This class was the first structured class Seiji and I taught together. It was a good experience overall. We had to change our lesson plan the day before to match up with the course instructor’s plans. This led to some amounts of extra stress as we were all set on our original plan. We accommodated though and adjusted our plan to reflect the course plan as per the instructor. We were tasked with the objective of teaching tone, narrative vs short story, theme, and comprehension through a story called “The Adventures of a Blue Eyed Ojibway”. This story had many cultural aspects that were unfamiliar to the students to it required lots of information for context. We tried to facilitate this by doing a breakout room terminology search jigsaw. This proved to be helpful but there were too many words on the jigsaw for the students and it made them anxious or frustrated as they could not understand all of the words. This activity took much longer than we had planned and also the course instructor as well as Seiji and I asked the students to turn on their cameras to introduce themselves. This alone took about 25 min and then the word search activity took about 30. This would be the theme of our lesson – too little time and too much material. This was very frustrating to experience as I felt that we were well prepared and taught relatively confidently and had good rapport with the students. It felt a little overwhelming having to teach all of this material as I believe over the course of our 2 two hour lessons there could have been material for 4 courses. The text was difficult for students as it incorporated many stereotypes being protrayed in humourus ways that require a pre existing knowledge of Indigenous-Canadian social relations. This would be difficult to delve into within 2 classes. In this class, I thought we were very present and aware of the students and their needs. I also enjoyed how Seiji and I worked together to help the students. Another point of contention is that we were not able to create breakout rooms ourselves and had to ask the instructor to create them for us. This meant we would have to in a way break the 4th wall of us being instructors to expose us as students. I mean this in the least dramatic way possible, but it was just an instance that lacked flow within our lesson. Also, because of this, we were not able to hop into breakout rooms to check on students and their progress. This meant we were in the dark as far as knowing if they were accomplishing the tasks or not. We only made it to slide 9 of 20 so about halfway. This forced us to adapt and think on the fly about how to smoothly transition out of the lesson. We adapted one of our activities and then transitioned into the -now changed homework and exit ticket. Overall the students were receptive. I was happy with our tone and rapport with students. But once again the timing and information overload for the students could have been too much.