Part III: Notes taken after the lesson (i.e. During the debriefing discussion) Student Teacher: Kelsey Jurewiez Subject: Liteacy Penn Mentor: Jacqueline Burgess Grouping: 6 Students Date: 11/30/15 1. Student Teacher ‘What three thi ink went well i 2 A. Students were very engaged in the activities. B. Assessment was effective in identifying who got it and who did not. C. Everyone had a choice to share and be involved. i yuld you do diffe A. I would exclude the activity with the sticky notes. B. I would have done the Junie B. review at a different time. 2. Penn Mentor Positive n ‘A. The teacher asked a question to activate prior knowledge about group rules, and she reviewed each rule to help students understand expectations. B. Teacher shared with students the lesson objective. C. The teacher helped students understand setting using a picture sort with picture cards for character or setting. D. After students completed the picture sort, the teacher helped students to examine the setting pictures in order to develop the concept of setting; this procedure/process was effective. E. The teacher gave students the opportunity to sort word cards on a chart for “Where” and “When”. F. The teacher helped clarify the concept of setting by giving the students the words “Time” and “Place”. G. Students found the sorting activities to be fun and enjoyable. H. Students were very engaged throughout the lesson, 1. The teacher explained to students why noting the setting while reading is important; she also shared that good readers look for the setting when they read. J. The teacher managed the group well and ensured that group norms were followed. K. The teacher asked questions to help students draw conclusions. L. The teacher taught students to look for clues that would help them identify setting, M, The teacher had students compare 2 pictures to help them see the difference in time. N. Student had students think about a familiar text (Junie B.) that their teacher reads to them daily, and she asked them to name some characters or settings from the book.©. Teacher has students to support their responses. P. Teacher models placing word cards under “When” or “Where” and explains why for each placement, Q Teacher provides guided practice in which students have to look at pictures in a text and identify the setting. R. Teacher reads 1 page from several texts and has students identify the setting (listening level). S. As an assessment, the teacher has students read a text, circle clue words, write what the setting is, and illustrate the setting, an appropriate assessment. TT. The teacher provided individual students with support, as needed. U. The teacher provided positive feedback and praise, when appropriate. V. Teacher gave clear directions for assessment, W. Teacher told students what they could do if they finished early. X. The lesson plan was very well written, Y. The teacher incorporated suggestions from the Classroom Teacher and Penn Mentor. Z. The lesson objectives were achieved. 3. Recommendations: ‘A. You could have left out the activity using the “Where” and “When” sticky notes to cover up a clue for where and when. In addition, if you want to use activity at another time, I would have them write on the sticky note, the “Where” and “When” from the story instead of the clues. B. You can use one activity for guided practice as opposed to three. Save the extra activities for reinforcement on another day. C. You read the text for the assessment and asked children to circle the clue words, I recommend that you read one sentence at a time and stop after each sentence to give children a chance to circle the clue words. 4, How will you follow-up the lesson? 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