ED 321 Self-Assessment Lesson Plan 1 Written Conversations

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS: 1,7DISP: Respect Responsibility) Explain and defend the decisions you made in choosing your objectives and the assessment tools/strategies for this lesson. Even if the lesson was given to you to teach, you must consider the effectiveness of the objectives and assessments. I asked my C. T for advice on what was better for the students to learn. She gave me a couple of copies of lesson plans I could do. I decided to modify one of the ones she gave me. In this lesson, I saw the opportunity to work on one of my Ed 220 goals: to include in my lesson learning that will help them in their every day life and future. I thought that by having the students using the text as evidence of their ideas, such as predictions, inferences, connections to their life, etc will help them in the future or whenever they read to think about their thinking when they read. Part of my preparation for my first lesson was to observe the students behaviors when they were working in groups. I noticed they did not like to talk much, and if they talk, they talked about themes unrelated to what they were supposed to be doing. . The reason I wanted the students to share in written notes to each other is because passing notes is something students in 8th grade like to do. Besides, by sharing notes, they would feel more comfortable sharing their ideas and learning from others than in a group speaking conversation. I decided to use their written conversations as assessment. Their notes would tell me how well they are connecting to the text by the ideas they had while reading. This activity would also tell me about their understanding of the book, if they are enjoying it or not. Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect,
Responsibility)

What were the discipline issues that presented themselves during the teaching of this lesson? How did you anticipate these and handle them? In the two different classes I taught, I had problems with a couple of female students who were not interested in reading or participating in the activity. In class one, there was a group of three girls who were not doing their job in the time I gave them. One of the girls had finished her book, so I suggested her to read something else somewhere else in the classroom. Still, the other two girls were not in the same page as the other students. I stood by them, observed their

notes, and told them if they needed me to help them think about what to write, they answer with a negative. Then, I told them that if the notes were going to be graded, even if they were not, I told them that they were. Unfortunately, telling them that did not work either because their notes were out of context. Something very similar happened in the next hour. After my experience with those two groups of girls, I have learned that if I am grouping them, I will more careful when I group the students. I formed the groups by the chapter they were reading, and the two groups of girls were reading the same chapter. Next time I will pay careful attention on where I group these girls. If separating them does not work, I will talk to them individually privately and ask them to give me advice on how to help them succeed in class, or ask them to help me be a better teacher by recommending me things to do make their time in the classroom more productive. Instruction (AEA: Communication, Coordination, Diagnosis, Integrative InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility), Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect, Reflection), Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

After teaching the lesson and analyzing student work, describe how your decisions impacted student learning. How do you know? How well did your assessment connect to the lesson objectives? Are there changes you would make or things you could have done differently? At the beginning of 3rd hour, I had the students put on the board the number of the chapter they were in and their name. It did not go as well as I thought; students were not doing it in an orderly manner, some were taking a lot of time writing their name, and the writing of other was not readable. So, for the next hour I decided to do grouping different: while the students where sitting, I asked the students who is reading chapter X?, then the students had to raise their hand and I told them where to go in the room. I am glad I changed my grouping technique from 3rd hour. It gave me more instruction time. A I was reading their notes, I observed many comments of the students not liking the book they are reading. If I had a chance, I would have created different literary circles instead of one. That way, students would have had the choice on what to read depending on their preferences and as consequence they would have been more eager to engage in exchanging notes with a partner. I think the notes the students exchanged, in the case of students who enjoy the book, were a good reflection of my objective. The students were exchanging their ideas, and that gave them an opportunity to learn from each other. Consider student learning as you reflect on your teaching of this lesson. Explain how the evidence you obtained in your lesson (assessment) demonstrated the degree to which all students achieved your objectives.

By reading all students notes, I realized many of the students did not care for the book; therefore they did not care about the activity. In the other hand, the students who were into the book were the ones that in their assessment was reflected what I wanted them to do. Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

Explain how you incorporated feedback from your cooperating teacher and supervisor, if applicable, to the planning/teaching of this lesson. What decisions did you make based on feedback received? My C. T. gave me some copies of a book she uses to plan her lessons. The taking notes lesson in that book captured my attention, so I decided to be inspired by that lesson. Originally, my C. T. told me to base my lesson in one chapter, 9, but as the morning before giving my lessons I decided to make groups because I knew, by surveying students the week before, not all students were reading the same chapters.