Instructional Decisions / Reasoning This keeps them up on their listening comprehension. They should be able to recognize key vocabulary from the book when spoken. This also helps them recognize pronunciation so that they can use it in their own work. The questions and cards ensure that they understand direct objects and how they work and where they go, and can differentiate between direct object pronouns and articles. While one-on-one is definitely needed more, this helps connect with students more easily and explain in different contexts as needed. The cards being almost exactly the same illustrates that they are the same idea and closely connected. Meeting students’ needs (differentiation, extensions, modifications, accommodations) No plans that I know of--if specific students Instructional Decisions / Reasoning
have accommodations, I have not been made aware. To support all students, directions/ examples can be provided verbally as well as in a written format. Additional examples can be used to help deepen understanding, especially if students are struggling with the concept. Field Courses Only – Post lesson Reflection (I’m not exactly sure if we’re supposed to fill this out or wait for specific instructions??) You can fill out this section: now that you’ve taught the lesson, how did it go? What went well? What is something you would do differently if you were to teach this lesson again? Teaching Standards and Rationale Identify 2-3 of the Common Core Teaching Standards that you think connect to the lesson and explain why you think they are connected.
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- Fall '19
- Kai Strine