Writing Lesson Reflection
Tuesday, July 21st, 2015 from 10:45 to 11:15 am
Lesson Topic: Writing Complete Sentences
Students will use the sentence buddy template as a visual guide to create a sentence that has correct punctuation and capitalization. The advanced learners will review nouns and verbs as well as make a compound sentence using conjunctions such as “because” as it relates to cause and effect taught in reading.
What went well:
My lesson plan was written in a way to include an assessment of the information I was teaching. My goal for the lesson was to have the students learn and retain the components of a complete sentence (a beginning capital letter, a complete thought, and an ending punctuation. Also, my lesson was written using a multi-sensory approach. The lesson included a song, movements, and a visual aide to help the students understand the concept of a complete sentence using a Sentence Buddy. All six of the participating students showed mastery in writing a complete sentence.
What did not go as planned:
This lesson did not go as smoothly as my last lesson, because I tried to incorporate too many activities for the allotted time of the observation. I should have allowed two class periods for the material I presented. This caused me to rush through the lesson, which did not allow the children enough time to absorb all the information that I taught. Also, with the time constraint, I did not give students enough time to process the task well enough to do it independently during the whole-group instruction. I was impulsive in that I completed the task for them. I need to learn to self-regulate my instructional pace.
How to change for subsequent lessons:
I will work on having more realistic time stamps and fewer activities in a given lesson. However, this lesson helped me identify areas of written expression that I will address in future lessons.
Comments from university supervisor:
Room for improvement:
· Break lesson into two lessons. Too many activities for a 35 minute lesson block.
· Still working on using developmentally appropriate language and vocabulary to ensure it is not over the students’ head.
· I need to learn ways to slow my instructional pace. For example, take a deep breath or have a signal given by a co-teacher.
· Differentiated instruction for the various students based on their learning needs and goals.
· Lesson was multisensory and students enjoyed the use of manipulatives.
· Be careful not to complete tasks for my students when they need time to process. This may hinder their desire to volunteer.
· Effective use of questioning for students and classroom management.Enjoyed my use of compliments to the children