Robert Patch December 5, 2013 Intro to ELL Live Lesson Reflection 1.

We had two content objective and two language objectives in this lesson. The content objectives were for Taralyn to be able to explain the properties of light and to understand how the light scatters in the atmosphere. Our language objectives were for Taralyn to discuss the vocabulary words and explain why the sky is blue. We feel like we did achieve these objectives because Taralyn was able to use the vocabulary and properties of light to explain why the sky was blue with our guidance and why the sky was red at sunset without our guidance. 2. I think we did challenge Taralyns vocabulary and language skills because we were talking about a subject that Taralyn didnt know much about. Taralyn originally was avoiding using some of the words we introduced, but as the lesson wore on she started to gain a real understanding of the words and used them in her descriptions. Specifically when we were talking about sunlight Taralyn was just using the term light to describing the light from the sun, but later on in the lesson she started using the term ray. Another example would be Taralyns use of the term molecules. Initially she was using the term air or gas but she eventually started to use molecules and atoms. 3. The part of the lesson that was too difficult was trying to get Taralyn to understand how light acts as a wave. Without a basic understanding of light and energy there is no way to describe it. Midlesson I realized just saying light was a wave and had different wavelengths was the way to go. I didnt think any part of the lesson was too easy. Even though I asked some easy questions they were used to get Taralyn to start thinking in a scientific way. I dont think that rainbow part of the lesson went the way I wanted it to go. Taralyn could not figure out that water in the air acted as a prism in the formation of a rainbow. An adjustment I would make to this part of the lesson is that I would

have made sure that Taralyn realized that water evaporates quickly when the sun comes out immediately after it rains. She may have realized that this dense water vapor could act as a prism in the sky. 4. I would not have changed too much for an ELL student on the part of the lesson but if the student had no background knowledge, I might have changed a few things. First, I might have separated the lesson into two lessons. The first part would have been a lesson on light and the second would have been a lesson how light acts in the atmosphere. Separating into two lessons would allow me to introduce more vocabulary words. I also would have included a talk about air and space, concepts that Taralyn already understood. I would have changed how I acted as well. I would have made sure to talk much slower and I would have paid much more attention to my word choice. I would have also asked a lot more questions to make sure that the student was following the lesson. These questions would have either one-word answers or would be yes or no questions. Something else that I learned from this lesson is that co-teaching can be difficult but it can also be very useful. I found it difficult teaching with someone else. I always wanted to step in and say things the way I would say them. However, I made a critical error in my talk to Taralyn and Steve caught my error and quickly corrected me, allowing for the lesson to move on before Taralyn became too confused. I have always been skeptical about co-teaching, but this lesson proved to me that it can be very useful and can make lesson giving easier for a teacher.