First I hooked the students by asking what book they were reading as a class and then asked what they did as a class to help them understand the chapters better. Then I showed them the passage and the worksheet that they would be filling out. We went around the table reading the questions out loud before we started reading the passage. I did this so that the students would know what to look for while they were reading the passage and thought that they would get a better understanding of the passage if we did this. I read the passage out loud for them so that they could use that time to underline important parts of the passage that may help them with the worksheet. I thought that if we took turns reading that the students either wouldn't pay attention or it would be too difficult to be underlining information at the same time as reading. I'm glad I did it this way because it worked out super well and helped them! After we read the passage, we took a look at the worksheet I created to go along with the passage. To make the lesson more hands-on and interesting I made a question dice (picture below) for the students to go around rolling. Whichever question the dice rolled on, was the question the students answered. I had the students answer all of the questions at the same time, but individually because after they answered them I had them share with a partner and then we shared as one group.
The four students I did my lesson for, were so well behaved. They worked so well when taking turns, working with their partner, and as a big group in discussion. They understood everything they were supposed to do with the passage and the worksheet with no problem. I also had them write about how they would feel if they were the character in the passage we read and they did an awesome job using descriptive words to tell how they would feel! There were definitely some things I would have changed and some thing about how I implemented my lesson that I would keep the same. First of all, I love teaching a small group of students better than a large group. There is more pressure when teaching the entire class compared to when you are teaching a small group. I was not nervous at all for this lesson, but for my Social Studies lesson I was very nervous. One aspect I may change if I ever did this lesson again is to make a big board so that we can also fill that out as well. If they were able to tape or velcro their answers to a board, that would make this lesson more hands-on as well. Other than that, I thought my lesson went very smoothly and I explained the steps of what we were doing in a way to understand. I had them work individually, with a partner, and as a whole group for repetition and modeling which is what Dr. Husband talks about a lot in our literacy class with him. This was super helpful. Lastly, I think in the future I will be making a lot of "big dice" for my students. These four students thought the dice I created was awesome and thought it was so fun that they got to roll it throughout the lesson. I was scared it would be a distraction, but it wasn't at all!
Overall, teaching these four students was awesome. I picked lower achieving students because I thought it would be more beneficial for them instead of teaching students that don't struggle. They were such a great group of students to teach and I loved the feeling that I taught them something they understood and enjoyed. They all asked if they could keep their worksheets they filled out and I said I had to look at them first and then I would give it back to them. I also let my CT keep the dice I made because the four students liked it so much!
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