Lesson Plan & Implementation:

Level 1 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
two parts: the reflection and the analysis.
In order to receive full credit your reflection and analysis must include
specific references to the video with time correlations. For this reason, it is
strongly suggested that you complete a chart as you watch your video with
the following headings.
Time

Celebration/Struggle/Questio
n:

Claim about teaching

:35

Students remembered what

the story was about.

It is good to preview the

book before reading it.

3:19

Students remembered what

a century was.

3:27

Students are asking

questions about vocabulary
that they do not know.

They retained information

that I just taught, but it
doesnt mean that they will
remember it in a few
minutes or hours.

6:25

They are able to explain

similarities and differences
between two pictures.

17:10

The students got restless and

very fidgety and started not
paying attention and being
disruptive.

They want to know

vocabulary to expand their
understanding, which
shows theyre attentive to
the story.
They understand how to
compare and contrast
pictures. They are able to
articulate their thoughts
and talk about them with
others. This is a great skill
to develop as
kindergarteners.
They may not be use to
sitting for this long, so they
probably are getting
restless from sitting and
listening. It is probably a
good time to just move to
an activity and come back
to the lesson later.

Reflection
My lesson went pretty well for it only being my second read aloud Ive done. I feel like
I stuck to my lesson plan through the entire thing until the end of it when I decided to head
strait to the PowerPoint after we were done reading. I was supposed to ask reflective and
summative questions at the end of the read aloud, which I moved to after the PowerPoint. At
the end of the PowerPoint, I asked them their favorite part or a part that they remember that
they want to share. Aside from that part, I did everything that I wrote down in the lesson. I
made this change because I could tell that they were getting fidgety, so I had to move on to
the last part of the lesson before I lost their attention completely. The Levin and Nolan text
for this course talks about ways to help this disengaged behavior. When the students are
activity engaged in their learning, it is called the time-on-task or engaged time in the
class. The book says that students will be more engaged depending on how the teacher
involves them in ways like presenting the information, asking questions, assessing
information, providing feedback, and monitoring work. If the teacher does this well, then it
will result in higher student engagement. Another way that stands out to me is the fact that
physical movement used appropriately helps students to stay attentive. It actually helps
blood flow to the brain, resulting in a higher student attention. Both of these ideas are very
beneficial to consider when trying to fix a disengaged and uninvolved class (Levin & Nolan,
2014).
If I were to do this lesson differently, I would just stop disruptive behavior very
quickly into the lesson so the kids understand my expectations through the rest of the
lesson. When I teach, I sort of dont pay attention to some of the things that the kids do, so I
dont correct it and they get away with it. Since I dont correct it immediately, they think that
they can get away with it while I am teaching. To do this differently, I would just correct the
bad behavior without overlooking it, but this takes practice as a teacher. When I am
teaching, it is hard to pay attention to the small things that are going on, and I think I will
get better at this with practice and more experience. If I were to keep things the same, I

would keep their conversations the same. They are very good at talking about what they are
thinking and articulating their thoughts, so I would definitely keep this aspect of it. I would
also keep the concept that I taught because they seem that they really enjoy it and they
really grasped the information.
At 6:25 in the video, I was really impressed and surprised that the children were able
to compare and contrast the pictures. They really understood how to pick out differences
and similarities and explain them to me and to their shoulder partner. This seems like an
advanced thought process for a kindergartener but they completely grasped the whole
concept. They understood the concept of then and now, and they were able to explain it.
These instances surprised me and I think it is so cool to see their minds develop and grow
into being able to think more critically.
Analysis
The students demonstrated their understanding by their conversations with their
shoulder partners, their participation when I asked them questions, and by the activity at the
end. My students were able to show their understanding of the topic by completing a
worksheet of sorting pictures in old and new columns. I showed pictures of the worksheet
on a PowerPoint so I could make sure that they understood the worksheet and were able to
identify the pictures in it. I chose to go over the pictures in the worksheet because they can
be a bit confusing to identify without going over them.
All of the students performance was great, and I cant pick out any students/group of
students who did exceptionally well. There were a few students who the teacher usually
helps or monitors because they may not do the activity. One student didnt do the activity
after I asked him to work on it a few times. I think the best thing for this scenario is to just
work with that student individually when the teacher is able to have time to individually
work with him.
I think the best way for me to learn is from watching my CT do read alouds and just
observing her and how the students act with her. I would also benefit from researching fun
and engaging activities so they can stay involved and engaged in the book without getting

restless. This book was sort of on the challenging side, which demonstrates the rigor that
the school aims for. Although this rigor is important, I feel like text selection for kindergarten
is important because there is a difference between a read aloud book and one they would be
able to understand for independent reading. They would be asking so many questions about
this book and they wouldnt be able to understand the text if they read it themselves, so I
dont think that I would want them to read this book for independent reading time.

References
Levin, J.,Nolan, J. F. (2014). Principles of Classroom Management: A Professional DecisionMaking Model, (7th
Ed.). Boston: Pearson.
Peterson, C., & Upitis, A. (1999). Century farm: One hundred years on a family farm.
Honesdale, Pa: Boyds
Mills Press.