521 Field Observation #2

TC NAME: Melisa Finney

RICA Domain: 5: Comprehension

RICA Competencies: 14: Comprehension: Oral Language Activities and Meeting the Needs of all Learners

Grade Level: 3^rd

I observed Ms. X teaching her students the elements of characters, plot, settings, theme, and mood. During this observation, the class was already in the middle of their reading. The story is from their Literature book called, Lost and Found. Before Ms. X began reading to the class, she had the students think about where they had left off in the story. She asked questions like, “Where did we leave off in our story? What was the last thing that happened? Where were our characters when we left the story? What do you think will happen next?” After she had given the students time to think, she had them share with their elbow partners. Once the students were done sharing with their partners, Ms. X asked for participants to share what students and their partners came up with. Through the use of think-pair-share during her introduction of the lesson, recalls student memory. In addition, I found this activity as a great way for students to collaborate with one another.

After they were done reading the story, Ms. X had the students create a story map of their story, Lost and Found. Before they students were to start on their story map, she wanted to recap what the class had read. Again, the think-pair-share technique was used before Ms. X would call on students. Ms. X had asked the following questions:

"Was there a happy ending? If so, what indicates that it was a happy ending?"

"Where do you see the main characters after the story ended?"

"Have you ever in the same situation as the main characters in the story?"

"What was the theme of the story?"

"How many settings did we encounter in the story?"

These were great questions to ask the students because it prompts to their next lesson of writing a summary of the story. However, the summary is being saved for another lesson. Ms. X was going to have the students draw their story map.

Ms. X provided descriptive directions on how to create a story map. She explained what a story map is and what it shows. Also, she molded what a story map will look like once they’ve completed their drawings. Illustrating what a story map was very helpful for our ELs and students who had learning disabilities. She presented story maps that were created by her former students. The kids were excited to see what a story map looks like. Then, Ms. X illustrated what should be included in the story map, e.g. the main points of the story, main characters, plot, and theme. Just as Ms. X was finishing her directions I overheard a student say, “My story map will be colorful and show all the main ideas”. The students began drawing their story maps with crayons, construction paper and their Literature book as a guide. She instructed that the students refer back to their Literature book to ensure that they covered the main ideas, characters, theme, and plots of the story. Although some students did not refer back to their reading, the book was a helpful tool for students who needed to check back to the story.

INSTRUCTIONAL SETTING:

The instructional setting of my observation contained the student's Literature book, crayons, construction paper, and a model of Ms. X's story maps completed by her former students. Although she did not use the iPad in this lesson, creating the story map on its own is an engaging activity. Also, the pictures drawn by the students express their individual talents in drawing. In addition, this type of project promotes creativity and content.