1. What skill/s did you expect the student/s to learn?
The main point of this lesson is having the students begin to recognize and identify different foods that grow underground. I also wanted students to practice following the carpet rules. This includes sitting with quiet hands, and with a quiet mouth.
2. What did you do to differentiate the lesson?
I differentiated my lesson a few different ways. I wanted to provide support for my ELL and IEPs. I did this by having my students seated on carpet squares so they knew their boundaries. I also had certain students seated in the classroom based off of their educational needs. Some of my students need to be facing the front of the teacher and or smartboard to maintain their focus. Another support I used for my students was to add hand gestures to some of our vocabulary terms. I added hand gestures to words such as roots, under, big, and tiny. …show more content…
Describe transitions
You can not see either transition in the video so I will describe them both. In order to start transitioning them to circle to start the activity, I gave a one minute warning and also a clean up transition. Then I told my students, “I am going to count down from ten, when I get to one I want you to be at circle.” Then my students who were already at circle and I counted down slowly so everyone would be encouraged to come to circle. Then, as seen in the beginning of the video, I started my circle by review our circle time rules.
For the trasition to the next activity, I summarized what the student learned and told the students that it was time to sing our goodbye song. Then we sang our goodbye song and got ready to go home.
6. How did you collect data? Was your data quantitative or qualitative?
I documented my data, qualitatively. I was able to figure out which students were able to guess the words and which ones struggled. I also documented which foods were the hardest for students to identify. These included peanut and beet.
7. How will your data help
The main point of this lesson is having the students begin to recognize and identify different foods that grow underground. I also wanted students to practice following the carpet rules. This includes sitting with quiet hands, and with a quiet mouth.
2. What did you do to differentiate the lesson?
I differentiated my lesson a few different ways. I wanted to provide support for my ELL and IEPs. I did this by having my students seated on carpet squares so they knew their boundaries. I also had certain students seated in the classroom based off of their educational needs. Some of my students need to be facing the front of the teacher and or smartboard to maintain their focus. Another support I used for my students was to add hand gestures to some of our vocabulary terms. I added hand gestures to words such as roots, under, big, and tiny. …show more content…
Describe transitions
You can not see either transition in the video so I will describe them both. In order to start transitioning them to circle to start the activity, I gave a one minute warning and also a clean up transition. Then I told my students, “I am going to count down from ten, when I get to one I want you to be at circle.” Then my students who were already at circle and I counted down slowly so everyone would be encouraged to come to circle. Then, as seen in the beginning of the video, I started my circle by review our circle time rules.
For the trasition to the next activity, I summarized what the student learned and told the students that it was time to sing our goodbye song. Then we sang our goodbye song and got ready to go home.
6. How did you collect data? Was your data quantitative or qualitative?
I documented my data, qualitatively. I was able to figure out which students were able to guess the words and which ones struggled. I also documented which foods were the hardest for students to identify. These included peanut and beet.
7. How will your data help