Lesson Plan & Implementation:

Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should reflect on the experience and analyze its
effectiveness. This part of the process consists of three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations. For this reason, complete a chart as you watch your
video with the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time Celebration/Struggle/Question:
0:35 I set my expectations before the
lesson by stating the CHAMPS. I
also shared with the students
what we will be doing.
4:07-7:00 I was modeling what the students
should be doing during this
activity. The checklist was to assist
the students with tasks that they
already know what to do. This was
to allow the students to self-assess
and make sure they are following
English conventions
5:43 A struggle I encountered in this
lesson was when students could
not recall what a noun was. I knew
the students had learn about this
last week. However, when I was
Claim about teaching
practice
This connects to FEAP 2c.
because I am setting high
expectations. By doing
this, I am holding the
students accountable for
their actions and
behaviors.
This connects to FEAP 2e.
because I was modeling
for the students. I was
showing the students
how they should be
working on the writing
activity. I was probing
the students and asking
them what I should do if I
do not know how to spell
something. I was giving
students scenarios that I
knew they would come
across.
This connects to FEAP 1b.
because it is important to
make sure students have
prior knowledge about
concepts that are in the
 asking the students if Ruby
Bridges was a noun or verb, they
were unsure.
24:23 I had the students self-assess their
writing by using the checklist. I
had some students share their
work as a way to wrap up the
lesson. I was also walking around
and monitoring students while
they were working.
Pre-lesson Throughout the lesson I was using
4:07 and 24:23 the FM which connects to DHH
students cochlear. This assistive
technology allowed my DHH
students to hear more clearly and
focus on my voice.
lesson.
This connects to FEAP 1d.
because I used various
types of formative
assessment to monitor
students learning.
Students were self-
assessing, I collected and
recorded the samples,
and I was able to see
areas of improvement for
students.
This connects to FEAP 2i.
because I was using a
variety of technology to
reach all of my students
(including those with
IEP)

Multiple times through the lesson I

used the elmo. Once was at the
beginning when I was modeling
my writing and another was at the
end for students to share their
work. This was an efficient way for
all students in the classroom to
clearly see what I was presenting.
This assistive technology helped
students achieve/reach the
objective for the lesson.

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
I did not start on time, we were testing in the media center. So, I think this took the
students by surprise. I did not start the assignment on the rug with the students, instead I
had them sit at their seats.
2. If you were going to teach this lesson to the same group of students, what would you do
differently? Why? What would you do the same? Why?
If I were to teach this lesson to the same group of students, I would have them sit on the rug
while I introduce the writing activity. I would use the big chart paper instead of the elmo to
demonstrate the writing I wanted them to do (following the checklist). By using the big
chart paper, I will be able to model to the students how to write, they can see my arm,
wrist, and hand movements on the paper. I believe this would make my example more
interactive, because all of the students will be on the floor and focused on the target. I
would keep the timer during the students drawing (quick pic) time, this helped the
students know when they should be writing. I found the wrap-up very efficient. I would
allow the students to share their work on the elmo and read what they wrote. I would have
them explain how they met the criteria on the checklist (self-assessment).
3. What surprised you in your lesson?
I was surprised at some of the student’s responses to the key details from the text. Some of
the students used my example (which I knew would happen). I was surprised with the
students who did not use my example. The other students used key details from the chart
or pulled their own details from the story that we did during whole group reading. This
showed me that students were engaged and some of the events/details resonated with
them. The students were able to relate to Ruby Bridges’ story.
4. Describe an instance or particular encounter that comes to mind. Why did you pick that
instance? What is so perplexing about that particular moment?
Reflecting on my Supervisor lesson, there is a moment during my writing example that
keeps coming to mind. As I was using the writing checklist to make sure my writing was in
a complete sentence, I asked the student about Ruby’s name. The students had gone over
the week before what a noun was, it is a person, place, or thing. But when I asked the
students if I should capitalize her name, they did not understand why. I was probing my
students about nouns. They concluded that Ruby was a person but they still did not realize
it was a noun, so they did not know to capitalize it. This moment proves how important it is
to revisit learned skills. As students are writing they should be thinking about nouns and
verbs, this can be incorporated more by using a writing checklist.
5. What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences?
This was my first writing lesson, I have done other lessons with writing included but not
the primary focus. I tried to incorporate probing questions that my CT uses when she
works on writing with the students. I am currently taking LAE 4311, so I will be able to
incorporate what I learned from this course and I add it to my future writing lessons.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the
students meet the objectives stated in your lesson plan and how do you know? Make 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Questions to answer in your analysis:

