Lesson reflection DIFF 510 (10 points)

Part 1: Describe the lesson give a brief description of the lesson you taught, including topic, time allotted,
number of children, grade level, etc.
I taught the introduction of weather, to a first grade classroom of 19 students. The lesson was for about
45 minutes. Most of the lesson took place on the rug as a group. The students did do some independent
work at their desks. Before the lesson the preassessment was given to the students. This is the first
lesson for the weather unit, so we started with a discussion about what we know about weather, and
filled out a KWL. Then the book What Will the Weather Be? By Lynda DeWitt was read to the class.
After the book we had a class discussion again about different types of weather from the book. During
the discussion the class compared and contrasted the different properties types of weather have. The
class then acted out the different parts of the book, and types of weather in Readers Theater. The class
next discussed what the weather was today, and how we knew this. Students were sent to go look out the
window and make observations about the weather. We learned and sang our weather song, then graphed
todays weather on a daily weather chart. Students then filled in the same daily weather chart in their
personal weather books, along with completed a matching of weather independently.
Part 2: Describe the differentiation strategies you used how did you differentiated the lesson, what student
learning characteristics and/or interests were you targeting and how did you address those needs or interests?
The lesson contained whole group and independent work. Students, as a group, discussed weather and
properties of it. Together the class made a graph, but then students had to independently fill in their own
graphs in their weather books. The lesson contained music, math, intrapersonal and interpersonal
activities, visual guides, a reading, students made and analyzed observations, and students had a chance
to get up and move during Readers Theater, and to look outside for the weather. James does not
participate in discussion due to his lack of communications skills, but he was able to observe outside,
and participate in Readers Theater, were he was the sun so he was able to just stand there, but still be
involved. Also he was able to work independently creating his own graph and matching weather in his
weather book. James really enjoys music, so I made sure to have music in the lesson (which will be sung
every day when telling what the days weather is.) Ashley excels in group discussions, she often has a lot
of outside information she can share with the other students. Ashley is also very visual, so there were
visual representations of graphs, pictures and props from the story incorporated in the discussions.
Ashley is great at group work and being the leader, she helped to direct Readers Theater. The lesson was
differentiated through product which allowed James and Ashley to actively participate, and contribute
their strengths to the class.
Part 3: Data analysis what was your behavioral objective for the lesson, how did you evaluate the students
progress toward that objective? What do the results tell you about their learning? What do the data indicate
should be your next step in the teaching of this material?
The objective of the lesson was for students to have an understanding of different types of weather and
their properties. Throughout the lesson students were being evaluated on how they contributed to the
discussion and were able to act out different weathers. For James who does not add anything to the
discussion he was observed on if he paid attention, which he always does. The students after the lesson
completed a think pair share, which was observed. Students weather books were also collected and
reviewed to see if students understood what was done as a group, and were able to reproduce the
information themselves. The results from the observations during the lesson showed that most students
understood the lesson, and took information away from it. Students were able to reproduce information
about types of weather, and properties of them to partners and in their weather books. James completed
his independent work correctly, and showed he took in the concepts from the lessons. Ashley was able to
contribute to the discussion, and complete her work successfully. I can assume most students learned the
types of weather and their properties. With this in mind the next lesson will continue through the unit,
often having students recall this information, but we will start to learn new information, such as
thermometers, hot and cold, hazardous weather, and the water cycle. James will continue to participate

with the group, and be analyzed on completion of work, not discussion. Ashley will continue to
participate with the group, along with completing independent activities. She has show an understanding
already of the material, so curriculum compact will be used through out the unit for her.