Lesson Plan & Implementation:

Reflection and Analysis

College of Education
Childhood Education & Literacy Studies

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 and focus your
viewing on the student learning goal and/or teacher instructional goal.

Time Celebration/Struggle/Question: Claim about teaching practice

2:43 I highlighted a student for “sitting quietly with a
bubble” to reinforce positive behavior as students
were coming to the carpet.
By positively reinforcing students verbally for
their peers to hear, students will most likely try
to imitate that child as either they realize the
expectation or also want praise for doing the
right thing.

4:56 I worked to activate student background
knowledge by relating back to what we had
started work on the day before. I did this by asking
students to “raise a quiet hand” and tell me what
we started writing about yesterday. I praised
students who raised a quiet hand.
In this scenario, I related back to what the
students had worked on the day prior, this gets
the students engaged and ready to continue in
their learning. The behavior management piece
also allowed me to set up expectations for how
I wanted my students to respond.

5:48 I asked students to do a turn & talk to discuss their
favorite places. Before students did this, I modeled
the turn & talk with Mrs. Rodriguez. Mrs.
Rodriguez and I also circulated that carpet to
listen to student conversations & identify which
group I’d like to highlight.
Because I modeled the turn & talk, I think the
students were more prepared to conduct them
on their own. By listening into student
conversations I was formatively assessing to
see what students’ level of understanding was
and was able to identify an exemplar.

9:58 I pulled in literature to help make the connection
between reading and writing by highlighting an
author’s work. I also showed flexibility, as I did not
know that I would be using this text until the day
of.
As a teacher, you need to be flexible. Luckily,
verbs are found in just about every book, so I
was able to pull an example of verbs in the
moment. This is not ideal, but should be
considered.

13:27 I’d really like to celebrate the verb activity because By getting the students physically engaged,
I feel that it was successful. The students were they were excited to learn about verbs. This
engaged and the breathing in and out helped them also provided more understandable vocabulary
 to calm down before continuing the lesson. instruction for my ELL students. It was in a
form similar to TPR. By calming down
afterwards, students are ready to continue.

16:43 I asked my students a higher-order thinking It is important to make sure students can
question, “how do you know ‘run’ is a verb?” explain how they know something. If this is not
ensured then they could simply be guessing
and not fully understanding the concept.

21:09 I had technical difficulties and couldn’t get to my Once again, this instance shows that teachers
PowerPoint where I had the Writer’s Workshop need to be flexible and have a backup plan.
expectations and the five-minute timer. To
overcome this, I looked up the timer online and
reminded students of the expectations for Writer’s
Workshop.

26:30 At this point, I was circulating the classroom while
the five-minute timer with music was on to
conference with the students. I had a checklist I
used to record progress. I also sent students who
have been identified as needing extra support to
work in a small group with Mrs. Rodriguez.
This was my form of assessment for the lesson.
Due to this being writing workshop, not every
student was assessed at the same level. I got to
conference with about half of the students.

30:13 After the first five-minutes, I stopped to highlight In writer’s workshop, it is important for
student work. I had previously established which students to have time to show their work. This
student I would select. We discussed what he had establishes pride in their writing.
done, the strategies he used, and what he can do
next. I then modeled what I wanted the students to
do next.

39:23 At the end of Writer’s Workshop, I brought three This connect to what was written directly
students up to share and highlight their work. I above.
chose students at various stages of writing.

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had. You also might address something that
surprised you or something that made you pause.

What surprised you in your lesson?

 Something that surprised me was the effect this lesson had on my students. They
were very engaged and even before the lesson they were excited to continue their
writing from the day before. I believe that they were engaged because I had their full
attention and many of them reached the lesson’s objective. Also, the results of the
lesson were so exciting. Students were at many stages of the writing process, but
 each had made progress. It honestly made me so happy as a teacher and I couldn’t
wait to look over and read each of their writing.

What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences?
 This lesson truly connects to what I have been learning in my Teaching Writing
course. We’ve learned a lot about how to set up writer’s workshop in the classroom.
This includes incorporating conferencing, realizing that students need to work at
their own pace, and the incorporation of authentic and interesting topics for
students to write on.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent
did the students meet the objectives stated in your lesson plan and how do you
know? Make a claim about student learning and support it with evidence that you
gathered from the lesson.

Identify an individual or group of students who did especially well in this lesson today. How do
you account for this performance?
 One student who really stood out in this lesson was Student A. This student excelled
in her writing, her use of verbs was minimal but I believe that the effort she put into
her writing showed she was engaged in the lesson and was excited to begin writing.
Because students like Student A were able to write about something