Dr.

Dobler

After Teaching Reflection: Poetry Lesson

Aubrey Henneke

a. List and describe two thinks that went well during the lesson. Explain why you think these things went well. What did you do to encourage success? The students were immediately engaged in the lesson. The anticipatory set, the fall box, was a hit. All of the students wanted me to tell them about the items in my box, wanted to see the next item, and were talking with a neighbor about what the items might have in common. To encourage students to be involved with the sensory aspect of the lesson, I passed some of the items around for them to touch and smell. The students enjoyed making their own connections and additions to the poems. In the end, they loved standing up and hearing the poems that they created as a group. To encourage students to listen to the poems, I talked about respect and we clapped for each groups poem. b. Describe one thing that went differently than expected. Explain what happened and why you think it happened. I did not expect to take up as much time for the lesson. As I was allowing students to think of a line for the poem, I had to make sure I gave them enough time to think. Some students took much more time than others, so I had to move on and come back to them to make sure they did not feel as pressured. Some of the ELL students struggled to think of a proper adjective to match the sense, so I had to guide them to new ones that were more appropriate. c. Rate your degree of difficulty experienced in teaching your lesson from one (very difficult) to 5 (taught with ease.) Then explain you rating and why you think this happened. 4 Teaching poetry was a completely new experience. The lesson went well because the students had had plenty of experience with me in front of the class, and were well behaved. The students were interested in the topic due to the hands on aspect of my anticipatory set. I should have allowed time for students to get up and wiggle, which would have made classroom management a little easier towards the end of the lesson. d. Based on the extent to which the students achieved the lessons objectives, describe any changes you would consider if you were to teach this lesson again. Explain why you would make these changes. If I were to change this lesson, I would include an extra step to the guided practice. I would use a senses chart and have students help me brainstorm different adjectives to use to describe each sense. Then, I would encourage students to use the chart to help them add details to their poem. e. If you were to teach a follow-up lesson, which assessment tool would you use to help you describe what to teach next to students? List the tool and explain why you have chosen that particular tool. What kind of information do you get from the tool to help you decide what to teach next? As a follow up lesson, I would use something like candy or pizza as the subject of the poem. I would review the steps to writing a sense poem and write one as a class. Then, I would have a brainstorming session about what types of adjectives we can use to describe

Dr. Dobler

After Teaching Reflection: Poetry Lesson

Aubrey Henneke

the senses, and then I would write them on a chart for the class to refer to. For this lesson, students would write their own sense poems. f. As a result of your work in planning, teaching, and reflecting on this lesson, what have you learned about yourself as a teacher? I learned that allowing student to have time to move is just as important as time management. During my lesson, I set a time for student to get up and move around, but I forgot this step when I saw that my lesson was going over my goal time limit. By the end of the lesson, some of the students were antsy and excited to be able to move around and go back to their desks.