Lesson Review Form ECED 329 A typed lesson plan review is due to the University Supervisor one week

after teaching the lesson. Please attach a copy of the lesson plan to the review. Address each of the following points with specific examples from your experience teaching the lesson. Write in narrative form. If you did not address one of the following when teaching your lesson, explain why. If you intended to address a point but did not, explain how you would do so if given the opportunity to teach the lesson again. Name: Mary Margaret ONeal Todays Date: February 28,2016 Lesson Topic: Silly Sally Went to Town-Rhyming Words Date of the Lesson: February 27, 2013

1. State one objective and describe the ways in which your students met that objective. My objective was that students will be able to correctly identify the sequence of events in the story with 100% accuracy as well as match those events with a rhyming word. My students met half of this standard. After my first small group, I realized that having the students put each event in order and match them with their rhyming word was too much for them to do in one lesson. I then went ahead and put the sequence of the story pictures onto their chart and then allowed them to review the story and match the rhyming words with the characters. 2. Describe how you sequenced the lesson so that your students were guided from their known experiences to new learning. I sequenced the lesson by going over a vocabulary review of stories that they would see in the book. This included the rhyming words and characters that matched each other. I also asked questions that got the students involved with the story. The post assessment showed that the students have a better understanding of rhyming words after our small group activity. 3. Describe the kind(s) of groupings you used and the effectiveness of your use of grouping. In my classroom, the students already have assigned groups that they work very well with. The students are divided up by their developmental levels so it works well to have the students that need extra attention in the same group and the students who work very quickly also in the same group. 4. Describe one way in which you addressed the individual needs of one child or a small group of children. During this lesson, I started with my most advanced group to see how the lesson would play out. After seeing how long the lesson took, I realized that I would need to accommodate for the other groups so that they would get the most of the lesson. The students were focusing more on the actual cutting out of all the pictures instead of focusing on the sequencing and rhyming part of the lesson which was not the main focus of the lesson. 5. If your management of the lesson presented difficulties, what were they and how did you handle them? There were only a few difficulties with getting every planned step of the lesson done. The students were so focused on the skill of cutting that they were not paying attention to the most important part of the rhyming lesson. Once I made changes to the lesson, everything ran a lot smoother and they students were more focused on what was important in the lesson.

6. Describe your assessment process and the ways in which the process provided/did not provide you with an accurate evaluation of how well the children learned the content. For my pre-assessment, I asked students if that could identify different words that rhymed. We also worked with rhyming word cards and they students were given 6 sets of words and I worked alongside with them, matching each word to the correct rhyming word. For my during-assessment, I asked the students throughout the story if they could recognize the rhyming words that matched the characters. For my post-assessment, I had the students match the characters from the book, Silly Sally, to rhyming words. I had originally planned for the students to sequence the characters as they appeared in the book and then match each character to its rhyming word. After I saw that it was taking too long and not focusing on the main point of the lesson, I went ahead and sequenced the characters and the students only had to match each character to its rhyming word. 7. Describe the manner in which your lesson addressed more than one of the developmental realms of the child. The students had to use social development by engaging with one another during our large group activity. They also practiced their fine motor skills when they had to cut out pictures and glue them onto the chart in the correct place with the corresponding rhyming words. 8. Identify the dimension of multicultural education (i.e., James Banks notion of content integration, knowledge construction, prejudice reduction, equity pedagogy, or empowering school culture) that was most critical for you to consider as you taught this lesson. Why do you believe your chosen dimension was most important for this learning experience? It was important for me to integrate knowledge construction into this lesson because the students built on learning rhyming words, as well as relating them to other things such as characters in the book. 9. When you teach your next lesson, what teaching strategy will you work to improve? On my next lesson, I am going to work on better assessing the students and understanding that they cant do as much as I had thought with this lesson. 10. How would you rate your implementation of this lesson?

Very good

Satisfactory

Fair

Why would you rate your lesson this way? I would rate my lesson very good because even though I had some issues with my activity, I feel as though it recovered well and the students did a great job with matching their rhyming words and characters.