Candidate’s Name Rena Ingram

Date 3/11/2020

Expanded Ticket in the Door

(Analysis of Implemented lesson)

Reflect on your classroom experience: Analyze what you implemented in your

classroom.
 Limit your analysis to no more than 2 pages. Be concise.
 Consult the “Rubric for Assessment of Implemented Lessons” to make sure your
analysis is thorough.
 With your analysis, submit a copy of the lesson you implemented showing the
changes you made from the lesson draft you created originally.

1. Review: Explain in detail what you did including the setting, the students and the
topic. Include any details that aren’t readily apparent from your lesson plan.

I implemented my Metaphorical Expressions lesson plan over 2 class periods (1 90-min class
and 20 minutes at the top of the next class day) on Tuesday, February 18th and Thursday,
February 19th during my 4B (AP Chemistry) class. In the class period prior to the 18th, the
students (23 total) continued to learn about stoichiometry, but more specifically, they learned
about the underlying concepts of the role of limiting reactant in a chemical reaction and how
to calculate percent yield. For a example, if it takes 2 slices of bread, 1 slice of meat, and 1
slice of cheese to make a sandwich and I have 3 slices of bread, 2 slices of meat, and 2 slices
of cheese, what is preventing me from making 2 sandwiches? Bread is preventing me from
making another sandwich, so it is acting as the limiting reactant because it prevents me from
producing more product. Additionally, how to use stoichiometry to mathematically determine
the limiting reactant and using it to determine the percent yield of a reaction were explored.
Thus, students were adequately prepared to engage in the Metaphorical Expressions lesson
that capitalized on the ability of metaphors (direct, personal, and compressed conflict) to
enhance their learning experiences, allowing them to gain deeper insights by exploring the
content both analytically and creatively through the process of “dual coding” which
establishes both a linguistic and visual connection to the topic.

2. Reflect: Describe what worked and why; what did not work and why not; and how
the students reacted. Did you ask students in a formal or informal way about their
reactions to the new strategy or idea?

As always, with everything you do for the first time, you’re not going to be 100%
comfortable, yet, similar to the first implemented lesson, I honestly feel that it was a great
experience – one full of both enjoyment and learning. Although my AP students kind of
struggled with the strategy at first because they’re so used to overthinking, I believe that the
activity helped them better understanding the underlying principle of limiting reactants and
how it can affect the overall amount of product produced in a chemical reaction. The students
really enjoyed watching the video and, from my perspective as a teacher, it aided in the onset
 Candidate’s Name Rena Ingram
Date 3/11/2020

of a creative collaboration of ideas amongst the students in addition to encouraging a relevant

discussion of education that will never get old, especially regarding the learning ability of a
gifted learner. The students also really enjoyed and got really into the moment when
engaging in the mental stretchers’ activity in the beginning of the lesson. For example, for
the poster that asked, “How is a house like a carnival?”, the responses included unique décor,
fun, full of clowns, must pay to enter, and my brother is in it. However, there were still some
areas that weren’t as polished as I would like that would aid in a smoother implementation.
For example, I showed students the video prior to talking about metaphors and having them
re-watch it with that particular intent; yet, I believe it would have been more beneficial to
start the lesson with a discussion of metaphors, then, have then watch the video freshly with
that intent to ensure they are engaged more purposefully. Additionally, I didn’t expect the
students to struggle as much with grasping the concept of each of the analogy activity
expectations and they did so because they are so used to thinking very complex which
affected the time in which it took them to complete. However, even with these areas of
concern, the students still really enjoyed the activity. I both informally (discussion) and
formally (ticket-out) asked the how they liked the metaphorical expressions strategy/idea,
and all of the students seemed to agree that it made them not only have fun with the content
as their most memorable take-away was the song creation that required them to sing/rap from
the standpoint of their life as a slice of bread that prevented them/someone from making
another sandwich, but that it challenged them not through the lens of an advanced level of
difficulty but through their interests because it was so relatable to their everyday lives.

3. Refine: How will you use this strategy in the future in your classroom? What
modifications or adaptations or improvements will you implement so that it is more
effective with your students? What else do you need to know or do to make the
particular lesson more successful?

In the future, I definitely want to continue to use this strategy when we discuss content that is
more conceptual, such as the characteristics of acids and bases, that allows them to broaden
their understanding of concepts creatively. With gifted students, teachers often falsely
assume that everything must have a high level of difficulty/complexity that it suffers in
channeling both interest and relatability, which was prevalent in this activity as the students
struggled with the target goal of each analogies’ activity. Going forward, in order to make
this strategy more effective for my students, I will: (1) provide them more time with the
activity (span over 2 full 90-minute class periods), (2) open the lesson with a discussion of
metaphors prior to introducing them to the video, and (3) provide more facilitation and
assistance as the students advance through the activity. Lastly, in order to make this
particular lesson more successful, I need to provide students with a better opportunity to
providing me with feedback regarding anything I could have done or done without in order to
make the lesson more beneficial to them. Simply put, the students are on the receiving end of
the lesson and with it being created specifically for them, it’s best that I get authentic
feedback from the target audience on ways I can improve my delivery. More importantly, I
will consider creating an anonymous submission opportunity, i.e. Google Forms, that will
better encourage honesty of feedback.