Laura Bopp

Scott Reilly
EDUC 359
24 November 2015
Live Lesson Reflection
Our lesson focused on teaching a few basic literary elements used in novels, poems, song
lyrics and other mediums of writing. We showed the student a powerpoint with definitions and
examples of each term. After completing the powerpoint, the student was asked to tell us which
lyrics from an Echosmith song represented the elements we described. The student then took a
Kahoot quiz and wrote a paragraph based off a fairytale that incorporated all of the elements
discussed in the lesson. Our objectives were that the student would be able to define the literary
devices (simile, metaphor, imagery, and personification) discussed in class; identify the literary
devices in the Echosmith Bright song and Kahoot quiz; and construct a short paragraph
utilizing each literary device discussed at least once. I believe the student achieved the objectives
because she correctly answered all of the Kahoot questions. She also correctly identified the
literary elements in the Echosmith lyrics and constructed a creative paragraph that accurately
included all of the necessary elements.
Our lesson aimed to challenge the students vocabulary by introducing and encouraging
her to use literary elements that she may have not been very familiar with. I feel the students
vocabulary was challenged because she did not finish each task with complete ease. Also, the
terms used were applicable to her grade level and are not taught extensively before that. A few of
the terms were a little more common but the other half were more obscure. The student was

clearly challenged when she had to write the fairytale paragraph and had to take a longer time to
develop her sentences than when she had to complete the other tasks.
I felt the Kahoot was a good way to assess the students understanding of the lessons but
it would have been more challenging if there were more people for the student to compete
against. The student performed well on the Kahoot quiz, but if the student was answering the
questions at the same time as a group of her peers or working for a reward, her motivation and
the difficulty level of the activity would have been raised. Also, the student was at least a little
familiar with most of the terms. If I were to adjust the lesson I might add some more terms that
she would not have encountered before.
If I were to repeat this lesson with an ELL student of the same age, I would make the
definitions of the terms shorter and simpler. I would have the terms written down in front of them
in a word bank when they are completing the various tasks. I might eliminate some of the
assessment tasks if I felt they were too difficult. Writing the paragraph was challenging for this
student and might be too demanding for an ELL student. If I still wanted to incorporate a writing
portion, I could instead ask the student to create a separate sentence for each term instead of
including them all in one paragraph. I would also choose the terms based on my prior knowledge
of the students understanding of the English language. If I felt like the terms I used in my lesson
were appropriate for the student I would keep them the same, but if I thought the student needed
either more simple or challenging words I would adjust accordingly.