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Andrea Claire

Lesson Reflection Diff 510


The Three Little Pigs, Kindergarten
Part 1: Describe the lesson give a brief description of the lesson you
taught, including topic, time allotted, number of children, grade level, etc.
The lesson taught was the first lesson on the Three Little Pigs focusing on
retelling and sequencing in a Kindergarten classroom. We started off as a whole
group and listened to an interactive read aloud of the Three Little Pigs. The
students then did a think-pair-share activity to wrap up the whole group. The
students then went into their small groups (pre assigned) to do center time.
There are four groups total with 3 to 4 students in each group. Two of the
groups meet with the reading intervention specialist and the RTI specialist at this
time so I they were not a part of the centers for the lesson. Each center lasts about
15 minutes.
There are three centers, only two of the groups participate in all three, the
other groups rotate after they finish with their specialist time. The first center was a
cut and paste sequencing with illustrations of the story. The second center was a
puppet show retelling with an actual little puppet show stage. Finally, the third was
using the Smart Board and the students put together a timeline of the events in the
story using illustrations.
As a closure we returned to whole group and discussed what we did at each
center. We also retold the story as a group.
Part 2: Describe the differentiation strategies you used how did you
differentiated the lesson, what student learning characteristics and/or
interests were you targeting and how did you address those needs or
interests?
I differentiated the lesson by alternating whole group and small group
instruction. During the whole group time I also included some whole group
discussion and some partner discussion. The small group instruction was
differentiated by product. I tried to incorporate a different learning style into each
of the three centers. The cut and paste center was geared toward the visual and
logical students in the class. The second center, the puppet show, was geared
toward the kinesthetic and interpersonal students in the class. Finally, the third
center was the timeline and that was geared toward the verbal, naturalistic,
mathematical, and visual students.

Andrea Claire
Lesson Reflection Diff 510
The Three Little Pigs, Kindergarten
Through observation in the classroom I learned that many of the students
responded well to visual learning techniques and hands-on learning. This is why I
choose to have all hands-on activities, even with the cut and paste students were
able to touch and move the illustrations around. Particularly for my two target
students I learned through a multiple intelligences test (given verbally, one-on-one)
that they both high results in verbal and kinesthetic learning.
In the classroom the teachers are required to teach using the NYS modules,
so the students dont get much time to do the fun activities. I tried to make my
lesson as interactive as I could because I was a break from the normal ELA lesson.
I choose the Three Little Pigs because this is what they were on in the Module
Unit so this is what the teacher wanted me to stick with.
Part 3: Data analysis what was your behavioral objective for the lesson,
how did you evaluate the students progress toward that objective? What
do the results tell you about their learning? What do the data indicate
should be your next step in the teaching of this material?
Almost all of the students in the class love doing the small group center work
so behavior issues are not a problem during this time. Except for 2 students, one of
which is the student with an IEP and the other is textbook ADHD (as my teacher
described him to me). These two students have a lot of trouble focusing and have
short attention spans. These two students are also in the two groups that dont get
to every center. I talked with the teacher and she said that they do well with cutting
and gluing which was good because the center that their group rotated to (the only
center they participated in) was the cut and paste sequencing activity. I decided
that my goal for the behavior objective would be that all students will complete the
activity in the time allotted with guidance. This allowed me to assess the focus and
attention span issues of the two students who would most likely cause a
disturbance.
The student with the textbook ADHD was pulled out for testing with one of
the specialists the day I taught my lesson. He was unable to participate in any of
my centers for the day. However, the student with the IEP did participate in the cut
and paste center activity. I went into the day not knowing any background
information (it was Monday) on the student, but learned later on some information

Andrea Claire
Lesson Reflection Diff 510
The Three Little Pigs, Kindergarten
that I will discuss later. The student seemed very out of it all morning, very tired
and just unaware of anything going on around her. I am not sure how she behaved
with the other teachers, but when she got to my center, she was very unwilling to
do any work. She did verbally communicate with me some of the events in the
story the Three Little Pigs, but did not tell me any of them in the correct order. She
did manage to cut and paste all of the illustrations; however none of them were in
the correct order. She was making very loud noises and getting out of her seat the
entire time. When it was time to switch centers one last time, the student
proceeded to crawl on the floor barking like a dog, crawling under tables, running
around the room, etc I myself am unable to physically touch the students in the
room and the other teachers were in their own centers with the other students. The
behavior was not loud enough or extreme enough to get the attention of the other
teachers in the room so I just followed her around the room until I was able to coax
her over to the other center. This was one of the centers that she was in every day
and I was able to observe her behavior there as well. This teacher was able to
discipline more firmly with the student since she was an employee with more
leeway. She ended up having to put the student in time out. The head teacher
eventually had to physically remove the student from the room later on that
morning because of her unruly behavior. She took her to the nurse and the student
returned for computers later that morning. This is when I was informed about what
had gone on the weekend prior. CPS had been called on her family and there was a
crazy scene that took place at the school with the childs mother. Due to
confidentiality this was all I was told, but it definitely explains her behavior. She
was much more concerned with what was happening at home than she was about
what was happening in school. The student wasnt in school for two days after this
event took place and this was her first day back. My lessons behavior objectives
became irrelevant to the situation; this was not the right time to be assessing her
focus.
As for the other students in the room, they all completed the assignment in
the allotted 15 minutes. Some needed more help than others, however, many of
them ended up getting some of the illustrations in the wrong order. I think this is
because the illustrations I used for this activity were not exact matches to the ones
in the story we read earlier. I also think I should have taken more time to explain

Andrea Claire
Lesson Reflection Diff 510
The Three Little Pigs, Kindergarten
the illustrations, or even had done the activity in a more step by step manner
instead of doing a few with them and letting them do the rest on their own. Overall,
the students were able to verbally tell me the story correctly, but I think the
illustrations confused them. This is also why I planned to do this activity again with
them towards the end of the unit, to implement my new strategies for the activity
and see if they do better. Based on the other centers and activities the students
had a basic grasp on the story and were able to retell the majority of the story with
little guidance.
I believe that my next step in teaching this lesson is to review the story
making sure to use the correct illustrations, and then move onto comparing and
contrasting different versions of the story. I think that I can spend another day or
two on retelling activities or character activities and then move right into the
different versions of the story. I do want to spend some more time on character
traits and roles since none of this lesson really focused on that before moving onto
different versions of the story.
I may even try to pull students to have them retell the story one-on-one with
me to make sure they understand the story and the order of events, possibly with
different manipulatives for them to use so they can do it verbally, with illustrations,
with puppets, or even a drawing. Overall I think this lesson went really well, the
students had already had a taste of retelling before this lesson, so they had some
prior knowledge which helped.