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Planning this third grade lesson was very enjoyable and eye opening. I was able to integrate social studies to my literacy lesson. While considering different literacy approaches, and lesson I could have taught I asked my CT what she would prefer me to teach, and she told me to teach upon sequence of events. At this point, students already we’re able to recognize transition words. What they needed to be taught was how to read a story and place the different events into chronological order. With that information in mind, I began my lesson by reading the book Rosa to the class. I used my sticky note’s strategy to model this comprehension strategy. I wrote down the key facts on the notes throughout my reading for modeling purposes. While reading a loud I showed student’s each page I placed a sticky note in. I explained that this was going to help me remember what happened in the story. Leading into guided practice what I had in mind was creating a sequence of event’s anchor chart on the smart board, for student’s to use while doing their independent practice activity. The anchor chart explained what sequence of event’s means, and using our transitional words to retell what happened in the story. After the anchor chart, I gave students a short passage of the Rosa Parks story. As a class we highlighted the first key event, and then students had to fill out the rest of the events in chronological order on their activity sheet that I provided them with. I modified my lesson for struggling readers and ESL students by giving them more time for completion, and having one-on-one conferences with them throughout the independent practice. Students were expected to fill out 4 out of 5 sequencing boxes for complete mastery. After teaching the lesson I found several things I would have done differently. One, I would have used by teacher input as a review for transitional words, and introduction of sequence of events. Students with that in mind could pay closer attention to the different event’s that would happen in the story. I also would have done the anchor chart a different way. I would have included the sticky note strategy and samples of student’s work on the anchor chart. Overall, the student’s showed good performance, and they participated very well. I saw a lot of engagement and interest being brought to student’s attention. The results of the activity sheet we’re very accurate for the most part.

Some student’s wrote more details answers then others. Some guessed, and filled out the slots with a few words. I really enjoyed teaching this lesson. While I am currently placed in Kindergarten for my YLI, the shift from five-year-olds to older students was quite the transformation. I had a lot of good and eye opening experiences of testing, and portfolios being done throughout grades 3-6. I was very pleased with the outcomes of my lesson plans, and observations in the classroom. I had a very helpful and welcoming teacher. She provided me with various resources, ideas, and implementation strategies.