Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name: Grace Creech Todays Date: February 12, 2013 Lesson Topic: Dental Health Date of the Lesson: February 6, 2013

1. State one objective and describe the ways in which your students met that objective. Objective: Students will be able to successfully differentiate between foods that are good for their teeth and foods that are not. Students met this objective by doing my small group and large group activity. After reading the book and singing the song, all but one student successfully differentiated between foods that were good and foods that were bad for their teeth. The student that did not successfully complete this activity was my resource student. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. During the pre-assessment, I asked them their favorite healthy thing to eat for their teeth. This related things that they eat to what I was going to teach them about those food items.

3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. I used large group and small group. The children had better results on the activity sheets they did individually in the large group. However, I think these results could be because they could see each others papers. When doing the small group, the child was required to make the decisions on their own in front of the other children in their small group. This could have affected how well they did.

4. Describe one way in which you addressed the individual needs of one child or a small group of children. I had one child that is a resource student. I accommodated her by keeping her close to me in my small group activity. She did great being guided in the small group; however, in the large group activity she missed one. After I finished with all of the other children, I talked one on one with her and we fixed the one she missed.

5. If your management of the lesson presented difficulties, what were they and how did you handle them? At one point in my small group activity, the children started picking up items that I was picking up one by one to talk to them about; therefore, making me out of order. Once I saw that it wasnt working, I quickly picked up the items and went from there. Once I did that, everything went smoothly.

6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. For my pre-assessment, I asked children a question. What is your favorite healthy food to eat that is good for your teeth? I feel like this was a pretty accurate assessment to show me what my children knew and to see which students had a grasp of the knowledge I was about to teach them. For my during assessment, I asked for them to tell me some healthy choices for their teeth. I didnt really see how this helped me all that much. However, it did make the students interact by talking to me and that is important. My ending assessment was a small group (of 4 students) activity and a large group individual activity sheet. Both of these helped me know if the children learned and were aware of the difference between items that were healthy for their teeth and unhealthy for their teeth. By the end of the lesson, most of the students successfully differentiated. I think it was an accurate evaluation.

7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. This lesson addressed the importance of taking care of their teeth as well as the ability to select healthy foods.

8. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? When picking whom I called for small groups, I made sure to call different ethnicities as well as males and females to keep the diversity in the classroom. I dont think the children noticed that I did this. However, I think it is important to incorporate diversity into every learning experience.

9. When you teach your next lesson, what teaching strategy will you work to improve? The next time I teach a lesson, I will make sure to have a better plan for early finishers because if my cooperating teacher and assistant had not been there to help, it would have struggled keeping them under control.

10. How would you rate your implementation of this lesson? I would rate my lesson as satisfactory. I would choose this rating because there were things that I need to work on still and it was my first time teaching a lesson. I dont think that I did anything wrong, but there are things that I could better as I teach more lessons.

Candidate: Grace Creech

L#: 00171692

Date and Time of Lesson: Wednesday, February 6, 2012 9:30-10:00

Grade Level: Kindergarten

School: Long Cane Elementary

Cooperating Teacher: Marie South

Subject: Health

Lesson Title: Dental Hygiene

1. Curriculum Standards Addressed:

P-K.1.3 Name behaviors that affect personal health (eating healthy foods)

P-K.1.4 Explain why it is important to brush the teeth and go to a dentist.

P-K.7.1 Demonstrate practices that promote personal health (for example, brushing teeth)

N-K.7.1 Demonstrate the ability to select healthy foods.

2. Instructional Objective(s) Criteria: Students will be able to successfully differentiate between foods that are good for their teeth and foods that are not.

3. Assessment(s) of the Objectives: Pre-Assessment: Ask the children the question, What is your favorite healthy food to eat that is good for your teeth? During: Ask children if they can tell me some healthy choices that would be good for their teeth. After: Ask the children (4 at a time) to come place the 3 pictures they are given under the categories of Good for my teeth and Bad for my teeth. The other children who are not doing small group activity with me will be working on the individual activity sheet.

4. Materials/Resources: A book called My Bright Smile I Know What To Do! written by Kelly W. Lynch and illustrated by Rurik Tyler, a poster board, pictures of healthy and unhealthy foods, crayons, colored pencils, tape, glue, chart to keep track of which children correctly differentiated between pictures of items Good for my teeth and Bad for my teeth, and a chart to write down the students results from the individual activity sheet.

5. Prerequisites (Prior Knowledge): knowing common terminology such as teeth and toothbrush.

6. Procedures: 1. Tell students that we are going to be talking about dental health. 2. Ask children how often they brush their teeth and what are some things they could do to keep healthy teeth. 3. Read the book My Bright Smile I Know What To Do! to students. 4. Ask the children if they have any questions about the book. 5. Break the children in to small groups of 4. 6. Have the children who are not being worked with first to color the picture of the teeth and do the individual activity sheet as instructed. 7. Once those students are settled with their worksheets, call up the first small group that I will be working with first. 8. Give each student 3 pictures each. 9. Ask children to place their picture on the chart categorized by healthy or unhealthy. 10. Rotate until you have assessed all children.

7. Accommodations: I will work one on one with Shaveria and go through the assessment step by step with her while other students are in centers. If there are early finishers, I will let them go to the reading center and read a book.

9. References: South Carolina Academic Standards for Healthy and Safety Education, Marie South (My cooperating teacher), Oral Health Supplemental Curriculum Resource Kindergarten (http://www.scdhec.gov/health/mch/oral/docs/curr_Oral%20Health%20Kindergarten.pdf)