Lesson 1 Evaluation
1. How were the objectives met?
The objectives were met by following my first 5 E's lesson plan. I used an introduction, topic points, transitions and closing. We moved, organized an exercise chart, talked, learned about efforts, and performed. We did a lot, but it seemed to be just enough for this class.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The students seemed overly engaged in the topics we talked about. The complexities of the lesson were at just the right level for my group. Some of the students asked A LOT of questions and it stalled moments of the class. I had to utilize multiple attention getters and I had to constantly change them up.
3. How was the lesson challenging to the students?
Something I didn't think about for first graders is that they don't know how to spell/write that well. I had them make exercise charts and when I asked them to write the exercises down, I had to think quickly about how to adapt the lesson for them. I started to help some of them spell out words but that began to backfire when everyone started asking for spellings. I adapted by making symbols for each exercise and I told them to draw the symbol. (Laban Notation)
4. What skills need additional practice?
Listening and standing still skills could be worked on, timeliness, basic classroom etiquette, and more time spent with talking about efforts would be beneficial to the students.
5. What students need particular attention -- skill, social, emotion, etc.
One of the students needed extra instructions because he was being rowdy and distracting. I had to sit him out twice and said "when you are ready to join the group you can, but you have to show me you are ready by participating and listening." That seemed to work well and he joined the class. I lost his attention again when another kid starting acting out during a transition time. Changing the tone of my voice seemed to really be the key element with this class. Talking lightly and softly was a huge hit with the students and keeping a consistently with their attention became easier and easier. At one point a girl told me "you forgot to ask this half of the class which efforts we liked!" I was happy that she was so honest because it kept me on my toes as a teacher. I was able to respond to that by saying "Oh you are so right! Tell me another effort! Anyone else have an effort?"
Lesson 2 Evaluation
1. How were the objectives met?
The objectives were met today through class discussion, brain dance, craft activity and performance. We also used a lot of repetition.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
This material was a difficult for this age group, not because of the content, but because of other factors like the energy of the students, and the fact that I had little to no voice. Directions were clear, but complex so there was some adjustment as class progressed.
3. How was the lesson challenging to the students?
This lesson was challenging because they had to constantly be thinking about what they were to do next. Having to think quick on their feet they had to shift from shape to shape and recall images from the craft activity. Plus, another thing that was challenging was that they had to use their listening ears and not talk.
4. What skills need additional practice?
I would say listening to directions and staying still. The students were really rambunctious with basic classroom rules. Managing the classroom was the most difficult task this time around, but all in all we accomplished the goal- which was to draw out a varierty of foods on our worksheets, and create the shapes we see on our bodies. (Broccoli = tree = hands above head, grape = ball= body squatting down and rolled up like a ball.
5. What students need particular attention -- skill, social, emotion, etc.
Some of the boys needed to be put in time out multiple times. Overall the class was rowdy and hyper. Managing that was hard, but I did it.
Lesson 3 Evaluation
1. How were the objectives met?
The objectives were met through discussion, repetition, activities with shapes, rhythm was a huge part of the lesson (unexpectedly) and to end the lesson we did performance and watching.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was a bit easy this week. We had great discussions but when it came to the activity I tried to lessen the material so the kids would grasp the dancing concepts a little better. I found myself having to repeat the content, which although it wasn't a bad thing, it could have been a time to do another activity to elaborate the ideas within the lesson. All in all it was good, and the kids grasped the over-arching goal.
3. How was the lesson challenging to the students?
The lesson was challenging because everyone wanted to be my special helper. It was difficult to call out someone to help me without everyone getting upset. Another challenge that my students experienced was trying to find multiple ways to make certain shapes with their bodies. (Ex: not just making a triangle with your legs, but what about downward dog from yoga? Or a triangle with your arms?)
4. What skills need additional practice?
Listening and staying till, paying attention. Taking turns and being respectful, only talking when the teacher calls on you, etc. Discussion after a performance is lacking, students blurt of things that don't truly answer the questions I prompt, and they need to think about thinking before they speak. (Some of them raise their hand to talk without even knowing what I will ask!)
