PE Greedy, Greedy Grizzlies:

● This game is generally popular with the students, so I figured that it would be a good thing to
have a game that they were familiar with. This reduced some confusion of having to
teach/learn a new game.
● Students were lower energy than usual, but they were still largely willing to participate. There
was one exception, a student who would rather stand to the side than participate. Caused some
grief when this student periodically decided to participate and tag people, so had to have a
discussion about how she is playing and needs to participate with her peers.
● Some cheating during the game—one instance mid-game was addressed by me and another
instance at the very end went unaddressed due to the student leaving due to an injury. If I run
this game again next week, I will be sure to re-emphasize the expectations and rules of the game
and the importance of sportsmanship.

ELA Rhyme:
● This lesson was made the night before, rather than my usual 2-4 days out, due to assessment
data gathered in the class yesterday. Despite the shorter notice of planning, this lesson felt
really good.
● DLR was DLR; no real problems, standard engagement.
● Originally, and in my lesson plan, I had this as a read-aloud. I instead ended up running the
lesson as a station-based activity instead. I think that this was far better than how I planned it.
Had I read the books to the class, I would have probably made it through 3-5 books in this
time, kept the class decently focused, but would have had the kids not interacting with the
rhymes on their own. It would have been me simply relaying more information to them. The
way I ran it instead, the students needed more prompting to stay on task, they got through
fewer books, but they had a more personal experience with rhyming words. I think that this
trade-off was for the better, as they got to identify rhyme on their own.
● The rhyming book station activity was really good. I ended up having 3 more books than I had
groups, and this was a happy occurrence. I was able to have any groups that finished early
simply move to one of the 3 available stations rather than having to rotate the entire class as
one. This was not planned but would be included in my plan if I were to do this again.
● The transition from book station activity to BINGO was good. Students listened to directions
fairly well and this was not as chaotic as things had been in the past.
● BINGO activity was well-loved by students. I was able to spend some time with students that I
knew would struggle and give them some assistance in identifying their rhyming word
counterpart.
● Students got very loud between words; this was something that I felt like I was repeatedly
trying to address. Even after setting expectations, it was only a word or two before students
quickly devolved back to their noisy selves between pulls.
● Had one final pull after the first BINGO to give students a last chance at getting a BINGO
themselves, which gave students expectations for the end of the game rather than simply
having it end abruptly. Also unplanned, but felt like a good call.
● Set expectations really well before we transitioned into the final activity. This made it go much
more smoothly than my transitions historically have.
● Final activity was very cool also. Scaffolded well so that students were previously comfortable
with identifying rhyme and now were responsible for creating it.
● Lots of shouting out that I had to deal with, but overall was figured out.
● Setting reminders with some students before their answer as a form of differentiation. This
gave students another reminder for how they should think to create a rhyme.
● Students did FAR better than I expected and we only got through 20% of my words, but I felt
that was a good testament to how much this lesson had helped them, as many were unable to
create rhyme yesterday.