Daylan Bakes

Literacy
12/27/14
Analysis
I was second in our group of three to teach my literacy lesson based on sequencing. I
made very minor, very practical changes to the original lesson plan Sam, Celeste and I crafted.
The basic outline of our lesson was a review of prior knowledge of the classic three little pigs
story, sequencing of the events of that original story, read aloud of Scieszka’s version of the
three little pigs, sequencing of that story, then a writing activity in which the students wrote and
then sequenced their writing. After observing the first implementation of the lesson, I recognized
that students seemed to get a little restless. They also interrupted each other, the flow of
discussion needed work. For this reason I made two very practical and very intentional changes
before the lesson took place. The first change I made was a reminder (elicited from the students)
of how we have discussions and how we behave during group lessons, whether in the classroom
or outside of the classroom. I believe this reminded them that even though we were in a new
space, the expectations remained the same. The second intentional change was when the children
were given a laminated storyboard to sequence after having been read the Scieszka version of the
three little pigs. After handing out that storyboard, I asked them to discuss what order they
thought the storyboard went in and why. I then asked them to come up to the front and put them
in order. I believe this broke up the longer period of sitting, allowed them to move and to have an
open and free discussion.
What differed the most between my planning and the lesson implementation was the
amount of time it took for one of my students to complete the writing portion. My time estimate
remained true for all of the students but Yiguo, who wrote well beyond the intended amount, but
kept asserting that he wasn’t finished. While I appreciated his thoroughness, I had very little
planned had this happened, beyond asking the students who had finished to write an extra

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Daylan Bakes
Literacy
12/27/14
sentence or two – which only kept them occupied for an extra five minutes. In the moment, I
thought of a peer review and asked the students who had finished their writing to trade their
work, read it and then discuss what the other had written. This worked, but Yiguo still hadn’t
finished his writing. At this point I asked Yiguo if it would be ok if he read out what he had
written so far and the class could help him decide what (if anything) needed to be added. This
worked! Yiguo read his work out loud and the students made a few suggestions of which Yiguo
picked the one he thought fit best to complete his writing piece. While Yiguo finished his last
sentence I had the rest of the students read their created storyboard aloud and then again come up
to the front and place it in order, through discussion and teamwork.
My student learning goals were “students will be able to form a storyboard sequence.
Students will be able to provide summary sentences for the student-sequenced storyboard. Both
of which will lead to a basic understanding of beginning, middle and end of story sequence.” My
students were able to achieve each of these goals. This analysis comes from the writing they
produced (which can be seen on the observations of student learning page) and their ability to
accurately order the storyboard.
Following my lesson on sequence, I would continue with story conventions. Now that the
convention of sequence has been learned, I would follow with a unit on character, plot, and
setting. I would begin with a lesson on character. For this lesson I would have physical
representations of the characters of whatever story we would read next (or perhaps go back to the
three little pigs, playing on prior knowledge) and create a large “characters” poster board. This
would continue for each of the story conventions.
If I were to teach this lesson differently I would make the “beginning, middle, end”

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Daylan Bakes
Literacy
12/27/14
aspect of my lesson clearer. While my students were able to accurately sequence, they struggled
with the idea of overlap between beginning, middle, and end. I should have been more explicit
with what exactly classifies a story arc – the next time I teach this lesson this will be one of my
goals.

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