Project 5

Required Documentation

Lesson Plan

Teaching the Lesson

Teaching the Lesson
Instructional Technology ED222
Sheila Stark
May 9, 2013

Teaching the Lesson

Instructional Technology ED222

Sheila Stark

May 9, 2013

I have to admit, I was very nervous about my first foray into teaching. I am luckier than most, because I work in the classroom that I taught my lesson in. I have had a year to observe the students I planned my lesson for, so I was able to tailor my lesson to them, which gave me an advantage. I imagine that it would be very difficult to walk into a classroom blind and hope for the best.

Even with all the foreknowledge that I had, I still found the wait to teach the lesson very nerve-wracking. I wanted to teach my lesson last week, but we had a couple kiddos who were out sick, so I waited until they were all present to do my assignment. I think the wait terrorized me. I had nightmares about it for days. Fortunately, my nightmares did not come true, and after the initial first few seconds, I calmed down and actually enjoyed myself, all the preparation I’d done, and the interest and cooperation of the children.

I ended up adapting my lesson slightly. My original plan was to read the book, have the kids find the words, sort them by consonants, and then use the Starfall website to “play” with the consonants. I actually rethought the whole process and ended up doing it backwards.

I prepared for my lesson by getting four small dry-erase boards, four dry-erase markers, four copies of (6) sight words found in the story, the story “Five Brown Bees”, and getting “Starfall” ready to be used on the smart board. I placed a board and marker in front of myself and where each student would sit, taped down the sight words in a row in front of each of us and then waited for all the kids to get to the table. In the structured learning classroom that I am in, we have five students, but only three students aren’t in inclusion and receive their education in the room I was in. For the purposes of this class I am going to call them “M”, “I” and “K”.

Once all of the kids were seated with their para’s, I started the lesson by having “M” pick a word, and then I wrote it and had them copy it onto their own board. We went around the table and each child picked a different word to write. As they wrote each word, we underlined the beginning letter. I had picked the six sight words in the story that started with a different consonant. “M” and “K” did not require any assistance with writing the words. They had to be redirected to underlining the first letter, since this is a concept we have not really explored this year. “I” required hand over hand assistance, but focused on what he was writing and held his marker correctly, which is a huge accomplishment for him. I wrote each consonant on the top of the big dry erase board behind me after we underlined them.

Next, I had the kids come up one at a time and pick two letters. Each child used “Starfall” and did the games that came with their letters they had picked. “Starfall” is very interactive and fun. It repeats the letter and the sound in many ways, has little musical ditties, and fun games for each letter and it is a game our kids are very familiar with. “M” and “K” required no assistance, “I” required minimal assistance getting the pen for the smart board to work. He required no assistance going through his letters, other than initially selecting the correct letter.

Finally, we read the book and played a word recognition game. Each child had a copy of the words in front of them. I explained to them that as I read the book, when I said a word, they had to smack the word in front of them. The first one to smack the word got a point, and at the end, we would add the points and give three stickers to first place, two stickers to second place and one sticker to first place. All the kids are on token systems for various rewards, and they earn stickers throughout the day for those rewards, so stickers are a big deal in our room. I read the book and we had a great time. It pretty much ended up being a constant smacking contest. If I could do one thing over in my lesson, it would be picking only two words for the game. The six words I chose appeared quite frequently in the story and the kids pretty much all got the giggles trying to smack the words first. It was also a new game, so even though the rules were simple, there was a little confusion on when to hit a word. In the end, I think the game actually helped the kids focus on the story. These kids are pretty intense when it comes to earning a sticker. “M” was actually on the edge of her seat through the whole book. “I” required more assistance than “M” or “K”, and it is doubtful that he would have recognized any of the words without para support, but he enjoyed playing the game and was watching the other two and trying to hit words before them. For an autistic child that is very self-contained, I felt like he was actually interacting and playing the game, even though he probably did not understand what he was doing. This was great to see, because he seldom pays any attention to the other children in the room unless they are in his way.

Mr. Gibson was very supportive and went through my whole lesson with me. He agreed that the six words were probably too many, but he really enjoyed the lesson and told me that he appreciated me modeling my lesson around the curriculum that the kids had been doing all year.

Overall, I think it was incredibly rewarding and interesting to do this lesson from beginning to end. There was so much preparation and strategy involved in this project. It really makes you reflect on how difficult teaching children every single day is and it makes you respect the teachers who plan six or seven lessons for each and every day school is in session. It is a very underpaid, under appreciated job that requires a lot of self sacrifice, skill and dedication. I can only hope that I end up being the kind of teacher that I want these kids to have.

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