1.

Did the lesson unfold as you (or your CT) had planned? If not, what
changed and why? If yes, what was the #1 aspect of the lesson that went
well? Cite specifics from your TeachScape video to affirm your response.
The lesson was not exactly how I had planned it to be. The reason
being was because the past few lessons had taken longer than anticipated.
The students needed a little more time on past concepts before we took the
test so we pushed back the test to the beginning of this lesson (5-35). While
we read our first reading I should have stopped and asked more
comprehension questions or even more compare and contrast questions
before we even got to the questions (49 minutes). For the closure I did not
anticipate the students to spend so much time focusing on what famous
person they were going to pick. What I should have done is have them pick
a famous person in 30 seconds and have them write it down so they cannot
change it. Then have them move on to the summary portion of the closure.
I think the students spent too much time on trying to figure out what famous
person to use than the actual information I was looking for.

2.
Did the students learn what you had established as the essential
understanding(s) of the lesson? How do you know? Refer to any data or
students' work on the video that helped you to determine the students'
progress.
At the end of the lesson I had a closure activity that told me what the
students understood from the lesson (last few minutes of video). What I had
them do was get into groups and they had to pretend they were going up in
an elevator. While they were in the elevator they had 1 minute to
summarize what they just learned to their favorite famous person. Each
group came up with a few things that they had learned. One of the best
responses was from the last group. They told me exactly what compare and
contrast was and how we use it. The other groups leading up to this group
all gave quality answers but the last response was exactly what I was looking
for.
3.
Briefly describe (include evidence from your TeachScape video) the
extent of your students engagement during the lesson. If you were not
satisfied with the level of student engagement, what could you have done
differently to improve the engagement of the students? Refer to any
classroom management changes/strategies that could have improved the
engagement of the students.
The students engagement level was alright while they worked in their
groups. However I could have engaged them a lot more if I would have done
something more than just a worksheet. Yes the group work was great

because they had to work together and collaborate but more could have
been done with compare and contrast. At the beginning of the lesson I could
have had two students get up and I could ask the class to compare and
contrast their clothing, their hair, their height, etc. I could have started with
them comparing the two students (what is similar), and the contrasting the
two students (what is different). I would could have had them use clue words
while describing the two students. That way when they saw these words on
the work they would be able to easily identify them and what they mean.
What I did think worked well was our new classroom management challenge
for the students called chatter challenge. The students get a point each
time they are quiet when they are suppose to be. If they are not then Mrs.
Stevenson and I get a point. By the end of the week if the students have
more points than the teachers by the end of the week then they get a
reward. If we have more than we get something from the students, either
free time, more homework, etc. This really was able to help the unnecessary
talking throughout the lesson.
4.
At what point during your lesson did you realize the students were/were
not understanding your instruction? What did you do to compensate? Cite
specifics from your TeachScape lesson.
Throughout the lesson the students got a little confused on signal
words of compare and contrast and what exactly each term is. Some
students believed that contrast was similarities when contrast is actually
differences. While we were going over the passage together I could see that
some students did not understand some of the questions. So what I did was
call on strong students in order to explain why the answer was correct or
incorrect. I also used the Lifeline method where they could call on
someone to help him or her out. However they would have to be listening
and re tell what the other student had just stated. This way the student is
able to learn from their peers.

5.
If you could teach this lesson again to the same group of students, what
changes would you make and why? Include specifics from your TeachScape
video with your answer.
One major thing that I would change is circulating around the room
while they were taking the test. (Test started around 5:00) I did not realize
how much data that could be gathered just from looking at what questions
the students are struggling on while they are in the process of taking the
test. I could then take that data and make sure to review those certain
questions with the students directly after the test before even having to
grade them. Although this was important my actual lesson that I was
teaching didnt start until around 35 minutes. What I could of done for my

hook is look up actual pirate ships and pirate ship facts and had them
compare the facts and the images (35:45). I also could have brought up the
images/facts again after going over the fact sheet. This would quickly give
them to a model to go by before moving on into the lesson. However going
through the tip sheet showed me that the students were understanding the
material from the previous lessons (38 minutes).
6.
Based upon your reflections, and your post-conference with your
university supervisor/cooperating teacher, what have you learned about your
teaching strengths and weaknesses? What are some steps that you could
take before your next observation that could strengthen your teaching
skills? List specific North Carolina Professional Teaching Standards in your
answer.
I have learned that one of my strengths is modeling an energetic
attitude. I feel like this is important especially when students are not
interested in the topic. If I am not energetic they are definitely not going to
be interested. Another thing that I have learned from my CEs as well is that
I do a good job at wrapping up my lessons. There are also many things that I
need to work on. One thing that I need to work on is incorporating global
awareness into my lessons. Yes I did bring in a lot in this particular lesson
however the other subjects is where I struggle with that. I also need to work
on differentiation within the lessons. I did use group work, individual work
and class work but I could have even had them get up and move around as a
brain break. I also need to work on differentiating for my EC students. I
could have highlighted important information in the article so that they
would know to focus on that part of information. I also could have modeled
what they are suppose to do with their partners either for the group work or
for the closure activity. One final thing that I need to work on is to try and
move away from the worksheets. Although this is what one of my CEs has
planned she has told me that what ever I need to do she will be fine with.