Observation of teacher instruction
The class changes their topic of learning to the mystery genre and has now completed the poetry unit. The teacher asks students to take their writing journals to the “writer’s carpet.” Ms. Schultek reviews how to use a flow map when planning a writing piece. She shows them a visual of what the flow map looks likes and allows them to copy down the chart. She reviews what each section of the map is used for. She asks them to draw a witches’ hat in their notebook and that will be their flow map. The map starts off describing and listing the setting and characters, then the climax of the story, and they then include a solution and an ending for their story. The teacher also talks about showing instead of telling the reader. She then asks students for some examples from the students to ensure they understand. She wants them to challenge the reader with their writer and to get the reader thinking. The children sit together in the writers circle and plan for their writing. I like this idea because it ensures Ms. Schultek that they are working on what they are supposed to and they are able to help each other with their planning. Ms. Schultek gives
them helpful advice as they are planning such as they should plan the climax and work backwards to create the rest of their story. The students are also able to ask the teacher questions during this time and show their progress before they move back to their seats to continue working. She asks the students for thumbs up if they have their characters and settings listed and this helps the teacher see which students are on track and which students are struggling with their stories. After the students have planned their mystery story, they work independently around the room in their secret spot. Ms. Schultek walks around and conferences with students and tries to help them with ideas. I noticed that some of the students just sat there and stared at their papers while some students were already starting their stories. Ms. Schultek knows who may need more time and extra help and she tries to accommodate for those students. When students are sitting at their desk waiting for the next activity to begin, they
are able to work on any work they need to complete or they can write in their writing journals.
Reflection
This lesson was a review of using a flow map or planning map to help students plan their next piece of writing. Students are also learning a new
genre which is mystery. I think this lesson was very helpful for the students because they were able to communicate with the teacher for extra help and they were able to feed off of each other for information. It is important for students to work together to share ideas and ask each other questions instead of always asking the teacher. Having the students sit down in a group and plan their writing also allows for the teacher to make sure students are on task and working on their writing. The teacher doesn’t give students a topic to write about but instead a genre which gives students a broad range of ideas to write about. I believe that students feel more comfortable when they are able to write about something of their choice. This really tests their creativity and imagination and they are able to express themselves. Students often feel stressed when they are given certain topics or a time limit to write and when they are given free write they are able to write more easily and successfully and are often more confident about their writing. I also like how she used behavioral management during this lesson. If the students were working quietly
at their desks they were then allowed to go write in their secret spot. Letting students write anywhere in the room they would like also lessens the pressure students often feel when they are given a writing assignment. This was a good example of writer’s workshop because the students were able to learn, work independently, and conference with the teacher when they felt it was needed. If I were to do this lesson in my classroom I might have some of the students share some of the ideas they were listed on their flow map to give other students some ideas about their writing and to boost their confidence for sharing their work. I also would have created a short mystery story of my own and showed the students my ideas for my story by creating a flow map all together. This will also give students a better idea of what they should be doing and allow them
become more creative and maybe share some of their ideas or anything they might change about the story I created. This will help them with the editing and revising process by giving ideas and seeing where changes can be made. Even though this is only the planning part of their writing, they are always changing and adding to their ideas.
The class changes their topic of learning to the mystery genre and has now completed the poetry unit. The teacher asks students to take their writing journals to the “writer’s carpet.” Ms. Schultek reviews how to use a flow map when planning a writing piece. She shows them a visual of what the flow map looks likes and allows them to copy down the chart. She reviews what each section of the map is used for. She asks them to draw a witches’ hat in their notebook and that will be their flow map. The map starts off describing and listing the setting and characters, then the climax of the story, and they then include a solution and an ending for their story. The teacher also talks about showing instead of telling the reader. She then asks students for some examples from the students to ensure they understand. She wants them to challenge the reader with their writer and to get the reader thinking. The children sit together in the writers circle and plan for their writing. I like this idea because it ensures Ms. Schultek that they are working on what they are supposed to and they are able to help each other with their planning. Ms. Schultek gives
them helpful advice as they are planning such as they should plan the climax and work backwards to create the rest of their story. The students are also able to ask the teacher questions during this time and show their progress before they move back to their seats to continue working. She asks the students for thumbs up if they have their characters and settings listed and this helps the teacher see which students are on track and which students are struggling with their stories. After the students have planned their mystery story, they work independently around the room in their secret spot. Ms. Schultek walks around and conferences with students and tries to help them with ideas. I noticed that some of the students just sat there and stared at their papers while some students were already starting their stories. Ms. Schultek knows who may need more time and extra help and she tries to accommodate for those students. When students are sitting at their desk waiting for the next activity to begin, they
are able to work on any work they need to complete or they can write in their writing journals.
Reflection
This lesson was a review of using a flow map or planning map to help students plan their next piece of writing. Students are also learning a new
genre which is mystery. I think this lesson was very helpful for the students because they were able to communicate with the teacher for extra help and they were able to feed off of each other for information. It is important for students to work together to share ideas and ask each other questions instead of always asking the teacher. Having the students sit down in a group and plan their writing also allows for the teacher to make sure students are on task and working on their writing. The teacher doesn’t give students a topic to write about but instead a genre which gives students a broad range of ideas to write about. I believe that students feel more comfortable when they are able to write about something of their choice. This really tests their creativity and imagination and they are able to express themselves. Students often feel stressed when they are given certain topics or a time limit to write and when they are given free write they are able to write more easily and successfully and are often more confident about their writing. I also like how she used behavioral management during this lesson. If the students were working quietly
at their desks they were then allowed to go write in their secret spot. Letting students write anywhere in the room they would like also lessens the pressure students often feel when they are given a writing assignment. This was a good example of writer’s workshop because the students were able to learn, work independently, and conference with the teacher when they felt it was needed. If I were to do this lesson in my classroom I might have some of the students share some of the ideas they were listed on their flow map to give other students some ideas about their writing and to boost their confidence for sharing their work. I also would have created a short mystery story of my own and showed the students my ideas for my story by creating a flow map all together. This will also give students a better idea of what they should be doing and allow them
become more creative and maybe share some of their ideas or anything they might change about the story I created. This will help them with the editing and revising process by giving ideas and seeing where changes can be made. Even though this is only the planning part of their writing, they are always changing and adding to their ideas.