AVON GROVE INTERMEDIATE SCHOOL

 

Teacher:  Rachel Moyer (now Leibrandt)                Date:  Wednesday, 4/9/03

Observer:  Principal                                                   Grade:  3, Math

                                                                                    Time:  12:50

 

 

Planning:  Lesson plans are written for the week.  The objective for today’s lesson states:  Students will receive pilgrim identity and listen to chapter one; students will review for social studies test.

 

 

Instructional Technique:

            Students are asked to get out their pilgrim nametag.  Ms. Moyer talks to students the same as the pilgrims, calling out, “Good day, Goodman Hummel.”  She asks, “Did you have some hasty pudding?  Did you play a game of chase?”  Students are asked to hold up their pilgrim pictures.  They are asked what each item of clothing is.  Ms. Moyer asks students to put their pictures away and tells them she is going to give them family identities.  They review the expected behavior as they pretend to be pilgrims.  Students are told that they will pretend that their classmates will be their brothers and sisters.  They will be given ten minutes to read their family identity.  When all identities are given out students either read to themselves or a student reads to the group.  As they read, Ms. Moyer moves from group to group, observing group interaction and progress.  Ms. Moyer offers suggestions for what to think about as they read the narration. 

            Ms. Moyer claps her hands to draw student attention.  She asks, “Who wants to tell me something about their family?”  Students raise their hands to participate.  After several students share, Ms. Moyer explains that after each section they will be asked to write how they feel as the character.  Students are asked to recall what children did back then.  Ms. Moyer asks, “What do you think I would want you to do when you write in your journals.”  Students volunteer-  use language the way they spoke at that time, write about their feelings. 

            Ms. Moyer explains that they will now review for their test tomorrow.  She lists each family’s name on the blackboard.  Students review the rules of the game.  Using the overhead, students view several maps of the United States.  Ms. Moyer asks questions with respect to the maps- What kind of map it is; what type of landform is the United States?  A student is called on to point to a mountain range.  Another is asked to point to a river; a peninsula; the coast.  They then are asked questions based on specialized vocabulary taught in the unit. 

            Ms. Moyer asks, “Why did we study unit two and then talk about the pilgrims?  What were the most important points in this unit?”  Students are told that this answer is worth two points.  A student responds, “We learned why communities started where they started.”  Ms. Moyer tells students they must be able to read a table.  She places a table on the overhead and asks a question.  Since there is a tie, Ms. Moyer comes up with a tiebreaker question. 

            Ms. Moyer praises students for how well they worked during the period.  Students are asked what they need to do for homework.  They respond, “Study.”  Students are asked to put their materials away.

 

Commendations/ Recommendations

  • You give students opportunities to cement their acquired knowledge through participation in creative simulation activities such as your families.
  • You assist students in the development of critical thinking skills to access information.
  • You enhance understanding through use of appropriate resources. 
  • The quality of your instruction is excellent.