John Wilkinson

SIOP Live Lesson Reflection

Student: Jack
Our SIOP Live lesson with Jack had two types of objectives. These
include language objectives and content objectives. Our language
objectives focused on our students writing and speaking skills. The
language objectives are that students will be able to write up a poster
proposal for a business, and that students will be able to explain to the
class their business ideas using vocabulary from our lesson. The
content objectives included students will be able to recognize Milton
Hershey, summarize Milton Hersheys achievements, Compare Hershey
Pennsylvania to Archibald, and design a poster for a business idea.
After presenting our lesson, I feel that we achieved the majority of our
objectives. I feel that we successfully achieved both of our language
objectives, as Jack created his own business proposal on a small
poster, and as he was able to explain his business to us using the
vocabulary that we had just introduced. In terms of content objectives,
the only objective that I felt we did not achieve was for Jack to be able
to confidently compare Hershey Pennsylvania to Archibald. I believe
that all other objectives were met as Jack produced a poster, and was
able to orally recognize Milton Hershey and summarize his
achievements.

I believe that this activity somewhat challenged Jacks

vocabulary and language development. Our vocabulary words for this
lesson were business, design, and entrepreneur. At the onset of
our lesson, Jack seemed to be familiar with design and its general
meaning. While Jack mentioned that he had heard the word business
in the past, and easily grasped the term once we explained it, but he
was not able to produce a contextual definition for business until we
discussed it with him. As for entrepreneur, Jack struggled to
pronounce the word, but after some practice he was able to speak the
word fluently. At the beginning of our lesson, Jack had no inclination as
to what entrepreneur could mean. With support, he was able to recall
a definition in his own words of what an entrepreneur is.
After presenting our lesson, I realize that there are a few parts of
our lesson that could have gone more smoothly. While I would consider
our lesson a success, small mistakes on my part resulted in our being
flexible and thinking on our feet. The one mistake in particular I am
thinking of is that I accidentally used an incomplete version of the
PowerPoint presentation that I had been preparing for the lesson. When
I had emailed myself the PowerPoint, I did not realize that I must not
have saved my progress, and as a result I sent myself an incomplete
version. This version we ended up using during our presentation, we
just had to adapt to work around the missing components. This mistake
was my own, and my group should not be punished for it. I want to

commend both members of my group for seamlessly adapting when

we were surprised with the incorrect version. If I were to perform this
lesson again, I would be very careful to ensure that I had all of the
correct and updated materials. In addition, I would add more of a focus
on a compare and contrast of Archibald and Hershey in order to better
illustrate the similarities and differences between the two regions.
As communication was not an issue during our lesson, I noticed
we tended to be somewhat conversational with Jack throughout our
presentation. As a result, we were naturally less inclined to use body
gestures or to slow down our speech and enunciate each word. While
we did perform these actions, I feel we did not emphasize them as
much as we would have with an actual ELL/LEP student. In addition, we
opened our lesson with a clip from an episode Spongebob
Squarepants. While this opener was relevant and effective for getting
Jacks attention, it is likely that an ELL student may not have been
exposed to this program. As a result, I would change the opening of the
lesson to try to make it relevant to the student (based on the students
background, culture, etc.). Lastly, I would be sure to use less
complicated vocabulary words for an actual ELL student. I am referring
to both the language I use while speaking with the child, as well as the
official vocabulary for the lesson. This adaptation would prove sensitive
to the students BICS and CALPS.