LESSON PLAN

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Stormey Wright
5th Grade
Tuesday, February 24, 2015
Friday, February 27, 2015

A. TITLE/TYPE OF LESSON
Let There Be Light
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
In this 5th grade science class, students have been studying sound. They understand that sound travels
in waves; therefore, the students are prepared to understand that light travels in waves as well. The
students have also learned that the wavelength of sound affects the pitch. They can use this reasoning
in order to recognize that the wavelength of light affects color. Worksheets and quizzes were given to
the students to assess their understanding of sound. Their knowledge of sound will be linked to light.
By connecting their prior knowledge with new information, the students will gain a greater
understanding of light. In addition, a formative pre-assessment (Commit and Toss) was conducted. The
students were asked to anonymously answer the question What role does light play in the formation
of a rainbow? Their responses influenced instruction, as their prior knowledge and misconceptions
were taken into consideration. All responses collected proved that each student has had experience
with rainbows, causing them to have their own conceptions about how rainbows are formed. Out of
the 42 students, 9 believed that light allows you to see the colors of the rainbow; 11 believed that
seeing a rainbow has something to do with light shining through raindrops or water particles in the
sky; and 14 responses dealt with the reflection of light. Finally, this lesson includes a hands-on activity
where students are able to physically see the colors of the visible spectrum. Personal involvement
engages the students and enhances comprehension by connecting a real life experience to a scientific
concept.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION
SCIENCE STANDARDS (NATIONAL STANDARDS)
Grade Level and Content Area
Standard(s) and Indicators
VA Science SOL 5.3: The student will investigate and understand basic characteristics of visible light and how it
behaves. Key concepts include
b) the visible spectrum;
e) refraction of light through water and prisms.

Concepts: Need to Know About

-light wave, wavelength, crest, trough
-color of light, spectrum
-transparent, translucent, opaque
-reflection and refractions
-water, prisms, and mirrors
-white light
-formation of a rainbow

1.
Light
Wave

Transparent

2.
Translucent
Characteristics Opaque
of Objects

Wave length
Crest
Trough

Spectrum
3.
Colors of light
Characteristics
of

Light
Visible Light
4.
Behaviors
of Light

Reflection
Refraction

-Water
-Prism
Mirrors

White Light

Rainbow

Skills: Be Able To Do
-diagram and label a representation of a light wave
-explain relationships between wavelength and the color of light
-name the colors of the visible spectrum
-explain and give examples of transparent, translucent, and opaque
-compare and contrast reflection and refraction
-analyze the effects of a prism on white light and describe why this occurs
-explain the relationship between refraction and rainbow formation

compare & contrast,

diagram, explain,
analyze
explain, represent, give, describe
name, label

Essential Question:
What role does light play in the formation of a rainbow?
D. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students should begin
to develop?
The student will understand that light
is energy.
The student will understand that
white light is composed of many
colors.

Know what are the facts, rules, specific

data the students will gain through this
lesson?
The student will know that the
wavelength of light is related to
color.
The student will know the colors of
the visible spectrum.
The student will know that white
light is composed of different colors.
The student will know the effects of
a prism on white light.
The student will know the terms
reflection and refraction.
The student will know the
relationship between the refraction of
light and the formation of a rainbow.

Do what are the specific thinking

behaviors students will be able to do
through this lesson?
The student will explain the
wavelengths relationship to color.
The student will observe a visible
light spectrum.
The student will record the colors
they see in the prism.
The student will analyze the effects
of the prism on white light and
describe why this occurs.
The student will define the terms
reflection and refraction.
The student will explain the
relationship between the refraction of
light and the formation of a rainbow.

E. ASSESSING LEARNING

Objective
The student will know that the
wavelength of light is related to
color.
The student will explain the
wavelengths relationship to color.
The student will know the colors of
the visible spectrum.

Assessment
The student will answer the
questions 2, 5, and 6 on the handout
appropriately.

Data Collected

Expected answers are 2) color, 5) red,

and 6) violet.

The student will answer the

questions 3 and 4 on the handout
correctly.

Students are expected to write the

appropriate colors of ROY G. BIV
for number 3, and the correct answer
for number 4 is visible spectrum.

The student will observe a visible

light spectrum.
The student will record the colors
they see in the prism.
The student will know that white
light is composed of different colors.