5. What students need particular attention -- skill, social, emotion, etc.
There was a student who needed extra attention last week, so this week I made him my special helper. He was much better today. Some other things we need to work on is social vs. personal space, and not touching each other. (students pushing and being rambunctious etc.) One student fell over another students face, and he started crying. I had to reassess the places they were standing.)
Lesson 4 Evaluation
1. How were the objectives met?
Today's objectives were met through reading activities and movement exploration. The students were energized and changing the scenery was helpful to their learning process. (After we asked the teacher, we used the animal carpet in the commons area to read for our lesson.)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was just right. The kids were engaged with the stories and the movement they produced at the end was clear and it looked like they had fun!
3. How was the lesson challenging to the students?
The lesson was challenging because they had to think about what they remembered from the story, and replicate the shapes and movements of the animals in their own bodies.
4. What skills need additional practice?
I think we need to work up to solo body, so next time we will work in pairs for performance, and then eventually (maybe) solo body.
5. What students need particular attention -- skill, social, emotion, etc.
We had an extra large class today because of the teachers was sick. I had 15 students, and 3 of them had to be sat out for the entire class. They were talking and moving around when we were supposed to be still and quiet.
Lesson 5 Evaluation
1. How were the objectives met?
The objectives were met today through brain dance, reading a story, moving based on ideas/actions from story, and duet performances. I had to use a lot of classroom management lingo/actions today. (Clapping and dancing slow so others will follow)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was not too difficult, however, because some of the students were not listening, we didn't get as far as I had planned. Directions were clear and some students were successful with the material.
3. How was the lesson challenging to the students?
The lesson was challenging because it made students use critical thinking skills and memory to recall events and actions from the story. The end of class turned into an impromptu performance and that worked out well. Dancing solo body, or doing something in front of the class by ones self needs to be a skill that we address.
4. What skills need additional practice?
Behavior skills like listening, paying attention, keep hands to selves, and not talking are things that this level needs assistance with.
5. What students need particular attention -- skill, social, emotion, etc.
We had to sit out 3 boys today. Mrs. Johnson came in to check on them everyone once and a while.
Lesson 6 Evaluation
1. How were the objectives met?
Today's objectives were met through brain dance, reading a story, and talking about sequence in a story, and sequence in dance. Students articulated sequence and patterning words through group discussion and performance.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The students really thrived today with the lesson we did. I think we accomplished the most movement today, than we have in all the other classes this semester. Students were interested in the story because it was new and exciting. I, again, used my tone to enhance the story and keep them engaged.
3. How was the lesson challenging to the students?
The lesson was challenging because the students had to remember the order of movement and perform it through numeric and rhythmic prompts.
4. What skills need additional practice?
The students need more practice with remembering all 4 moves in sequence without assistance from teacher. Listening skills were exercised a lot more in today's class.
5. What students need particular attention -- skill, social, emotion, etc.
Today one of my regular students was put in another class group and that was very helpful. Two other students were misbehaving and I had to sit them out again. Also, two other students had to use the rest room during class and Mrs. Johnson had to remind the class of responsibilities that need to be taken care of before gym/dance.
Lesson 7 Evaluation
1. How were the objectives met?
The objectives of this class were met through brain dance, reading a book, referencing past classes, classroom management, dance and interpretation, and performance.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material for this class was just right for these students. They had to use remembering and critical thinking to develop movement, and directions were clear so they knew what was expected of them. We have finally gotten to a place where we are in a consistent groove with the classroom structure, so things flow a lot smoother. Also, 3 of my students were pulled out of class so I only had 7-8 students. This amount made it possible to do more. It was fun!
3. How was the lesson challenging to the students?
As the lesson progressed, I realized the students needed something to do while I read the book, so I pulled out words that could also be efforts (as taught in a prior lesson) and asked them to replicate the effort in their own bodies. It was a nice development that just happened as class went on. I was sensing what the students needed, and replication worked well. The students were able to take direction and show me the correct efforts as described in the book.
