Running head: ACTIVE LESSON

Gabby Sorkine
PPE 310
Mary Dean
3/20/2015

ACTIVE LESSON
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Reflection
The active lesson taught involved students having to use language arts concepts such as
alphabetizing, vocabulary, and following directions. The physical activity movements included
those of jumping, walking, and balancing. Upon entering the classroom students were instantly
engaged and curious on what the lesson would be about when viewing the long tape line across
the floor. Students continued on with their daily prompts which is one of the things I would have
done differently in the future. The students were so intrigued about the tape line, I would have
wanted to have their morning prompt be making a prediction about what they thought we would
be using the tape line for. This would have be a great opener for the lesson, as well as gotten their
minds on track thinking. Another thing I would change would have been to label the ends of the
tape line with A and Z so that the students knew which was the start of the line and which was
the finish. During the lesson, many things went well, with one major one being the students
following direction the first time asked. Students all participated and did not talk when standing
and organizing themselves in line. This was good to see because if students were to talk it would
ruin the entire point of the silent dictionary lesson with the use of individual and group work.
Feedback from my mentor teacher was provided during the lesson with constant smiles as well
as after the lesson with comments of wanting to steal the lesson idea for other subjects to review
vocabulary with them. She suggested harder workers next time as well as being more firm with
participation in all students.
Teacher movement was a major factor in this lesson. It was extremely important to be close to
the students to act as a referee for them to ensure they did not step off the line or talk. By
walking around the classroom, it engages students during all points of the lesson as well as holds

ACTIVE LESSON
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them accountable for behavior and work. A silence presence is a constant reminder for students
of what they should be doing and expectations. This is one way to manage the students behavior
without drawing attention. When giving directions or watching the students review, the use of
their names extremely important. When students are out of their seats, the use of names it is
important so that students can acknowledge corrections or positive remarks and take in the
information. This holds the students all accountable for their own learning. This practice went
hand in hand with that of response latency. Students were eager to begin and actually when
waited until I was done talking to begin. Some of the students are self-motivated but others often
need step by step instruction with phrase.

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Teachers: Gabby Sorkine

Subject: Language Arts and Academic

Support

Standard:

Standard one: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Objective (Explicit):

Students will be able to alphabetize vocabulary words from text.

Evidence of Mastery (Measurable): 100% of students will be able to alphabetize
vocabulary words from The Volcano that Changed the World, with 80% accuracy.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT alphabetize
SWBAT balance
SWBAT work on a team
Key vocabulary: Destruction, Dormant,
Materials: Tape, notecards, ACTION
Eruption, Flood, Frost, Hardships, Mount Scholastic Text.
Tambara, Spewing, Sumbawa.
Opening (state objectives, connect to previous learning, and make relevant to real
life)
Teacher will hand students a notecard with a word on one side and definition on the other side.
When prompted, students will go around the room, stand up, say their word aloud for everyone
to hear, and then jump out the syllables. This will get the students blood flowing.
Inst Teacher Will: Teacher will place a
Student Will: Students will stand on the
ructi long piece of tape on the floor
tape line with their notecard facing out for
onal across the classroom. This tape will others to see. They will then without
Inpu act as a line or page in the
talking, have to move themselves around
t
dictionary in which students will
each other in order to be in alphabetical
have to organize themselves.
order such as a dictionary page, but
Teacher will explain directions to
having to keep one foot on the line at all
students. Teacher will demonstrate times. This will test students balance and
how the activity will look.
team work while actively moving around
the classroom.
Co-Teaching Strategy- one teach, one observe
Differentiation Strategies- Teacher will re arrange the desk accordingly to
insure there is nothing in the way for students to trip on or get hurt. One
student is paralyzed on one side of his body so the other students may
maneuver around him more often than him moving down the line.

ACTIVE LESSON
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Guid
ed
Prac
tice

Teacher Will: Teacher will check

order of the students once
completed and give them the next
instructions only if all students are
in the correct alphabetical order.

Student Will: Once in order, students will

read their card word and then flip it over
and read the definition aloud one at a
time. This will give the students extra
practice with the words.

Co-Teaching Strategy- one teach, one observe

Differentiation Strategies- The fonts on the card definitions will be written
large for the students who are visually impaired.
Inde
pen
dent
Prac
tice

Teacher Will:
Student Will: Students will return to their
Teacher will instruct students to go seats and work independently on their
back to their seats. At this time
vocabulary words.
teacher will collect the vocab
notecards. Teacher will instruct
students to take out a piece of
paper and begin to work with their
vocabulary words forming
sentences using the words from the
activity.

