Professional Documents
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Loaves
1. Content and Standards:
RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers.
RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
What is mood?
Book- Last Stop on Market Street for read aloud, smartboard- to display visuals for mood and
foldable for activity
5. Instructional Procedures:
Before: I will introduce Last Stop on Market Street. We will look at the awards on the front of
the book and discuss the different criteria to win each one. We will look at the cover of the book
and title, I will have students turn and talk to their partner to discuss what they think the book
might be about. I will have some students share what they think the book will be about. I will tell Commented [n2]: Domain 3: Students were given the
students that today we will be looking at mood and how authors create a mood within a story. opportunity to discuss with their peers and I was able to
listen in on students who normally don’t volunteer.
I will tell students that books are similar to poetry in the sense that both writers create mood
using descriptive word and draws you in to make you feel you are experiencing what is being
described.
During: Before reading I will tell the students that during read aloud, that they should focus on
how the book makes them feel at different parts. While reading I will check for understanding
and answer student questions. I will read the book and have some student share how they felt
throughout the book. I will ask “how do they think CJ felt throughout the book.?” Students will
share their answers. I will explain what mood is and display a visual on smartboard. I will go
over moods or feelings that can be felt within a book.
After: Students will complete an activity based on mood. I will explain to the students that they
will listen to three different genres of music and write the mood that the music sets in the
classroom. Student will listen to haunting music, a rock instrumental and peanut butter and jelly Commented [n3]: Domain 3: I clearly gave directions to the
time. The song will active a mood within the classroom. Students will write down how each song students as to what they would be doing during the activity.
changed the mood in the classroom, and I will have students share. I will close by going over
mood gain and telling students that we will continue to look at the Last Stop on Market Street
during the week.
6. Assessment: Students will be assessed by their participation during the class discussion and
activities. Commented [n4]: Domain 3: During the activity I walked
around to monitor student learning. I carefully looked at the
students writing and even talked about their answers. During
7. Differentiated Instruction: Checking in with student frequently for clarity and working one the class discussion and read aloud I listen to the questions
on one with the student. the students asked and the answers that they gave. I did this
to see if I needed to provide them with further explanation or
if I needed to add to the activity.
Reflection
Today’s lesson in reading was an extension of mood, a theme that the students have been
discussing in the poetry unit. Working with my cooperating teacher, we decided to switch gears
and try a different approach to mood. With it being Black History Month, I chose the book Last
Stop on Market Street by Matt de la Pena. The book follows a little boy named CJ on a bus ride
with his Nana; as he learns to see the beauty in the world around him. I started the lesson by first
introducing the book to the students and going over the awards that the book has won. One
student thought he had read the book before, but he later learned that he hadn’t. Students were
able to recognize some of the awards that the book had won, like the Newbery and the Coretta
Scott King.
I had the students analyze the cover and turn to a partner to discuss what they thought the book
might be about. After the think-pair-share I had a few students share their answers. One student’s Commented [n5]: Domain 3: Students were willing to share
their answers and were actively engaged in the discussion
imagination ran wild, assuming that the dragon that was on the side of the bus was going to come
alive and the boy would get rescued. Another student simply said that the book would be about
the last stop on market street. Before reading the book, I told students to think about how the
book makes them feel throughout different parts. Throughout the read aloud I stopped to take
questions and asked questions to check for student understanding. When I finished the book, I
asked how they thought CJ, the little boy, felt throughout the book. Students were able to say he
was happy, confused, joyful and sad. I then went over what mood was and how the author
creates this feeling throughout the book with the assistance of the smartboard. I then moved on to Commented [n6]: Domain 3: I used the smartboard to
display the meaning of mood and the vocabulary was
appropriate to the student’s grade level.
the activity for the lesson, which was the students had to listen to 3 songs and then write down
the mood or feeling that it created in the classroom. As students worked, I walked around making
sure to check in with the student that comes in during the middle of reading and all of the other
students. I looked over what they wrote and even helped them if they were struggling. The
activity was my favorite part of the lesson because I knew that the students would love it. I
picked haunting music, a rock instrumental and “Peanut Butter Jelly Time.” I knew these songs
would get the students engaged in the activity and they would connect well. My song choice was
a hit, and the students were willing to share how each song made the classroom feel. I believe
that this was a successful lesson and the students we able to meet the objective of being able to
identify mood.
