Sarah Thomas

CEDC 774
Professor Sonu
Fall 2016
Observation One Reflection
Lesson Preparation
For my first time teaching a whole group lesson to class 4-408, I knew I wanted to teach
ELA. In consultation with my cooperating teacher Mrs. Chow, we decided I should teach a
lesson about character change in fictional text, as this is the topic they are about to begin in the
curriculum. In addition, I have been working with the students for several weeks on their
personal narrative story writing assignment, and have observed that many of them are struggling
to convey a change they went through in their stories. Therefore, I thought a lesson on character
change would reinforce what Mrs. Chow and I are trying to have them do in their writing.
I had originally wanted to do a read-aloud, followed by the students reading
independently and filling out the graphic organizer used during the read-aloud. However, after
consulting with a colleague who suggested there wouldnt be enough time for both, I decided just
to do the read aloud. After teaching the lesson, I realize my colleague was absolutely right and
there was no way I would have been able to get to the independent work. I have realized that I
have a tendency to want to put more into my lessons than 45 minutes can accommodate, so
checking myself on that is important going forward.
For my read aloud I chose the book Boundless Grace by Mary Hoffman. I really love this
book, and it was fortuitous that I just so happened to find it in the classroom. The book has a
really beautiful message that families are what you make them, and that a family doesnt need
to have the traditional structure of mother, father, kids, to be a family. I also liked that the
characters in the book are black because it is important to me to use literature in my classroom
that has diverse characters and promotes values of inclusivity and not just hetero-normative
values.

During & After the Lesson

I think the lesson was moderately successful. The opening to the lesson (asking them to
think about a book theyve read in which a character changed and turn and talk to their partner
about it) was a good way to introduce the lesson and make connections with students prior
learning. In terms of student engagement, it seemed like only about half of the students were
engaged, and it was mostly the same 10 or so kids who raised their hands to participate. Based on
the responses I received, only a few of the students understood how the character changed and
why. At one point towards the end of my lesson, I asked a question (unfortunately I cannot
remember what it was), and one male student said something interesting but not entirely on task.
Earlier in my teaching experience, I would have moved on to someone else, but this time I
acknowledged his comment was a bit off topic but interesting and worth unpacking a little. A
discussion ensued between him and another student. I was proud of myself for allowing the kids
to take the lesson in a slightly different direction instead of immediately steering it back to where
I wanted things to go. It was a very organic moment.
After reflecting on the lesson after I taught it, and consulting with Professor Sonu and
Mrs. Chow, there are several things I would change if I taught the lesson again:
Introduce the focus of the lesson (character change) and first read the book once all the
way through without stopping so students can just listen and absorb the story. Tell them
before reading to pay attention to the elements of a story that can cause change: other
characters, setting, problem or challenge the character faces.
Next, move on to close reading and looking at the parts of the text that show how Grace
is in the beginning of the story, how she changes and what causes that change. Encourage
students highlight those passages on their copy of the text (or take notes or use stickies
depending on their preference.) While this is happening, they will fill out the graphic

organizer.
During the turn and talks, I would first make sure I saw that everyone was participating

in them before working with any of the groups

During turn and talks, instruct students to ask their partner_____ instead of me asking
the question. This might encourage greater participation since it gives the students a way
to begin the conversation.