Shannon Peer

SIOP Lesson Reflection

November 16, 2016
Jack Lesson Reflection
My lesson was with Professor Reillys son Jack. He is in 5th grade, but our lesson
was a 6th grade lesson in order to stretch his knowledge and teach him new vocabulary.
The topic we chose to teach Jack was immigration. I was impressed with how well our
lesson went. Our transitions were very smooth and my group did a great job with coteaching. We worked together very well as a group and cooperated while forming our
lesson.
In the SIOP lesson we taught I feel that we achieved our content objective. Our
objective was SWBAT draw evidence from the passage to create their own immigration
story. I feel that we achieved this objective because the student read a passage about
immigration and we then discussed key points from the passage. The student was then
able to use the evidence we discussed together and apply that knowledge to the
immigration story that they created on the graphic organizer. Jack enjoyed writing his
own immigration story and I was surprised with how creative he was with it. The teachers
also wrote our own immigration story as he worked on his. Jack was very interested in
hearing what we wrote for our story. I feel that by having the teachers write their own
story as well engaged the student even more while writing his own because we were both
doing the task at hand.
I feel that we did not challenge the students vocabulary as much as we could
have. Before we began, we asked Jack what he knew about immigration to activate prior
knowledge. I was surprised with how much prior knowledge he had on the subject. The

student used several of the vocabulary words we would be teaching in his description
before we even began our lesson. Therefore, we could have chosen more challenging
vocabulary words to teach the student.
We were originally going to have the student read the entire immigration passage
out loud to us. However, after having the student read the first paragraph we realized that
he was losing his place and slightly struggling with reading aloud. We then decided midlesson that we would each take a turns reading paragraphs in the passage. The passage
was somewhat lengthy so this was a much more efficient way effectively teach the
passage. If we were to do this lesson again, I would take turns reading aloud right from
the beginning. Another change I would have made would be to give the student a
highlighter to highlight key ideas in the passage so that they would be easy to locate as
evidence while creating their own immigration story.
If I were to teach this lesson to an ELL student I would make several changes.
While teaching ELL students it is very important to activate prior knowledge. Therefore,
I would spend more time on having a discussion with the student to develop schema on
the topic of immigration and relating it to their own lives. Another change I would make
to this lesson would be providing scaffolding. On the graphic organizer where the student
created their own immigration story, I would provide sentence starters in each area of the
worksheet. These prompts would help the student to understand what I am asking them to
write and lead them in the right direction.
Overall, I feel that my group effectively taught immigration to the student. We
achieved our content objective and did a great job working together. The exit slip at the

end of our lesson, which was used as formative assessment, indicated that the student felt
confident in the subject after our lesson.