Reflection on Support Lesson

Read Aloud/Lesson

Title of the Book/Lesson: Best Best Friends and How to be a friend

Why I choose this book/lesson: To help her develop effective interpersonal skills,

making friends and keeping them.

Grade level: Three

Subject: Health and Life Skills

Time: 1:00 pm to 2:00 pm

Student profile: Student have Code 44 (medical, autism). Medical diagnosis of a

physical disability, neurological disorder or medical condition that creates a significant

impact of the student’s ability to function. Lack of social skills.

Learner outcome: Outcomes from the Program of Studies grade 3 HLS

General outcome: Relationship Choices

 Students will develop effective interpersonal skills that demonstrate

responsibility, respect and caring in order to establish and maintain healthy

interactions.

Specific outcome: Interactions

 Develop strategies to build and enhance friendships.

 Demonstrate inclusive behaviors regardless of individual references or

circumstances.
  Examine the effects of conflict on relationships.

Assessment:

 Formative assessment – I will use questioning strategies that involve

asking student to answer higher order thinking questions such as “why

and how” during read aloud and she will respond verbally.

 Summative assessment – Drawing response and written response of

what she learns about the videos and in the book.

Differentiation of Instruction:

 Present ideas through both auditory and visual means.

 Open ended questions.

 Allotting time for student to create artistic reflection and interpretation of lesson.

Resources/Materials:

 The title of the books: Best Best Friends and How to be a friend

 Laptop and headset with video clips for interpersonal skills (Funny videos about

teamwork, getting along with others and bridge-helping others is actually helping

yourself)

 Crayons, papers and pencil

Introduction/Hook:

 Hi! How are you today? Who was you buddy last liturgy? Is she your friend?

(Transition)
  What do you notice about the videos?

 Why do you think they do that?

 How about you are in their place, what are you going to do?

 What do you think you’ll see in this book?

Solicit response from student about working together as a team and making

friends.

 “This afternoon, we are going to read two books about Best Best Friends by

Margaret Chodos- Irvine and How to be a Friend by Laurie Krasny Brown and

Marc Brown. What do you think you’ll see in this book? Later, we will discover

what was inside of these two books. I will ask you to write/draw/tell me your ideas

on this book after I read it to you”.

 “First listen while I read”.

The activities that EA and the student will do.

Time EA Activities Learner Activities

1:00 pm Showing different video clips about The learner watches and listen

teamwork, getting along with others and to the videos. She answers the

helping each other. Finish each video and questions with actions.

asked few questions.

What do you notice about the videos?

Why do you think they do that?

 How about you are in their place, what

are you going to do?

While she talks, EA listens and write the

key ideas.

1:10 pm Transition: Explained the meaning of - The student listens to the

friends. story.

Book 1 The student responses to the

Prediction: What do you think you’ll see in questions.

this book?

During reading, stop to ask for questions.

Who are the main characters of the story

and their favorite colors? Who celebrates

birthday?

Why they get mad to each other?

How they can make best friends again?

While she talks, EA listens and write the

key ideas.

1:25pm The EA introduce a second book and ask - The student listens to the

the student again, what do you think you’ll story.

see in this book? The student responses to the

During reading, stop to ask for questions. questions.

 How to make friends? How to make a

good friend?

While she talks, EA listens and write the

key ideas.

1:35 pm Discussion with student. What did you Share ideas.

enjoy? Learned or understand?

1:45 pm Write/draw your own response from the Student write/draw her

videos and stories. reflection or interpretation from

the videos and stories.

Closure:

 What are the main ideas in each story?

 Would you please read the key ideas from videos and stories?

 This rubric help to assess student after they submit their written/drawing

response to the video or story.

Criteria Excellent Proficient Adequate Limited* Insufficient
or Blank*
Specific outcome: Engaging Appropriate Response Minimal No score is
Interactions response response shows response awarded
 Develop show shows partial with little because
strategies to insightful understandi understandi understandi there is
build and understandi ng of story’s ng of story’s ng of story’s insufficient
enhance ng of story pattern and main idea main idea evidence of
friendships. and main main idea and simple and minimal student
 Demonstrate idea and rich and personal personal performance
inclusive personal personal qualities. qualities. based on
behaviors qualities to qualities. the
regardless of what they requirement
individual enjoyed/lear s of the
references or ned. assessment
circumstances. tasks.
 Examine the
effects of
conflict on
relationships.

* When work is judged to be limited or insufficient, the teacher makes decisions about
appropriate intervention to help the student improve.
 Reflections on the Support Lesson

In the read aloud or support lesson, everything worked well. First, video clips for

interpersonal skills about teamwork, getting along with others and helping others is

actually helping yourself serves as my bridge-in or motivation phase, a starting point of

my support lesson. She smiled when she watched the videos. Second, the read aloud

entitled “Best Best Friends” and “How to be a friend” worked effectively as well. When I

used different voices for different characteristics, add sound effects to the story,

acknowledge appropriate comments from the student or listener and quickly move on with

the story. I got these ideas and implemented from the video clip that our professor in our

program provided to us entitled “The art of reading a storybook (Judy’s Story). I observed

that when she watched the videos and I read the story, it is an evident that I hooked or

captured her attention because when I asked her questions using strategic questions

such as why and how as my formative assessment, she responded quickly, and she

wanted to read the book and she told me that we can share reading the dialogues or for

example, she wanted to read the left page and I read the right page.

I learned a lot from my student’s response/writing/drawing/discussion. When the

student was motivated from the very beginning, rest assured that it will last until the end

of the lesson because we gave them an energy or a drive so that they can act and

willingness to act. Her quick respond (verbally, written and drawing) was clearly

articulated, reflected and related upon. When I use strategic questions to her, I learned

how she think critically and showed in-depth learning.

 I learned a lot of things in Read Aloud teaching strategy. I learned how to make a

lesson plan that included all B.O.P.P.P.S (Bridge- in, Objective, Pre-test, Participation,

Post-Test and Summary) elements or models, target audience, time allocation, resources

needed, what you will say and do (script) and what the student/s will do. In bridge in, it is

very important that the motivation has bearing on the lesson itself. It cannot be off-tangent

from the intended lesson like what happens when a teacher introduces a game just for

the sake of the game that has no relation to the lesson. In objectives, focus the students

on exactly what they need to know. Pre-test to gauge learners in their prior knowledge.

In participation, teacher and student interaction should be here. Post-test to know if they

learn or not and summary, recap of the key points and provide opportunity for students to

reflect and feedback. Planning the “what-and-how” aspect of daily classroom instruction

is crucial for one who is about to start actual teaching or like us Education Assistant who

supports the lesson. It is unquestionably real that a systematically organized lesson plan

is the key to a successful teaching-learning episode. It is a well-designed roadmap

intended to achieve the lesson’s objectives. At first, I thought read aloud was kind of

boring but know it was proven that read aloud is an effective teaching strategy because

it helps the learners to make connections with their own lives, how to use comprehension

strategies that are important when reading by themselves and developing listening and

communication skills.
 ENTRIES OF EVIDENCES
Read Aloud/Support Lesson

She watched a video about “Getting along with others”.

She watched a video with a “smile” about the power of teamwork.

She drew her friends in the classrooms.

She colored her work.

The resources/materials that I used to teach/ support this lesson.
She drew and colored her friends in the classroom and in another grade level.
She wrote the things that she learned from the videos and in the book.
Educational Assistant jotted down key ideas that she said about videos and stories.