Kayleigh Basovsky

Reflection Questions

1. Did you achieve both your language and content objectives? How can you be sure?

We were able to achieve both our language and content objectives. Our language
objective was that the students will be able to find their word or definition match and
share with the class which vocabulary word/definition they have. We knew the students
achieved this by seeing them get with the correct partner. Once the students were
partnered up, the pairs shared their word and definition with the class. Our content
objective was that the students will be able to organize information about badminton
into what they know, what they want to know, and what they have learned. We knew
the students achieved this objective as they filled out a KWHL chart. The students then
shared what they learned throughout the lesson with the class.

2. Do you feel you "immersed" the students in the vocabulary? Based on your assessment,
did the students have their own understanding of each of the vocab words?

I feel like I immersed the students in the vocabulary. The students understood the
vocabulary as they filled out a four corners worksheet and displayed it on the document
camera. Also, the students found videos of badminton matches with their partners. I
walked around the room and the students showed me their videos and would pause it
and use the vocabulary words that they were just taught to explain the match. After
seeing these two activities being achieved, the students had their own understanding of
each vocabulary word.

3. Do you feel you had enough interaction, giving students the chance to apply the
language/content with other students? Why or why not?

I feel that we did have enough interaction that gave the students a chance to apply
language and content with other students. Half of the students received words and the
other half received definitions. The students partnered up with their match of the word
that went with the definition. The students then found a video with their partner and
explained it using their vocabulary words.

4. What are three aspects of the SIOP process that you find effective and truly need to be
in your lesson plans (especially if ELLs are present)?

Building background was really effective throughout the lesson. We made sure the
students were able to connect their past learning to their new learning. The students
filled out a KWHL chart and explained what they learned throughout the lesson. Also,
using the comprehension input helped as well. We used a lot of pictures and videos to
 explain our vocabulary words. This helped the students actually visualize what the word
was and maybe relate it to something they have seen before. Lastly, interaction was very
important as well. The students each received a word or a definition. The students had
to get with their partner that matched the word to the definition. The students then
found a video together and explained it using the vocabulary words. This gave the
students the chance to work together and help each other if one partner did not
understand a word.

5. Looking back now that you've completed the lesson, what is one thing you would have
done differently? Why?

If I could go back, I would have added an activity. We had five extra minutes and I feel
like the students could have benefitted from watching another video and seeing more
pictures of badminton. I would have had the students watch a video of a badminton
match and have them write down the vocabulary words they see being used in the video
and explain them. I would use this activity as an exit ticket to formatively assess the
students and this would fully engage the students as well.