Scribd
Upload
27 views2 pages

Tbaldwin Lesson Reflection

The teacher taught a lesson on using story elements to summarize a story using iMovie on iPads. Students made predictions about the book "How to Catch a Turkey", watched a video on story parts, and listened to the book being read aloud. Students then created their own iMovie summaries including characters, setting, plot, problem and solution. While students understood the story and could complete the story map, some struggled with recording their voiceovers for the iMovie and froze up. In the future, the teacher will choose a new book and consider this assignment more suitable for older students.

Uploaded by

api-705387349
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
27 views2 pages

Tbaldwin Lesson Reflection

The teacher taught a lesson on using story elements to summarize a story using iMovie on iPads. Students made predictions about the book "How to Catch a Turkey", watched a video on story parts, and listened to the book being read aloud. Students then created their own iMovie summaries including characters, setting, plot, problem and solution. While students understood the story and could complete the story map, some struggled with recording their voiceovers for the iMovie and froze up. In the future, the teacher will choose a new book and consider this assignment more suitable for older students.

Uploaded by

api-705387349
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Lesson Reflection

I taught a 5E ELA lesson to a small group in my first-grade classroom. The purpose of

the lesson was to teach students to use story elements to summarize a story. We used technology

to create our digital summaries using the iMovie app on iPads. The lesson covered the following

standards:

ALSDE 1st Grade Standards

ELA: 23. Identify and describe the main story elements in a literary text. a. Describe the

characters and settings, using illustrations and textual evidence from a story. b. Retell the plot or

sequence of major events in chronological order.

Digital Literacy & Computer Science: 3. Construct elements of a simple computer program in

collaboration with others.

ISTE: 6. Creative Communicator: Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media

appropriate for their goals. Students: a. choose the appropriate platforms and tools for meeting

the desired objectives of their creation or communication. b. create original works or responsibly

repurpose or remix digital resources into new creations. c. communicate complex ideas clearly

and effectively by creating or using a variety of digital objects such as visualizations, models, or

simulations. d. publish or present content that customizes the message and medium for their

intended audiences.

In the beginning of the lesson, we made predictions on the book How to Catch a Turkey

written by Adam Wallace. After discussing our predictions, I showed the students the video Parts

of a Story with Jack Hartmann. We discussed the video and then I read aloud the story. I paused
to discuss different things throughout the book to be sure the students were comprehending what

I was reading to them. I then explained to them that we were going to create an iMovie using

characters, setting, the plot, and problem and solution.

One thing that I wish I would have explained a little better, was when one of the students

said “pace means fast” during the read-aloud. I just agreed and kept going. I should have stopped

and explained that in the story, yes pace was referring to the turkey going fast, but that pace just

means speed and sometimes it can be slow. Also, I had previously read the book to the entire

class, so during the video they already knew what was going to happen. Next time, I will choose

a new book.

While the students were creating their iMovie’s, they got nervous about doing the

voiceover. Some of them, as you can see in the student samples, I had to guide them along.

Before the videos, I had them summarize the story to me to find out if they actually

comprehended the story, but most of them froze up and could not summarize during the

recordings. I think that this assignment would be better suited for older students. With the iMovie

app you can’t pause it for each picture, you just have to continue to talk, and the students

struggled with that.

I do believe that the standards were met for the lesson. Overall, the students

comprehended the story and could retell it back to me efficiently. They were able to complete the

story map and their pictures on their own. They could use the app as well, they only struggled

with the recording part. I believe the struggle was just from shyness/nervousness. Although,

students did present their iMovie to the rest of the class and explained them well.

You might also like