1. Which students achieved the learning objective? Which students did not achieve the
learning objective? How do you know? Which of the following helped or hindered your
 students’ learning – teaching methods, activities, instructional materials, planned
differentiation strategies?
I would say almost all of the students met the objectives. All of the students were on topic
with their writing, they talked about a key detail from the story. Although, some of the
students did not write complete sentences but I know that they put their best effort into
the writing. I know the students met the objectives because I was walking around the
classroom to talk to students and observe what they were writing. I helped students with
their quick pic, in order to make sure they were on the right track. I believe the checklist
assisted students when they were working on this assignment because they were able to
self-assess their work.

This student chose to write about a key

detail that he could relate too. This student
found some similarities between himself
and Ruby Bridges—they both attended
school.

“Ruby went to school all by herself.”

2. How did any special considerations of accommodations affect the lesson? Discuss the
outcomes you achieved explicitly with any students eligible for ELL support, gifted
instruction or IEP/504 accommodations—did they meet your objectives? Why or why not?
There are 3 DHH students in my classroom who have IEP’s. I took this into consideration
when designing/implementing my lesson plan. I used the FM which connects to the
students cochlear so they can hear better and clearer. I also had the interpreter sign for the
students. All of the ELL students sit within the same proximity so they all can see the
interpreter. These students met my objectives by completing the writing assignment with
complete sentences. The students work was on topic and related to The Story of Ruby
Bridges. There are three ELL students in the classroom, each within a different level. Either
myself or CT floated around the classroom and assisted these students. My CT and I worked
one-on-one with the ELL students to provide them with more support.
 This work is from an ELL
student.
“People called Ruby
names.”

3. Based on what happened in this lesson, what are the next steps? What do you plan to teach
next to this class based on the data you collected? Be sure to explain how you will use
information from this evaluation in future lesson planning.
Based on this lesson and what I observed/collected I plan to teach the students how to
write complete sentences. I would like the students to have a copy of the writing checklist
to assist them when they are doing any type of writing activity. The checklist can be
laminated, so the students are able to check it off and erase it each time they use it. I want
to work more with my students on their writing. They learned about the components of a
complete sentence but they do not implement it. I also want students to be able to identify
nouns, verbs, and any other grammar they will learn along the way.

This is the writing checklist I used

during the lesson and I would like
to keep implementing it during
students daily writing activities.

4. Include artifacts representing student work that reinforces your narrative.

 Student is sharing
what she wrote,
along with how she
used the writing
checklist.

Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.
Questions to answer specific to a literacy lesson:
1. How did you address at least one of the 5 pillars of literacy instruction (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) in your lesson?
I believe this lesson demonstrated a few of the 5 pillars of literacy. The students had to
demonstrate comprehension by engaging in a read aloud and writing about key details.
Students needed to be able to understand what was happening in the read aloud in order to
write about an important event that happened. Another pillar of literacy that was included
in this lesson is phonic. Students were demonstrating phonics when they were stretching
words out and attempting to spell them.
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner
while attending to student engagement?
During my lesson I explicitly addressed phonics. I addressed this by referencing the writing
checklist. When students did not know how to spell a word, I wanted them to stretch it out
(this was on the checklist). I even modeled this during my example of the writing activity. I
addressed comprehension systematically. The students were expected to be engaged and
interacting with the read aloud. The students demonstrated comprehension when they
were answering my questions. Then during the writing activity, the students were writing
about key details. The student had to be able to comprehend the read aloud in order to
complete the lesson. I would ask the students questions when I was helping them with
their writing. These questions allowed me to know if the students comprehended the read
aloud.

**Include in your reflection either at the end or integrated within, references to times
where you demonstrated applicable FEAPs. Your reflection can serve as the artifact you
link to in your FEAPs portfolio for those specific FEAPs that you describe demonstrating
there.