The student will form a bubble,

observe the colors that appear, and
draw what they see on the handout
(number 7).

The student will know the terms

reflection and refraction.
The student will define the terms
reflection and refraction.
The student will know the
relationship between the refraction of
light and the formation of a rainbow.
The student will explain the
relationship between the refraction of
light and the formation of a rainbow.

The student will use his/her

experience from the activity and
from discussion to answer number 8
on the handout correctly.
The student will listen to the
explanation of the terms and
correctly fill out the corresponding
questions on the handout.

When recording their observations on

the handout, students should use all
or most of the colors of the visible
spectrum.
The correct answer is b) many colors.

Expected answers:
Number 9 is refraction.
Number 10 is reflection.

The student will use his/her

knowledge gained from the lesson to
answer question 12 on the handout.

Within the response, the student

should acknowledge the refraction of
white light as it passes through water
particles in the air. Key words that
should be included in his/her answer:
white light (sun), refraction (bending,
angles), separation, and visible
spectrum (ROY G BIV).

F. MATERIALS NEEDED
Dishwashing detergent
Glycerin
Water
Milk jug
Straws
Cups (optional)
Spoon (optional)
Cleared desktops
Handout
Colored pencils
Cloth or paper towels
Flashlight (back-up plan)
Prism (back-up plan)
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
The main idea of this lesson is to show students that light is energy and that visible white light
is composed of many colors. Common misconceptions on this topic include Sunlight is different from
other sources of light because it contains no color, white light is only made up of one color, and

white light is colorless and clear, enabling you to see the true color of an object. This activity is
designed to challenge these understandings by showing the students the true nature of white light.
The pre-assessment conducted prior to the lesson showed misconceptions within this specific
class. A common misconception was that light reflects off of water particles in order to produce the
different colors of the rainbow. However, this is incorrect because rainbow formation is a result of
refraction. Therefore, this lesson will discuss reflection and refraction. The students will be able to
make a connection with their prior knowledge of reflection, but then they will be given a chance alter
their misconception to the correct scientific concept of refraction. An alternative conception that was
common in the pre-assessment was that light makes you see the colors of the rainbow. However, it is
important for students to realize that the colors seen is refracted light. Because the activity shows that
white light is composed of many different colors, it will move students thinking toward the correct
scientific concept. Finally, many students understood that a rainbow forms when light shines through
water particles. This lesson will deepen their understanding as it discusses the bending of light
(refraction) and its role in the formation of a rainbow.
H. PROCEDURE
Preparation of the Learning Environment
Make soap solution in milk jug (1 part soap, 2 parts water, 1 tsp. glycerin).
Ensure desktops are clear and place paper towels on each table.
Create a handout in which students can follow along and fill in important concepts.
Pass out the handout and give direction that it is to be completed on an individual
basis. Tell students that they should be filling in the answers throughout the lesson.
Engage (7 minutes)
Can you see me?
If we were in a deep, underground cave, could you see me? Why is this?
Scaffold the discussion into the topic of light.
Get students to name some sources of light and mention that the sun is our source of
light.
Give definition of light (PowerPoint slide).
What have you recently studied in science that travels in waves? (sound)
What characteristic of the sound wave affects pitch? (wavelength)
Just like the wavelength of sound waves affects pitch, the wavelength of light waves
affects color.
What are the colors of light?
Scaffold the conversation to ROY G BIV. Show them PowerPoint slide. Tell them that
it is called the visible spectrum of light. Each color has a different wavelength. Red
has the longest wavelength, while violet has the shortest wavelength.
If these are the colors of light, then what are the colors of white light? A example of
white light is sunlight.
Listen to their responses. Do not correct their answers. Move instruction toward the
activity.
Well we are going to do a hands-on activity to find the answer to that question.
Please make sure your tabletops are clear.
Implementation of the Lesson (20 minutes: 10 minutes for activity, 10 minutes for discussion)
Before placing the soap solution in front of the students, I will give clear directions.
o Do not touch the solution until instructed.
o Use the straw to blow a bubble (or two). The bubble forms best when you
blow lightly and slowly.
o DO NOT SUCK UP THE SOAP SOLUTION, only blow out.
o After blowing the bubble, observe what you see and use the colored pencils to
draw it on your handout. Do not put your paper in the soap solution.

