Johnny Segovia

TED 623 Language Development Methods

Lesson Plan Demonstration and Self-Evaluation
12/18/15

In the evaluation of my lesson plan that I recorded I found that there were some
areas of opportunity in my execution. I feel that I had many good strategies in place
that I intended to use, but when I came time to execute, they did not necessarily turnout
how I envisioned. The instructional strategies that I used for this lesson plan were used
with the English language students in the class in mind. I really wanted to utilize
educational technology in my lesson. As we are moving from text-based information to
multimedia digital information, teachers need to use effective ways of searching,
selecting, evaluating, processing, presenting, and retaining information (Educational
Technology Applications). I spent a considerable amount of time searching for a
multimedia video that incorporated different sensory aspects. The video I selected
utilized a narrative, printed words, and pictures; this was just the type of video I was
searching for to meet the needs of my ELL students in the classroom. Even if the sound
were to be turned on in the video, the students would still be able to see the pictures
and read the words on the video. Another tenet of the video that I found advantageous
was the length of the video. I wanted a video that was less than ten minutes long so
that it would hold the students attention span. One aspect of the video that I did not
take into consideration was the speed of the video. After my lesson was over, I have a
very helpful conversation with the teacher in the class who was able to observe the
lesson. She pointed out that the video was very fast paced for the grade level that I was
teaching. If I was to teach the lesson again I would have uploaded the video to the
class myconnect website so that all students, especially ELL students, could view the
video prior to class and have already been exposed to the information which would
make retention of the information much easier. The class would also be able to view

the video after the class as well. I was able to provide the teacher with the video so that
she could upload the video for the students to view if they chose to.
Another strategy that I used in my lesson was schema building. This SDAIE
strategy helps students construct a framework of concepts that shows the relationship
between old and new learning and how they are connected (SDAIE and Related
Strategies). The lesson was about social levels of Ancient Egypt. I chose to have the
students create a Venn diagram consisting of the material that was presented in the
video and with already attained knowledge that they have of todays society. Then, in
the middle of the diagram was to consist of the overlapping aspects of the two societies.
I felt this was a good way to address a development need of middle school students that
is connecting lesson content with their life outside of school. What I would have done
differently with this activity was provide more direction of what the aspects of todays
social levels or todays society would consist of. During my checking for understanding
I found that students were unsure of what I was looking for them to come up with. I also
would have provided examples of what type of information would populate the diagram.
Many students were writing full sentences in the diagram; this is because they were just
taking the information from their notes and copying it straight to the diagram. I would
have modeled how to condense the sentences into short bullet points that would fit the
diagram format better.

Another SDAIE strategy that I intended to use was modeling. Modeling means
designing in a certain way, imitating some form, or making a pattern (Serdyukov, 2013,
p. 245). For my lesson I wanted to model the Venn diagram. I did model how to create
the diagram itself, but I also intended to fill in the diagram together as a class. I chose
to not complete this process of modeling because of how I saw that the class had
written their answers; in complete sentences. Looking back at this, I see now how this
could have been the time when I could have also taught the skill of turning their notes
into short bullets to fill the diagram. Instead I decided to conduct a verbal formative
assessment of their retention. I feel that this did go well, and I even invited students to
use this time to fill in any missing areas of their diagram during the whole class recap
session. The students were very involved and engaged in the lesson recap, so I feel
that the lesson was a success, but I could have enhanced it by constructing a class
Venn diagram during this time.
Overall I feel my performance was a success. All students benefit from direct
instruction in choosing and using learning strategies (Serdyukov, 2009, p. 174). I feel
this was a high point of my lesson. The strategies that I chose to use for the ELL
students in the class were also impactful for every student. This is a practice that I will
take with me moving forward. This experience was very beneficial for my development
as a teacher. The feedback that I received from the observing teacher was also very
helpful and will be used for future lesson planning.

References
Educational Technology Applications. [PowerPoint slides]. Retrieved from
http://nu.blackboard.com
SDAIE and Related Strategies. [PowerPoint slides]. Retrieved from
http://nu.blackboard.com
Serdyukov, P. & Hill, R. A. (2009). Methodology for Second Language Development
(Revised Edition). Boston, MA: Pearson.
Serdyukov, P. & Ryan, M. (2013). The 5-Minute Lesson Plan: A Practitioner's Guide.
Boston, MA: Pearson Learning Systems.