Lesson Self- Assessment for ED 315 Lesson 2 Name: Fabiola Rodriguez Lesson topic: Chapter and Vocabulary Review

Date: March 14, 2013 School/grade level/ number of students: Bruce Guadalupe/8th Grade/ 27 Name of Cooperating Teacher: Sara Schindler Planning and preparation: Describe how your plan provided opportunities for active engagement. How did you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if you did. One of the ways I provided active engagement was by creating a comic strip to review Chapter 16 of Harper Lees To Kill a Mockingbird. The only problem with the comic strip was that students who were sitting on the back of the room might have not been able to appreciate it as well as the students who were closer to the smart board. The second way I provided opportunities for the needs of other students was to use pictures from the movie To Kill a Mockingbird when reviewing the vocabulary. I think that by using pictures from the movie, students could relate more to the terms. Also, students who are visual learners would have been more engaged. After reviewing the vocabulary words, I asked students to show me thumbs up if they felt they knew most of the courtroom terms, or thumbs down if they felt they needed more information about them. Since all students gave me thumbs up, I decided not to show the brain pop video that covered the courtroom terms. Classroom environment: Evaluate the ways in which your encouraged student participation. How did you elicit student responses? How did you engage them in responding to you and each other? Evaluate your plan for individual, small group and/or whole class work. How effective were these different organizational techniques for keeping students involved in your lesson? I encouraged participation in the first part of the lesson by asking questions about what had happened in Chapter 16. In the comic strip, I created a character of myself asking a question every now and then. I think this was a fun way to ask students questions. In the second part of the lesson, I asked a couple of questions about the vocabulary words, for example, I asked if they knew the word used for the person who makes the decisions in a court. Both of the activities were to be completed individually. After the first part of my lesson, I gave each student a note card to write about something new they learned from chapter 16. They could write about a character or something about one of the themes. While the students were working on this activity, the directions of the activity were on the smart board as well as a timer. Right after this activity, we reviewed the courtroom terms. Then, I gave them time to complete the worksheet/quiz on the vocabulary words. The directions of this activity were on the smart

board as well; although I forgot to have a timer on the screen. When I noticed students finishing the worksheet, I told them they had a couple of minutes to finish up. Students were engaged throughout the lesson. I think I had a good balance of how much the students had to listen to me talk, how much they participated, and how much they work individually. Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the needs of all learners met? What changes would you make if you repeated this lesson? I think the comic strip and the pictures from the movie of the book they were reading had the students engaged in the lesson. I meet the needs of visual learners, which are probably all students. If I had to re teach this lesson, I would have made the comic strip more visible for all students. Assessment: What assessment processes did you plan and how did they work? What did you learn from listening to student responses, examining their work or listening to their interactions? How well did your assessment procedures inform you about student attainment of your lessons objectives? Note cards: students wrote new information (characters, themes) they learned from the chapter. A common response from the note cards was that they learned about a new character, Mr. Dolphus, and about how kids who were half white and half African American did not belong anywhere. These new information is relevant to understand chapter 16. One of my objectives was for the students to recognize characteristics of Mr. Dolphus. I feel I succeded in this objective because the majority of students were able to recognize who Mr. Dolphus is. Woksheet/quiz: I did not wanted to overwhelm students with the word quiz, so I decided to call this activity a worksheet. The purpose behind this worksheet was to see how much students knew about the terms, since many may be on their vocabulary already. Overall, students did pretty well. I noticed confusion between oath, verdict, and subpoena in some of the students work. Also, I noticed that the picture matching part was not as clear as I wanted to be. Some students were not sure which table was the prosecution and which was the defense. I should have told them that they could decide which one they wanted to be the prosecution and which the defense. Recording device: I created and printed the recording device the day before my lesson. I wrote the name of each student in a square and place him/her where they usually sit. The day of this lesson, I video taped myself. The day I created the recording device I forgot that not all students had returned their permission slip. I did not have the time to create a new recording device sheet before I stated teaching, so I decided to use the one I previously created. It was a bit more confusing not having the students sit in different sits from my recording device, but I managed to write as much observations as possible. I admit that I was not able to check all of the students that participated during discussion. I did catch which students were on task during both activities.

Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson? How will you apply it to future lessons? I learned that I have to project my voice better. Also, I learned that I have to make sure all students are able to see what is on the board, so they can be even more engaged. In my next lessons, I will make sure I use my teaching voice all the time, and that every single student is able to see what is displayed in the board. Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your planning for future teaching? I learned I have to make sure my worksheets are not confusing, and that even if I went over a lot of times, I need someone else to check it for me to make sure everything is clear. Unfortunately, my C. T. had had a couple of busy days, and she was not able to look it over. I am sure a classmate of mine would have been able to help me. In future planning, I will make sure I am collaborating with other resources, such as my peers and instructor, if my C. T. is not available.