4. What skills need additional practice?
Order of events in movement could use some developing. They could describe the beginning, middle, and end in the book, and they could create movement that replicated things in the book, however order of movement in relation to the book or in relation to beginning, middle, end, was not as successful. Once I brought back a score that we did last week into the lesson, they were more responsive and were able to somewhat accomplish an order. I think next time I will try a song or music to help them. Last week the numeric and rhythmic cues seemed to work well.
5. What students need particular attention -- skill, social, emotion, etc.
Like I mentioned above, 3 of my students were taken to the principal by the gym teachers, so a lot of the issues were not evident in my class, however, one student could not stop moving, she was really hyper. I had to play the still/quiet game with the class a couple times to get her to calm down. I also called her out and told her to be still and listen. She was good to go about half way through the lesson.
Lesson 8 Evaluation
1. How were the objectives met?
The objectives were met today by utilizing the Recycling posters in the hallway of the school, and by "spelling" out words and names with our bodies. (Making our bodies into letters)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was not too difficult, but I believe the students were uninterested because they kept talking. It felt like for about 10 minutes all I was doing was classroom management. I came up with a game where I said "if you are still and quiet you will get to show your name with your body." They really loved that idea, but when they were loud and rowdy and I didn't call on them, they were upset. I had to be sure to remind them (multiple times) as to why they were not being called on. It was a rough day, to say the least, but after that we got to review the unit, which was nice.
3. How was the lesson challenging to the students?
The lesson was challenging because they had to materialize what each letter/shape looked like and embody their idea of the shapes. Sometimes they got it "right" and sometimes I couldn't tell what they were spelling, but it was fun to say the least, and they were moving, which is the point.
4. What skills need additional practice?
Listening is always a good thing to work on. Students in this class wanted to be the center of attention and never cared about teamwork/group work/respect. If I were to do this again, I would make sure to set up expectations for classroom behavior at the start of the unit.
5. What students need particular attention -- skill, social, emotion, etc.
The same students that were sent to the principals office last week were acting out this week, but once you (Gladys) stepped in they were behaving better.
1. How were the objectives met?
The objectives were met by following my first 5 E's lesson plan. I used an introduction, topic points, transitions and closing. We moved, organized an exercise chart, talked, learned about efforts, and performed. We did a lot, but it seemed to be just enough for this class.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The students seemed overly engaged in the topics we talked about. The complexities of the lesson were at just the right level for my group. Some of the students asked A LOT of questions and it stalled moments of the class. I had to utilize multiple attention getters and I had to constantly change them up.
3. How was the lesson challenging to the students?
Something I didn't think about for first graders is that they don't know how to spell/write that well. I had them make exercise charts and when I asked them to write the exercises down, I had to think quickly about how to adapt the lesson for them. I started to help some of them spell out words but that began to backfire when everyone started asking for spellings. I adapted by making symbols for each exercise and I told them to draw the symbol. (Laban Notation)
4. What skills need additional practice?
Listening and standing still skills could be worked on, timeliness, basic classroom etiquette, and more time spent with talking about efforts would be beneficial to the students.
5. What students need particular attention -- skill, social, emotion, etc.
One of the students needed extra instructions because he was being rowdy and distracting. I had to sit him out twice and said "when you are ready to join the group you can, but you have to show me you are ready by participating and listening." That seemed to work well and he joined the class. I lost his attention again when another kid starting acting out during a transition time. Changing the tone of my voice seemed to really be the key element with this class. Talking lightly and softly was a huge hit with the students and keeping a consistently with their attention became easier and easier. At one point a girl told me "you forgot to ask this half of the class which efforts we liked!" I was happy that she was so honest because it kept me on my toes as a teacher. I was able to respond to that by saying "Oh you are so right! Tell me another effort! Anyone else have an effort?"
Lesson 2 Evaluation
1. How were the objectives met?
The objectives were met today through class discussion, brain dance, craft activity and performance. We also used a lot of repetition.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
This material was a difficult for this age group, not because of the content, but because of other factors like the energy of the students, and the fact that I had little to no voice. Directions were clear, but complex so there was some adjustment as class progressed.