You may talk about what you see to your friends at your table. Make
connections with what you learned about light, wavelengths, and color.
Give each student about three tablespoons of soap solution and a straw.
Give students the green light to begin the activity.
After each student has formed, observed, and recorded what they have seen in the
bubble, bring the attention back for further discussion (Class, Class, Yes, Yes).
Tell the students that they can quickly use the paper towels to wipe up the solution.
As they do this, ask the students what they saw. Their response should refer to the
visible spectrum.
Then ask the students, Why do you think you saw different colors in the bubble?
Scaffold the conversation to the fact that the white light shining on their bubbles is
composed of many different colors. When light shines through the bubble, the light is
refracted (explain that refracted means light is bent). When the light is bent at
different angles, it causes the white light to be separated into the different colors of the
spectrum.
Bring up the pre-assessment. A lot of students said that rainbows form because light
reflects off of water particles in the sky.
Show the PowerPoint slide with the definitions and images of reflection and
refraction. Discuss the difference. Ask students where have they seen these behaviors
of light in their real world experiences. Suggest a pencil in a cup of water for
refraction.
Ask again, So what characteristic of light causes the formation of a rainbow? The
answer should be refraction.
Closure (8 minutes)
Wrap up the activity by saying, So when white light hit your bubble, the light was
refracted, or bent, at different angles, which separated the different colors. This allows
you to see that white light is really made up of all the different colors of the visible
spectrum (ROY G. BIV).
Conduct Give Me Five formative assessment. Respond accordingly. If most
students still seem unsure about the topic, review the concept and answer any
questions.
Remember the question that was asked a couple of weeks ago? What role does light
play in the formation of a rainbow? Connect what you saw today in the bubble with
the formation of a rainbow. Write your answer on the handout.
Collect the handouts while showing a video that discusses the formation of a rainbow.
Clean-Up (if required)
Use paper towels and/or cloth to make sure all solution is wiped off the tabletops.
Collect and throw away used straws.
o

I.

DIFFERENTIATION
This lesson is designed to incorporate all students interests and learning readiness as it
encompasses all learning styles. A PowerPoint with definitions, diagrams, and pictures is provided for
visual learners. Verbal explanation and discussion is included in the lesson for learners who prefer the
auditory style of learning. A handout is also incorporated to aid the learning of students who prefer to
write down information. Drawings are allowed on the handout to suit the interests and readiness of
students. In addition, a hands-on activity is preformed to satisfy the needs of kinesthetic learners.
Finally, students will engage in individual work, small group discussions, and whole class discussions
in order to implement the readiness and ability of all students.
For students who may lack English language proficiency skills, vocabulary is explicitly given,
visual evidence of the scientific concept is provided, and connections are made to real life experiences.
As a safety precaution for health, a hypoallergenic soap is used in the solution. Color blindness is a
condition that may hinder learning in this lesson. To aid the students who may suffer from

colorblindness, the colors will be explicitly described. For example, each color will be listed, the
relationship of color and wavelength will be explained, how the colors are separated will be discussed,
and the order in which the colors appear in the spectrum will be clarified. Therefore, a student who
experiences colorblindness will still understand that white light is composed of many colors and will
know the characteristics of the visible spectrum.
A prism and a flashlight will be available for students to experiment with if they finish before
their other classmates and if the activity is completed earlier than expected. The students will be able
to connect their experience with the bubble to the prism. To help those who are struggling with the
objectives and to enrich the knowledge of the students who understand, a video will be shown that
covers the information we just learned (reinforcement for those struggling) and goes more into depth
about refraction (enhancement for those who already understand).
Content

Interest

Readiness

Relation to real-life
experiences
Relation to
previously studied
scientific concept

Connecting to prior
experiences
Building on
scientific
understanding of
sound
Explicit vocabulary,
visuals, and real life
applications given
for ELLs and
struggling learners.

Process
Different learning styles
implemented:
PowerPoint, handout, and
video for visual learners
Discussion for auditory
learners.
Hands-on activity for
kinesthetic learners.
Individual work, small group
and whole class discussions
Students who finish early
have the opportunity to
observe and experiment with
a prism.
A video will be shown to
reinforce and enhance the
understanding of students
who are struggling. The
video will also deepen the
understanding of students
who already comprehend the
concept.