Co-Teaching Strategy one teach, one observe

Differentiation Strategies Some students will be provided with a list of
vocabulary terms to glance at with the definitions to aide in the assignment
due to their IEP accommodations for their grade level. Words chosen also will
be at grade level to accommodate students.
Closing/Student Reflection/Real-life connections:
Students will get to reflect on the lesson giving feedback to the teacher on how they liked the
lesson being out of their seats and moving around to practice their academic skills. Students will
provide examples of how active lessons could be incorporated into other class subjects and the
benefits that would occur for them.

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Criteria
Integration of
physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher Content
Knowledge
(TCK)

Exemplary (5)
Instructional plans include:

Score: x1

All learning objectives and state

content standards are explicitly
communicated and not altered with
the integration of physical activity.
(S&O-TAP)
Lesson activities include integration
of physical activity component in at
least two parts of the lesson plan
Integration of the physical activity
component does not detract from
the academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge. (TCKTAP)
Activities and materials include:
(A&M-TAP)
o Sometimes activities are gamelike, involve simulations,
require creating products, and
demand self-direction and selfmonitoring.
Presentation of content always
includes (In Video as well): (PICTAP)
o Concise communication of
expectations for student
performance of the physical
activity.

Proficient (3)
Instructional plans include:

Most learning objectives and state

content standards are communicated
and are only slightly altered with the
integration of physical activity.
(S&O-TAP)
Lesson activities include integration
of a physical activity component in at
least one part of the lesson plan
Integration of the physical activity
component slightly detracts from the
academic content
Teacher sometimes implements
subject-specific instructional
strategies to enhance student content
knowledge. (TCK-TAP)
Presentation of content most of the
time includes (In Video as well):
(PIC-TAP)
o Concise communication of
expectations for student
performance of the physical
activity component.
o Modeling by the teacher to
demonstrate his or her
performance expectations.

Instruc

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Modeling by the teacher to
demonstrate his or her
performance expectations.
Safety issues for integrating
physical activity are well thought
out and described in the lesson as
well as demonstrated in the Video
Classroom management techniques
are clearly defined and
demonstrated in the Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of
all learners and;
o Evidence that the plan
provides regular
opportunities to
accommodate individual
student needs...to include
one modification to
accommodate students with
cognitive disabilities and
one for students with
physical disabilities
Teacher creates learning
opportunities where all students can
experience success. (Exp-TAP)
The classroom is arranged to
promote individual and group
learning. (Env-TAP)
o
Modifications
for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)

Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

Video of
Presenting
Instructional
Content

Video presentation of content includes:

SCORE: x1

visuals that establish: purpose of the

lesson, preview the organization of the
lesson, and include internal lesson
summaries
submitted to YouTube Unlisted or
another secure option agreed with your
instructor
examples, illustrations, analogies, and
labels for new concepts
modeling by the teacher to demonstrate
his/her performance expectations
concise communication
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or nonessential information

Safety issues for integrating physical

activity are somewhat thought out
and described in the lesson as well as
demonstrated in the Video
Classroom management techniques
are somewhat defined and
demonstrated in the Video
Instructional plan include: (IP)
o Evidence that plan is
appropriate for the age,
knowledge, and interests of
most learners and;
o Evidence that the plan
provides some opportunities
to accommodate individual
student needs, to include one
modification to accommodate
students with cognitive
disabilities or one for
students with physical
disabilities
Teacher creates learning opportunities
where most students can experience
success. (Exp-TAP)
The classroom is arranged to promote
individual and group learning. (EnvTAP)

Video presentation most of the time includes:

visuals that establish: purpose of the

lesson, preview the organization of the
lesson, and include internal summaries of
the lesson
examples, illustrations, analogies, and
labels for new concepts and ideas
modeling by the teacher to demonstrate
his/her performance expectations
submitted to YouTube Unlisted or
another secure option agreed upon and
shared with your instructor
logical sequencing and segmenting
all essential information
no irrelevant, confusing, or non-essential
information

Video p

ACTIVE LESSON
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Self-reflection

SCORE: x1

Self-reflection was well thought out

and included at least 6 specific
examples from the teaching experience
on: (a) what went particularly well, (b)
what you will change next time, and
(c) the feedback you received from
your mentor teacher; (d) managing
classroom behavior, (e) teacher
movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate
length (1-2 pages), in APA and in third
person
Rubric was attached at the end
Title page was used
Appropriate highlighting was used

Self-reflection was somewhat thought out

and included 4-5 specific examples from
the teaching experience on: (a) what went
particularly well, (b) what you will
change next time, and (c) the feedback
you received from your mentor teacher;
(d) managing classroom behavior, (e)
teacher movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the appropriate length
for the assignment (1-2 pages)
Not in third person
Rubric was attached but not at end
Highlighting was not correct