Lesson Plan Three QAR Reflection

 Reflection on Lesson

WHAT?

What happened? What went well? What was an area of weakness?

Which objectives were met?  What is the evidence? Which students did not meet objectives?  Which students exceeded objectives?  Why?

First we began our lesson with our introductions the students were very excited to get started and we began by asking how they were we then spoke about how cold the weather is and how we need jackets now when going outside. From here we went over our agenda and our classroom rules as a whole group. We began by going over our vocabulary word wall today we had some harder words on the wall so the students were having a difficult time pronouncing the words they knew what they were and there definitions but saying them was challenging. The students actually laughed in moments when trying to say the vocabulary words correctly finding It funny how they were trying to pronounce them but soon enough they began to grasp how to pronounce each word. This could be one area of weakness that was shown by the students this lesson which was pronunciation of vocabulary words. From here we reviewed our four P's the students went through these quickly which shows that reviewing them each week they are remembering each of them. From this point I introduced our anchor chart on Question Answer Reasoning we reviewed how our chart has an in text portion and our in head portion. The students grasped quickly on how to connect predictions and prior knowledge to in the text evidence. From here we had the students make a prediction on what they thought the story may be using clues from the cover of our story and their title this was a great success students were able to recall and build upon our lesson from last week on predictions. Miss. Houghton read the story The Tornado Scientist: Seeing Inside Severe Storms by Mary Kay Carson where she had marked off specific pages to read to the students because this informational text was so long. The students enjoyed reading this book and learning all about tornados. From here we completed a group activity on a big chart that resembled our anchor chart in QAR the students understood the connections to the story they were able to meet the objectives of identify the who, what, where, when and how. They also complete predictions and even asked the question why did the other pick tornados to write about? The students also summarize the story using pages from the book to gather evidence of what occurred. The students then filled out a worksheet answering the who, what, where, when, and how. They were able to successfully identify each one meeting our objectives for this lesson. I think completing the big chart together allowed them to understand the connections to the story and by seeing it all put together on a big page allowed them to do it on their own on their worksheets. After there worksheets we conclude on a quick over view of what we had learned we reminded the students that we won't be there next week because there is no school and that we would see them the following week to complete a lesson on vocabulary. 

 

Miss. Houghton reading the story The Tornado Scientist: Seeing Inside Severe Storms by Mary Kay Carson 

SO WHAT?

What was learned from this experience? Evidence of teacher candidate learning

We learned how much they enjoyed working as a group on a big piece of paper first and then filling out their own work sheets. This story was very interactive asking questions and stopping and talking about what the text was teaching us. I think this worked really well and they seemed to really enjoy the story they each had questions to ask. Last week we also had learned that one of our students has a visual issues and can not see that well I think as a group working through part of the lesson on our big paper was beneficial to her for when she began her worksheet.

Our QAR Anchor chart and our students using the anchor chart to help them. 

NOW WHAT?

How will this experience influence my professional identity? 

How will this experience influence how I plan/teach/assess in the future?

Sometimes working as a whole group is more beneficial for some lessons and this particular one it seemed to be very beneficial for our group. Next I plan to again have the visual anchor charts so our students can comprehend what we are learning and also see what we are learning. 

Whole group QAR chart being completed together.