Micro-teaching pt3
Hello!
What wonderful weather outside! Hope you're all enjoying it :)
This time I would like to write about another lesson I had the pleasure to conduct with 1st graders.
It was about little red riding hood. Students had the opportunity to get to know the story before, and my task was to teach them about wolves. Another CLIL lesson :O
At the very beginning, we drilled body parts and played Simon Says. My students are very into becoming Simon, So after a couple of rounds, I let them give orders to others. It was fun and hard to make them make a mistake :) They are really good at it. When we were ready to move on we drilled again, this time names of characters from the story, and I told my students that today....we are focusing on wolves! I showed them a picture of a wolf and asked them to describe it by body parts, colors, numbers, etc. They did it without any problems. Then, I showed them a presentation and we were discussing some facts about those beautiful, wild animals (I got to know something new too!).
After the presentation was done we went to an individual quiz. Each student got a copy of the quiz and an information card on which they could find all the information (I also added them in my presentation so it was repetition and a wide pre-teaching task). Unfortunately, students were not feeling good about doing it on their own so we did it together. Volunteers were reading questions (I am so so surprised some 1st graders can read so well, and if they wanted, why should I not let them). and the rest of the group was searching for the answer. After we were done with the task students got a drawing activity. They had to draw a scary wolf that ate the granny and make it as realistic as possible, remembering all the physical features of the animal. While they were drawing, I was walking around making small chats with them about their creations. It was quite fun!
When some students were ready volunteers came into the middle of the class and showed us their drawings.
This lesson went well, I found it interesting to conduct. However, it was a great challenge for me. Sometimes I find it hard to simplify what I want to say. Another problem was that students felt unsure about their reading, so we had to do the quiz in lockstep. They could manage it on their own, but some of the pupils started complaining or even crying that they are not able to. I am really curious about what was behind this particular behavior. Were they scared? Unsure? or maybe lazy? Does the written text make them discouraged or feel weak? How can we work on it in the future?
That might be a good topic for action research :)
That would be it. Let's call it a day.
See ya on my next entrance and thanks for reading, hope it's not too boring. :)
What wonderful weather outside! Hope you're all enjoying it :)
This time I would like to write about another lesson I had the pleasure to conduct with 1st graders.
It was about little red riding hood. Students had the opportunity to get to know the story before, and my task was to teach them about wolves. Another CLIL lesson :O
At the very beginning, we drilled body parts and played Simon Says. My students are very into becoming Simon, So after a couple of rounds, I let them give orders to others. It was fun and hard to make them make a mistake :) They are really good at it. When we were ready to move on we drilled again, this time names of characters from the story, and I told my students that today....we are focusing on wolves! I showed them a picture of a wolf and asked them to describe it by body parts, colors, numbers, etc. They did it without any problems. Then, I showed them a presentation and we were discussing some facts about those beautiful, wild animals (I got to know something new too!).
After the presentation was done we went to an individual quiz. Each student got a copy of the quiz and an information card on which they could find all the information (I also added them in my presentation so it was repetition and a wide pre-teaching task). Unfortunately, students were not feeling good about doing it on their own so we did it together. Volunteers were reading questions (I am so so surprised some 1st graders can read so well, and if they wanted, why should I not let them). and the rest of the group was searching for the answer. After we were done with the task students got a drawing activity. They had to draw a scary wolf that ate the granny and make it as realistic as possible, remembering all the physical features of the animal. While they were drawing, I was walking around making small chats with them about their creations. It was quite fun!
When some students were ready volunteers came into the middle of the class and showed us their drawings.
This lesson went well, I found it interesting to conduct. However, it was a great challenge for me. Sometimes I find it hard to simplify what I want to say. Another problem was that students felt unsure about their reading, so we had to do the quiz in lockstep. They could manage it on their own, but some of the pupils started complaining or even crying that they are not able to. I am really curious about what was behind this particular behavior. Were they scared? Unsure? or maybe lazy? Does the written text make them discouraged or feel weak? How can we work on it in the future?
That might be a good topic for action research :)
That would be it. Let's call it a day.
See ya on my next entrance and thanks for reading, hope it's not too boring. :)
Dagmara, I really like your post :) I appreciate that you have shared information about the lesson you have conducted as well as your feelings about it. I am also so surprised that 1st graders were able to read because my 1st graders unfortunately were not :( What is more, I think that students were really engaged in drawing activity because their could have shared their knowledge in interesting way. Coming back to reading and pupils' reaction maybe they were tired or they did not get used to individual reading. Nevertheless, although I did not see your lesson, it had to be great :) Good luck!
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