Observations
|
Comments
|
The teacher said that they would continue their unit on economics.
She introduced the content objective on the board.
Students reviewed consumer and producer by raising their hands.
Lets do a quick summary of the story about the
Does anyone remember how the story began?
S The little girl was going to make an apple pie.
Where did she go to get the ingredients?
S The market.
T Was the market open?
S No
T Where did she go?
S couldn’t hear
T well she didn’t go there yet, where did she go?
S She went on a boat,
T Yes, she showed the picture of the boat. T used the word steamer.
Where was she going?
S Italy
T What did she buy in Italy?
S Wheat
T Then where did she go?
Paris, France
S A chicken
T Why did she buy the chicken?
S Eggs.
T Was it a human resource a natural resource or capital resource?
S Natural
The teacher continued to ask questions about what the character had bought in each location and what kinds of resources were reflected in the story.
T What did we say a human resource was?
S Something that a human produces.
What is a natural resource?
S couldn’t answer, OK, I’ll get back to you.
T What about a capital resource?
S A car,
T Yes, a car, a building, our school here is a capital resource.
|
SIOP
Lesson design
Content objective
The language objective was also written on the board.
Review
Building background
Connecting prior learning to new learning.
Suggestion:
Use numbered-heads-together for review.
Example:
What does natural resource mean and give examples. Twos stand and share.
Repeat for the others.
When the three concepts are reviewed again, all three could be combined in one large question.
The students were summarizing the story.
Using round-robin to have students retell a story is often effective. In this instance I wouldn’t do that because you wanted to review each resource as you went along.
|
The teacher handed out 3 cards to each student.
On each card I want you to write
H “H stands for human resource”
C “C stands for capital resource”
N “N stands for natural resource”
T asked the students to say what the n stood for.
Some students were copying the words, not just the letter. They erased theirs.
The students wrote the letters on their cards.
|
All students were engaged in preparing their cards for the task.
Some started to copy the labels, but when you noticed, you clarified.
|
I’m going to show a picture. You’re going to hold up the card to say whether it is a human resource, a natural resource or a capital resource.
What is this a picture of?
Cinnamon
Good it is a natural resource and it comes from the bark of the tree.
The teacher was checking understanding by looking at student cards. Some students changed their mind.
When the teacher showed a grocery store, she indicated that it could be both capital and human. The building was a capital resource, but the people who worked in it were
The students didn’t know what it was.
This is a sugar cane. The students did not recognize the picture.
One student said her parents used sugar cane for cooking.
The next picture of the stove was also difficult to make out.
(I think the pictures were primarily copied from the story so they would have seen them in context before in color. Hence, I don’t think it was as problematic as it would have been.)
|
Use of the cards enabled the teacher to assess learning of the students. In addition, the manipulatives served to engage the students. They were more focused on answering than if she had been calling on individual students.
Suggestion: If cinnamon and sugar cane are not familiar to many students, it would be helpful to have additional pictures of the cane as well as a stick of cinnamon for them to smell or some sugar cane from the market. Many students may not know cinnamon in before it is ground up. Sugar cane is also not familiar to many.
This could have been done already during the reading of the story. I imagine that the story had better pictures of sugar cane.
|
The teacher gave the students copies of the pictures to cut out.
T Put the pictures in sequential order of the story.
T First she went to the market.
T helped students with the first two examples.
All students were engaged in the task. They sequenced the pictures independently.
Then the teacher said they could help each other out and check their work.
|
|
A paraprofessional was helping students at one group. She was asking questions during the hands-on activity.
Maxine was circulating the room.
All students were on task and orderly. The teacher passed out another paper with two pies on it. The students cut out the picture of the pie.
The cutting was done in an orderly way, and the task of cutting the pictures apart and cutting the pie did not take much time.
The teacher walked around checking the sequence of the pictures.
|
It is evident that routines are established in the class.
The students were basically on task throughout and working quietly.
|
The teacher passed out a large piece of construction paper to each
You might have to cut the pictures a little smaller to make sure they fit.
When you finish that
|
|