3. How was the lesson challenging to the students?
This lesson was challenging because they had to constantly be thinking about what they were to do next. Having to think quick on their feet they had to shift from shape to shape and recall images from the craft activity. Plus, another thing that was challenging was that they had to use their listening ears and not talk.
4. What skills need additional practice?
I would say listening to directions and staying still. The students were really rambunctious with basic classroom rules. Managing the classroom was the most difficult task this time around, but all in all we accomplished the goal- which was to draw out a varierty of foods on our worksheets, and create the shapes we see on our bodies. (Broccoli = tree = hands above head, grape = ball= body squatting down and rolled up like a ball.
5. What students need particular attention -- skill, social, emotion, etc.
Some of the boys needed to be put in time out multiple times. Overall the class was rowdy and hyper. Managing that was hard, but I did it.
Lesson 3 Evaluation
1. How were the objectives met?
The objectives were met through discussion, repetition, activities with shapes, rhythm was a huge part of the lesson (unexpectedly) and to end the lesson we did performance and watching.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was a bit easy this week. We had great discussions but when it came to the activity I tried to lessen the material so the kids would grasp the dancing concepts a little better. I found myself having to repeat the content, which although it wasn't a bad thing, it could have been a time to do another activity to elaborate the ideas within the lesson. All in all it was good, and the kids grasped the over-arching goal.
3. How was the lesson challenging to the students?
The lesson was challenging because everyone wanted to be my special helper. It was difficult to call out someone to help me without everyone getting upset. Another challenge that my students experienced was trying to find multiple ways to make certain shapes with their bodies. (Ex: not just making a triangle with your legs, but what about downward dog from yoga? Or a triangle with your arms?)
4. What skills need additional practice?
Listening and staying till, paying attention. Taking turns and being respectful, only talking when the teacher calls on you, etc. Discussion after a performance is lacking, students blurt of things that don't truly answer the questions I prompt, and they need to think about thinking before they speak. (Some of them raise their hand to talk without even knowing what I will ask!)
5. What students need particular attention -- skill, social, emotion, etc.
There was a student who needed extra attention last week, so this week I made him my special helper. He was much better today. Some other things we need to work on is social vs. personal space, and not touching each other. (students pushing and being rambunctious etc.) One student fell over another students face, and he started crying. I had to reassess the places they were standing.)
Lesson 4 Evaluation
1. How were the objectives met?
Today's objectives were met through reading activities and movement exploration. The students were energized and changing the scenery was helpful to their learning process. (After we asked the teacher, we used the animal carpet in the commons area to read for our lesson.)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was just right. The kids were engaged with the stories and the movement they produced at the end was clear and it looked like they had fun!
3. How was the lesson challenging to the students?
The lesson was challenging because they had to think about what they remembered from the story, and replicate the shapes and movements of the animals in their own bodies.
4. What skills need additional practice?
I think we need to work up to solo body, so next time we will work in pairs for performance, and then eventually (maybe) solo body.
5. What students need particular attention -- skill, social, emotion, etc.
We had an extra large class today because of the teachers was sick. I had 15 students, and 3 of them had to be sat out for the entire class. They were talking and moving around when we were supposed to be still and quiet.
Lesson 5 Evaluation
1. How were the objectives met?
The objectives were met today through brain dance, reading a story, moving based on ideas/actions from story, and duet performances. I had to use a lot of classroom management lingo/actions today. (Clapping and dancing slow so others will follow)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was not too difficult, however, because some of the students were not listening, we didn't get as far as I had planned. Directions were clear and some students were successful with the material.
3. How was the lesson challenging to the students?
The lesson was challenging because it made students use critical thinking skills and memory to recall events and actions from the story. The end of class turned into an impromptu performance and that worked out well. Dancing solo body, or doing something in front of the class by ones self needs to be a skill that we address.
4. What skills need additional practice?
Behavior skills like listening, paying attention, keep hands to selves, and not talking are things that this level needs assistance with.
5. What students need particular attention -- skill, social, emotion, etc.
We had to sit out 3 boys today. Mrs. Johnson came in to check on them everyone once and a while.
