Duncan Literacy Lesson Friend Select School December 4, 2012 The lesson started late- as the students sat

down to begin the lesson they had to pause for snacks. Teacher Desiree passed out carrot sticks to the students. The Students said we are going to do reading group and Mr. Duncan said, Were going to do something even awesomer! Duncan started the lesson with have you ever heard of a simile? A student responded with its a vocabulary word. As Duncan begins the lesson he has to ask a student to stop playing with their carrots. Duncan gives an example of simile and asks, if you could summarize that idea into one sentence how would you? Then says what word is repeated twice? As- repeating as twice makes things into a simile. The carrots seemed to cause a distraction from the start of the lesson.

The students got really excited with his comment! Duncan forgot to start the lesson with his expectations from the group. This could be a problem during the lesson. Some students seem to really be distracted by the carrots. Its hard to teach during snack time. Maybe next time deliver expectations of behavior. Maybe instead of making emphases on the word as, explain the purpose of simile better maybe introduce the definition (comparing 2 unlike things using the words like or as) then make a simile with them. Highlight the 2 unlike things being compared and the joining word used-like or as. Seems like you are more of the funny guy/friend than teacher. Assert more authority and tell her that if she cannot handle eating snack while working, the snack will be taken away. As he begins reading a student raises her hand, Duncan pauses and says hands down when Im reading. Good way to continue the lesson. Maybe next time tell them no questions before reading.

Abigail is it play with carrot time or reading group time?

Duncan begins reading the example story. He tells them he is going to read this story, and to follow along and think about it while he reads.

Ask students if someone wants to read the second example story or if they want him to read it. One student says they want him to read it because he sounds funny. Again during the lesson a student was distracted. Duncan says, Can you not play with that please?

You have a GREAT read aloud voice and the students really seem to enjoy you reading to them! (: Again expectations. Also, when redirecting a student dont ask a question- Can you not do that pleaseassert your authority, stop doing that or do not play with that. You dont have to do it in a mean tone, but state what you want them to do, they will take you more seriously. Good! Get them thinking about why the second example was more enjoyable! I like this, you made the lesson seem very challenging and boosted their confidence to rise to the challenge! Im afraid emphasizing the word as will confuse the students and put them on a search for the word and not a simile. Need more explanation of what simile is. Yes! Got to the definition and broke down an example more clearly-- Good! Maybe next time do something like this at the beginning of the lesson.

After reading both example stories asks the students which one was better and why? Before beginning the hands on lesson of similes Duncan says something like, We taught this to big time 4th graders at Russell Byers and we want to see how awesome 3rd graders do! Asked the students to highlight the similes in the story, students struggled and Duncan gave the hint to look for the word as. After students seem to struggle Duncan asks a student to read the first sentence. He says, were the cookies actually butterflies?- Explains it is comparing two unlike things using like or as.

Tells students we are going to write some similes and passes out the objects/materials. Students start grabbing and he says, We are going to share

Students were really excited about the hands-on portion! Made them more engaged! Maybe before handing out materials state what they are fortell students to use their sense to describe the objects. Also, expectations for material- maybe something like, these are not to play with, we are going to share all of them- do these before putting the material on the table.

Student looking at an orange piece of paperDuncan asks, what else is orange? Student says trees are orange Duncan says, it is orange like an autumn leaf

-Good! Used the students examples and thinking and modeled a simile. Make more of an emphasis on how you made the simile from her exampleyou said the simile and then said nothing. I think it would help their understanding if you did this with each students example and then ask them how you made the simile. What two things were you comparing? What qualities where you comparing? How did you set up your simile? What words did you use (like or as)? Really get them thinking about the process. Good! You asserted more authority here than you did at any other time through the lesson. I like that you set used a class norm (changing light) to set up a consequence for inappropriate behavior. Also, I like that you reasserted your authority by having the students repeat what your said. But, I think if you had set up these expectations prior to starting the lesson, this situation could have been avoided! This seems to confuse the students when they try to generate similes. I think from the examples like foil is as gold like shiny the structure of the worksheet seems to have confused the students about how to structure a simile. Maybe less structure in the worksheet, like just have a column for students to write the object and one to write what they would compare it to, then before having them write their similes model how to generate a simile with their examples. Also, when correcting the students examples explain WHY!!

Duncan has to redirect a student and says, How many times am I going to say no? One time. Student replies, 5 times! Duncan says, No, if I tell you twice you are changing your light. Student doesnt seem phased by or listening to his warning, Duncan asks what did I just say to you and has student repeat his warning.

Ask students to now use their examples they made to write their own similes. The students seemed to struggle with this. Duncan asks, do you understand how that translates? One student says no another says, I dont get it. Duncan asks for examples of their similes and gets responses like foil is as gold like shiny. Duncan corrects by saying the foil was as shiny like gold. The worksheet used to help guide students in their comparison before writing their similes was set up like _________ is like ________ because they are __________.

The lesson abruptly ended because the students had to go to lunch. They seemed to have enjoyed the lesson and asked if they could finish later.

They really liked the lesson, especially the hands on portion! The lesson seemed really rushed- because it started late and the snack disruption right at the beginning- 2 things that were out of our control! If you have the chance I would definitely revisit this lesson with the group! Before doing this lesson, I would think about ways to make the concept clearer for the students and revise the worksheet so it is less confusing! Also, make sure to set the expectations before starting the lessondo this for ALL LESSONS! I think you need to find a balance between being the fun and funny guy and the teacher! It is always good to be fun, it helps to get the students engagedbut when it is too much, you loose your role of authority in their eyes! Overall in the short time constraint I think you did well!