Reflection On My Second Lesson

Reflection On My Second Lesson
My second lesson was centered around letter recognition and identification. I had a big sensory bin
filled with somewhat wet sand. In the bin, there were real seashells that the children had to dig up,
brush the sand off, identify the letter on it, and match it to the corresponding letter on the paper.
When it was time to talk about my center station, all of the children were very engaged. In my
opinion, it was probably due to the fact that it was my lesson or that there was a big bin of sand in
their classroom. Regardless, I tried my best to build off of their natural curiosity. When they arrived
at my station, I build engagement and interest by explaining that I hid a bunch a shells that had a
"hidden letter" on it. The children were all immediately ready to start digging through to find all the
letters. Then, I modeled for them how to use the materials and what to do with the shells. They all
started asking me if they could come to my center first. Based off of my last lesson, I was prepared
to have little to no time for an introduction as my cooperating teacher typically just briefly shows
what is at each center. Fortunately, I had enough time to do almost everything in my lesson plan.
The only thing I had to cut from my lesson plan was singing the alphabet song. I had to cut this
because I had a very limited amount of time and wanted to make sure the children stayed engaged
and interested. Since they are three and four years old, I have learned that their attention span is very
short; consequently, I think I adapted well. Although not required, all 10 children came to my center
at least once. About 5 children came back twice and one child refused to leave my center until he
found all the letters of the alphabet (pictured below is the final product created by the little boy
when he found all the letters). Overall, I would say that the children were very engaged with my
lesson and I effectively built up anticipation and interest.
When I look back at my activity as a whole, I would consider it to be a success. My cooperating
teachers loved it, the director liked it, and the children liked it. I left field that day feeling extremely
happy and satisfied. During the children's lunch discussion time, a
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2.12 English Lesson
The teacher frames some questions designed to promote student thinking, but many have a single
correct answer. Students were asked to "Turn and Talk" on the following questions: 1. Think of a
lesson you learned in life 2. How did you learn? 3. Did you pass the lesson to another person? Was it
successful? How do you know? The teacher invites students to respond directly to one another's
ideas, but few students responded to one another. She asked students to determine three of the most
important messages Hansberry delivers to her reader. 3 b The pacing of the lesson is uneven–
suitable in parts but rushed or dragging. The discussion part dragged and as result, the teachers was
not able to meet the goal of completing the play and listing 3 themes.The instructional groupings
used are partially appropriate to the activities. Example: Students were seated in groups throughout
the entire lesson but majority of the time they were not engaged in group work. Most students were
intellectually engaged but some students were not ... Show more content on Helpwriting.net ...
In order to ensure students' intellectual engagement, ensure that you use instructional time evenly
throughout the lesson. Use the gradual release of responsibility model of instruction in a way that
helps students understand and practice key skills needed to show proficiency of selected standards.
Allocate the right amount of time for modeling, guided practice and independent work. You may
choose to use of a timer to help you keep classroom instruction paced appropriately. Additionally,
continue to present your content to students in a way that allows them to make connections. This
will result in students being able to engage with the content on a deeper level. Use to following link
to learn about effective use of gradual release of responsibility model by Dr. Douglas

Essay on Lesson Plan
Lesson Plan
Keysha Starks
ESL 533N – SEI Advanced Methodologies of Structured English Immersion
January 16, 2013
Resource 2: SIOP Lesson Plan humbley Date: January 16, 2013 Grade/Class/Subject: Kindergarten/
math/ Unit/Theme: Shapes CT Standards: K.G.A.2 Student will be able to correctly name shapes
regardless of their orientations or overall size
Content Objective(s):
CT.K.3.1.1 Identify objects in the classroom that match examples of the Shapes located on the
Love2Learn Wall.
Language Objective(s): –
Student will be able to identify objects that are 2d located around the classroom to match the shapes
on the fun wall. Students will identify the following shapes ... Show more content on
Helpwriting.net ...
To show that they are ready each student will be sitting on assigned letter on the carpet with their
hands folded in their lap. Teacher will sit in front of them modeling the behavior. Once each student
is on the carpet sitting nicely teacher gives each child one of the laminated pictures of an item in the
classroom.The teacher then reads aloud the content and language content to the students so they
know what the lesson is. Then the teacher introduces the Velcro board and the names of six shapes
on the top as well as the picture of the shape. Teacher calls on each child with a 3x5 card and ask
them to place the picture in the correct category on the Velcro board. (for example: Kayla what do
you have a picture of "table" and it where do you think the "table" goes pointing to the six different
shapes on the Velcro board) Repeat until each child who had a card has gone. Teacher then tells the
students that at your desk you will find Yellow "Just shape me Journals". "Today we are going to use
what we just learned to make a book of shapes, look around the room and draw the item or items
that fit with the shape. Please focus on the smart board so you can see an example of what your
books should look like. Include a sentence with your picture: If you look at my book I choose a table
and placed it under a rectangle

Celta Assignment- Lesson from the Classroom
We are almost half way through the CELTA course and it is admirable that all of us have had such a
tremendous growth curve. Personally, I know I have become much more confident about standing in
front of a classroom full of students and talking about different aspects of English language. I
discovered the very first day that it was important to establish a good rapport with the students and
be comfortable talking with them. I learned it was also important to engage students in conversation
rather than assume the role of a traditional teacher. When Guy commented on September 13, after
my first lesson, that I established a good rapport with the students and marked my performance on
"building/maintaining a good rapport" above the standard, ... Show more content on Helpwriting.net
...
Another area that I am very self–conscious of is my own oral and written language. I am not an
English native speaker and I constantly think that I may use inaccurate language when I am
speaking in the class. As Guy has drawn my attention to this point in my stage one progress record
on September 22, I need to provide accurate and appropriate models of both oral and written
language in the classroom. (270)
I must add that I have gained a lot by observing both

Winn-Texie Lessons
The lessons of this learning segment build on one another as the week goes on. All of the lessons are
a part of a Because of Winn–Dixie unit for Fourth grade. The first lesson begins with the first
chapter of the lesson and the introduction of visualization as a strategy to aid in comprehension. This
flows nicely into the next day because the students will follow the same read then work pattern in
the lesson. The second lesson focuses on character actions and reactions through the reading of the
first two chapters. Students can use what they visualized in lesson one to help them with character
actions. The third lesson builds on the character knowledge by delving deeper into the specific
character traits that each character possesses. The ... Show more content on Helpwriting.net ...
315–317) was used throughout the lesson in order to give the students an example of how to use the
strategies that were taught. Before children would work on assignments alone, the teacher would
model exactly what is expected of them, and keep examples of what was modeled during the lesson
so the students could look back to it if they need to. Read–alouds (Cooper, 2015, p. 37) were used in
this lesson to really help children to focus on certain topics of the text. "Sometimes the best way to
help children understand a particular piece of text is to read it aloud to them and discuss it with
them" (Cooper, 2015, p. 37). Think–alouds (Cooper, 2015, p. 30) were incorporated into this lesson
when trying to explain how to use the strategy of character mapping. Think–alouds are a great way
to explain to students how to use a specific skill or strategy so that they can have a better time
comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming
ideas from the text to later reference when making illustrations and creating short responses to the
text. This strategy is also a great tool for second–language–learners because it helps to narrow down
the specific parts in the text to help create more details of the topic being taught. Cooperative
"popcorn" sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of
students to participate in the