Product

Drawings are allowed on

the handout for students
who are interested in the
arts.

Answers on the handout

are in the form of words
and drawings.
Open-ended questions:
While still having
expectations, students are
able to use their own
wording/way of thinking to
describe the formation of a
rainbow.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
When working with liquids, a main problem that may arise is spilling the soap solution in the
floor. Paper towels will be provided for students to use if this occurs. Accidents and spills happen, and
it is a safe solution; therefore, it will not be the end of the world if this occurs. The main concern is to
ensure that the spill is cleaned up so no one slips and falls. A health hazard that may occur with this
lesson is a student drinking the soap solution by sucking it up the straw. Clear and explicit instructions
will be given to the students telling them NOT to suck in when using the straw. They must only blow
out. If this event occurs, however, the student will be sent to the nurse as a precaution.
A technical issue that may arise in this lesson is students not being able to form or maintain a
bubble without it popping. I would aid the student by telling him or her that it is best to slowly blow
into the straw. I would then let the student have a couple more tries to do it on his or her own. If a
bubble still does not properly form, I will ask another student at the same table to help the student
having difficulty (making sure the helping student uses his or her own straw). If a bubble is still not
formed, I will use my own straw to help form a bubble. Worst-case scenario (a bubble is not formed in
that students solution), I will have that student look at a partners bubble. I have previously conducted
this activity. Therefore, I know that bubbles will form in this solution. Thus, I do not have to be
concerned with no one being able to form a bubble. Another technical issue that may occur is that the
light in the classroom does not hit the bubble right and colors are not seen. A flashlight will be
provided in order to solve this problem.

Additionally, a student may be colorblind, which is unfortunate for this lesson because it is
centered on color. However, Section I describes what will be done is this issue occurs. Finally,
behavioral issues are always possible. With this lesson, students may intentionally make a mess with
the soap solution. I will first give the student a warning. If misbehavior continues, I will have the
student throw away his or her straw and clean up the mess. He or she will then have to look onto a
friends bubble in order to complete the activity.

Lesson Implementation Reflection

I.

How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
Because the structure of this fifth grades schedule, I was able to teach this science lesson twice. This was done
so both classes would learn the same material that day. On the day of my lesson, the schools Internet was down.
Therefore, it interfered with my original plans for the lesson. I had planned to show a video on YouTube. Also, this
computer problem affected my jump drive and email, and I was not able to open the PowerPoint I had created to
go with the lesson. Thus, technical difficulties disrupted my plans greatly. At first, I was completely flustered and
was not sure what to do. However, I ended up writing the definitions I had on the PowerPoint on the board, and I
found images in a science textbook to show using a doc-cam. The images were not the same as the ones I had
planned to use, but they still served as a reinforcement of the concepts I wished to teach. In addition, I decided to
dismiss the video because there were no alternatives to achieve that part of my lesson. The main purpose of the
video was to reinforce the information the students were presented with throughout the lesson. Therefore, it was
not a must-have part of the lesson. However, by the time the second class arrived, the Internet began working, and
I was able to show my PowerPoint and video. I feel as if the second lesson went much smoother than the first, as it
correlated with my original lesson plan. Other than the technical difficulties that occurred in the first lesson,
everything else went according to plan.

II.

Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer
that your conclusions are valid?
*Everything listed in the chart is backed up with evidence from the handouts each student completed.
Gets it

a.
Understands

Does not get it

Student A

Student B

Student C

Student D

Student E

Student F

Light = energy

Light = energy

Light = energy

Light = energy

Light = energy

Light = energy

Colors of light
and their relative
wavelengths

Colors of light and

their relative
wavelengths

Colors of light
and their relative
wavelengths

Colors of light
and their relative
wavelengths

Red has the

longest
wavelength.

Colors of light
and their relative
wavelengths

White light is
composed of
many colors.

White light is
composed of many
colors.

White light is
composed of
many colors.

White light is
composed of
many colors.

Violet has the

shortest
wavelength.

White light is
composed of
many colors.

The definitions of
reflection and
refraction.

The definitions of
reflection and
refraction.

The definitions of
reflection and
refraction.

The definitions of
reflection and
refraction.

White light is
composed of
many colors.

The relationship
between
refraction and the
formation of a
rainbow.

The relationship
between refraction
and the formation of
a rainbow.

