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    After Teaching The Lesson, Analyze Student Performance and Your Teaching by Responding To The Following Questions.

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    The teacher taught a lesson on getting to the action in adventure narratives. Based on evidence from student work, the students successfully met the objective of editing their stories to start with action or keeping their existing action-oriented beginning. The class discussion analyzing different story openings was an effective instructional strategy, allowing students to identify which beginnings grabbed attention through immediate action. The teacher provided differentiation by giving some students scribing support or guiding questions to help develop an action-oriented beginning for their stories. The teacher learned that short lessons with extended writing time helped students focus on the task.

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    After Teaching The Lesson, Analyze Student Performance and Your Teaching by Responding To The Following Questions.

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    Anonymous Z9zcD6Bz
    92 views2 pages
    The teacher taught a lesson on getting to the action in adventure narratives. Based on evidence from student work, the students successfully met the objective of editing their stories to start with action or keeping their existing action-oriented beginning. The class discussion analyzing different story openings was an effective instructional strategy, allowing students to identify which beginnings grabbed attention through immediate action. The teacher provided differentiation by giving some students scribing support or guiding questions to help develop an action-oriented beginning for their stories. The teacher learned that short lessons with extended writing time helped students focus on the task.

    Original Description:

    Reflection

    Original Title

    Lesson 4 - Reflection

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    The teacher taught a lesson on getting to the action in adventure narratives. Based on evidence from student work, the students successfully met the objective of editing their stories to start with action or keeping their existing action-oriented beginning. The class discussion analyzing different story openings was an effective instructional strategy, allowing students to identify which beginnings grabbed attention through immediate action. The teacher provided differentiation by giving some students scribing support or guiding questions to help develop an action-oriented beginning for their stories. The teacher learned that short lessons with extended writing time helped students focus on the task.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    92 views2 pages

    After Teaching The Lesson, Analyze Student Performance and Your Teaching by Responding To The Following Questions.

    Uploaded by

    Anonymous Z9zcD6Bz
    The teacher taught a lesson on getting to the action in adventure narratives. Based on evidence from student work, the students successfully met the objective of editing their stories to start with action or keeping their existing action-oriented beginning. The class discussion analyzing different story openings was an effective instructional strategy, allowing students to identify which beginnings grabbed attention through immediate action. The teacher provided differentiation by giving some students scribing support or guiding questions to help develop an action-oriented beginning for their stories. The teacher learned that short lessons with extended writing time helped students focus on the task.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    Unit Plan

    Lesson Reflection Form


    Name of Lesson: Getting to the
    Action
    Lesson # : 4

    Date: November, 21st, 2016

    After teaching the lesson, analyze student performance and your


    teaching
    by responding to the following questions.**
    To what extent did the students achieve the outcomes you
    intended?
    List specific EVIDENCE/DATA that provides information about student
    learning.
    Based off of the students assessment, I believe they successfully reached the
    objective that was intended to be met in the lesson. In all of their adventure
    narratives, they edited if they did not have a beginning that got right to the
    action or they kept it as is because they already started with action.
    Throughout the lesson they also showed that they understood the
    importance of grabbing the readers attention by getting right to the action
    rather than leading slowly into the action of the story.
    Which of your instructional strategies were most effective in helping
    your students learn? Explain how it was effective.
    I believe that the discussion that took place was most beneficial for this
    lesson. As we went through the slides that had different beginnings, going
    through the process together as a class of identifying which beginning got
    right to the action supported the students learning greatly. It gave the
    students the opportunity to see how getting right to the action made the
    story a lot more interesting and grabs the readers attention veruses the
    beginnings that do not.
    How did you provide instruction to accommodate student
    needs/differentiation?
    The differentiation took place in the assessment. Certain students due to their IEPs require
    scribes and others who need more prompting required guiding questions in order to create their
    beginning that gets right to the action. For example, what are the events that take place and
    which one would be a good place to start?
    What have you learned from this lesson that will affect your
    planning for the next or future lessons in the unit?
    Identify any changes/adjustments you made during the lesson.
    From teaching this lesson, I learned the benefits of sticking to a short lesson
    August 2015

    and giving the students the time to really just write. In a writers workshop
    this is the traditional way of teaching, just a quick mini lesson and the rest of
    the time to work. This helped the students focus on their task and really just
    continue to get the practice in of just writing. I will continue to stick with this
    for future lessons.
    **Taken from CT State Department of Education-CCT Rubric for Effective
    Teaching

    August 2015

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