In this lesson Ms. Formoso was teaching her students about figurative language. Students have read some poems before, and now they will work in small group to complete an activity that involves figurative language. She begins by stating the objective and making sure the students understand it. She then activates prior knowledge, which provides scaffolding and allows the students to engage with the topic. She then guides the students through a discussion about poetry and figurative language. With these questions Ms. Formoso is making sure that students understand the concept and she is able to correct errors. The teacher uses a graphic organizer to help students describe an object using figurative language. The teacher puts the students in
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In this lesson the teacher wanted the students to be able to understand the text and to answer right there questions. The teacher began the lesson by reading and explaining the objectives. After she explained the objectives, she activated background knowledge by asking the students to talk to their partners about question words. After the partners discussed this, the class came up with a list of words that are used to begin questions. Ms. Griego used the Think-Pair-Share to help the students work together to comprehend the text. She began by reading aloud the introduction and having groups work together to answer questions. She then had the groups complete an independent activity in which each group will read a portion of the text and will write grammatically correct questions that other classmates can answer. After the groups formulated the questions, the teacher had the presenter from each group read the questions aloud, so other students can find the answer in the text. I like the way Ms. Griego explained the objectives to the students and they way she model how to ask and answer questions. She divided the class in small groups to work together. This allowed the students to help each other and to practice their speaking skills. By pairing students, Ms. Griego was able to help the students meet the
In this lesson the teacher wanted the students to be able to understand the text and to answer right there questions. The teacher began the lesson by reading and explaining the objectives. After she explained the objectives, she activated background knowledge by asking the students to talk to their partners about question words. After the partners discussed this, the class came up with a list of words that are used to begin questions. Ms. Griego used the Think-Pair-Share to help the students work together to comprehend the text. She began by reading aloud the introduction and having groups work together to answer questions. She then had the groups complete an independent activity in which each group will read a portion of the text and will write grammatically correct questions that other classmates can answer. After the groups formulated the questions, the teacher had the presenter from each group read the questions aloud, so other students can find the answer in the text. I like the way Ms. Griego explained the objectives to the students and they way she model how to ask and answer questions. She divided the class in small groups to work together. This allowed the students to help each other and to practice their speaking skills. By pairing students, Ms. Griego was able to help the students meet the