If I were going to change anything in this lesson, I would have created an anchor chart that
could have had a class definition of what mood is and some emotions that could be felt. I would
have also asked more questions before the reading such as what are some reasons why someone
might take the bus or have any of taken public transportation such as a bus or train. The
questions would have possibly allowed the students to connect with the story more. My
cooperating teacher enjoyed the lesson, and she felt that it went very well. She said that she liked
how I managed behaviors during the read aloud. Classroom behavior is an area that I’m
constantly setting a goal for myself because day to day behaviors change. I want to continue to
grow in confidence when addressing behaviors and have smoother transitions. I have learned that
no one day of instruction is the same; students may clearly understand a concept one day and be
unfocused the next. I have learned that I need to be flexible and if something is not working
trying it a different way and modifying the lesson. During the planning and preparation of my
lesson, I utilized help from my cooperating teacher and resources online. I took into
consideration that the language used in the book and how students would be able to understand it
based on their ability level. The learning activity that was used to help students understand mood Commented [n7]: Domain 3: I made sure during my
planning to pick a book that had vocabulary that was
appropriate for the grade level and the abilities of the
was appropriate and was highly engaging. students.
Reflection of Domain 3
As I looked through my plans and reflection of the lesson to see how it aligned with Domain 3,
there were areas that I felt I showed strength and areas that I will need to work on. In
communicating with students, I clearly stated the directions and procedures the students would
be following during the lesson. I also used appropriate vocabulary when addressing the students,
and with the section of the book for the read aloud. An area within this domain that I am
consistently working on is stating the learning objective. It's vital to have clear expectations for
students and what they will learn by the end of the lesson. My goal is to either state the objective
at the beginning of the lesson or having the objection be part of my smartboard presentation.
Also, even though I did explain the instructions for the activity, I could have also provided steps
classroom discussion. I find this to be an easy way to listen in on students that do not participate
consistently in the discussion. I do see that I have the same students always willing to engage in
the discussion and answer questions I may ask. A goal of mine is to call on students who don’t
initially volunteer. This will help keep them engaged, refocus them if they are not on task and
allow me to monitor their learning. Another area that I want to build on is having students justify
their answer. When the activity was over, I had students share their responses. Some students
read a full sentence, and some just stated a feeling. I could have asked students to tell me why
the music made them feel that certain emotions. By asking this follow up question, students
The activity within this lesson allowed for the students to be consistently engaged by adding an
interactive aspect to it. The essential questions that were asked promoted students to have
multiple answers and drawback to the story. Something I would change would have been after
the activity following up the activity with an exit ticket on what is mood, do you know another
situation where mood may play a role, or what mood did Nana create in the story. It is important
to ask students questions that are going to ignite high order thinking. I plan to continue to work
For using assessment in instruction, I circled the classroom while the students were working on
the activity and checked for understanding. I worked with one student who had written the same
mood down for each song and I had to restate the directions. I think this student would have
benefitted from having the steps on the smartboard or I could have modeled the activity before
starting.
Lastly, I incorporated student interests by picking one song that I knew would excite the whole
class. Even if the students were unsure of the mood the songs set in song one and two; I knew
they would connect with song three. I used a different approach when helping a student who
misinterpreted the activity directions. By simplifying and scaffolding I was able to get the
student back on track. In teaching, I’ve learned in these last few weeks that you have to be
flexible in your instruction. There may be modifications that need to be made even if the lesson
was well planned. As I continue, I hope to see improvements in this domain and in the goals that