Lesson Plan Reflection

Student Teaching (New Horizon) – Spring 2020

Within the profession of teaching, there is always room for growing professionally

through experience and on-going learning. This is an aspect that attracted me to the profession of

teaching as there are many opportunities for learning and improving practice. Perhaps the most

effective way I have learned from my teaching experiences has been through the practice of

reflection. After teaching each lesson, the education program at Geneva requires we write a

reflection on the lesson. By reflecting on the lesson, I am prompted to analyze the effectiveness

of my teaching and brainstorm ways to improve.

Due to the unfortunate circumstances brought on by the pandemic, I needed to adjust to

the shift to online learning. Without having the opportunity to meet my students or cooperating

teacher at New Horizon, I needed to learn the dynamic of the classroom in addition to learning

how to teach online. As evidenced by my included lesson plan reflection, I felt a bit defeated

after teaching my first lesson on Google Classroom. However, I believe this lesson plan

reflection is important to include for this standard as it demonstrates my ability to learn from

experience and seek opportunities to grow. To plan this lesson, I pulled from my knowledge

about Hailey’s academic skills. At the time of teaching this lesson, I had only met with Hailey

twice. However, after teaching this lesson, I spoke with my cooperating teacher Mrs. Allias for

advice on how to further develop and plan my lessons to benefit Hailey specifically, as she is the

only one logging on to turn in assignments. Since writing this reflection, I have been able to get

to know more about Hailey as a student and design my instruction to benefit her skillset.

Furthermore, I have grown much more comfortable teaching through online platform which I

believe is an indicator of growth and learning from my online teaching experience.

 GENEVA COLLEGE
BEAVER FALLS, PA
WOLFIE THE BUNNY – READ ALOUD

NAME: Jenna Marcisz DATE: April 8, 2020

SUBJECT: English Language Arts GRADE LEVEL: Behavioral Support (5-9 y/o)

I. TOPIC AND GENERAL GOAL

Wolfie the Bunny – Listen and respond to comprehension questions about the story

II. REFERENCE TO PA OR COMMON CORE STANDARDS

1.2 K.B With prompting and support, answer questions about key details in a text.

III. LESSON OBJECTIVES

TSWBAT…

 Listen to Wolfie the Bunny read aloud

 Answer questions about the story
IV. MATERIALS
 Wolfie the Bunny by Ame Dyckman
o YouTube: https://www.youtube.com/watch?time_continue=9&v=oyHDHchFKnM&feature=emb_title
 Google Forums Quiz - Wolfie the Bunny Questions

V. A. INTRODUCTION
 To assign my lessons, I am using Google Classroom as my technological platform.
Before our daily group Zoom meeting at 9 am, I will upload this assignment to our
classroom and assign it to each student.
 At the end of our group Zoom meeting, I will briefly introduce the assignment to the
students and encourage their parents/guardians to help them complete the work.
O “I have uploaded a special story about Wolfie the Bunny! What holiday do we
have coming up where we will see bunnies? Go ahead and head over to our
Google Classroom to learn more about this bunny named Wolfie.”

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

 Students will listen to the story read aloud to them on the YouTube video. With
parental support, they will be able to pause it and reread the story as needed.
 The key points of the story include Wolfie not “belonging” to the Bunny family and
growing much bigger than all of them, all the while Dot Bunny despises him as her
brother as she believes he will “eat them all up!” That is, until she defends him in the
presence of a giant, hungry bear.
 After hearing the story once or a few times as needed, based on parental
judgement, students will complete the quiz I made on Google Forums.
 C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING
ENVIRONMENT)

 Process: As students are listening to the story via a YouTube video, they can replay
the story as many times as they want. This will support comprehension and allows
each student to process the story at their own pace.

D. CLOSURE (SUMMARY)

 While I cannot be in person with the students, I will encourage parents on our Zoom
meeting to extend the lesson by asking students more questions based on their level
and have students draw a picture of their favorite part of the story, if their current
state of behavior and attention span allows.

VI. ASSESSMENT/EVALUATION
 Formal: To assess students listening to the video and comprehension of the story, I
created a Google Forums quiz. This quiz will automatically grade students’
responses. The format of the question is shown below by one of my questions.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

 Accommodation: When taking quizzes, students should have the answers and
question given in as visual of means as possible as most of the students have autism.
 Thus, this quiz features pictures for both the question and options so students rely
on their strength of visual representations rather than reading.

VIII. SELF-EVALUATION
I am still adjusting to the flow of online instruction in the face of this pandemic. Overall, I
am pleased with the planning of my lessons as I feel I have a sense of the abilities and strengths
of my student, Hailey. This lesson is highly geared to her strength in matching information with
the correct image. She is one of the strongest students academically in the classroom as she can
read simple sentences and copy down sentences. Thus, I encouraged her mom to help her
identify the sight words they saw in the story. Hailey was very excited to read the story when I
introduced it in the Zoom meeting as bunnies are one of her favorite animals. Hailey completed
the quiz successfully as she scored a 100% which proves to me that she understood the content
and was able to complete the quiz, with the support of her mom. Mrs. Allias said she was
pleased with the layout of the quiz and the choice of story. This was encouraging to me as I am
still getting used to the platform of Google Classroom and getting to know my classroom. These
are some of the aspects of the lesson that went well.

I think one of the most difficult aspects of planning my lessons and teaching online is that I
have never met the students or my cooperating teacher in real life. While I feel much more
comfortable after our daily Zoom meetings, I still find it hard to adapt lessons and know how
much Hailey is truly capable of when I have not witnessed her learning in person. Furthermore,
Hailey is the only student logging on. In a way, this makes planning easier as I am adjusting my
plans for one student. Yet it also makes planning difficult as the other students are expected to
complete what I am assigning yet I am unsure if my lessons are appropriate for each student.
However, I believe this is just a challenge that I must overcome given the circumstances. The
planning will get easier and seem to benefit the students more with time as I get to know them
more and become more effective instructing online.

I do not believe there is much I would change to this lesson as it was among the first lessons
I have “taught” for my class at New Horizon. I believe Hailey is capable of more than just what I
assigned in this lesson, however. I think in the future, I can prompt her to write a sentence in
response to what she has read or create sentences for her to copy down.