Lessons From The Video Clip ( S ) Essay
Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan
number.
[ EdTPA Lesson plans 1 and 2 are shown in the video clips.]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning
environment.
a. Describe how you provided a positive, low–risk emotionally and physically safe environment.
[ I promote a positive, low–risk and emotionally and physically safe environment in many ways.
The students know the classroom daily expectations, the school 's rules, and my personal rules that I
have added since teaching their class, which in some ways differ from my cooperating teacher 's
rules. I do not allow students to chew gum during class and the students are not to climb the
bleachers to get equipment that has been thrown up there unless they ask me first. I expect students
to use appropriate language and treat others how they would like to be treated. When a student feels
he or she is or was being emotionally or physically hurt, they come and report it to me. I then will
talk to the student(s) who are invoiced and help them sort it out. During the soccer lessons, in my
expiation of the stations as well as on some of my station cue cards there are warnings about the
potential dangerous situation that may occur, such as flaying soccer balls, trip over cones, crashing
into someone who is running written on the cards. I found with these warning verbally

English Lesson Plan
Teaching Adjectives to Grade VI pupils (through poem) A DETAILED LESSON PLAN IN
ENGLISH FOR GRADE VI PUPILS (FOR 4th GRADING PERIOD) By: ESMAELA DIANN B.
MASCARDO I. OBJECTIVES: At the end of the discussion, pupils will be able to:  Build
vocabulary through pictures presented.  Practice proper way of reciting a poem.  Interpret
meaning of a poem through pictures.  Identify adjectives used in the poem.  Use adjectives in
describing their hometown. II. SUBJECT MATTER: Pointing out adjectives in the poem, "The
Town Where I Lived" by A. J. Gil A. REFERENCES:  PELC (Philippine Elementary Learning
Competency)  English For You and Me, Language Textbook for Grade Four, pages 147 – 158 B.
INSTRUCTIONAL MATERIALS:  Pictures of ... Show more content on Helpwriting.net ...
Now my heart aches all day for my town far away Where life is sweet and tidy and neat. (After the
teacher reads the poem, the whole class reads it, then reading by pair, then individual.) 6.
Comprehension Questions for Discussion What is the poem about? The poem is about a town. What
are the things you can see in the town where the speaker lives? Trees, ducks, geese, and stars are
seen in the speaker's hometown. To what does the speaker refer to when he/she says, "blazes, hot
and around, 'till the haze shimmers above the ground"? The speaker refers to the summer sun when
he/she says, "blazes, hot and around, 'till the haze shimmers above the ground. What are the words
that the speaker describe about life he/she has in the town where he/she lives? The speaker said that
his/her life in the town where she lives is sweet, tidy, and neat. How does the speaker describe
his/her hometown? There could be rainy and sunny days. What do you think is the kind of place
where the speaker lives? The speaker lives in a clean, peaceful place. How does the speaker feel or
thinks in the poem? The speaker misses his/her place. Where do you think is the speaker now? The
speaker is away from his/her place. What made you think that way? The speaker said that he's away
from his/her hometown in the line, "My heart aches all day,

The Lessons On The Fish Strategy
Discussion After teaching the five lessons on the FISH strategy, the students were able to apply the
strategy during the post assessment. The students broke down the word families words into two
parts; the onset and rime. They found the rime of the word first and said it. Then the students hooked
the onset onto the rime to decode the whole word family word. By breaking the word apart into two
parts, the students were able to decode unfamiliar words. Implications The first day I taught my
group, I had them do a pre–assessment where they read a story to me. I kept a running record to see
what sight words and decodable words they knew. The results of the pre–assessment set the tone for
the rest of my lessons. For the next lessons, I implemented the FISH strategy with engaging
activities. I taught the students what the FISH strategy was and modeled how to use it on word
family words. Then I incorporated engaging activities for the students to perform using the strategy.
Some of the students caught on to the FISH strategy quicker than others. I worked more with the
students who did not quite understand the strategy as much. Some of the students struggled sitting
still for the lessons, so I decided to incorporate centers. The students were able to move around the
room and participate in centers that involved the FISH strategy. The students did really well with the
centers and I was able to observe them while they were

Summary Of ' The Piano Lesson '
In August Wilson's The Piano Lesson, there are multiple characters that struggle with things that
happened in the past. Bernice Charles is often shown fighting with her brother, Boy Willie, over
selling the piano that has carvings of their family's history, which is very valuable to her. Another
thing Bernice fights is her family's history as slaves and this is shown through her daughter's lack of
knowledge of her family's history. She says she does this to keep her daughter safe because those
who are connected to the piano end up dead, and Bernice does not want her daughter Maretha to be
involved. In The Piano Lesson, Bernice Charles struggles through many years of her life where she
cannot accept her family's past, until her brother's ... Show more content on Helpwriting.net ...
When Bernice's brother, Boy Willie, comes into town he wants to sell the piano in hopes that the
money will help him purchase Sutter's land. He says that when he sells the watermelons and the
piano he will "put them two parts with the part I done save. I walk in there. Tip my hat. Lay the
money down on the table. Get my deed and walk on out." (Wilson, 1210) This land that he wants to
purchase and earn a living is where his ancestors used to work as slaves. If Boy Willie ended up
owning the land, it would be a big step towards equality for the African American community. They
were once slaves, but the piano might give them a chance to own the land and make the rules.
Keeping the piano in the Charles family is also important because it relates to the overall theme of
the book, the past can be beneficial. If Bernice or Boy Willie were to use something from their past,
the piano, they could create something good on each of their lives. Bernice could hold lessons and
make money that way or Boy Willie could sell it and use the money to buy the land, both ways the
would benefit the family.
Bernice denies Boy Willie's many attempts to persuade her. She does not want to let go of the piano
because of how much her family sacrificed for it. Papa Boy Charles, Bernice's and Boy Willie's
father became deeply obsessed with the piano. While on the subject of Papa Boy Charles, Doaker
says, " He never could get it off his mind. Two or three months go by and