Lesson 6 Evaluation
1. How were the objectives met?
Today's objectives were met through brain dance, reading a story, and talking about sequence in a story, and sequence in dance. Students articulated sequence and patterning words through group discussion and performance.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The students really thrived today with the lesson we did. I think we accomplished the most movement today, than we have in all the other classes this semester. Students were interested in the story because it was new and exciting. I, again, used my tone to enhance the story and keep them engaged.
3. How was the lesson challenging to the students?
The lesson was challenging because the students had to remember the order of movement and perform it through numeric and rhythmic prompts.
4. What skills need additional practice?
The students need more practice with remembering all 4 moves in sequence without assistance from teacher. Listening skills were exercised a lot more in today's class.
5. What students need particular attention -- skill, social, emotion, etc.
Today one of my regular students was put in another class group and that was very helpful. Two other students were misbehaving and I had to sit them out again. Also, two other students had to use the rest room during class and Mrs. Johnson had to remind the class of responsibilities that need to be taken care of before gym/dance.
Lesson 7 Evaluation
1. How were the objectives met?
The objectives of this class were met through brain dance, reading a book, referencing past classes, classroom management, dance and interpretation, and performance.
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material for this class was just right for these students. They had to use remembering and critical thinking to develop movement, and directions were clear so they knew what was expected of them. We have finally gotten to a place where we are in a consistent groove with the classroom structure, so things flow a lot smoother. Also, 3 of my students were pulled out of class so I only had 7-8 students. This amount made it possible to do more. It was fun!
3. How was the lesson challenging to the students?
As the lesson progressed, I realized the students needed something to do while I read the book, so I pulled out words that could also be efforts (as taught in a prior lesson) and asked them to replicate the effort in their own bodies. It was a nice development that just happened as class went on. I was sensing what the students needed, and replication worked well. The students were able to take direction and show me the correct efforts as described in the book.
4. What skills need additional practice?
Order of events in movement could use some developing. They could describe the beginning, middle, and end in the book, and they could create movement that replicated things in the book, however order of movement in relation to the book or in relation to beginning, middle, end, was not as successful. Once I brought back a score that we did last week into the lesson, they were more responsive and were able to somewhat accomplish an order. I think next time I will try a song or music to help them. Last week the numeric and rhythmic cues seemed to work well.
5. What students need particular attention -- skill, social, emotion, etc.
Like I mentioned above, 3 of my students were taken to the principal by the gym teachers, so a lot of the issues were not evident in my class, however, one student could not stop moving, she was really hyper. I had to play the still/quiet game with the class a couple times to get her to calm down. I also called her out and told her to be still and listen. She was good to go about half way through the lesson.
Lesson 8 Evaluation
1. How were the objectives met?
The objectives were met today by utilizing the Recycling posters in the hallway of the school, and by "spelling" out words and names with our bodies. (Making our bodies into letters)
2. Was the material too difficult? Simple? Uninteresting? Directions not clear? Explain.
The material was not too difficult, but I believe the students were uninterested because they kept talking. It felt like for about 10 minutes all I was doing was classroom management. I came up with a game where I said "if you are still and quiet you will get to show your name with your body." They really loved that idea, but when they were loud and rowdy and I didn't call on them, they were upset. I had to be sure to remind them (multiple times) as to why they were not being called on. It was a rough day, to say the least, but after that we got to review the unit, which was nice.
3. How was the lesson challenging to the students?
The lesson was challenging because they had to materialize what each letter/shape looked like and embody their idea of the shapes. Sometimes they got it "right" and sometimes I couldn't tell what they were spelling, but it was fun to say the least, and they were moving, which is the point.
4. What skills need additional practice?
Listening is always a good thing to work on. Students in this class wanted to be the center of attention and never cared about teamwork/group work/respect. If I were to do this again, I would make sure to set up expectations for classroom behavior at the start of the unit.
5. What students need particular attention -- skill, social, emotion, etc.
The same students that were sent to the principals office last week were acting out this week, but once you (Gladys) stepped in they were behaving better.