Emily Goss 5/11/14

SIOP Lesson Reflection

1. What were your obejectives for the lesson? Do you feel like you achieved your objectives?
How do you know?
Stephanie and I had numerous objectives for our SIOP lesson. We included both language and
content objectives.
They include:
Language:
Students will be able to compare the differences between animal and plant structures by
labeling the parts of a plant and a mammal as well as the characteristics of the parts using
the SMART board labeling activity. (including new vocab.)
Content:
Students will be able to identify and sort the structures of plants and animals using a venn
diagram.
Students will be able to classify living things as either plants or animals.
Students will be able to identify the parts of a plant that are responsible for food
production and water.

I feel that we achieved both our language and content objectives for this lesson. While
going through our SMART lesson Jack easily completed our labeling activity. He was able to
correctly label both the characteristics of a plant and an animal, as well as describe the
characteristic and jobs of each part. I feel that our content objectives were achieved because
Jack was able to identify, sort, and classify the structures of plants and animals. He was able
to successfully complete the venn diagram activity, while also explaining his reasoning. I
know that Jack achieved our objectives for this lesson because he was able to complete all of
the tasks given to him without any difficulty.

2. The goal here was to challenge the students vocabulary/language development. Do you feel
that you challenged them in this regard? How do you know?

Yes, I feel that I challenged Jacks vocabulary and language development. While going
through the SMART lesson there were some vocabulary words Jack was not familiar with.
We introduced him to a few new vocabulary words throughout the lesson and then later on
asked him to use these new vocabulary words when answering questions. I feel that we
challenged Jacks vocabulary and language development because we introduced him to words
that were more complex, such as vertebrate. Jack understood the meaning on the word, but
struggled to pronounce it and was worried about saying it wrong.

3. Was there a part of the lesson that you realized was too difficult or too easy? Was there a part
of the lesson that you felt didnt work the way you meant it too? What adjustments could you
make if you were to do this lesson again?

I feel that overall the lesson went as planned and most aspects worked the way Stephanie
and I intended them too. One part of the lesson I feel Jack completed very easily was when he
labeled the different parts and characteristics of plants and animals on the SMART board.
When planning the lesson I thought Jack would need more time to complete this exercise, but
too my surprise he was able to complete the task with ease. If I were to teach this lesson again
in the future I would go into more depth about the different parts of plants and animals. This
would allow more vocabulary words to be brought into the lesson and would challenge
students even more.

4. I realize that communication was not an issue since they both are English speakers. If you
were to repeat this lesson with an ELL Student of the same age what changes would you have
to make?

For the most part our lesson was very visual. The SMART board lesson included many
pictures to help Jack grasp the vocabulary words being introduced, so I feel the instruction
part of the lesson would be fine to teach an ELL student. One thing I feel that would need to
be adjusted to meet the needs of the ELL student were the handouts given to Jack. While
some had visuals, others were very word based and would overwhelm an ELL student. These
handouts would need to be adjusted to meet the needs of the learner and maybe even include
some of the students native language.