Technology Integration Lesson Plan Template
Technology Integration Lesson Plan Template
Your name: Hayleigh Weldin
Date: August 25, 2016
Lesson Title: Story Telling Events of Saggy Baggy the Elephant
Grade Level: First Grade
Technology Standard (ISTE–S) Creativity and Innovation: A & B. Communication and
Collaboration: A. Research and Information Fluency: B. Critical Thinking, Problem–Solving: A &
B. Digital Citizenship: B. Technology Operations: A, B & D.
Universal Design for Learning (UDL) Options provided (list sections and subset #s) Strategies for
Engagement: Sustaining Effort and Persistence– 8.1, 8.3, 8.4. Self– Regulation– 9.1 & 9.3.
Strategies for Representation: Perception– 1.1. Language, mathematical expressions, and symbols–
2.1, 2.2, 2.4, & 2.5. Comprehension– 3.1, 3.2, 3.3. Strategies for Expression: Physical Action– 4.1 &
4.2. Expression and Communication– 5.1, 5.2, & 5.3. Executive Functions– 6.1, 6.2, 6.3 & 6.4.
Subject Area/Content Standard: Key Ideas and Details: CCSS.ELA–LITERACY. RL. 1.1,
CCSS.ELA–LITERACY.RL.1.2, CCSS.ELA–LITERACY.RL.1.3
Integration of Knowledge and Ideas: CCSS.ELA–LITERACY.RL.1.7, CCSS–ELA–
LITERACY.RL.1.9
Technology tools/software: Interactive Whiteboard, Chromebooks, Problem–Solving Software:
Reading Rocket Story Maps, Web–Based Tool: mystorybook.com, ELMO Camera, Projector
Preparation
Prerequisites: What do students need to know prior to this lesson?
Students will need to be familiar with typing on the Chromebooks, how to work collaboratively in a
group and

The Lesson Of The Muhlenberg Lesson Plan
I will readily admit that I waited for the right lesson to compare to the Muhlenberg Lesson Plan.
Finding all the elements of the Muhlenberg Lesson Plan in lessons throughout all of my fieldwork
experiences would be difficult because for the most part teachers do not seem to do set induction or
closure. I chose to do my comparison on a Macbeth lesson in Mrs. Butterbaugh's tenth grade co–
taught class. This was strictly an observed lesson, as Mrs. Butterbaugh does not do formal lesson
plans. The unit title could be Renaissance Literature: Macbeth. It would work well as a comparison
to the former unit on Medieval literature focused on Oedipus Rex. In my future class, I would do
some activity to compare the two. The lesson title could be "Influencing Macbeth: Act I and Act II."
It was presented loosely as a two–part lesson, making connections in the second act to who is the
strongest influence over Macbeth and how his guilt begins to play a role in his downfall; this
knowledge base can be utilized throughout the rest of the play to scaffold the students toward
Macbeth's fatal flaw. The Pennsylvania State Standards and Common Core Standards cited would
probably be:
CC.1.3.9–10.B: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on an author's explicit assumptions and
beliefs about a subject.
CC.1.3.9–10.C: Analyze how complex characters develop over the course of a text, interact with

My Hockey Lesson Lessons
When life gets hard, get hard back. This is the lesson I have learned through this last hockey season.
My coach, my teammates, my parents, all taught me this one lesson and from this, I became a better,
athlete, student, and probably the most important a better person. Through this essay, I will share
this lesson and how it applies to my story and hopefully, it can apply to your story as well. In 8th
grade I moved here to Camas from a small town in Alaska where hockey was a lifestyle. We moved
after tryouts however so I couldn't play that season. Over the summer I decided to go out for the
team pretty confident that I would be the best player on the team because who ever heard of big
hockey in Vancouver? That was the most I've been wrong in a long time. The first day of tryouts I
could barely skate backwards due to not playing an entire season and I was completely blown out of
the water by my new team. Looking back they weren't even that good to be honest but compared to
me at the time they could have been NHL All–Stars. That was just the beginning of one of the
biggest life lessons I would learn. My 5th practice of the season I got into a fight with one of my
teammates because he came over and started yelling at me for screwing up the drill. This was an
enormous shock to me for two reasons, first one is because it was my first hockey fight and second
because it was an enormous transition to go from being one of the best on your old team to coming
to a new one and

Sq1 Lesson 2
Lesson 2:
PACING LEARNING TASK MATERIALS AND SOURCES
40 minutes Conduct Research 1. We The People... Books
4. Project Overview
SUPPORTING QUESTION
SQ1: What democratic principles can be found in the U.S. Constitution?
OBJECTIVE FORMATIVE ASSESSMENT
Students will be able to identify their responsibilities for the performance task. Students will create a
checklist of tasks that they need to complete, as a team, in order to participate in the We The
People... simulated congressional hearing.
ENGAGE – Capture students' attention, activate students' prior knowledge, connect to students'
lives DIFFERENTIATION and FACILITATION NOTES
1. Have students watch a simulated congressional hearing from the Center for Civic Education:
http://civiced.org/wtp–the–program/hearings/middle–school ... Show more content on
Helpwriting.net ...
Students go back to work with their whole team of six.
2. The two groups compile their lists into one.
ELABORATE – Students apply new knowledge or skills, extending their understanding in student–
centered task with embedded UDL strategies
1. Tell students to think about each bullet point that they recorded: What would you have to do to
complete each bullet?
2. Working as a whole team, students will create a checklist of specific tasks that they need to
complete in order to finish the performance task for the cornerstone.
EVALUATE – Check for understanding, metacognition, come back to compelling question with
embedded UDL strategies
1. Reconvene as a whole class.
2. Do a quick round robin, where each group shares one item from their checklist, go around the
room as many times as needed.
3. As students share out their checklists, the teacher should compile them on the board as a "Master
Checklist"
4. The teacher should be checking to make sure that all teams understand what they will be doing for
the next two weeks.
5. A student checklist is included in the student resource packet that the students will receive in

Lesson 3, it is suggested that you tweak the wording of it to match the master list that the class
created.
pages

I Am A Math Lesson Essay
For my second lesson, I decided to conduct a math lesson as I had never conducted a math lesson in
an elementary classroom let alone a 3rd grade classroom. I discussed with my CT what math
concept I could teach that pertained to one of the 3rd grade standards. My CT told me that I could
introduce the new concept of area to the class on the Friday that I was supposed to teach my lesson.
I knew that that introducing a new topic on a Friday in an elementary classroom was not ideal as the
majority of teachers that I have observed in the past usually wrap up their week's lessons on Friday.
The Friday I was conducting my lesson was also a shorten day due to Fall Break, so I thought the
students would show some off task behavior for the early release day. These circumstances made me
think hard about how I was going to introduce the concept of area to the students in an effective
way. I knew that I needed to have a lesson that included an exploratory hands– on activity to keep
the students engaged and wanting to learn. Therefore, I decided to use cheese crackers as
manipulatives to represent square units. The students were to first guess what the area of the
different shapes in a worksheet packet were and then they were to use the crackers to figure out the
actually area of the different shapes. I had been grading the students' weekly math quizzes that
pertained to arrays and multiplication a couple of weeks prior to my lesson which helped me presses
the students' knowledge on