*The student
answered the
questions related
to these concepts
correctly on the
handout.

Refraction has
something to do
with the
formation of a
rainbow.

*The student
answered the
questions related
to these concepts
correctly on the
handout.

*The student
answered the
questions related
to these concepts
correctly on the
handout.

Student C did not

understand the
scientific term of
the colors of light
(visible spectrum).
Instead, she
described it as

The student is
confused about
the formation of a
rainbow. She
thinks that
reflection and
refraction play a
part in its

*The student
answered the
questions related
to these concepts
correctly on the
handout.
b. Confused
about

Has some good ideas, but

N/A

*The student
answered the
questions related to
these concepts
correctly on the
handout.
The student uses the
phrase bends back
when discussing
refraction. Perhaps,
the student is
confusing reflection
and refraction. The
student may be

*The student
answered the
questions related
to these concepts
correctly on the
handout.

See part c.

Student C did
not understand
the scientific
term of the
colors of light
(visible
spectrum).

combining the
definitions because
reflection is the
bouncing back of
light and refraction
is the bending of
light.

rainbow colors.

The student
recognized that
refraction was the
behavior of light
in the bubble
activity, which
showed the
appearance of the
visible spectrum.
However, when
asked to connect
what she learned
through the lesson
to the formation
of a rainbow, she
explained it by
using reflection.
Therefore, I
would ask the
student, Is light
doing the same
thing in the
bubble as it does
in the formation
of a rainbow in
the sky? This
will clarify if the
student
understands that
the same process
is occurring in the
bubble as in a
rainbow.

Because the
student
acknowledges
that refraction
plays a role in the
formation of a
rainbow without
explaining it, I
would ask her,
HOW does
refraction have to
do with the
formation of a
rainbow? This
would provoke
her understanding
by giving me a
description of
HOW refraction
has to do with a
rainbow.

Honestly, I
cannot read what
the student wrote
on his handout.
Therefore, I
would like to
read each
question aloud to
him in order to
gain a better
sense of his
understanding.
He may
understand the
content but is
unable to write
and spell
correctly.

In response to
the question
about what role
does light play
in the formation
of a rainbow, the
student said,
Light make you
able to see the
Rainbow and
stuff like that.
Therefore, I
would proceed
by asking the
student, Does
light allow you
to see the
rainbow or is the
rainbow light
that you can
see?

I would reinforce
that the proper
name for ROY G
BIV is the visible
spectrum.

I would provide
the student with
more information
and more
opportunities to
experience
reflection and
refraction in order
for her to develop
a deeper
understanding of
these two
behaviors of light.

A one-on-one
oral discussion
of the questions
on the handout
would be
conducted with
this student. This
discussion is
necessary in
order to
determine what
the student does
and does not
understand. Ideas
of what to work
on next will have
to stem from this
conversation
because I am
currently
unaware of what
the student
knows due to his

I would
reinforce that the
proper name for
ROY G BIV is
the visible
spectrum.

c. Questions to
ask to clarify
what I know

Student As
description of the
formation of a
rainbow says
refraction makes
the giant colored
rays to form the
rainbow.
Therefore, I
would like to ask
the student, How
does refraction
make the colors
appear? This
question will let
me know if the
student
understands that
the colors are
being separated
due to bending of
white light at
different angles.

What do you mean

by bending back?

d. Ideas to work
on next

Refraction causes
white light to
separate into the
different colors
because of the
angle in which
each color is bent.

If it turns out that

the student is
confusing reflection
and refraction, I
would continue by
giving the student
more opportunities
to work with
reflection and
refraction.

During refraction,
is light bouncing
back or bending in
different
directions?

Student C
connects
reflection and the
bouncing off of
light with the
formation of a
rainbow instead of
refraction.

Even though
Student C knows
the definitions of
reflection and
refraction, she
does not
understand the
relationship
between refraction
and the formation
of a rainbow.
Therefore, I
would work with
this student on
developing a
deeper
understanding of

formation. In her
words, Light
effects a rainbow
when it reflects
off of it and
makes you see it.
Refraction has to
do with this two.

The definitions
of reflection and
refraction.
The relationship
between
refraction and
the formation of
a rainbow.

