Observation

Instructional Lesson
Classroom: Misty Belnap
Grade: Third Grade
Curriculum Area: Reading
Instruction/Language Arts

What I notice

-Group reading
-Whole group takes place on carpet
-Students are never at their desks
-The class tries to capture the main idea of
each stanzas and talk about it as a whole
group
-The students try to come up with what the
purpose of the poem.
-Talk about what anonymous means and
what an anonymous poem is.
-Buddy reading takes place
-Buddy thinking takes place
-The teacher has to actively challenge
students to work with new students
-Once the students finish their poems they
are pulled back to the carpet to discuss the
answers as a whole
-Every student got to share thoughts about
they thought the meaning of the poem was.
-The teacher then transitioned into having
the students write a 5 W Poem; Who, What,
When, Where, Why
-The teacher gave several examples from
previous years
-The teacher then called on a few students
to share ideas that they could write about.
-The teacher then sent the children off to
write their own poem, they could talk to
friends to help brain storm, or to have a
second ear hear the poem
-At the end the teacher brought the
children back together to share their
poems if they wanted too.

Observer: Jesy Taylor

Date: March 14th, 2016
Time: 9:25 am
Thoughts, Questions, Connections to
Methods Classes
-The teacher had the students draw boxes
or circles around each stanza and then
label them
-The teacher stressed to only highlight the
MIT (Most important thing)
-Asks a lot of open ended questions for the
students to answer
-Stresses to students to leave tracks when
reading.
-Talks about the overall meaning of the
poem
-What would happen if a child could not
come up with a topic to write their 5 W
Poem about even after talking to their
peers?

Reflection:
I noticed that my cooperating teacher would go with the flow and answer well thought out
questions even if they happened to be a little off topic, but as soon as the questions got silly

she would remind them to stay on topic. Whenever she reminded them to be on topic they
generally did not have a problem with them getting back on topic. I noticed that the
transition between the poems reading passage to writing poems went very smoothly. It
was almost as if it was one continuous lesson. The children were able to collaborate with
one another both when reading/answering the questions and writing their poems. Overall,
I really enjoyed watching these lessons take place, they were very well thought out and the
transaction was smoothly.