My First Lesson On The Battle Of Lexington And Concord
This week I only attended three days for block teaching. Monday was Columbus Day so the school
was closed and everyone had the day off. Friday I did not attend because it was fall break for WIU
so I decided to go home for the weekend. On Tuesday the students worked on Cornell notes for
several headings in their textbook. Then on Wednesday I taught my first lesson on the battles of
Lexington and Concord. The students analyzed two primary source documents then as a class we
discussed their similarities and differences. The lesson went well despite the fact that two–thirds of
the class was missing due to state testing. The fact that majority of the class made me worried for
the lesson I prepared for the following day because the two lessons were designed to match up.
However, I was pleasantly surprised that Thursday's lesson went as smoothly as it did. The students
stayed on task and were focused so I did not have really any issues with classroom management.
Since this week was short and I taught two out of the three days I was present my teacher didn't
have much involvement with his class. On Thursday when one student was getting a big rowdy
before class due to an argument my mentor pulled him into the hallway to address the situation. I
believe my best classroom management skills were displayed during my Wednesday lesson. Due to
majority of the class being missing I got the vibe that the students who were present thought of it as
a free day. I had one student who decided

Lesson Reflection Essay
Today, I arrived to Hanover–Horton about ten minutes early so that I could talk to Mrs. Beach about
the ideas that I had for the lesson that I will be teaching next Tuesday. We had a great conversation
about some different methods that I could use to teach the lesson. I also talked with her about the
students that I need to make differentiation considerations for. Mrs. Beach provided me with some
great suggestions on how to help these students understand the material. She also suggested that I
look for signs of frustration. The three students that I am looking out for become frustrated easily if
they do not understand what is going on. I made sure that when I created my lesson plan, that I had
some great ways to differentiate for them. Near the end of our conversation, I had many wonderful
ideas to work with. At 10:15, the students came in and got started on their math lessons. Mrs. Beach
taught the higher learners the lesson in a small group. These small group lessons are wonderful for
differentiating instruction because Mrs. Beach is able to challenge the higher level students by
giving them challenge questions using the skills that they have been practicing, but it also allows her
to break down the material for the struggling students. The lower learners worked on Zearn. During
this period of time, I walked around the classroom and helped the students on Zearn. While doing
this, I realized that even though Zearn is a great program, it does have some flaws. For example,

Reflection On Math Lesson
What? For my second lesson, I taught a math lesson on multiplying decimals with zeros in the
product. I wanted students to be able to show that they could multiply with decimals in the product
and I wanted them to be able to explain how they know where to add the decimal point in the
answer. This lesson was part of the unit over decimals. Students will learn to add them, subtract,
multiply, divide, and then take a test for the unit. I decided to teach this lesson because this is what
my teacher had planned for the day and needed me to teach to keep her on track for the test.
Honestly, I was excited to teach a math lesson because it was a great refresher for me. Overall, I was
very satisfied with the way the lesson went. The students were understanding the instruction I
delivered and were giving the answers I had hoped for. The students were on task and engaged for
the entire lesson and when they weren't engaged, I could draw or mention sticks and I would get
more active participation. Before I asked students to work independently or with a partner, I
modeled exactly what they should be doing and how they should do it. This made a huge difference
from my first lesson because there was no confusion. When I had one students come up to the board
and share their answer, everyone in the class had the same answer. While I was formatively
checking their understanding, this told me that the way I was teaching was working because they all
understood the problem. I really can not think of anything that did not go as I had planned or that I
was not happy with. Although, there was one point where my math was wrong because I was not
thinking logically. I need to make sure I slow down while I am teaching to check my own work so I
am not teaching the students incorrect information! The only change I would try and make if I
taught this lesson again would be to find a way to make it more engaging and less teaching
instruction out of the book. I feel that with math this is sometimes challenging, but I think it could
be done. Even though I did use multiple means of representation by doing a whole class discussion,
partner work, and independent work, I could have found maybe a more "hands–on" activity for the
students to

The Video Of The Lesson
Lesson Analysis
After reviewing the video of the lesson I recorded and analyzing the results, I feel very positive
about the lesson outcomes. Prior to the start of this lesson, each student completed the pre–
assessment. Students were then placed in groups based on their readiness level. This assessment
displayed the need for differentiation during small group instruction. To begin the lesson I brought
in a stuffed chicken to use as a tool to introduce the concept of using digraphs. This activity seemed
to start on a positive note. The students were excited and seemed eager to learn. While I was
discussing the "ch" digraph found in the word "chicken" the students seemed to be fully attentive. I
was impressed as to how well they were listening. During guided practice, as a whole group the
students practiced using digraphs and learned the sounds they make using the website
kidspiration.com on the Smart Board. The students were actively engaged during this activity. It was
apparent they enjoyed the integration of technology within the lesson. They then participated in a
digraph picture sorting activity. It was fun to see students the students working collaboratively with
each other to sort the pictures. After reflecting on this portion of the lesson, I feel this is an area in
need of improvement. I feel it would have been more effective to break students up into smaller
groups prior to completing the picture sorting activity. Some students seemed to struggle staying on

Comparing The Sheltered English Immersion Lessons Plan Vs....
When one is comparing the Sheltered English Immersion Lesson Plan vs. the SIOP Lesson Plan, it
is clear that there are a few variances. I started my comparison between these two templates by
reading a sample of a seventh grade English lesson that focused on figurative language such as
similes and metaphors. I chose this particular lesson to begin because I am currently a seventh grade
Language Arts teacher and one of the primary focuses this year was to further develop the students'
knowledge of literary devices and figurative language. Therefore, I am very familiar with teaching
lessons based on figurative language and I especially appreciate how creative the lesson was for the
SIOP sample. I am also very familiar with the state's current frameworks for ELA and enduring
understandings, essential questions, and objectives that my department established to support these
standards in the curriculum.
Beginning with the format of these two templates, it is quite clear that the SIOP format is essentially
more relaxed and broad. This allows for a lot of freedom within the lesson because if students do not
understand the information as it is being presented (a.k.a. as my colleagues like to say, "your lesson
is bombing"), then you can easily adjust to meet the needs of the students. However, the rigidity of
the SEI template appears to leave little room for flexibility without straying too far from the format
of the template. While I believe that the SIOP appears to be more flexible

