Thelesson observed was of the students undertaking the Language ArtsFlorida Standard (LAFS) 8. RL.1.3 class. During the lesson, thestudents were to analyze the ways in which particular lines ofdialogue or incidents of a story or drama propel the action, orprovoke a decision. The lesson began with a Bell Ringer, whereby thestudents were required to answer their Bell Ringer on the whiteboard.
Theteacher, Ms. B first directed her students to the CBC BOARD and thenreviewed the learning standards after the Bell Ringer. The teacherthen reminded her students of her classroom expectation beforestarting the lesson. For instance, the students were expected tofollow the CHAMPS classroom rules and make use of hand signals incase they needed to use the water fountain or restroom.
Thelesson started with the first part being whole group instructionswhereby the whole class was required to read Ruby Bridges. Ms. Bthen began by reading the text and then choosing a student to read itby picking a color from a small bucket. If the student fails toidentify the part of the text they are on when called by the teacheron their color and number, five points will be taken off.
The students read the text, paragraph by paragraph, but they arefrequently interrupted by the teacher and asked questions about theparagraph they have just read to make sure that they understood thetext. After reading the text, the teacher gave out a character traitanalyst worksheet to be completed by the students.
During the first part of the lesson, the students were tasked withanswering their Bell Ringer on the white board and this assisted themin reviewing the previous lesson. The students remembered a lot fromthe previous lesson most of them demonstrated eagerness to learn.During the lesson, the students’ comprehension of a text was wellmonitored by the teacher as she asked them high level questions.There are various positive aspects of teaching in this lesson such asreview of the last topic through beginning the lesson with a BellRinger, giving them opportunities to take ownership of theireducation and also giving the students permission to work in groups(Alfassi, Weiss, & Lifshitz, 2009).
Another great aspect of teaching that I observed during the lessonwas that of the teacher questioning her students. When Ms. Bquestioned her students, she was able to find out the students’comprehension of the texts that they had just read. After reading,the teacher should have organized the students into groups and giventhem permission to discuss the texts that they have just read. Oczkus(2005) used the term “Fab Four” to describe the four mainstrategies of teaching which include predicting, clarifying,questioning, and summarizing to increase the comprehension of textsby students and this has been put to use by Ms. B during the lessonand thus the method is student centered.
The classroom was set up with four long tables and many individualdesks which are arranged in rows with an area at the back of theclassroom with tables to be used for group work. The CHAMPS classroomrules were posted on the wall. The learning standards of the weekwere also posted on the classroom wall.
The arrangement of desks and tables in the Language Arts FloridaStandard class is very appropriate and facilitated the positiveacademic and behavioral outcomes for the students. According tostudies, teachers should permit the nature of the class task todictate the seating arrangement. It is clear that students displayappropriate behavior during classes. The rules that were posted onthe classroom walls also ensure that the students display appropriatebehavior in class.
LessonObjectives: By the end of this lesson, students should be able toanalyze how particular lines of dialogue or incidents in a story ordrama propel the action, reveal aspects of a character, or provoke adecision.
Review of the learning standard.
Ms. B directs the students to the CBC board and review the learning standard.
The teacher then reminds the students of her classroom expectation.
The first part of the lesson is whole group instructions
Reading the text
The whole class will be required to read Ruby Bridges
Teacher chooses students to read and asks them questions
Students complete a character trait analyst worksheet.
Alfassi,M., Weiss, l., Lifshitz, H. (2009). The efficacy of reciprocalteaching in fostering the
reading literacy of students with intellectual disabilities. EuropeanJournal of Special Needs Education, 24(3), 291-304. doi:10.1080/08856250903016854