Chelsea Mueller SPE 202: Dr. Giannola Wednesday 3/7/2013 Introduction: I am placed at Regional Day School.

This school is welcoming and warming; everyone is always saying hello and making sure you are updated on school information. The reason this school is so warming is because the class sizes are so small. My class has only six students in it, five boys and one girl, and the school has about fifty students. The staff and the support staff are always approachable and are eager to help me learn. The entire school is for children with behavioral disorders. The class I am with is a 5th grade class, but they are all on different learning levels. This makes teaching whole class lessons difficult for the teacher. Whole class lessons are typically done in history and science. The students are put in groups based on their levels for reading, writing, and math. Although this is difficult to manage I think that the teacher does a great job at doing this and it really benefits the children. These students need specific instructions in order to keep them focused and on task. The students also need stern rules and discipline or they class would break into chaos. When a child begins to get upset it is important that they are spoken to about their behavior right away in order to keep them from having an outbreak. If a childs behavior does get out of hand they are removed from the classroom and brought to a room to calm down. It is important to stay strong when dealing with the students especially during games in order to keep the class managed. Subject/Topic: Social Skills/Getting to know you Standards: SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Objective: SWBAT share information about themselves by playing a getting to know you game.

Materials: Getting to know you questions poster Rules poster Soccer ball with numbers on each of its faces.

Procedure: 1. Students will be asked to join the teacher on the carpet in a circle with their chairs. 2. The teacher will explain that in order to get to know them better they will be involved in a getting to know you game. 3. Explain that this will give the students a chance to share things about themselves that they might not know about each other. 4. Explain directions of game to students.

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a. Show students the soccer ball and direct them to notice how it is numbered. b. Tell students that they will be passing the ball to another person after answering a question about themselves. c. Tell the students that when they catch the ball they must say their name. d. Tell students that the questions are numbered and listed on the PowerPoint. e. Review the questions orally. f. Students will know which question to answer by looking at the number that is closest to their right thumb once they have caught the ball. g. Students will be directed to answer the question by rewording the question into their answer in order to answer in a complete sentence. h. Everyone will start the game standing up, as students are thrown the ball and they have answered the appropriate question they will be seated to ensure that as many students can share information about themselves as possible. i. They will repeat this process three times in order share more information. The teacher will toss the ball into the air, catch it and start the game by modeling the procedure while answering a question about herself. Students will play the game. The students will take turns sharing something they learned about each other from the game. They will be provided an opportunity to have each member of their group ask an additional question of the other group members.

Assessment: Students will have met the criteria of the game if they demonstrate the rewording of the question into their answer and if they can correctly elicit a fact about each member in their group. This will also give the students the opportunity to demonstrate turn taking. (Formative) Management Issues/Transitions: Call students to the rug by birth month. Dismiss the students by birth months backwards. During the game segment make sure that the students only talk when they have the ball. Explain safety when throwing the ball. Differentiation: A poster will be displayed describing the key rules to the game along with a safety reminder. Repeat and clarify directions as necessary. Reflection: I feel that I did a good job teaching this lesson. I felt confident when going up to the front of the room and talking to the class. I was able to give instructions that were clear so all of the children knew how to play the game. A weakness was that I could have told the students in the beginning of the class that they needed to listen carefully to their peers. This would have helped them to remember at least one new thing they learned about a peer or teacher. Next time I would definitely tell this to the students and even add it to my list of rules.