Theme Of To Kill A Mockingbird Lessons
Childhood years are a very impressionable time. This is no different for the fictional characters
Scout and Jem Finch. Growing up in southern Alabama, they learned many lessons from the people
around them and the circumstances they faced. Some of these important lessons learned are courage,
empathy, and prejudice. First, they learned a great lesson about courage; courage isn't merely
physical. Scout describes her father as feeble and old. In their eyes, he never did anything worth
mentioning. He works in an office. He sits and reads. He won't play football. He doesn't hunt and
doesn't play poker. What can he be good for? But as the book progresses, they begin to see that
Atticus is braver than most men when it really counts. ... Show more content on Helpwriting.net ...
Thanks to these situations they learned many lessons about life – how to respond and how not to
respond. They learned about true courage, understanding people from their point of view, and
equality. These are all very important lessons, ones that all of us hopefully will come to learn and
put into

Lesson Plan For Grade K 5, Language Arts
Digital Scrapbook
Lesson Plan for Grade K–5, Language Arts
Prepared by Ms. Katayama, Liberal Studies Major at Chico State University
OVERVIEW & PURPOSE
Technology is fluid; constantly changing and improving the way society functions and
communicates with one another. The importance of implementing technology in an academic setting
is crucial due to the modern world being a highly technological economy. Cell phones, computers,
ipads, and other technological instruments have made its way into almost every industry, including
the education field, and will only continue to increase. With a technological device in hand, students
are broadening their learning by being more creative, imaginative, and further engaging their
cognitive thinking as opposed to being restricted to writing with paper and pencil. Statistics show
that students that interact with tablets and computers score higher on tests and overall perform better
in the classroom. Therefor, teachers should do what they can comprehend how these technological
devices work and find fun, creative, lessons for students.
The main purpose of this lesson is to have students successfully create their own scrapbooks by
using descriptions, pictures, and drawings that illustrates what each student is passionate about.
Ideas could be hobbies such as dance, basketball, fishing, rock collections, etc., or volunteering at
the local animal shelter. By using the app, Story Creator, students will interact with either a tablet,
ipad,

Lesson 1 Sequencing Lesson
Lesson 1 will start off with a brief vocabulary lesson for the students that builds on cardinal
vocabulary words previously taught in math class (1, 2, 3, 4). This brief vocabulary lesson will help
students link these vocabulary words to sequencing events by teaching them the corresponding
ordinal number words (first, second, third, fourth). Students will have the opportunity to
demonstrate their understanding of sequential language and their ability recall a sequence of events
from a story in order in a meaningful way through the use of The Very Hungry Caterpillar by Eric
Carle. Students will have the chance to independently exercise the skill of sequencing when they are
asked to recall the events that take place in the story in the order that they happened in the story.
Students will show their ability to recall the events of the story and their ability to sequence ... Show
more content on Helpwriting.net ...
This lesson will help students to understand signal words (first, next, last) which are commonly
associated with sequencing in text. Once the students have been introduced to this language, they
will have a chance to practice sequencing events through the use of signal words to help
comprehend a text. I will read There Was an Old Lady Who Swallowed a Fly to the students. The
students will have to recall the different things that the old lady ate, in order, using signal words.
After the story, the students will have to draw three things the old lady swallowed in the correct
order. This activity allows the students to practice using the essential literacy strategy of sequencing
events to fully comprehend the text by having them to recall key details of the story, their
understanding of the syntax of signal words, and by drawing the events they were able to recall from
the

A Lesson Plan For A Teacher
Every teacher is responsible for planning what will be taught to their students every week. Each day
the students will have certain activities and work that all comes together under the same category.
This is what is called lesson plans, and they are a very important part of keeping the class together
and also help the teacher stay organized. There are many different ways in which one can set up
their lesson plans, but it is very important to have them done the correct way rather than the wrong
way to get the full benefit from them. I was able to find two different lesson plans that represent the
correct way and also the wrong way. The correct one I was able to find on reading.org and the other
one I found on esltreasures.com. Each one was created for the beneficial knowledge of the student,
however they are very different and only one will help them obtain that knowledge. The first lesson
plan that I found on esltreasures.com was a very simple lesson plan, which appears to be more of an
agenda with different times with each activity. The lesson is supposed to be directed for a class of
"junior beginners" and is meant to cover a grammar lesson along with spelling and vocabulary.
However everything is done in unrealistic time frames. All the activities are between 5 to 20 minutes
each. Since the subject being taught is grammar and vocabulary, there is an assignment for a spelling
game, but it is only for 10 minutes. There is also a grammar point explanation that is only 2–3

Essay about Lesson Plans and Curriculum
Lesson Plans and Curriculum
Students often learn best when they can experience the interrelatedness of subjects within their
curriculum. This unit about the Food Guide Pyramid is designed to be taught to a class of third
grade students through several different disciplines within the school building. The students' goal is
to become familiar with the Food Guide Pyramid and to understand its importance in helping them
to eat healthy.
As the unit begins these third grade students will gather a working knowledge of the Food Guide
Pyramid in Health Class. They will then learn to plan a healthy menu by referring to the food guide
pyramid and local restaurant menus. The nutritional values of vegetables will be explored in Social
Studies ... Show more content on Helpwriting.net ...
F. Skinner in that the students responded to a teacher's questions and received positive reinforcement
when giving appropriate answers. As the lesson progresses, however, and the students work with
Microsoft Publisher to create their own menus, they experience a more constructivist approach.
Each group is encouraged to explore a variety of design options and choose one which will allow
them to work to their strengths. This provides a discovery approach to the design factor and allows
the group to learn through a collaborative exercise, emphasizing principles expressed by Brunner
and Vygotsky.
Another example can be seen in Lesson Plan 5 in which the students have been motivated to write
an original story after having heard The Very Hungry Caterpillar and after learning about the
author/illustrator Eric Carle.
These third grade authors are invited to create a story emphasizing good nutritional habits and are
encouraged to do so with no other stipulations. This freedom to capitalize on individual strengths
could produce stories written in prose, a dramatic reading, a musical rendition, or a bound book with
illustrations that have been hand drawn or created with a program such as Kid Pix. The variety of
options available emphasizes Gardner's premise to allow a student's innate abilities to shine.
This trend of the lesson beginning as behaviorist in nature and progressing toward a more
constructivist approach can be seen in the other

