Alyssa O'Braskin Complete Teaching Episode Self-Reflection: 1.

The objects of the lesson were described in both a clear and focused way. The students were able to understand the lesson and the concepts that we were going to be going over when it was explained. 2. The students were very engaged into the lesson, since this lesson was a review of something that they had already learned; they were very excited to answer the questions to prove that they knew what was going on. The students were also very eager and wanted to go up to the smart board when the opportunity was presented to them. They also were excited to know that they would be able to color and show off his or her skills once the lesson was over. 3. The classroom management was well, my partner and I took turns on who was going to teach which aspect. Our cooperating teacher instructed that the children that they should listen to my partner and I and give us respect as they would her, so the children were very understanding and willing to listen. 4. There were no problems, which was awesome! 5. I would say that I was friendly and very excited with the children, and every time they knew the correct answer or got something right, I made sure to praise them and give them credit on remembering something that was previously taught. 6. The children were very eager and excited, mainly when it came to the smart board because we were playing a game like thing were they had to put the right picture in the correct column. They were also very respectful to my partner and I, and were happy to listen to us. It was a change of pace for them, and they were very willing to give us a chance to teach them. 7. I would say that the objective was achieved since it was more of a review lesson, but the children knew the information and accomplished the task of making and coloring the organizer. 8. I know this because each student made an organizer and then once they were complete, my partner and I reviewed the organizers and then our cooperating teacher graded them on a 1-3 scale, and most of the class got a 3 which meant that they understood the assignment and what we taught. Observation partner report Identification of lesson strengths: Alyssa did a good job portraying the lesson and explanation to the students for her part of the lesson. According to the Danielson rubric focusing on Domain 1, I would her put her in-between the proficient and distinguished levels. This is because Alyssa provided clear explanations of the content in which she was going to teach. Also, Alyssa showed knowledge of the topic she was going to teach, and made relationships that the students could agree and relate too.

Identification of lesson weaknesses: There were not many evident weaknesses that Alyssa portrayed throughout the lesson. One thing that I would say could use improvement would to leave more wait time for children to answer the question. Otherwise she preformed the lesson very well and followed the Danielson format. Identification of Your Learning: Since I did not write the lesson plan that I taught, and my cooperating teacher had given it to me, not a huge amount of planning had to go into the lesson. It was very different to teach the lesson to actual students, versus my college classroom peers. When you give lessons in front of peers, they answer in either joking childish ways, or in a logical way. When you actually get to teach the lesson in front of children, the responses and how they get excited when they know the correct answer is a much more rewarding and different feeling. What was most challenging was when the children would get excited and then have side conversations during the lesson, and even though you tell them to settle down they tend to not listen since they are young and like to talk to their peers. Lesson Plan:

Caitlin Palumbo & Alyssa OBraskin Target Grade Level: 2nd Grade

Date: 12/4/13 Curriculum Topic: Consonant Digraphs

**THIS LESSON WHICH WAS CO-TAUGHT WAS LAYED OUT TO US BY OUR COOPERATING TEACHER AND THAT INFO IS FILLED INTO THIS LESSON PLAN** Stage 1: Desired Results
Established Goals:
CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.2.3d Decode words with common prefixes and suffixes.

Understandings: Students will understand .. Students will understand that consonant digraphs are two- or three-letter consonants, either at the beginning

Essential Question(s): What is a consonant digraph?

or end of a word, which make only one sound (th, sh, ch, & wh). Students will know. Two/three consonants together that make one sound is a consonant. Students will be able to.. Identify words with digraphs in them Think of words that have digraphs in them and use them in their writing

Stage 2: Assessment Evidence

Performance Tasks: Students will make a graphic organizer. First they will fold a piece of paper in half and on one half cut four slices so now the paper has flaps that lift up and down. On each flap the student will write the consonant digraph and when you lift the flap up underneath is the word having the digraph in it and a picture. Other Evidence: Students responses to activity done during class Homework given to class about consonant digraphs

Stage 3: Learning Plan

Learning Activities: (Students have already had a lesson on digraphs this lesson was a reinforcement of their previous knowledge.) Alyssa reviewed with the class that a consonant digraph are two- or three-letter consonants, either at the beginning or end of a word, which make only one sound. Alyssa asked the students if they could remember any of the consonant digraphs that the class had learned about previously th, sh, wh, & ch. Caitlin had students practice identifying words with consonant digraphs using the smartboard (put together by cooperating teacher). In this activity students moved pictures and words containing digraphs to the appropriate box so similar digraphs are grouped together. Students then were instructed on how to make the digraph graphic organizer (description in performance task) Alyssa and Caitlin walked around to check students work Student work was hung up on a bulletin board in the class room