Self- reflectionLanguage Arts Lesson

I prepared to teach the lesson by re-reading the lesson

plan and reading the story out loud. I made sure I knew
exactly what examples I was going to use in the story and how
to relate it to the students lives.
The objectives were to describe the overall structure of
a story, including describing how the beginning introduces the
story and the ending concludes the action. The assessment for
this objective was the students properly placing the events of
the story where they belonged in the story. Through this
activity, I measured if the student understood where the
beginning of the story was and where the ending of the story
was.
The second objective was to use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its character, setting, or plot.
This objective was assessed through the drawings the students
did on the index card after reading their event they were
randomly given.
I pretty much stuck to the written lesson plan, but
sometimes I would say things different in reaction to the
students comments. Overall, though, I stuck to the written
out plan.
The most important thing I wanted to get across to the
students was the importance of putting things in the right
order. I gave them real life scenarios so they could connect
or better understand the lesson. If things were not conveyed
in the right order, another student might not understand the
story or it would not make sense. In the same vein, if you
were to put your shoe on then your sock, it would not make
sense.
I think the lesson went extremely well. The students were
engaged and got to be apart of the lesson directly. I would
give myself an A. I learned that all students take away things
differently and have different perceptions of the lesson. I
tried to appeal to most of the classroom with different styles
such as the drawing or the kinesthetic learners.
The only way I would change this lesson was in my
activity. Instead of the students holding up the cards, I
would tape them to the board in a similar fashion as a
timeline of events. This would make it easier for the students

to move around and leave the drawing and event stationary

while they go back to their seats.