Math Support Lesson
The lesson I recorded was for a math support class for twelve students. In this lesson, I am
reviewing with the meaning of slope, how to find slope, and where it is written in a linear equation.
The students were then able to practice individually with a card sort for different points.
This was one of the first lessons I taught to these students, so I made sure to ask them questions to
get a grasp of their prior knowledge of slope. I liked how the question "What is slope?" had a variety
of answers that I could build off of. When a student answered "y–intercept", I used what she could
remember from a relating factor of the slope and connected it to the equation. The discussion we had
at the start of lesson was extremely vital for these students because many of them have retention
issues. By watching the video, I noticed how a lot of the talking was whole class. I wonder if I
would have gotten more response and connection if students had the opportunity to talk to a partner
first.
When students start showing me their answers, for one student I replied with feedback of having the
correct numbers, but the wrong order. I like how that provided immediate and specific feedback for
that student. The student was able to look at the order and correct the numbers. To the other students
with the ... Show more content on Helpwriting.net ...
I liked how I mentioned why we were practicing finding the slope, but I only said it to a couple of
students. I have come to the realization of how important the closing of a lesson can be. I am not
sure if I had been lacking closure all along or what it was exactly that made the closure really click
for me this part of my student teaching. This makes me wonder are there particular ways that a math
lesson should be ended. Is there more effective ways to close a lesson than others? I would like to
work on this even more and find a variety of closing strategies to help my lessons to be

Critique on a Lesson Plan
Diana Montano
LS 421: Deborah Meadows
May 25th, 2010
Lesson Plan Critique Overall the author of this art visual lesson did a great job. He followed the
curriculum and standards/goals were set. His objected for this lesson was to educate the students on
Ancient Egypt, and the properties/techniques of earth clay construction. His lesson plan goes into
great detail. He starts by stated around how long this lesson will take. Two days approximately, he
gives for each day extensive detail procedures. He says first day the teacher will introduce the topic
of Ancient Egypt and how earth clay cartouche was part of their culture. I will probably add
questions during this time frame to keep the students engage and wanting to learn more. I ... Show
After I will show them how to glaze, give them techniques tell them what it would make the plate
look good and what it wouldn't. (In art there is no right or wrong, but there should be a point of
expedience– is what you expect of the students). After teacher has demonstrated the glaze
procedure, he will let students choose the ceramic glaze color. So there is no fighting in the
classroom I think the teacher should set up the classroom in groups of five per

My Microteaching Lessons
My lessons were organized similarly in an "I Do, We Do, You Do format." While they both had
some form of transition and flow, Microteaching 1 was not as smooth as my second Microteaching.
The first Microteaching had multiple sets of manipulatives and a worksheet to hand out. While these
things were all important to the lesson they could have been implemented with a better flow. Before
the lesson, I had organized everything into groups and set it up at the front table and I knew when I
needed each manipulative. The content delivery and activities would flow smoothly but there would
seem to be a break every time where learning stopped. This interrupted the learning, flow, and
organization of the class. During my Microteaching 2, I had ... Show more content on
Helpwriting.net ...
The first change is to show more examples of what different pictographs look like. I started this
lesson by showing a pictograph and having students describe what they see. I think that it would be
beneficial to show multiple pictographs so that students can find similarities and differences in them.
This will help students understand what their pictographs need to include and what changes from
graph to graph. Another change that I would make is to use data from our classroom. The data that I
used in the lesson was data that I made up or found online. I think that adding data from our
classroom would be a great way to tie pictographs into other lessons that we have done before and
give the students a personal connection to what they are

Life Lessons In Alchemist : Life Lessons In The Alchemist
In any books that you read you can gain many different morals and meanings from the book. You
can gain different morals and meanings from the story or from the way that all of the characters act
with the conflicts in the story. In Alchemist there were many life lessons that you could learn
throughout reading the book.These are the life lessons i was able to gain from reading the book over
the summer. One of the life lessons that was the easiest to find ways to never give up on your
dreams no matter what the world throws at you. The last two life lessons was that fear is a bigger
obstacle than the obstacle itself. And the final life lesson that I was able to gain from reading the
book was that you should always get back up when you fall. All of these life lessons have examples
from the book and can be worked into real life. The first life lesson that I was able to gain through
reading the book was, to never give up on your dreams no matter what the world throws at you.
There were many examples of this in the book. The main reason that I was able to gain this life
lesson was when Santiago got robbed on his journey. When he was robbed he was robbed by a man
that he trusted, however he did not give up on his journey to find the treasure. Santiago worked
around him getting robbed by someone that he had trusted. You can transform this life lesson many
ways into life whether it has to do with school, sports, or just your everyday life. If you apply this to
your school if you

Reflection On Science Lesson
on November 1, 2017, I taught my second science lesson at Maverick Elementary School. It took
place during my Kindergarten class' usually scheduled science lesson. This week my class was
going over the 5 senses, so my lesson fit perfectly into their curriculum. My lesson was about using
the 5 senses to predict what an unknown object was in a closed bag. I chose to do this lesson
because my students were learning how to "use senses as a tool of observation to identify properties
and patterns of organisms, objects, and events in environment" (TEK K.4B). My objective was for
the students to use their senses to identify an object and describe the different properties of objects
accurately.
Strengths and Weaknesses of Lesson I think one of ... Show more content on Helpwriting.net ...
Overall, I think my lesson went pretty well, despite a few minor hiccups.
Changes I Would Make
If I could make changes to my lesson to make it more effective, I would probably have the students
switch the bags at the tables. For this lesson, I only gave each table one bag. I feel like the lesson
would have been more fun and exciting, if I let the students guess what the unknown objects were in
each of the table's bags. However, I only gave each table one bag for time's sake. Also, if I could
make an additional change to the lesson, I would probably make it harder to open the brown paper
bags. Even though I stabled the paper bags shut and told everyone not to open their bags until I gave
the word, two out of the five tables opened their paper bag. I believe this lesson would have been
more effective, if there was some way to make it harder to open the paper bags.
How the Objective of Lesson was Met After all was said and done, I believe that I met the objective
of the lesson. The lesson's objective was for the students to be able to describe the properties of an
object and use their senses to identify an object accurately. In order for the students to do this lesson,
they had to touch/feel the bag, smell the bag, and hear what was inside of the bag. The students also
had to circle the descriptive words on their worksheets that describe the object. When the students
had to circle

Effective Lesson Design And Backwards Design
PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN
The main issues or questions addressed in this section.
An effective lesson design's most important elements (Wiggins and McTighe, 1998).
Criticality of good learning objectives as far as effective instruction is concerned
Examples of good learning objectives in light with the Common Core State Standards
The Common Pitfalls of Planning Effective lessons and how they can be avoided
Meaning of backward design
The manner in which Common–Core State Standards Initiative assist in designing effective
instruction (Wiggins and McTighe, 1998).
AN EFFECTIVE LESSON DESIGN'S MOST IMPORTANT
ELEMENTS
 Learning Objective (LO): elaborate learning objectives assist in the development of other
imperative elements of a lesson plan (Newman, 2013) Research: a vivid lesson design
commences with research (Newman, 2013)
 Clarity: the objective or intent of the lesson ought to be easily determinable
 Specificity: the learning objectives ought to be precise to a select learning outcome
 Completeness: the element of completeness ascertains that the teacher stands a position to capture
every crucial element of the lesson in a bid to foster student's success.
 Guided Practice: it is considered as the procedure for going through the course.
MAKING AN EFFECTIVE LESSON PLAN
The crucial constituents of an effective lesson plan include :
Objective Materials Procedures Questions Sight for special Needs
CRITICALITY OF

