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*Closure: How will you support student reflection and summary of the lesson?
We want to continue the ideas and story throughout the day, possibly even after. I want to make sure every
child that wants a turn with the masks or to have a role gets a turn. I will pull all the students that did the
activity back together after we go outside and we will compare the two experiences (indoors vs. outdoors). We
can recap the story one last time and talk about why someone would want to write a book about this.
*Accommodations and/or adaptations for diverse abilities?
This might be harder for the 3-year-olds or the two students that are transitioning in from the toddler room. I
would like them to stay for the reading and I want them to try and participate in the grand conversation, but I
wont push them to take on a role if they dont know enough about what happened. I will let students volunteer
for roles so no one is embarrassed or pressured.
Student Teacher Reflection
What evidence is there to demonstrate that students have achieved understanding of what I had intended?
During this lesson students were able to. . . Understand what the story was about and could retell major plot
points and who the characters were.
I know this because. . . They made the connections between the masks I had and the characters in the story
(baby goat, middle goat, biggest goat, and troll)
During this lesson students were not able to . . .Focus and follow directions for the activity. They all wanted to
be different characters before trying the one they had been gives originally.
I know this because. . . They also wouldnt line up behind the bridge rather they all just jumped on top. Also,
They all wanted to be different characters before trying the one they had been gives originally. It was more
chaotic than planned.
Were the students productively engaged? How? (site specific examples)
Students were engaged during the story. I knew because they were answering questions we had from the cover.
Jameson said, The biggest one looks mean! (I asked why) because he has a scary coat and glasses!
Jameson was right and then the goat pushed the troll off the bridge. Also, when we looked at the title page, it
had a picture of a toad. When a toad appeared on a page, Graham said, Theres the toad! He had
remembered it from the title page.
Students were not actively engaged during the activity. They were more concerned about the masks and each
other than focusing on themselves, their roles, and what they should be doing.
Did I alter my objectives or implementation as I taught the lesson? How and why?
I didnt alter much. I did read the story much slower than I had expected because students would stop me to
make comments or ask questions.
I should have made alterations to the activity so it was more engaging and a lot more focused but in the
moment I wasnt exactly sure how to fix it. I tried to redirect the students by asking them what each character
was saying and tried to give them roles, but it was a bit too chaotic and they didnt want to listen to me (which
is hard in an emergent preschool because they technically dont have to do anything they dont want to unless
2
Not introduce the masks beforehand, because it takes away from the books and the students keep trying
to get at the masks before the activity
Make sure the children are far enough away from me that they are all in my hug and can see easily
Have some children watch while others participate in the activity and switch groups