Lesson Plan & Implementation:

Reflection and Analysis

Time Celebration/Struggle/Question:       Claim about teaching practice

0:49 Teacher goes over the learning objective and It is important for students to be aware of the
reviews the meaning with the students. Area learning goal (FEAP 1a, 2c). Also, I feel that
of Improvement- involving students in the students should be involved in the process.
reading of the objective. Also, time was
taken to review the specific standard that
objective is addressing

3:05 Teacher works with students to recall It is important to activate student’s background
background knowledge about the first story knowledge in the beginning of the lesson so they
while also modeling S-W-B-S. are ready to make new connections (FEAP 1.b).

5:08 During this time, student engagement was Maintaining engagement is essential especially
quite high as seen by the number of hands when modeling a new skill to students (FEAP
raised and eyes on the board. Also, multiple 3.a).
students were called on, not just the same
students over and over.

5:31 Questions were asked about the first story While it is good to ask comprehension questions,
such as “Did he [the wolf] mean to eat the I feel they should be followed up with higher
pigs?” and “Was he really a bad wolf?” These order questions (FEAP 3.f). For example: “was
were answered with “yes/no” by the he really bad?” followed by “what evidence can
students. Area of improvement- higher- you provide to support your opinion?”
order questions.

7:00 Students responded very well to the song Engaging students by employing their interests
format of the second story. I believe this is an effective teaching strategy (FEAP 3a).
increased engagement by piquing interest
levels.

8:50 The teacher modeled using the Venn This allowed the teacher to highlight the graphic
Diagram. organizer as well as set expectations for the
students (FEAP 3.a).

11:19 From the video, the students did not have How can we assess students accurately if the
any independent practice with the Venn work shown is not original? I believe students
Diagram structure. All was teacher-led and need the opportunity to try the work on their
the students appeared to copy the work she own. (FEAP 4.c).
projecting on the board.
 The Reflection: The reflection component should make you think about your
overall impressions and feelings that you had.
Questions to answer in your reflection:
1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
 Perhaps this teacher intended to allow more independent work, but got caught up in the
moment and did not release students to individual work.

2. If you were going to teach this lesson to the same group of students, what would you do differently?
Why? What would you do the same? Why?
 Something I feel could be done differently would be allowing a little more student
independent work. This is because I felt the lesson was heavy on teacher-led strategies.
Something I would keep the same is the way the second story was given. The song format
was super engaging and appeared to meet student interests.

3. What surprised you in your lesson?

4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance?
What is so perplexing about that particular moment?
 One instance that comes to mind is the overall occurrence that students were so engaged
and the teacher was able to call on a different student nearly every time. This stood out to
me because often it is hard to get more than the same five students to raise their hands and
participate.

5. What connections can you make to your lesson today from your coursework, the literature, and any
previous lessons or experiences?
 I felt the connection the teacher made between the standard and the objective really
connected to ours coursework. We’ve learned it’s important to create objectives based on
the standards, and this went to a higher level by also sharing the standards with the
students.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what
extent did the students meet the objectives stated in your lesson plan and how
do you know? Make 2-3 claims about student learning and support it with
evidence that you gathered from the lesson (video, student work, observation
notes, etc.).
Questions to answer in your analysis:
1. Which students achieved the learning objective? Which students did not achieve the learning
objective? How do you know? Which of the following helped or hindered your students’ learning –
teaching methods, activities, instructional materials, planned differentiation strategies?
 For me, I feel it was challenging to determine whether or not the students met the learning
objective as I did not see their produced work. Despite this, I felt like they were genuinely
exposed to the concepts in the objective. The only concern I have is the majority of work I
 did see was copied from the teacher example.

2. How did any special considerations of accommodations affect the lesson? Discuss the outcomes you
achieved explicitly with any students eligible for ELL support, gifted instruction or IEP/504
accommodations—did they meet your objectives? Why or why not?
 I am not aware of any specific accommodations, perhaps some students were sitting in the
front in order to be closer to see the board. As far as ESOL accommodations, I did not notice
any such as hand/facial gestures, pictures, or individually given directions. I did notice one
student sitting at a desk by themselves, perhaps this was a behavior management strategy.

3. Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this
class based on the data you collected? Be sure to explain how you will use information from this
evaluation in future lesson planning.
 Next, I feel the teacher might move to having the students compare two stories on their own
using the strategies they learned in this lesson.

Content-Focused Questions: Choose the section that aligns with your lesson
content and answer the questions accordingly.
Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic awareness,
phonics, fluency, vocabulary, and comprehension) in your lesson?
 The pillar of comprehension was addressed in this lesson. This was done by teaching how to
retell a story using the S-W-B-S method. This was also modeled by the teacher.

2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?
 This was done by modeling the steps of how to go through the S-W-B-S process where the students
were to tell the teacher what fit in each section.