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Unit Plan

Lesson Reflection Form


Name of Lesson: Getting to the
Action
Lesson # : 4

Date: November, 21st, 2016

After teaching the lesson, analyze student performance and your


teaching
by responding to the following questions.**
To what extent did the students achieve the outcomes you
intended?
List specific EVIDENCE/DATA that provides information about student
learning.
Based off of the students assessment, I believe they successfully reached the
objective that was intended to be met in the lesson. In all of their adventure
narratives, they edited if they did not have a beginning that got right to the
action or they kept it as is because they already started with action.
Throughout the lesson they also showed that they understood the
importance of grabbing the readers attention by getting right to the action
rather than leading slowly into the action of the story.
Which of your instructional strategies were most effective in helping
your students learn? Explain how it was effective.
I believe that the discussion that took place was most beneficial for this
lesson. As we went through the slides that had different beginnings, going
through the process together as a class of identifying which beginning got
right to the action supported the students learning greatly. It gave the
students the opportunity to see how getting right to the action made the
story a lot more interesting and grabs the readers attention veruses the
beginnings that do not.
How did you provide instruction to accommodate student
needs/differentiation?
The differentiation took place in the assessment. Certain students due to their IEPs require
scribes and others who need more prompting required guiding questions in order to create their
beginning that gets right to the action. For example, what are the events that take place and
which one would be a good place to start?
What have you learned from this lesson that will affect your
planning for the next or future lessons in the unit?
Identify any changes/adjustments you made during the lesson.
From teaching this lesson, I learned the benefits of sticking to a short lesson
August 2015

and giving the students the time to really just write. In a writers workshop
this is the traditional way of teaching, just a quick mini lesson and the rest of
the time to work. This helped the students focus on their task and really just
continue to get the practice in of just writing. I will continue to stick with this
for future lessons.
**Taken from CT State Department of Education-CCT Rubric for Effective
Teaching

August 2015

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