Lesson Pl Two Year Olds Curriculum
Infant curricula help children to achieve developmental outcomes and goals, which are desirable
within the community. Curriculum entails all what a child experiences as they interact with the
classroom environment. Two–year–olds learn through play and imitation and as such, teachers
should design a curriculum that incorporates the developmental areas of the children, such as
cognitive, physical, emotional, language and communication, and sensory and perception.
Two–Year Olds Lesson Plan
Description of the Activities
The first activity for this lesson plan will be mathematics and numbers. The activities involved are
sorting, counting, measuring, patterning, and shapes. The children will be organized in small groups
for the measuring and sorting exercises. The counting, patterning, and shapes activities will be done
individually. On Monday, the children will count vegetables and fruits and match them to numerical
values. On Tuesday the children will sort vegetables and fruits while on Wednesday, they will weigh
fruits and compare their sizes. On Thursday, the children will graph their favorite fruits and their
shapes while on Friday, the children will draw patterns of the vegetables and fruits.
Regarding fine motor skills, the children will be involved in ... Show more content on
Helpwriting.net ...
The activities for the week include I see you! On Monday, back and forth on Tuesday, block towers
on Wednesday, drum rolls on Thursday, and play ball on Friday. In science and nature lessons,
children will use science materials, nature, outdoor, and sensory experiences. The activities for the
lesson will include arranging fruits in boxes on Monday, showing and discussing fruit varieties on
Tuesday, tasting and comparing different fruits on Wednesday, washing fruits and ascertaining
whether they sink or float in water on Thursday, and finding the star in the apple as well as blowing
bubbles on

Evaluation Of An Integrated Lesson Plan
Through the lesson plans that we developed, I've learned how to implement art that is
developmentally appropriate, meaningful, and challenging for students. The integration of art must
be meaningful to the lesson but also challenging for the students. The integrated lesson plan must
also consider a diverse classroom, allowing all students equal access to what is being taught. Most
importantly, art experiences must help each child meet challenging and achievable learning goals.
As teachers, we must observe and assess each individual student in order to design an integrated
lesson plan that is appropriate, meaningful, and challenging. (GPO2) Evaluation of individual child
's development and learning is essential for planning and implementing appropriate curriculum.
Teachers must continually engaging in observational assessment for the purpose of improving
teaching and learning. Designing integrated lessons lead to positive learning outcomes. By
integrating art, music, dance, and movement in lessons it leads to a positive learning environment
because it allows students to get out of their comfort zone. This can help boost children to be
confident and accepting of themselves and each other. Another plus of integrating the arts into
curriculum is that it can allow all students to learn in a way that may be more favorable to them.
Studies have proven that students learn in multiple ways. These learning styles include; visual,
auditory, and kinesthetic. By allowing the arts to be

Lesson Reflection Paper
During field, I am in a third grade classroom at Primos Elementary School in Upper Darby, PA. To
maintain confidentiality as I write about my field experience, I will be using pseudo–names for the
teacher and children mentioned. My field teacher is Mrs. Williams, and her classroom is home to
about eighteen to twenty diverse third grades in terms of socioeconomic status, race, and ethnicity.
When I am in the classroom, I am fortunate to see the children's unpacking routine as they enter the
classroom which consist of removing necessary materials from their backpacks, taking down their
chairs from their desks, and for some students, eating breakfast which they paid for through the
school. After the students' finish unpacking, Mrs. Williams tries to implement a form of morning
meeting, although she cannot always do so depending on the behaviors of her students. Typically,
however, she finds just enough time to go over news and announcements with her class. After
morning meeting, the students have math instruction from 9:15 am until 10:25 am. After math, her
students go to their specials class, and then off to lunch. In this paper, I will be analyzing one of
Mrs. Williams math lessons, to see if her lesson meets the elements of a lesson. The first step of an
effective lesson plan, as discussed in class, is to identify the standards that are going to be targeted
during the lesson. Mrs. Williams did not identify which standards she was going to be focusing on in
her

Evaluation Of A Lesson And A Mathematics Non Appraised Lesson
This essay closely reflects upon and evaluates two lessons taught within SE1. The school in which
these lessons were taught is a primary academy, which size is larger than average. The majority of
pupils are white British pupils but ethnic minorities are consistently increasing; the amount of EAL
children is significantly high. Ofsted graded the behaviour within school to be outstanding. The
class concerned is a year three class, in their summer term.
My SE1 targets include: To develop assessment techniques, to develop curriculum knowledge and to
develop the ability to meet the needs of all pupils through differentiation (appendix 1). The two
lessons which are going to be evaluated within this discussion includes a science appraised ... Show
However, differentiation is very important in helping children to become motivated and reach their
potential (Pollard, 2000) as children feel both sufficiently challenged yet are still able to complete
the work set. Although this view is currently being questioned within current reports as a new set of
pedagogy comes into place in some schools within mathematics entitled mastery, suggesting that
differentiation is becoming obsolete in mathematics for those who follow this program, as it
suggests the whole class to learn the same content at the same rate (NCETM, 2015).
The first lesson highlighted is a mathematics lesson taught within a streamed class, the lesson
revolved around perimeter (appendix 2). Differentiation within this lesson was a weak area,
although it was attempted. The dominant use of differentiation within this lesson was through
choice, as shown in the mathematics plan (appendix 2) children were given a choice of two
activities. They were able to choose which activity they felt they could do. This was inspired by
research stating, "If students are given choice, they challenge themselves more than teachers do"
(TES, 2012) this suggests that a higher level of challenge may be created for some children who
were perhaps usually given the average ability group work could now challenge themselves if they
felt confident. However, in practise many capable children were choosing to do the easier activity,
the challenge created failed to motivate them,

