Stone Soup Reflection
The students are beginning to feel comfortable with me, evidenced this morning when the students returned to their classroom and I received several hugs, which I truly appreciated.
I had prepared my materials before the students returned, placing my character trait anchor chart on the easel with blank chart paper behind it. I had pulled up my Google Slides that showed a recipe format, had my mentor text with sticky notes ready and placed my handout sheets on the desk beside the Smart Board. As I did in my last lesson, I instructed the students to gather on the rug for the read aloud. I read Stone Soup by Marcia Brown, making sure to include voices for the characters and to utilize both tone and inflection to maintain the students interest in the book. The students listened quietly, but were engaged during turn and talk and think, …show more content…
The activity was challenging enough that it kept the students occupied during the entire writing time. Having realized last time that the students were capable of greater higher-level thinking than I had imagined, I had increased the complexity of the skill I was asking them to complete in writing a recipe. It could have been confusing, however, the students were able to understand immediately what I asked of them. When the time came to share their recipes during the closure of the lesson, I realized that I need to adjust the way that sharing occurs during the closure of my future lesson. I had two students read what they had written and then realized that several of the students wanted to share their work; next time I will have them read their work to a partner then switch. I will ask the students to pay a compliment to their partner; this will be an equitable arrangement. The students were excited when I told them that I would be putting their recipes together as a classroom character book for their
I had prepared my materials before the students returned, placing my character trait anchor chart on the easel with blank chart paper behind it. I had pulled up my Google Slides that showed a recipe format, had my mentor text with sticky notes ready and placed my handout sheets on the desk beside the Smart Board. As I did in my last lesson, I instructed the students to gather on the rug for the read aloud. I read Stone Soup by Marcia Brown, making sure to include voices for the characters and to utilize both tone and inflection to maintain the students interest in the book. The students listened quietly, but were engaged during turn and talk and think, …show more content…
The activity was challenging enough that it kept the students occupied during the entire writing time. Having realized last time that the students were capable of greater higher-level thinking than I had imagined, I had increased the complexity of the skill I was asking them to complete in writing a recipe. It could have been confusing, however, the students were able to understand immediately what I asked of them. When the time came to share their recipes during the closure of the lesson, I realized that I need to adjust the way that sharing occurs during the closure of my future lesson. I had two students read what they had written and then realized that several of the students wanted to share their work; next time I will have them read their work to a partner then switch. I will ask the students to pay a compliment to their partner; this will be an equitable arrangement. The students were excited when I told them that I would be putting their recipes together as a classroom character book for their