RER+Post+lesson+1+analysis

Rebecca Rusch School Placement: Burdick Elementary Grade Level: Fifth Grade Subject: English Language arts: Writing Date: March 1, 2011 Instructional model: Whole class and small group DI   Lesson title: Getting to know you and small group writing lesson 1. As I reflection on the lesson, to what extent were the students productively engaged? The students were all actively engaged except for a few students who became bored during the reporting part of the interviews, but were easily redirected. A few students needed to be redirected to the task at hand during the brainstorming activity, a few boys started to get silly in the topic that they were writing until I told the students to pick topics that they could write about. Then the students got back on task. The students were actively engaged during the lesson on voice and were critically thinking about examples and asking for clarification if they weren’t sure if their example was entirely correct. 2. Were my instructional goals met? Did the students learn what I intended? How do I know, or how and when will I know? The students were actively engaged and sharing their ideas with each other and me when the time came to fill out the voice handout, I could tell from their verbal ideas and the written answers that they were getting it though the style bubble needed some extra clarification. The students were making an effort to use the specific voice component in the writing. A few agonized a little too much and had some difficulty writing more than 3-4 sentences until they re-realized that they only needed a short paragraph because they initially wanted to write much more but couldn’t come up with more ideas without changing the emotion or voice component that they chose. Most of the students reported 3 things about their partners and most of them were interesting and tried to pick good questions. Almost all of the students wrote down the answers for the interview questions so that they could be prepared to introduce their partner 3. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why? I would want the students to have practice writing 1-2 sentences of a narrative for each bubble of the voice handout, rather than just picking one and writing 3-4 sentences. Many of the students had a hard time writing more than 3 sentences and I think it would have been beneficial to get experience writing for each component, It would have helped cement the knowledge of voice by using it more. I would definitely require more time than I had. I used DI so that the lesson would be more fast-paced because the small group is only 30 minutes long. If I had more time I would have promoted more discussion on each component. 4. Work sample links are on the lesson 1 page with observations on the same link.