Lesson Study Cycle 3

Meet the Team

Layla Baily- Kindergarten teacher at HTeCV

Madison Murillo- Kindergarten teacher at HTeX

Adriana Navarro- 1st grade teacher at Hawking STEAM

Nicole Sammartano- TK teacher at Baker Elementary

Lesson Plan

Literature Synthesis

Annotated Bibliography

Meet the Students

The Lesson

Equity Theme

We will implement classroom routines that will help students to value their own and each other’s learning time by collaborating.

Social Justice Standard

DI.K-2.6: I like being around people who are like me and different from me, and I can be friendly to everyone.

Content Goal

Students will understand the four elements of a story. Students will be able to collaborate with a partner to create an accurate story map after a read aloud that demonstrates mutual understanding of the story.

Story Mapping

This was a 50 minute lesson in a Kindergartener classroom. The lesson was launched by activating students prior knowledge of the four story elements with TPR movements: Character, Setting, Problem, and Solution. The chosen read aloud was Rainbow Fish which supported our Social Justice Standard.
The lesson expectations were said prior to reading so students knew they would be with their peanut butter and jelly partners to create a story map. The peanut butter and jelly partners are thoughtful pairings of students, to help the students practice both speaking and listening in a controlled setting.
The cover of the book was then presented to the students. We asked what story elements do you see? (Character and Setting) Then, the students listened to the read aloud and were encouraged to do TPR movements throughout the story as they noticed new elements emerging.

After the read aloud, students where given a minute to find their story map partners. Students were shown the three step instructions. Students were encouraged to do all three parts, however the main focus was to do their best work on the sections they could complete.

Next. students went through each section of the story map alternating roles with timers. Characters and Problem was illustrated and written by Peanut Butter while Jelly verbally supported. Setting and Solution was illustrated and written by Jelly while Peanut Butter verbally supported. During this work time, the teacher was walking checking in with each group.

After the four elements were complete, students returned to the rug to complete a whole class story map. Volunteers shared their four story elements, and other students were able to show same or different with TPR hand gestures. The gestures nonverbally allow the teacher to see who agress or who has a different idea.

Lastly, students completed an exit ticket. They were able to assess how they felt about their speaking and listening, their partner's speaking and listening, the accuracy of their story map, and if they did their best work.

Student Thinking

Focal Student 1

FS1 shared shared the definition and movement of character on the rug before the read aloud.

Her and her partner were observed to collaborate really well on her story map.

FS1 was able to sound out a couple of words on her own to match her pictures and the story.

Focal Student 2

FS1 shared the definition and movement of solution on the rug before the read aloud.

He did TPR movements for the other elements during the call and response.

FS1 and his partner were able to accurately complete their story map in the time provided.

FS1 and his partner had an understanding that one partner was telling the other partner exactly what they should draw.

Whole Class

Every student but two showed the character movement when asked what story element they saw on the cover.

Every pair of students turned in one complete and accurate story map.

The class overall met the social justice goal, collaboration goal, and content goal.

Takeaways

To conclude, our lesson study, guided by the research, was a success. Over the weeks we built meaningful partnerships through “peanut butter and jelly partners” where students were matched with a fellow classmate. These partnerships gave our students a sense of belonging to a team where they learned to respect their partners ideas. After creating trusting relationships we incorporated partner work where they co created story maps after listening to The Rainbow Fish by Marcus Pfister. Students had the freedom to choose a place in the classroom to work where they would produce their most successful work. All students contributed to their story map and took turns with a high level of engagement.

As a team we reflected on the meaningful relationships that were created in this process. One area we saw improvement for growth was the amount of TPR gesturers that were done throughout the read aloud. Students were so engaged in the story telling that they didn't gesture as often as we had hoped. Moving forward we agreed we would try flagging the pages so when students see the visual they would be reminded to identify the element.