Lesson Plan &

Implementation:
Reflection and Analysis
The Reflection
Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you

planned? Why did that happen?

An aspect of my lesson that was implemented differently than I planned

was forgetting to talk about feelings were. My lesson was to teach about

the narrator feelings as we read a poem. The students were not able to

identify the narrators feelings. They kept saying that the narrator was

happy, even when the poem had the word afraid in it. I was teaching the

senses and what words can be used for the senses. I totally forgot to teach

about feelings and the words in the poem that say that the narrator was

scared.

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?

If I were going to teach this lesson to the same group of students, I would

not give the poem to the students. I would have them close their eyes and

really feel the poem as I read it to them. Then I would ask text dependent

questions and asks students to use text evidence to find the narrators

feelings.

3. What surprised you in your lesson?

I was surprised that everyone said the author was happy. I thought that

they would know that the narrator was afraid. I had to stop the lesson and

reteach. My CT said that sometimes you have to reteach and that it is not

looked down upon.

The Analysis

General questions to consider in your analysis:

1. To what extend did the students learn what was intended? How do you know?

As part of your answer, please indicate:

a. In what ways were your teaching methods effective? How do you

know?
b. In what ways were your activities effective? How do you know?

My students learned that when reading a piece of writing the narrators feelings.

As a part of my lesson I had students sit on the carpet so they can be and stay

engaged. I asked open-ended questions and we had a teacher-led discussion.

Towards the end of the lesson they were able to identify the narrators feelings.

2. Identify an individual or group of students who had difficulty in today's

lesson. How do you account for this performance? How will you help this

(these) student(s) achieve the learning objectives?

The reason a couple students were having difficulty was because I didnt fully

explain what the narrators feelings mean. After I retaught it then they started to

understand the objective. They were not listening also because some students

have 504s and IEPs and cerebral palsy. They would need that one-on-one time.
The group of students who did especially well in this lesson today was because they

were listening to me and understood the concept.

Differentiated instruction:

To differentiate my instruction I worked one-on-one with students that had a disability

and needed more time. I assessed students by giving an exit ticket asking what they have

learned. I wanted a snap shot to see what my students got out of the lesson. If I would to

do this same lesson again I could give another easier poem to student so they wouldnt

struggle as much.

English language learners:

In considering the needs of all ELL students in my class, I would have given an easier

poem so they can describe the narrators feelings and show visual aids, to help them

comprehend the poem. During the lesson, I have a classroom management technique

when I say 1,2,3 eyes on me, in Spanish to help with ELL students feel more

comfortable.