Lesson Plan & Implementation:

Reflection and Analysis

College of Education

Time Celebration/Struggle/Question: Claim about teaching practice

1:27 I had the students grab their stories This detail of the lesson was worked
that were placed at their tables ahead out ahead of time to avoid any
of time. The stories themselves were students not remembering what letter
differentiated therefore I had the they were, also having the student’s
student’s names on their papers ahead names on their stories prevented
of time. I asked the students to look students from getting a story that was
at their Kagan mats to determine if too hard for them to understand.
they were an A or B and then write Planning out these management
that at the top of their papers. This details ahead of time prevents a loss
was going to be used later in the of time during teaching. This
lesson. connects to FEAPS 2a and FEAPS 2b
because it is organizing and
allocating time as well as managing
behaviors through a well-planned
management system.
5:03 6 of my students were at the library This happens in teaching multiple
when the lesson began. They had a times a day. You have to be flexible
timer but still were not back in time catching students up with each other
like they should have been. These to ensure that all students are on the
students entered the lesson disruptive same page during a whole group
and loud because they were unaware lesson. This connects to FEAPS 2h
what was going on. Then I had to because I have to adapt the learning
catch the students up to speed with environment constantly to
their peers. accommodate the different needs of
my students.
9:21 I was stopping after the B-M-E of This is teaching the students what
each paragraph of the story. I do this words to look out for when reading to
to show the students the separation of set them up for success. This is
the story and to ask them details we important in teaching because it is
know so far about the main allowing all the activities within the
characters. This was important to lesson flow together smoothly
distinguish because the students were because its eliminating things to
looking for major events so I wanted underline for the students when it’s
to point out details that were not their turn. (accommodating students’
events. needs)
14:50 I finished reading the folktale. I This is continuing to engage the
ended the story with a ton of students in the smallest ways. This
 expression to get the students excited connects to FEAPS 3a delivering
about recounting the folktale. engaging lessons to the students.
16:38 I modeled the first major event that I wish I would have modeled more
happened in the folktale. I showed than one major event to give the
them why that was a major event and student’s a better idea about what I
not a detail because it was something am looking to see. This connects to
that is actually happening. FEAPS 5d because I am reflecting on
my teaching practices.
18:04-23:37 Students were using inner and outer It is important to assess the students
circle to decode the major events in a within the lesson to gauge how they
story. I gave students 2-minute time are doing prior to just giving them an
intervals to focus on certain aspects exit slip at the end. When assessing
of the story. During this time, I was them during the lesson, it gives you
walking around formatively assessing time to address misconceptions or
the students work so that I could give allows them time to meet the learning
them differentiated independent work objective. This connects to FEAPS 4b
that fit their needs based on how they because I designed a formative
were doing on that topic. assessment within my lesson that
matched the learning objective so I
was able to assess my students at a
midpoint mark during the lesson.
This gives them a higher chance of
gaining mastery within the lesson.
23:45 Students were not understanding the When teaching you have to be
difference between a detail and a flexible because although you might
major event in the story. Although picture how your students will
they could verbally tell me the respond, sometimes it is different
difference, when it came to than what you expect so you have to
underlining the major events… many be flexible for your student’s needs.
students were underlining details This is also important because if I
about the characters. I decided to stop was not assessing the students within
the inner and outer circle and bring the lesson, I would have not noticed
the students back together to clarify that they were not understanding
their misconceptions. what was a major event. This
connects to FEAPS 4a because I am
informing my instruction based on
the formative assessment. I noticed
my students were not understanding
the material as I wanted them to,
therefore I brought them back
together based on their needs.
 28:26 I had the students turn and talk on the This is allowing all students the
carpet to discuss what was the final chance to communicate within a
major events in the end of the story. small window of time. This is
They were not understanding so I important for managing time. This is
brought the students back together a Kagan strategy and it is very
and then I was releasing them to affective within the classroom for
discuss after re-teaching and discussion and management.
remodeling the major events.
31:39 I told the students they are all getting This is thinking to my lesson ahead
different activities for their of time and predicting how my
independent work. This was to students will react ahead of time.
prevent the students from saying This connects to FEAPS 1c because I
“they have a different worksheet than am designing instruction for students
me!!!” to achieve mastery. This is important
within planning because it will save
time to incorporate student’s
misconceptions into the lesson prior
to them arising.
34:56 I was assessing my students again on During teaching you have to be able
their independent work, and I to formatively assess your students
managed to assess all 18 students quickly to know if they are
within 2 minutes while still helping understanding the material or not. I
students that needed it. I was assessed the students to see if they
assessing on their recounting of the learned the objective or not. This is
folktale. important because it guided my
teaching for the following day. This
connects to FEAPS 4a because I am
driving my instruction based on
assessment and data from the lesson.

