 Respond the narrative feedback given (notes taken by TA or Carol or Winnie during

the lesson)
 Discuss responsive changes you made during your teaching
 Any final comments, thoughts, questions, connections, considerations, etc.

My first lesson was on transition words. I had prepared a variety of activities for the lesson. I took Carol’s
advice very seriously for the lesson plan and made sure to have a script written out because I
occasionally blank when under pressure. This did end up happening, but I made sure to look down at the
lesson and breathe as I have taught before, so why not do it again.

Devon noticed that I started out my lesson with a stretch out. I do this a lot in this class as kids tend to
dose off a bit during this time because it is right before lunch. This time I included many transition words
in my stretch out instructions and told the class after as it was a good lead in into the lesson.

We did some guiding and reading out loud together. When we were modeling, I had some kids come up
and underline the transition words in sentences on the board which pictured a worksheet of examples.
Next time I would print out this worksheet for all the kids because it would make it easier for the kids to
follow along and model examples together. Devon noticed kids dozing off a bit when they were not
going up. I wonder if giving them a sheet of what was on the projector would help.

I had my first check in with Dylan as he was not following along or participating. Devon noticed this.

After that, we went back to modeling. One child made a simple mistake and Devon noticed how I called
it a teachable moment. My purpose in doing this is to see if other kids in the class had made this
mistake, without calling it a mistake and ensuring that everyone understands the concept, because if
one child didn’t understand what was happening, it is possible someone felt the same way.

We next moved on to partner work. Devon noticed how excited the kids were to do this. She also
mentioned how it took up a lot of time to pass out the papers. Next time I’d have the student of the day
pass out papers so I could get right to helping other kids out. Dylan was still struggling. I asked him what
was going on and what he was feeling. He ended up feeling very tired and hungry. He also said he didn’t
want to do the work. I made sure to pair him with one of his good friends, who understood the material
in hopes they could work together. Devon noticed I got on his level. I also noticed that Dylan wasn’t
using the given transition words, but was making up his own to use, but they still made sense, so I
allowed him to do that.

I noticed that some kids completed the work faster than others. I should have explained the next activity
at that time instead of helping the students and having them wait. Next time I would instruct on the
next activity and help those other kids finish what they were working on. I notice that my classroom
management is where I still struggle. It is a learning curve I guess, it’s just hard to rally so many kids.

The final activity was working on their personal narratives and including transition words. I gave them a
few options or ideas for prompts, but I wanted the kids to choose what they got to write about. I
noticed a few kids struggling with what to write so I got on their level and asked them to bounce ideas
off of me and they often would figure out what to write from there. I wonder if it would have been a
good idea to have the kids bounce ideas off of a partner, or would they have gotten too off task?
My strong suites of this lesson I am aware of, Devon listed: Matched excitement- knew
when to be energized or calm

· Frequent Check ins

· Individual work with some students that were quiet or struggling. Came down to
their level for a more intimate conversation

· Gave multiple opportunities for questions and resources.

· Positive language

· Partner work. They were so excited for this

My biggest struggle I mentioned earlier is classroom management and my public check ins. I use the
thumbs up, down, sideways a lot. I wonder how I can meet the needs of so many kids while keeping the
classroom under control. How can I help the kids who are behind while not leaving other kids bored?
How do I help kids like Dylan who no matter what I offer, they don’t want to do it? I have a bit of
background, he plays videogames all night at home so he is very tired during the day. This is an
uncontrollable factor. How do I help students like that?