Name: Tori Peterson Date: October 10th, 2018
Subject: Introduction: ELA Grade: 2
Content: (Topic)
Introduction (All About Me)
Instructional Strategies: (specific)
Directional instruction: Direct and show students an example of the finished All About Me worksheet.
Outcomes:
CR2.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:
identity (e.g., Just Watch Me)
community (e.g., People and Places)
social responsibility (e.g., Friendship) and make connections to prior learning and experiences.
Indicators:
This is the indicator I would lead into using this activity:
(a) View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experiences.
Prerequisite Learning:
Students should have a general understanding about who they are (ex. When their birthday is, who is in their family.
Differentiated Learning:
- Ensure that each student understands what each box says and the what they are to write/draw in the box.
- Ensure that all students have enough space and time to complete each box.
Preparation: (Materials, resources, equipment)
23 All About Me worksheets
Crayons/Pencil crayons
Pencil
Set: (5 min)
Introduce self to the students
Show the students your completed All About Me worksheet.
Student Engagement/Classroom Management Strategies:
Teacher: “1, 2, 3, eyes on me!” Students: “1, 2 eyes on you!”
Clapping method
Development: (20 min)
Each student is to receive an All About Me worksheet.
Go through, describe and present examples of each box on the worksheet.
Instruct students to use only pencil to write their answers in each box, then they may use crayons or pencil crayons to colour in pictures they draw to go with a written answer. (Students are not required to both draw and write. They can do one or the other, and additionally add to their boxes if they wish.
Closure: (5 min)
Circulate the room, checking in on each student, answering any inquiries or concerns they may have.
Have students share what they have drawn/written by simple raising their hand, and when selected, either stand up and show us, or verbally share by remaining seated.
Reflection:
What went well?
The students enjoyed colouring and writing about themselves and enjoyed learning about Ricki and I. It is apparent that they all are very social and love new people. Most children that age do!
What didn’t?
Some students still cannot fully read, so some forgot what some of the boxes read. I often had to go and assist them in reading the box out (“Let’s sound it out.”, “What letter is this? Now, what sound does this letter make?”).
What would you change if you could go back?
I would make my own All About Me worksheet with even more picture prompts and ensure to go through each of the boxes more clearly.