The driving force behind this particular lesson was the data obtained from a writing assessment conducted at the start of the year. The assessment revealed that a significant number of students in my 5th grade writing class lacked sufficient detail in their writing. During a two-period pre-assessment, not a single student managed to fill an entire notebook page with their writing. Many responses were devoid of dialogue and figurative language, elements that could significantly enhance their writing. For this lesson, the Intervention Specialist (IS) and I collaborated to model the lesson's expectations. We divided the students into pairs, with one student observing a specific painting while the other took notes. The observer had to make detailed observations about the painting, utilizing adjectives, figurative language, colors, sizes, numbers, and shapes, while the listener had to take detailed notes to identify the observed painting. The students' assessments were based on their notes and the observations made by the IS and myself. We concluded the lesson by discussing the potential barriers that might have led the listener to choose the wrong painting. Over the years, I've consistently witnessed the positive impact of this activity on student learning. Following this lesson, students tend to incorporate more details into their writing and have easy access to the notes they took during the activity. These notes serve as a valuable resource, particularly for those still struggling with detailed writing. Additionally, many students were able to practice and enhance their listening skills through this activity. I firmly believe that this is one of my most effective lessons due to its engaging, interactive, and rigorous nature. I strongly advocate for reflecting on lessons to demonstrate growth as an educator. This particular lesson has undergone several revisions since its inception. Initially, I used famous paintings, but as I adapted the lesson, I felt it was vital to involve the local community. I established a collaboration with a nearby sip n dip shop that sold $1 paintings, which I then incorporated into the lesson. These paintings were subsequently added to my behavior store, allowing students to purchase them with the points they earned. Last year, I also collaborated with the art teacher, enabling students to create their own paintings for this lesson. As an educator, I am committed to making continual improvements based on student interest.

During this unit, I focused on preparing students for the Ohio State Test by honing their critical thinking skills through the comparison and contrast of two stories with similar themes. The pre-assessment revealed that while many students could compare and contrast two stories, few could delve deeply into themes, mood, tone, character analysis, and creativity. It became evident that challenging students to think beyond the surface level was crucial for their development. The unit's emphasis on diversity and inclusivity was particularly impactful. By exposing students to various Cinderella texts from around the world, we not only explored story elements, tone, and mood but also delved into the reasons behind the inclusion of specific elements in each cultural text. This approach fostered discussions on differences and similarities, creating a safe space for students to express their individuality. The culmination of the unit, where students crafted their own version of Cinderella, was a highlight. Witnessing their creativity flourish was truly rewarding. Furthermore, the assessment through graphic organizers and final writing pieces effectively gauged their understanding of the texts and their ability to compare and contrast effectively. The lesson also prompted a shift in students' approach to comparison and contrast. Instead of merely identifying basic similarities and differences, they began to explore more complex topics, reaching a Depth of Knowledge (DOK) level 4. Upon reflection, I recognized the need to enhance access to resources. Collaborating with the librarian to source different versions of the story and providing physical books for independent reading proved to be a valuable addition. Additionally, discovering getepic.com as a resource for read-alouds addressed the needs of students struggling with independent reading. This reflection has reinforced the importance of promoting critical thinking, inclusivity, and creativity in the classroom. It also underlines the significance of continually adapting and expanding resources to meet the diverse needs of our students.

Integrating a kindness unit into the curriculum has always been a personal priority for me, stemming from the belief that community service should be a fundamental part of life. This ethos led me to incorporate a kindness unit into my teaching each year. While teaching 5th grade, I seized the opportunity to integrate a writing curriculum from ThinkCERCA, which included a thought-provoking lesson on the impact of real-life superheroes. The unit commenced with the 5th grade students creating a kindness bulletin board, an initiative that allowed them to explore and research ways to spread kindness. The board served as a tangible platform for the school community to engage with, offering practical ideas for acts of kindness. Simultaneously, we delved into important vocabulary associated with the unit. Transitioning to the ThinkCERCA writing lesson, which comprised six steps, proved to be an enriching experience. The structured approach, starting with making a personal connection to the topic and culminating in a final draft submission, provided a clear framework for the students. The inclusion of a supporting text, comprehension questions, summarization, and organizational steps facilitated a comprehensive understanding of the writing process. The availability of a grading rubric further streamlined the assessment process. What truly transformed the lesson was the real-world connection. Empowering students to embody real-life superheroes by setting and achieving kindness goals ignited a newfound passion within them, resulting in more detailed and engaged writing submissions compared to previous assignments. It was evident that the addition of this real-life component significantly enhanced student engagement throughout the unit. Reflecting on the impact of this lesson, I am compelled to expand this initiative across grade levels by collaborating with staff to create kindness bulletin boards. This expansion will not only reinforce the practice of kindness but also infuse a sense of purpose and community across the school. This experience has underscored the transformative power of real-world connections in education, emphasizing the importance of intertwining academic lessons with practical, meaningful experiences. It has also reaffirmed the value of instilling kindness and empathy within our students, shaping them into compassionate and socially conscious individuals.

At the outset of each school year, I distribute a reading survey to gauge my students' perspectives on reading. One year's surveys echoed a familiar sentiment, revealing mixed feelings towards reading, with many students citing it as their least favorite subject and expressing a lack of confidence in their reading abilities. Understanding their struggles, I am deeply committed to reshaping their perceptions, knowing that students tend to enjoy what they feel proficient in and that choice and real-world connections can ignite interest in any subject area. The literature circle unit emerged as a powerful amalgamation of student choice, immersive literature, collaborative teamwork, and role-playing. The process commenced with a book tasting session, allowing students to peruse book covers, illustrations, and synopses, followed by the viewing of book trailers for different texts. Subsequently, students made their preferences known, which formed the basis for their division into literature circles. I then delved into daily mini-lessons on the various roles within the groups. During independent work time, students advanced towards their reading goals and fulfilled their assigned job roles, with subsequent rounds involving role reassignments to leverage familiarity and expertise. The transformative impact of this unit became evident as I observed shifts in students' attitudes towards reading. Many became deeply engaged with their chosen books, and their enthusiasm was palpable as they delved into planning end-of-book projects, creating book trailers, slide presentations, and posters. This experience prompted me to expand resources, ensuring a wider array of text choices for students. Additionally, I explored alternative assessment methods for the culmination of the literature circles, aiming to provide diverse avenues for students to demonstrate their understanding and creativity. Looking ahead, I am committed to further enhancements, seeking to continuously expand text sets and explore varied assessment approaches. This reflection has reinforced the importance of choice, engagement, and real-world connections in fostering a love for reading and learning. It has also highlighted the need to continually adapt and improve instructional practices to better serve the diverse needs and interests of our students.