Lesson Plan and Reflection

Name: Jaclyn Fishler

Setting/Grade Level: Moderate Self- Cooperating Teacher: Laura Anthony
Contained 6-8 Subjects: Reading
School: Sierra 2-8 Date: 2/27/17
Theme/Title: Unique Lesson on Story: Composite of Class:
Parker Has Fun in Canada
 1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

-Identify key events (ex: carnival, ice
skating) of the story.
-Strand 2: Comprehending Literary Text,
Concept 1: Elements of Literature.
- PO 2. Identify elements of a story,
including characters, setting, and key
events.

-Make connections between the -Strand 1: Reading Process, Concept 6:

information and events in the story to real Comprehension Strategies.
life experiences. PO 2. Relate information and events in a
reading selection to life experiences and
life experiences to the text.

-Recognize the words and/or symbols that -Strand 1: Reading Process, Concept 3:
we used in our prior vocabulary lessons. Phonics.
PO 6. Recognize commonly used words or
symbols

2. Methodology
What instructional strategies will you use?
Constructions Library Research
Cooperative Learning X Peer Editing (Support)
X Discussion/Questioning Practicum
Problem Solving Field Study
X Reflection/Response Graphic Organizers
X Independent Learning Role Playing
Laboratory X Viewing/Listening/Answering
X Practice/Drill Experiment
Lecture Discovery
Reporting Journal
Simulation Other:

Why did you choose these strategies/methods?

I believe that the strategies/methods I chose will help to strengthen many different types
of skills for my students. Prior to reading the story, we will review the important
vocabulary words. Some of the vocabulary words were already included in the reading
lessons from last week, so we will practice reading these words. Throughout the story, we
will have brief discussions as a class and I will ask my students questions about the
events in the story and the illustrations to check for their participation and comprehension
of the lesson, which also includes the viewing/listening/answering instructional strategy.
After the story, we will also have discussions as we respond to the comprehension
questions in the packets that I will hand out. However, Independent learning will occur
when the students are instructed to complete each of their own packets with
comprehension questions at the end of the story. When we complete the packet, I will
assign the students in pairs and they will be responsible for making sure that they are
both following along and with the lesson.

How will you group students for instruction?

At each table, two students will sit together and they will continuously check each others
packets to make sure that they are both on the right track. After we complete each page, I
will remind the students to check their peers work.
 Activity/Step Time Allocated
1. Activate background knowledge
Before reading the story, I will remind the 1 minute
students of the stories weve been reading
lately. I will say, Remember the characters
that weve been learning about named
Parker and Lucie? Lucie went to Mexico to
visit her grandmother and Parker went to
Canada to visit his grandmother, so now we
are going to learn more about Parkers
trip.

2. Gain student attention (set

induction)
I will explain to the students that we 2 minutes
are going to review the vocabulary
words with pictures before starting
the story. I will start with the words
that the students previously learned
in their reading groups and I will
ask them to read the words to me.

3. Demonstrate processes and

desired outcomes- Modeling
-When we review the vocabulary words, I 3 minutes
will read them aloud to the class and
provide real life examples to facilitate their
understanding.
-I will read the story to the students and 5 minutes
repeat as many details as needed. For terms
that the students may be unfamiliar with, I
will provide them a real life picture.
-When we initially start answering the 5 minutes
comprehension questions, I will provide
the students the correct answers.

4. Guided Practice
The comprehension questions are repeated 10 minutes
two more times throughout the packet, so I
will ask the students to provide me the
answers for the second and third rounds, as
I will still provide support as needed.

5. Independent Practice
Each student is responsible for completing
their own packet as they follow along with
the class. Before we answer the questions,
the students will be instructed to cut out the
template because they are supposed to glue
the answers onto the packet. Some of the
students that are unable to use scissors may
have the aides and me do the cutting for
them, but they will still be responsible for
gluing.
6. Bring closure to the lesson
The students will put their completed work 2 minutes
in their folders. As I pass the folders
around, I will have each student give me a
thumbs up or pat themselves on the back
before I give them the folder. I want the
students to know that they did well with the
lesson and that they should be proud of
themselves, so this is a positive way to end
the lesson.

