Darryl Plummer Post Lesson Reflection (11-12 November 2013) 1. To what extent were lesson objectives achieved?

(Utilize assessment data to justify your level of achievement) Daily Objectives: Students will be able to (SWBAT) Explain what makes the Basque Country different than Spain Identify historical roots of the contemporary separatism movement in the Basque Country Relate the painting Guernica by Picasso to historical events Judge evidence for and against Basque independence Decide if the Basque country should be independent or not Write a persuasive paragraph to explain their position Use standard paragraph format to argue their side

The assessment for this is the final draft of the Basque country persuasive paragraph. After reading them (a couple days after this lesson when it was due), I am generally happy with the results. All students were able to achieve objectives 6 and 7 (this is something I have hammered into them in previous units). The majority of students were able to achieve objectives 1, 4, and 5. Many students included objective 2 to help with their paragraph, but not a majority. I assessed the 3rd objective in class by asking students questions on the warmup and analyzing the painting. Students seem caught up on the abstractness of the painting rather than the events it portrayed, however, I think most students understood how it related to the Basque country. NOTE: All but 2 students got the Guernica question on the Post-Test correct.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again? Day 1 This was a notes day. I do make sure to ask students 2-3 questions per slide, but today felt a little dry. I think it may have been because I was sick and the students felt my lack of enthusiasm. Still, I think Id like to mix some short student centered activities in the next time. In general, I would have liked to introduce more information on the subject. My original plan was to do a lecture, an overview article, a contemporary article, and a video. I only really had time to do a lecture and the overview article. I decided to cut the video because I couldnt find one I really liked and many of them were inappropriate for school (violence, language). The one I did find was a Russian documentary, but the narrator had a pretty significant accent. I skipped the contemporary article just because I thought the overview one would be more informational and give students the data they needed to take a side. Day 2

Darryl Plummer I feel like the students dont quite have enough information to really make a good argument and I think they know it because they were asking if they could use other resources. Seeing as how the paragraph was a 1 day assignment, I said yes, but not to go crazy. Im actually less interested in the information they put in as how well they make a persuasive claim using evidence. However, I would have liked to hit both information and organization at the same time but I just dont have enough time left in the unit.

3. What do you envision for the next lesson? (continued practice, reteach content, etc) In the next lesson, students will peer review each others written work using a peer review sheet to make sure the paragraph is in the correct format and their argument is sound.