Multicultural Lesson Plan Analysis Essay
Multicultural Lesson Plan Analysis
Cyndi Frawley
EDU–230
Michelle Jervell
December 2, 2012
Questions/Answers:
1. Are the objectives aligned with academic standards? State how the lesson objectives support the
academic standards.
SIOP (Center for Applied Linguistics (CAL), 2012): Yes, this 1st grade lesson plan is aligned with
the Common Core State Standards (CCSS). What is a Dragonfly? Lesson Plan explains the four key
standards: Reading, Speaking and Listening, Writing, and Language that are taught in this lesson.
The lesson supports the standards by clearly stating that the students will be able to label the parts of
a dragonfly, identify important information about a dragonfly, listen to their partner's ideas, ... Show
The students will work in collaborative groups to write what was learned and provide a Venn
diagram to compare the cultural differences of the variants.
3. Are the learning experiences relevant to the objectives?
SIOP (Center for Applied Linguistics (CAL), 2012): Yes, the material and presentation of the lesson
are relevant to the objectives. The presentation and examples provided will guide the students
through the lesson.
EEI (Essential Elements of Instruction, ND): Yes, the resources and material provided will enable
the students to learn the objectives of the lesson. The teacher clearly states how the lesson will be
presented and how she will guide the students throughout the lesson.
4. Is instruction differentiated? How will ELL or special needs' students benefit from these lessons?
Name the activities of which support learning modalities, gender, or cultural groups.
SIOP (Center for Applied Linguistics (CAL), 2012): No, this lesson plan does not provide a
description of how instruction for ELL or special needs' students will be modified.

EEI (Essential Elements of Instruction, ND): Yes, this lesson plan provides differentiated material
and instruction for ELL and special needs' students. Oral reading or tape–recorded books will be
provided, as well as variants using other languages.
5. Are there frequent and multiple ways to check for understanding during instruction? List

How My Lesson Plan Incorporates Children 's Stories
Administrators and teachers need to recognize that not every student will find English interesting or
applicable. Children's books address this problem by combining relatability, students' interests as
well as connections to the text, and functionality, the ability for it to be used to fulfill standards. The
books offer a unique medium where everyone has an opinion or experience that connects in a
significant way to them. The relatability comes from the stories prevalence in culture. Up to this
point, however, we have failed as an institution to implement these stories as a prominent focal point
in classroom lessons. The lesson I am proposing is an attempt to fix this oversight. This paper will
explain how my lesson plan incorporates ... Show more content on Helpwriting.net ...
Yet, teachers are also using books students have no exposure to beforehand. Teachers must find a
way to get students to connect to the story, form complex ideas about the story's meaning, and show
them how to prove these ideas; A difficult task to complete with books that take weeks to read.
There is a need, therefore, to limit the quantity of tasks a teacher needs to complete to teach students
how to interpret the text. The lesson uses children's books to correct the problem by having
relatability established beforehand and, in many cases, getting students to interact with the material
in a critical way that is meaningful for them. Numerous studies have shown that using materials that
students relate to and care about increases retention and speeds up initial learning. Connections are
rarely formed, however, when students are forced to quickly and artificially connect with books that
they have not chosen because they are interested in it, but because someone is making them read the
story. Children's books get around this by offering an interesting multi–dimensional forum where
students already have personal experiences from popular culture references to the stories and their
own concerns, ranging from gender roles to morality, developed slowly over time rather than
demanded immediately. Most importantly, because children's stories were a part of students'
childhood and allowed them to naturally form new ideas and impressions about

Lesson And What Exactly Took Place Throughout The Lesson
After reviewing the lesson and what exactly took place throughout the lesson, it is safe to say that
learning occurred. This lesson was focused on taking knowledge from previous years as well as the
previous lesson I implemented and putting it to use. The students were given a range of materials to
create their own graph. They had to create their data as well that goes along with the desired graph
that they planned to create. Due to the fact that the writing aspect was taken out due to time
constrictions, the students in place, had to come up with 5 questions about their graph that their
classmates could answer. When the students presented their graphs and questions, each student was
able to successfully answer their classmates questions about their graphs. All was labeled and
designed on their graphs correctly. This lesson was cut very short, so going off of the graphs and
questions the students turned in as well as the discussion the students engaged in, I feel as if learning
definitely occurred. When looking back at the objectives I had designed for this lesson plan, "be able
to choose the right graph that will best represent your data including bar graphs, line graphs, circle
graphs and picture graphs" as well as to "be able to explain the graph that you created and the
questions that you have created that go along with your created graph" I feel as if they were clearly
met by all 6 students. If anything, the piece of the second objective stating, "to be able to

Slavery In 'The Piano Lesson'
Slavery: The Piano Lesson The role of slavery in the lives of African American characters in 'The
Piano Lesson' is extremely important. Every single motivating factor and aspect of the play revolves
around undertones of slavery. From the history of the piano to Boy Willie's dream of owning land,
the entire play deals with this issue. Berniece and Boy Willie may want different things, but they
both are trying to break free of oppression. It is clear that in 'The Piano Lesson' the legacy of slavery
deeply affects all characters, henceforth motivating them in every aspect of their lives to break free
from the mold that is slavery. Boy Willie wants one thing in his entire life and that is to own land. To
him there is no other factor that depicts ... Show more content on Helpwriting.net ...
He tells us the history of the family and acts as a mediator between Boy Willie and Berniece. He is
the stereotypical African storyteller that narrates what actually happened. He has seen Sutter's ghost
and does want the piano to be gone, but will not give it up to Boy Willie without Berniece's
permission. His claim to freedom is the fact that he owns the house. Technically, by owning the
house he owns land and is as free of a man as any. When he was young, he worked on the railroads
which is basically slavery. He knows many songs and they are his emotional attachment to slavery,
he sings to let out his emotions. In a pivotal moment Doaker says that, "I am just living the best way
I know how. I ain't thinking about no top or no bottom." In response to a question about how all
African men live on the bottom of life. He has broken his chains and is living the absolute only way
that he knows how to. While slavery still affects Doaker, he has come to terms with

The Curriculum And Lesson Planning
Teacher Interview During the interview I asked Ms. Mandy questions about the curriculum and
lesson planning. During the summer she works with kindergarten and first grade. When the children
go back to school she works with the younger groups. She is working in a toddler room. For Ms.
Mandy a good teacher is someone who is reliable patient, and compassionate. She also believes
teachers should get down to the child's level and to pay attention to the children's needs in order to
be a good teacher. In Ms. Mandy's workplace they use Creative Curriculum. Creative Curriculum is
to teach children to be thinkers. Teachers will observe and document the child's development
throughout the time the child is in the center. When creating the lesson plans they include the
objectives the children should learn from the activities. To Ms. Mandy the Creative Curriculum is a
guideline for her to have developmentally appropriate practice for her lesson planning. She said that
the Creative Curriculum aligns with the Illinois Early Learning Standards which goes along with the
Common Core. From what I see is that birth through kindergarten the daycare centers use the
Creative Curriculum to see their developmental process and then when the children start heading off
to public school. The public schools use the Common Core to prepare them for college and the
workforce. I feel that this is good to align these two types of tools to help children succeed in school
and life. Ms. Mandy said that they

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