Lesson Plan & Implementation:

Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should reflect on the experience and analyze its
effectiveness. This part of the process consists of three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations. For this reason, complete a chart as you watch your
video with the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time Celebration/Struggle/Question: Claim about teaching practice

5 minutes I did not communicate with my CT
that students did not need
anything on their desk for this
lesson. It led to a tiny confusion at
the beginning.
This showed that I still try to
move a bit too fast at times,
which relates to FEAP 2b
Manages individual and class
behaviors through a well-
planned management system

9 minutes I really loved the text that I
brought for this lesson. I thought
that it fit perfectly, and that my
students really enjoyed it as well.
It was a great way to start the
lesson and expose my students to
adjectives.
This shows that I put a big
emphasis on the use of read-
alouds in lessons. I think that
they are incredibly important.
This relates to FEAP 3b,
because it ties in literature
with the lesson.

13 minutes I think that I should have been
clearer about the fact that
students could come up and place
their sticky note whenever they
were done. I had a couple students
waiting for me to give them
permission to get up.
I would say that since I was
unclear with my instruction,
that this would go with FEAP
2E, since I was not specific
enough with my oral
instruction. Maybe adding
written instruction would help.

18 minutes Putting students into small groups
based on reading level was one of
the best things that I could do. I
also put PM with the Group 3 girls,
because I felt like that was who
The FEAP that this relates to
would be 3h, because I noticed
the differing needs of my
 could support her the most, and I students, and changed my
believe that was the correct lesson to better fit them.
decision.

19-26 minutes I felt like I did a really good job
circulating amongst the groups.
Being able to put the group that
struggles a lot with reading with
Ms. Socorro helped a lot, because I
know that the two girls in that
group are often very confused
This is another instance where
I felt like I positively
demonstrated FEAP 2a, since I
gave students a great amount
of time to finish their activities,
and I did not spend too much
time with any one group.

27 minutes At this point, one of my students
that was using flexible seating
started to dance around on the
ball. I missed that, and I feel like I
should have said something
because of the safety concern.
This goes with FEAP 2b,
because all students should
know proper behaviors while
using the ball.

32 minutes The issue with passing things to
the right happened here. It passed
my mind that my students did not
know their lefts and their rights.
While this was an issue for almost
every kid, I really should have
gone to the green table first,
because that was always going to
be the table that had the most
issues with two ELL’s and two
students who will not take charge.
This should have been an
instance where I utilized FEAP
3d, since I should have
modified my lesson to have a
part in there where we went
over it quickly in order to
avoid confusion with trading
cards.

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.

Questions to answer in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
What I did differently than I had planned was that I instead decided to go with a sticky note
activity prior to the secondary activity. The reason that I did this was because I thought
that it would make the lesson go much smoother. The lesson was also completely different
due to the students that were in the room. The lesson was planned to be for my morning
group, but ended up being for the afternoon group, due to a change of schedule the day
before.
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 to do this lesson again with the same group of students, I would definitely give
 students more time to look over the list of adjectives. I would make it so that the list of
adjectives had subheadings, so that way it would be easier for students to discern the
meanings of the words. I would also go over lefts and rights with my students, because I
noticed that it was a big issue that I did not anticipate. I would do most everything else the
same, but I think that it would have had to have been different with the other class, as they
cannot handle that sort of activity. This lesson showed me the difference of planning for
different groups of students.
3. What surprised you in your lesson?
The thing that surprised me in this lesson was the number of students that completed the
assessment correctly. For most of my students, this was their first experience with
adjectives outside of a 10-minute introduction the day before. I was slightly surprised that
students were tying the descriptive word to the verb rather than the noun, but it made me
realize that I should have asked students to make sure that they are describing the noun.
4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so
perplexing about that particular moment?
One instance that comes to mind was reading the Post-It notes at the beginning and
realizing that most students understood what an adjective was, but it led to me worrying
about whether they would know how to put an adjective into a sentence properly. This was
perplexing to me because only one student was unable to give me a correct response, when
I had been expecting about half of the class.
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?
The lesson that I completed with my students reminded me of the summer internship
program a lot. I say this because my focus students during that time were fifth graders, and
had almost no idea as to what the different parts of speech were.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the
students meet the objectives stated in your lesson plan and how do you know? Make 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the learning objective? How
do you know? Which of the following helped or hindered your students’ learning – teaching methods,
activities, instructional materials, planned differentiation strategies?
Almost all students achieved the learning objective of starting to understand what an
adjective’s job is in a sentence. The students who did not achieve the learning objective
were; PM (ELL), TN (ELL), ZT, AG, ZC, SA (orange group), and GC. These students used an
adverb rather than an adjective. TN and PM did not complete the assessment properly. PM
did not complete anything for her sentence, and TN just wrote a noun, a verb, and an
adjective rather than a sentence. I feel like I did not spend enough time near the orange
table, and that is why they struggled with the activity. I also believe that they might have
asked AG what to do, and she did not know what to do, and thus they all got it wrong.
2. How did any special considerations of accommodations affect the lesson? Discuss the outcomes you achieved
explicitly with any students eligible for ELL support, gifted instruction or IEP/504 accommodations—did
 they meet your objectives? Why or why not?
Outside of the differentiation based on student level, the only accommodations that were
present for this lesson was that I provided Spanish copies of the work as well as the English
translation to our new student, PM. While she did not understand exactly what to do, I
attribute that to myself not knowing exactly how to say what it was that she had to do.
Instead of writing just one word, she ended up writing a whole sentence, but those
sentences included adjectives, which she underlined.
3. Based on what happened in this lesson, what are the next steps? What do you plan to teach next to this class
based on the data you collected? Be sure to explain how you will use information from this evaluation in
future lesson planning.
The next steps for this lesson are to continue teaching students about adjectives, and to go
more in-depth about their uses. Another important step to consider is discussing with
students about how the adjective has to describe the noun, and not describe a verb. This
was an issue I saw with students describing a verb for their assessment piece.
4. Include artifacts representing student work that reinforces your narrative.

Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.

Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic awareness, phonics,
fluency, vocabulary, and comprehension) in your lesson?
This lesson addressed the area of vocabulary in the sense that students were introduced to a new type of
word that while they had been using these types of words before, they had next to no idea that these types
of words were called something.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while attending
to student engagement?
I made sure that the first priority of the lesson was for students to understand the content of what
adjectives were, prior to moving forward with other activities having to do with more engaging parts.
Students were engaged with the content because it was made relevant to their lives, and it was also
exciting for them because they got to be in charge for different areas of the lesson while I took a step back
to observe and take notes. Students were able to move around for this lesson and were able to think
outside the box with different parts of speech.

**Include in your reflection either at the end or integrated within, references to times where you
demonstrated applicable FEAPs. Your reflection can serve as the artifact you link to in your FEAPs
portfolio for those specific FEAPs that you describe demonstrating there.