REFLECTION

We chose this unit topic to teach the 4th grade students parts of their bodies as a basic
knowledge. We spent most of the time thinking about evaluation process. Because we do not
want our students to feel bored if they are exposed to the traditional and authentic assessment
styles. So we also add some group activities for evaluation like preparing dialog cooperatively.
We determined the prerequisite skills according to our topic. We thought that they must be
able to use singular/plural structures correctly. We allocated 6 hours and extended topic over a
period since we didnt want to push our students too far.
We use ABCD to state our standards and objectives. We firstly identified our audience to
whom we are teaching to get the best results. Our audience is 4th grade students. Behavior
means the knowledge that we want our students to acquire. Our topic is body parts and we
expect from students that learning English meanings of their body parts, being able to use
them with sentence structures such as have got/has got and how many. Also, we state
the degree to which the learned skills to be mastered. We state that 4th grade students will be
able to identify and name the body parts in English at the correct percentage of 80. 4th grade
will be able to form sentences with body parts using have/has got structures correctly at
least %80. 4th grade students will be able to ask or give information about their body parts by
forming a dialog at least %80 accuracy.
We introduced vocabulary by flashcard made by using StudyBlue and an infographic
made by using Easel.ly to make memorization easy. For grammar acquisition we used a
concept map made by using and a presentation made by using to make structures concrete and
clear. In order for students to see authenticity of this vocabulary and structures, we also used a
video made by using Goanimate and we also assisted our evaluation with an online survey
made by using Obsurvey.
Our instructional activities are based on cognitivist approach. We regard learning as an
active process occurring with learner and also learner-learner interaction. They develop their
own meaningful connections between what they are learning and what they have learned.
We utilized instructional materials in a well-integrated way into the objectives of lesson.
In first lesson students were grouped and vocabulary is taught through giving them flashcards
and showing them an infographic related to the topic and quiz was took place for
measurement. In another 2 hours, related grammar structures are shown through a

presentation and a concept map. Then to integrate both grammar and vocabulary some
translation activities and roleplaying based on the translated sentences are applied and again a
quiz took place for assessing the grammar structures acquisition. In the last 2 hours of this
topic the emphasis is on the learners ability to use what they have learned. Related video is
shown, then some group activities such as creating a dialog are applied. At the end an online
survey is carried out in order to see to what degree the topic was understood.
We plan learners to participate and be active during the course by providing those
activities allowing them to practice the new knowledge or skills and receive feedback on their
efforts before being formally assessed. In order to do that, we used some methods and
integration of media in our instruction. Group activities are done cooperatively; games
including whole class participation are taken place. Also students can take benefit from
computer assisted instruction. Feedback can come from a computer as well.
Our evaluation does not only examine the degree to which students achieved the learning
objectives but also examines the entire process and the impact of technology and media. We
apply some quizzes that can be done orally or with the assist of a computer. Also, we use
some group activities such as preparing a dialog for evaluation and revising process.
Sinem AHN
Seray SEVN
Nur Petek SEVM
eyda Nur AHN