Victoria Binetti

Professor Riley
EDUC 359
Fall 2017

Live Lesson Reflection

1. Our objectives for our lesson were that students will be able to summarize in writing the

characteristics of places and regions and their physical and human features and students

will be able to classify places and regions by physical and human features. I think we

achieved our objectives because we modeled for the student the nine physical features

that we were discussing and showed them on the map. We also showed a picture and

gave a few facts about the feature. We had a writing assignment that got the student

thinking and he wrote a few very creative sentences based on the physical features that

were discussed.

2. We used vocabulary that would be age appropriate for a middle school classroom. We

included nine words which was a sufficient amount. We noticed that using prior

knowledge, the student was able to name at least five of the features that we were

discussing. I think maybe we could have picked more challenging words, but the ones

that we chose, worked well for this age group.

3. We initially wanted to include bingo in our lesson but swapped it out for a writing

assignment. I think the writing assignment worked very well for our lesson and got the

student thinking. When he read his sentences, he was very creative and understood the

task that was assigned really well. We did a map labeling which I dont think was too

easy or too hard. I think it worked well to help the student remember where the features

are located on the map. Our lesson was simple and I think the KWL chart worked too
 because we were able to answer the students question in the what you want to know

section at the end of the lesson in the what you learned section. If we were to do the

lesson again, I think adding bingo would add another good component to the lesson. The

bingo is interactive and involves more than just one person.

4. I think we used good labeling with pictures, so we would write the words in English as

well as having a picture of what the term is. I think for the writing prompt, we would

have to read the prompt out loud slowly to the student because the directions may be a

little confusing. We would also have to explain each feature more because this student is

not from America, and will not be familiar with the features. A lot more repetition would

be needed for an ELL student.