Central Connecticut State UniversityDepartment of Teacher Education

When I teach I learn twice. First, when I plan what I am going to teach and second, when I teach I learn from the children. (Caroline Pratt, 1948)

Name: Ashley J. Tetreault Date: 2/28/14

Grade: KSchool: Edna StevensClassroom Teacher: Amy CartaTitle: Getting to Know you Show and Tell

Planning Your Lesson.

Reflective Summary for Classroom Teacher and Observer: 1.Ms. Carta has 19 students. 10 students are female and 9 students are male. Her classroom is predominately Caucasian but she does have one Hispanic little girl and one African American little boy. Some students are bused from Hartford. Other students are European. This makes for a very diverse group of learners. One student, a little boy named Bilal, has a severe developmental delay, so he will not be participating in this assignment. There are two accommodations that will be made to this lesson. If a student does not want to speak in front of the class, they may need additional prompting, support, and time. Also, if students forget to bring their show and tell, they will be allowed to speak about three of their favorite things without showing them.2. Students will take part in a read aloud that draws them into the assignment. I, the teacher, will also bring my own show and tell to model the assignment. A letter inside a gallon-sized Ziploc will be sent home with instructions a week prior to the due date. Both the read aloud and the sharing will be done on the carpet so that students feel more like a learning community or family. All of these things are done so that students get the most out of the assignment.3. There are two accommodations that will be made to this lesson. If a student does not want to speak in front of the class, they may need additional prompting, support, and time. Also, if students forget to bring their show and tell, they will be allowed to speak about three of their favorite things without showing them.4.This is lesson can be connected to the students prior experiences with show and tell. On the last Friday of every month, they do show and tell in their classroom. This, however, will be the first time students will have specific instruction on what they can bring. They are also aloud more items that usual, three. These three items must fit inside a gallon sized Ziploc. 5. The entire lesson, on both days, will be done on the carpet, oppose to at their tables. Students will take turns coming to the front of the class and showing their items.

Lesson Outline

Content Standards: SL.K.4: Describe familiar people, places, things, and events and, with prompting

and support, provide additional detail. SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.

At the end of the lesson, students will have had the opportunity to share three items that are personal to them in front of the class. They will have described the items, all of which are familiar to them, and their descriptions will be rich with detail. Students will have also practiced expressing thoughts, feelings, and ideas clearly.

Differentiation Accommodations/Modifications

Student Learning Objective(s): Through the show and tell portion of this

lesson, students will describe familiar people, places, things, and events. With prompting, students will provide additional details. For example, what the item means to them, where they got it, a memory that it evokes, etc.

Also through the show and tell component, students will speak audibly, and express thoughts, feelings and ideas clearly, as they will be speaking in front of their peers.

Teacher will ask questions or prompt those students who struggle to explain their items.

Teacher will model good presentation practices by bringing their own show and tell and presenting it. Teacher will point out their own

voice, the details used, and how practice makes the presentation more clear.

Assessment: Students will be assessed through observation. Students will have been instructed to provide two details on each show and tell item and to practice their presentation at home.

Students may need prompting for more detail if they did not come up with two.

Students who forgot their show and tell will be given the option to speak about three things in their desk or backpack.

Materials and Resources: Henry’s Show and Tell by Nancy Carlson Gallon size zip lock bags (one per child to place

their show and tell items in) Teacher show and tell zip lock model bag

Initiation: This lesson will begin with the shared reading of Henry’s Show and Tell, a story about a Kindergarten mouse who loves everything about Kindergarten, except show and tell. Students will be prompted to discuss their experience in Kindergarten and their thoughts on show and tell. A variety of responses about student’s feelings about show and tell and Kindergarten should be expected.

Lesson Development: Day One:

Teacher has students join on the rug to start the lesson.

Teacher introduces Henry’s Show and Tell as a

shared reading. Teacher asks students for predictions based on the front cover.

Teacher reads the story to the students, highlighting specific pages and clarifying any unknown terms. For example, words like nervous, shy, and barf.

After the reading, students will take part in a class discussion about the story. They will be prompted to recall what happened in the story as a means to check for comprehension. We will also discuss why Henry is so apprehensive about doing show and tell and ways they can overcome these struggles themselves.

Teacher presents her show and tell zip lock bag as a means to model their assignment for the following week. What’s in my model bag: my favorite book, The Cat in the Hat by Dr. Seuss, a picture of my daughter, and my CCSU I.D. These items will be explain with two significant details. Also, presentation expectations will be modeled. Teacher will point out her voice, the details, and how practice made the presentation clear.

Day Two: Students will be asked to come to the carpet for

a repeat shared reading of Henry’s Show and Tell.

After reading, we will discuss the teacher’s example zip lock bag once more, reiterating the expectations for their own presentations.

Students will then take turns sharing their bags. If students struggle to speak, or are nervous, they will be allowed more time. They also may need to be prompted for details

If a student does not bring in their items, they will be asked to share three things about themselves, without showing

about their items. If they seem to be too nervous, they can choose to show their items after a few more peers have gone.

them. There will be no penalty for this.

Closure: Ask students to recount their experience with

show and tell. o Did you feel like Henry, or were you less

nervous?o What about this lesson did you like?o Are there any things you did not like

about the lesson?o What would you do differently next time

you prepare your monthly show and tell?

Tips to keep calm when speaking in front of peers:

o Practiceo Get a good night sleepo Breath in and outo If fidgety, hold hands behind your back

Student Achievement: For the most part, students did extremely well with this assignment. They though the read aloud story was great and many of them spoke about it the next few times I visited them. I also was very impressed with the show and tell turn out. They were so prepared. A few students did leave their items at home, but were more than willing to share some things about themselves. Because it is the end of the school year, and they do show and tell every month, students were very comfortable speaking in front of one another. They were excellent listeners too! The only thing I had to do was remind some of them to speak louder and also prompt students to share more details about their items.

Teacher Efficacy: For the most part, everything in this lesson went as planned. Ms. Carta and I spoke before I taught the lesson about things I should expect. She made sure I knew that some students would need extra help when speaking in front of the class. She also gave me suggestions on what to do if they do not bring the show and tell in.

One thing I can say happened is it took longer than I expected for the students to get through their show and tell. This is probably because I had them bring in three items in a gallon Ziplock. The Ziplock was intended to have students narrow their options down and have no choice but to be more descriptive. Well, I learned just how much could really fit in a Ziplock that day. I think if I were to do this lesson again, I would have students only bring in two items.

Something that could have also affected the students was that they had a first grade student reader come in right before my lesson. This child chose a 67 page Dr. Seuss book. Considering the complexity of these stories, the student reader did very well, but it took her 45 minutes to read it. Because of this happening right before my lesson, students had already been sitting for a while and their behavior was not always at its best. They were a bit antsy. In hindsight, I should have allowed them a movement break, or stretch, before beginning my lesson.

In the end, other than a few minor set backs, this lesson went really well. The students loved it! This is definitely something I will save for my future classrooms.

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