STEP Standard 5 - Implementation of Instructional Unit

You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5–10-minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

http://drive.google.com/file/d/1hH3m6TicgXWXjyE3bcU89U1BUnJs9btd/view?usp=sharing

Summary of Unit Implementation: I opened the lesson by comparing the elements of a story to
taking a ride on a roller coaster. The title of the unit is Reading. With the focus on Elements of
the Story (The beginning, the problem, the middle, the solution and ending) of a story. I read an
IRA (Interactive Read Aloud) entitled, “Sam and Charlie (Sam Too) Return! This text has five
short stories. For this unit, I will be reading two of the five stories. The first read aloud I read
entitled “Crunch” which will solely focus on how to determine what is the beginning, middle,
and ending of a story. The second text I read aloud is “A Snowy Day” which will focus on what
is the problem and solution of the story. Both stories were written by Leslie Kimmelman. During
the course of the unit, each day the class participated and were engaged in the I Do, You Do, and
We Do of the lesson.

Summary of Student Learning: By the end of this unit lesson most students were able to identify,
locate and demonstrate what the beginning, problem, the middle, solution and ending of the story
by referring to back to “Sam and Charlie (Sam Too) Return (Crunch), first and the second text
“A Snowy Day.” Students were also provided with several different learning activities to
complete as independent work such on google slides and couple of anchor charts. Students also
shared their answers with the class through varies forms of closure activities such as: writing
his/her responses in the chat box and on a google slide in the google classroom. Students also
participated in a few rounds of rock, paper, and scissors. To see which student would share their
classwork (You Do, (Independently Work) out first. Lastly, a review day was given to the
students at the end of this unit. As an informative assessment to assess whether students could
identify and demonstrate each element of a story (beginning, problem, middle, solution, and
ending). Students were also given a pre-assessment to assess what students know or already
knew about the story of elements. Once I was able to determine what students knew and/or
already knew, I created and developed a lesson based on the needs/strengths/weaknesses.
Finally, students were given a post-assessment at the end of the lesson to assess what student
learned (completing the lesson column of the KWL chart) and to increase their learning.
Reflection of Video Recording:

As I reflect upon my observation, I believe the strength is that I got through the lesson. Even
though I made some mistakes students were still able to identify the three of the five elements of
the story. Another strength is that I used the curriculum which provided me the teaching points
and strategies I need to teach the students.

Additionally, I took my time when I was teaching the lesson. I was actively engaged throughout
the lesson. My weakest points I was extremely nervous which caused me to repeat myself and
lose my train of thought which then led me to losing my place while teaching the lesson. I looked
extremely rigid and uncomfortable. In addition, while comparing a roller coaster ride to elements
of the story, I could have shown a video clip of a roller coaster going up the hill and coming
down the hill. To provide students with another visual piece.

Since the pandemic, I have found it harder to teach virtually than hybrid learning. While teaching
virtually, I must make sure I am presenting my screen, watch the students as well as monitor the
chat box and teach the lesson. I am not that tech savvy so sometimes I get nervous because I
either I am not sure what to do next, or it takes me a minute or two to remember how to move
from one screen to the next. I will say that I have made small improvements in learning how to
move from screen to screen. I think that by working on two computers at one time and not ever
having to do it can feel intimidating at times.

 I also need to work on my time management skills. At the beginning of the video and middle I
was able to keep track of the time. Then at some point of the video, I lost track of time which
made pick up pace, but I did not do it well enough because students were not able to finish their
assignment. Some students had questions regarding the assignment, and I was not able to close
the lesson properly nor was I able to have students share out their work with others.

Lastly, during the presentation of the lesson, I should have taken the time to talk about some
prior knowledge regarding the Jewish holiday. I could have asked if anyone in the class was
Jewish? How does his/her family celebrate the holiday? I also could have had he/she compare
what the text says to how they celebrate the holiday. I should have asked students if they had
ever seen or eaten an afikomen or matzah before. If not, I should have shown pictures of what
they look like and given a description of what they taste like.