I would provide
the student with
more
information and
more
opportunities to
experience
reflection and
refraction in
order for her to
develop a deeper
understanding of
these two
behaviors of
light.

refraction and the

role it plays in
forming a
rainbow.

III.

deficiency in
English language
skills.

I would also
provide the
student with
opportunities in
which he can
come to the
realization that
color is a
characteristic of
light and not of
an object.

Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
If I were to teach this lesson again, I would definitely highlight the important terms in a more effective way.
From listening to students questions and from reviewing the completed handouts, it came to my attention that the
students were not fully grasping certain terms, such as the visible spectrum. Even though I described the visible
spectrum through portraying it on the PowerPoint and through discussion, some students were not able to tell me
what the proper term for ROY G BIV. Therefore, I would like to come up with a more developmentally appropriate
way of getting that point across to students. Also, many students did not fully complete the handouts. This was
mostly seen in the questions that had more than one part. Even though I emphasized the second part of the question
by bolding it, many students still did not complete it. Therefore, next time I would either separate the questions or
provide the students with more clear and explicit instruction for the handout. Also, if I were to teach this lesson
again, I would play music in the background while students were experimenting with the bubbles.

IV.

Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Prior to this lesson, the students had not been taught about reflection and refraction. Based on the assessment
data I collected, it is evident that students are still struggling with these two behaviors of light. Therefore, my next
lessons would go into more depth about reflection and refraction. I would provide students with many
opportunities to experience, work with, and connect to these scientific concepts of light.

V.

As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
This lesson reinforced the idea that children love to learn through interactive and hands-on experiences. All the
students were actively engaged and enjoyed the bubble activity that I conducted with them. It allowed them to
directly experience the scientific concept that was being discussed. Also, the idea that children excel as learners
when they are able to connect to their prior experience was reinforced through this lesson. By relating light to
sound (a topic in which the students just finished learning about), the students were able to comprehend certain
characteristics on a deeper level. Students also connected the concept of refraction to seeing it occur in oil and
puddles of water on the ground. Even though I had already anticipated the different learning styles of students and
implemented them in my lesson plan, teaching this lesson emphasized how important it is to apply to the needs of
all students. For example, some students were able to understand the scientific concepts through the images I
displayed. However, other students still needed discussion in order to comprehend the topic. In addition, the
handout I provided reinforced the idea students need to be provided with different methods of assessment in order
for the teacher to determine their understanding. For instance, some students were able to portray their
understanding of refraction through words and sentences, while others were able to do so through drawings.
Finally, planning and teaching this lesson highlighted the different ability levels within a group of students, and it
reinforced the idea that differentiation is a must to ensure the success of all students. Looking through the
completed handouts after conducting this lesson really opened my eyes to how the cognitive abilities of students
greatly differ.

VI.

As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
Along with the previous section, planning and teaching this lesson reinforced the importance of teaching to the
needs of ALL students. Teaching must include differentiation in order to help all students succeed. Ways to do this
is to incorporate different learning styles in your lesson and to provide different opportunities of assessment. This
lesson incorporated different learning styles by applying to the needs of visual, auditory, and kinesthetic learners.
Visual learners were accommodated through the use of images and a handout; auditory learners were included
through discussion; and kinesthetic learners had the opportunity to participate in a hands-on activity. Also, teaching
this lesson and being disrupted by technical difficulties taught me to always have a back-up plan. Even though I
had all my materials prepared, technology can be unreliable. Therefore, alternative plans need to be established
when forming a lesson. For example, from now on when I plan on using visual aids via technology, I will make
sure I have paper copies as well!

VII.

As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
Through planning and teaching this lesson, I was reassured that teaching is the profession that I want to be in.
It also reinforced my confidence as a professional because I loved presenting my lesson to the students, listening to
their responses, watching their actions, and seeing their learning. It felt good to be the real teacher in the
classroom and to have the students learn from a lesson that I planned and implemented. Even though I came across
technical difficulties that greatly altered my lesson plans, I was able to adapt to the situation and provide other
opportunities for the students comprehension. Quick but effective responses to the situations placed in front of
you are essential for successful teaching, and this experience allowed me to realize that I am capable of doing
such. Also, being able to teach the lesson a second time showed me that I could adapt my teaching style in order to
best suit the students needs. I used the experience I had in the first lesson, learned from it, and adapted my
teaching in order to provide the best learning experience for the students.