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Similarties and Differences, : - Coggle Diagram
Similarties and Differences
Activity/Engagement
Enagagment
: The students were engaged throughout the lesson because they were working with each other to answer the questions on the workshee
Students were very engaged during instruction, this is why they had trouble not calling out. When they broke into partners, they had a harder time staying focused on the paper or identifying similarities and differences, that’s why the teacher would constantly be walking around.
Activity
: The students job in this lesson was to compare similarities and differences between two characters in a book. They then had to work with partners to write down these similarities and differences then share with another set of partners.
Management Strategies:
walking around the classroom during group work to keep the students on task
If a student called out during lesson time, the teacher would call their name out and wait for them to calm down or she would say, “I like when my friends do not call out.”
The students were spread out all over the classroom when doing group work to have their own space, but did lesson time together on the carpet.
She would call out the students who showed that they were ready to learn, and she asked the students who weren’t to show her they were ready
She told the students when they were finished with the assignments they did a very good job at staying on task and came up with good examples.
Standards
Standard - CC.1.2.K.A
: With prompting and support, identify the main idea and retell key details of text.
Standard - CC.1.2.K.B
: With prompting and support, answer questions about key details in a text.
Standard - CC.1.2.K.C
: With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text.
Standard - CC.1.2.K.B
With prompting and support, answer questions about key details in a text.
Standard - CC.1.3.K.H
Compare and contrast the adventures and experiences of characters in familiar stories.
Materials
"Same, Same but Different" book
copy of worksheet and pencil
a partner to work with
Technology:
No technology was used that I saw, this video was recorded in 2016.
How Materials were Used
: The students used sticky notes to mark similarities and differences in the actual book, they worked on a worksheet with their partner
Content Covered
: content that was covered was identifying parts of identity, doing partner work to find text evidence to support ideas, practicing writing skills, classroom discussion on similarities and differences, working with everyone in the classroom sharing their ideas from the worksheet.
Assessments
Formative
: working on a paper and sharing their answers with the class.
Informal:
the teacher “kid watching” while she was walking around the room, working with partners to complete assignments and the teacher asking questions about what the students are writing as they are working.
Instructional Strategies
: The teacher repeated the instructions multiple times when giving them, she let them work in partners so they could work together, she reminded them a lot to keep their eyes on the front and to be quiet when others are speaking, she walked around the room frequently to make sure students were on task
Instructional Goals of the Lesson
: The instructional goal of the lesson I observed were to find similarities and differences between two characters in a certain book and to mark them with a post it note. Write/draw 3 similarities and differences between 2 characters in the same book. At the end, they shared their ideas with a new set of partners.
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