7. How I evaluate my
lesson/determine if student
learning occurred
Throughout the lesson, I will ask 2 minutes
the students questions about the
story and illustration to check for
comprehension and application. At
the end of the lesson, I will ask the
students to tell me their favorite
parts of the story. I am interested to
see if my students were being
attentive and if they enjoyed the
story.

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
Overhead- for Augmentative X Overhead Computer
projecting all of Communication Slides Distance
the materials Devices (AAC)- Learning/Webcas
included in the the students t
lesson. typically like Tape Recorder Internet
finding words from TV/VCR/DV Laser Disk
the story on their D
devices or they X Assistive Smart Board
may respond to the Tech.
 questions on their Digital/Video Other
devices. Camera

4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
X Application Objective Test I will evaluate each student goal/outcome
Exam by making notes on which students actively
(Informal) participated by answering and discussing
Concept X Observation my questions. I will also make notes on the
Mapping students that did not verbally respond to
Parent Contract my questions, but still focused on the
Evaluation lesson and completed their work. Lastly, I
X Peer X Checklist make notes on the students that do not
Evaluation participate in the lesson and are easily
Self-Evaluation Performance distracted.
Inventories Portfolio
Quantitative Rating Scales
Scales How will you use this information?
Rubric Scored I will use this information to provide
Discussion myself a general understanding of where
Journals Problem- everyone currently stands, regarding their
Solving ability to stay on task and their ability to
Assessment understand the story. If any of the students
Other do not participate or need a lot of
redirecting, I will think of strategies to
improve their participation for lessons in
the future.
 5. Reflection after Lesson Implementation
1. To what extent did students learn what you intended? How do you know?
The best way to determine if my students learned what I intended is by listening to see
who responds to my questions. When we reviewed the vocabulary, I could tell that a
decent amount of my students remembered the vocabulary words from their reading
groups. When we read the story, some of the students were able to tell me what was
happening in each picture (ex: people playing ice hockey). When we answered the
comprehension questions, the same few students provided me the answers. On the other
hand, there were students that were silently following along with the lesson. There were
also other students that needed to be redirected to stay on task.
2. Did you do anything differently than what you planned? If so, why?
I did everything the same from what I had originally planned.
3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?
I would still do the same for modeling, guided practice, and independent practice. If I
were going to teach this lesson again, I would make sure to have my objectives aligned
with the lesson. At the end of the story, I would ask the students which events they
remembered from the story, rather than asking for their favorite parts. I would also make
sure to tell the students why the lesson is meaningful to them in the beginning of the
lesson. Before teaching new material, its crucial for the teacher to explain to the students
why they are learning the material so that they understand why it is relevant to their lives.
4. How much time did you actually use? Were transitions smooth?
I ended up using 30 minutes as I had planned; however, the lesson started slightly later
than I intended because the students had a long restroom break, so the next lesson got
shifted over and started slightly later than usual. Next time, I will make sure that the
restroom break is shorter so that we can get started with the lesson earlier and not feel
rushed.
5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?
Two of my students did fairly well with the lesson considering they responded to most of
the questions before, during, and after the story. In the future, I will continue to provide
these students positive and direct feedback. I have noticed that when I make comments
such as, Great job with the story! the students really feel good about themselves and
they are eager to continue working hard.

6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?
One of the students had difficulty with this lesson because he moves at a slower pace than
the rest of the class. I account for this by observing him throughout the lesson and by
helping him stay on track with everyone else. A strategy I could use to help him achieve
his learning goals is by calling on him during class so that he will feel fully included. I
will support him as he answers the question and provide him as much time as he needs so
that he does not feel nervous while being put on the spot.
8. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?
I felt especially good about my students cooperating overall. We have done other
lessons that consist of the cutting and gluing instruction, so my students
understood the drill and followed my directions. At the end of the lesson, the
students also seem to like doing the cheers (thumbs up, pat on the back)
because it makes them feel accomplished. I am still a little frustrated because of
some of the students that do not verbally respond to the questions, so I think that
calling on each of the students throughout the lesson will help get everyone to
fully participate.