The Reflection:
What aspects of your lesson were implemented differently than you planned? Why did that
happen?
The aspect of my lesson that was implemented differently was at 23:45 in my video. The
students were not understanding the difference between a detail and a major event in the story.
Although they could verbally tell me the difference, when it came to underlining the major events…
many students were underlining details about the characters. I decided to stop the inner and outer
circle and bring the students back together to clarify their misconceptions. I needed to clarify the
difference between a major event and a detail in the story so the students could resume recounting
the major events only. These changes happened because it is important to be flexible while teaching
in order to meet the student’s needs. This connects to FEAPS 4a because I am informing my
instruction based on the formative assessment. I noticed my students were not understanding the
material as I wanted them to, therefore I brought them back together based on their needs to clarify
their misconceptions.
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 was going to teach this lesson again to the same group of students, I would distinguish
definitions more at the beginning of the lesson. I would create a list on the board with details about
our main characters. Then I would tell the students if the detail is listed on the board then they
cannot underline it as one of their major events in the story. This is giving the students a guideline to
refer to just to clarify between major events and details. I used this strategy during my lesson with
my second group of students. This worked better to clarify to the students what type of major events
I am looking for within the story. I also would model the first 3 major events instead of just one
major event like I did at 16:38 in my video. I would do many things the same in this lesson if I
taught it again. I would continue to implement my Kagan strategies the same, and I would use the
same flow of the classroom and timers the same. I felt as if my students and myself flow smoothly
around the classroom and utilize all areas of the classroom well. I also feel like I pace myself and
manage our time well. For example, at 34:06 in my video, I was assessing my students again on their
independent work, and I managed to assess all 18 students within 2 minutes while still helping
students that needed it.
What surprised you in your lesson?
I was very surprised during my lesson when my students did not understand what were the major
events in the story. At 21:45 in my video, I was walking around and assessing the students during
their inner and outer circle. I was originally assessing them formatively in order to give them the
independent work that fit their individual needs. After 2 rounds of inner and outer circle and
assessing the students, I realized that at 23:37 in my video my students were completely lost on the
topic. This surprised me because I thought they would have been able to distinguish the major events
easier because we have worked with major events and details many times. This story was a folktale,
so I believe it was harder for them to choose which events were the most important. This connects to
FEAPS 3c because it allowed me to find those gaps within my students learning. There was a gap
between identifying details and major events in a story.
Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment?
At 31:39 in my lesson/video, I explained to the students that they would be “challenged” with
different independent work during that lesson. I picked this event because I thought about this event
a lot prior to teaching this lesson because I know my students always yell out when they receive
different papers. I thought about this ahead of time and thought about a solution previously because
teaching the lesson. This helped this moment flow seamlessly without any students thinking twice
about it. I picked this moment because I thought about it so much ahead of time and that paid off
because it flowed how I wanted it to. This connects to FEAPS 1c because I am designing lessons for
students to achieve mastery. I am doing this by thinking about possible student responses in order to
design purposeful and successful lessons.
What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences?
I can make a connection to a previous week’s lesson on events in a story. During this lesson I
clarified what each event meant in a story. I explained how details describe or explain
something. I also clarified what a problem and solution was in a story. This was activating prior
knowledge so I was surprised when they were not underlining the major events in the story, at
 23:45 in my video/lesson.

The Analysis:
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?
This lesson was differentiated in multiple ways, and this allowed the majority of the
students to meet their learning objective. The independent work was differentiated in 3 tiers
allowing the students to do the work that fit their needs during that lesson. The students were
assessed during partner work, at 19:20 in my video, to gauge what type of independent work was
needed for them. Some ELL students needed picture support to recount the story. Some students
needed the major events laid out for them to place in order. Then other students needed more of a
challenge, which was recounting the story themselves by breaking it into a beginning, middle,
and end. Having the students actually have a copy of the text, and underline the major events
prior to their independent work allowed the students to build that understanding on the material
before having to apply it by themselves. This helped the students reach their learning objective
because they were able to discuss the events with partners ahead of time. Assessing the students
half way through the lesson also helped them meet the learning objective too, because that
formative assessment allowed me to pair the students with the independent work that fit their
individual needs.
 Claim: Students have a higher success rate within lessons that are differentiated to fit their
needs. Although the process might be different, the students can still achieve the same learning
objective.

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.

My next steps after teaching this lesson is going to be focusing on problem and solution
within the text for a small group of students. This is something I already thought my students had
a grasp of, but after this lesson I could see the misconceptions on this topic. I placed a
“challenge” at the bottom of my exit ticket, and this required the students to place a star next to
problem in the story, and a check mark next to the solution. The student’s places stars and check
marks various places within the story. Some students even placed check marks at every major
event. This data showed me that some of the students do not have a strong knowledge of what a
problem and solution in a story truly are. I will begin doing mini lessons with problem and
solution during shared and guided reading groups to build the understanding of what is a
problem and solution in a story. 10 of my students grasped the problem and solution. 4 students
either got only the problem or solution correct. Then 4 students did not get either correct, this is
how I know it needs to be readdressed.
 +
AB 10
=
OL 4

-
BL 4
Claim: Small groups are a great use of time for re-teaching students after misconceptions arise
during whole group lessons. If only certain students have a misconception or did not understand
the material, then it needs to be readdressed and retaught within a small group setting.

Content-Focused Questions:
Questions to answer specific to a literacy lesson:

How did you address at least one of the 5 pillars of literacy instruction (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) in your lesson?
I addressed comprehension throughout this literacy lesson. Comprehension was the main
focus of this entire lesson because students were tasked to recount the story by the major events.
This requires comprehension of the story in order for the students to accurately recount the major
events. I allowed the students to explore by themselves after reading the story as a whole, and
then we came back together to recount the major events so the students knew what events were
actually our major ones. They had to comprehend the story in multiple ways to discover the
moral too. I also simplified the story for my ELL student to be able to comprehend. I added
picture support and edited the vocabulary so all students were able to comprehend the material.
How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?
I addressed the literacy pillar of comprehension many times throughout the lesson. I
made this engaging by incorporating Kagan strategies within the lesson. I had the students rotate
partnerships using inner and outer circle. During those rotations the students were engaged with
different partners and they were decoding various parts of the story by underlining major events.
This was engaging for the students because they were with different partners and they were
moving around the classroom. The next day with this same lesson, I had the students rearrange
themselves in sequence order of the major events in the story. The students each picked a major
event and acted it out. This is very engaging for 2nd grade, and it is building the comprehension
while still engaging the students in a productive manner.