REFLECTION AND EVALUATION

Planning and Learner Progress

If perfect lessons exist, it was definitely one of them. I am normally overcritical of my

planning, so it is not easy for me to admit that this lesson was a success beyond my
wildest dreams. Due to students’ high engagement, I let them take control of the
lesson. Obviously, I guided them slightly to help them visualise and make
connections to the text but they (not me!) created the lesson by coming up with
interesting ideas, comments and language to describe their visualisations and
connections to the text. I enjoyed it so much, I even forgot I was being observed.

Strengths

 The miniature lamp activated schemata successfully.

 The flipchart about reading voice and thinking voice was a critical part of the
lesson. It made reading strategies more concrete for students. Also, the
concept of making brain movies was something students could easily relate
to. I used the flipchart again to round the lesson off and show students that
they should read a little, then pause to use the strategies, make sure they
understand the gist and then read again.
 Students said that ‘Moon Song’ by Prem Joshua fitted the story really well and
helped them visualise.
 Timing was perfect. I have not over-packed my lesson this time and
consequently students were more relaxed and involved.
 Students made many connections to the main characters (Aladdin and
Princess) as arranged marriages are common in Saudi Arabia. Reading Part
3 was hilarious. Khawla said if she were the Princess, she would slap Aladdin
first but then she would marry him because there was love in his eyes.

PLE LSA3 HANNA LOCH

Weaknesses

 My LT suggested that I should have been more careful when wording the
second part of my main aim: ‘which will enable them to read graded readers
extensively outside of class in future’ because is not measurable. I agree but I
believe that what students said at the end of the lesson proves that even this
part was achieved. Maryam said: ‘I hated reading but now I will try again
because the strategies will help me understand and enjoy reading stories at
home.’ Other students also admitted that top-down strategies make reading
more enjoyable and they will use them outside classroom.
 As I simplified the matching task just before the lesson, I did not have time to
change my flipchart so it was a little bit different from the handout. However, I
do not think it had any impact on the lesson.

Consolidation and follow –up

It was the end of the course but I managed to squeeze in one follow-up activity:

 Imagine you have a jinnee and only one wish. What would you ask for?

If I had more lessons with this group, students could have:

 drawn a story map to learn more about the structure of narratives.

 read a story set in a different cultural background to check if they could use
the strategies effectively while reading more challenging texts.

Word Count 500

(Word 2013)

PLE LSA3 HANNA LOCH