveness of your oral and written communication with
students. (Consider how well you communicated learning objectives, clarity of directions, use of
standard English, quality of questions and effectiveness of discussion techniques.)
I began the lesson by stating that today, we are going to talk about things that we want,
and things that we need. It was effective to cue students in to exactly what we would be
learning during the lesson.
I tried to vary my discussion techniques by doing direct questions and answers, as well as
a turn and talk with a partner, to let all students have a chance to practice speaking.
I think that my directions for activities were relatively clear over all, but if I were to have a
chance to do this lesson over again, I would have scaffolded the suitcase sorting activity
more. Before sending students out to choose which pictures would go in their suitcase, I
would have reviewed what options were available to choose from beforehand. I would do this
because some students may not have prior knowledge on what some of the pictures are.
4. Evaluate the level of student engagement in your lesson . (Consider how you presented
the content/skills, the activities and assignments for students, grouping of students, and structure and
pacing of the lesson.)
Overall, I think that students were very engaged in the lesson, based on how they
behaved and the responses they gave when I asked questions. Students were excited
to move around in the beginning and get to come up to the smart board to sort an
object. I wish that I could have given every student a chance to come up, but the
students who were on the carpet were well behaved.
Students were quiet during the YouTube story. There were occasional moments
where they became chatty about some of the questions or comments I made when I
paused it, but that is only to be expected in a Kindergarten classroom.
The students really enjoyed the suitcase sorting activity, and some were so
engrossed in it that they did not want to stop when it was time. Since it was a partner
activity, they had to compromise with another student, which caused them not only to
engage in the activity, but also engage in active discussion.
My main assessment was the needs and wants sort. I had students work on
the needs and wants sorts in pairs, in order to simulate a family trip experience, but I
think in terms of assessment, it may have been easier to have let the students work
alone, to show me what they really knew on their own. My thinking in having students
work in pairs is that it would be easier for ESL students to grasp the vocabulary if they
got to talk with a partner and use dialogue with them. The main outcome to be met for
this lesson was to classify what things are needs and what are wants, so overall I think
all students got a good introduction to this concept.
One of my other learning goals was for students to be able to talk about the
experience of the Pilgrims of the Mayflower, and talk about why we celebrate
Thanksgiving today. We got the opportunity to discuss it at the end, and how the native
people helped the pilgrims, but I think that if I had more time next time, I could have
had a more explicit discussion about how Thanksgiving came about.
I am glad that I asked students the question about What would you bring on
the Mayflower with you? because the conversations I heard students having were
thoughtful and I could tell that they were really thinking about what they would have
wanted to have. I didnt get to visit with every group, and some groups moved to far
spots around the room, so to give students feedback on their responses, I should have
had some students share out before moving on.
I was, however, able to give feedback to every group during the wants and needs
sorting activity. If they put an object in a category that didnt exactly make sense, I
would ask, Do you need this object to help you live OR How does this object help you
live? and it would guide them to rethink their answer.
Many students were excited about what they were seeing in the video, and
wanted to share ideas and make comments whenever I paused it. However, some of
the students continued to talk after the video was started back again, which would
have been distracting to the other students, and I could have done a better job of
managing that.
I think it was a good use of space to have the students sitting on the carpet for the
whole group portion of the lesson and the read aloud. This helped me to manage
behavior and gave students less reason to talk and get distracted by peers. While
students were answering questions on the carpet, I would say things like, I really like
how ___ is sitting so quietly, or Thank you for raising your hand, you can have a turn
now.
I think I could have also done a better job of managing behavior of students during
the turn and talk. Students moved all around the room, so I should have made my
expectations clear to start with that they should stay in the middle area of the carpet.
Doing this would have saved transition time, and allowed me to visit with more groups
to hear their thinking.
9. Did you make modifications to your lesson plan during the lesson? If so, what
were they and what motivated these changes?
Yes, I made a few modifications. I was originally going to play the entire eleven
minutes of the YouTube story, but I realized once I started playing it that we spent
longer than I thought on the Needs and Wants sort on the smart board at the
beginning. I wanted students to have a chance to work on their suitcase activity at the
end, so I played the beginning of the story to introduce the pilgrims journey and some
of their struggles, and then I fast-forwarded to the part about Thanksgiving at the end. I
made this change because I thought that students would still understand the general
idea of the pilgrims from watching some of the video. This change was also motivated
by the fact that it is difficult to have 5 year olds sit still for 11 minutes, especially at the
end of the school day.