Materials: Construction paper and markers

a. What was the objective of the lesson?

Standard: CCSS.ELA-Literacy.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
Objective: After vocabulary activity, SWBAT demonstrate their knowledge of the term
assigned to them by creating and presenting a word poster of the term.
b. How did the students demonstrate their understanding of the content
presented? Provide specific examples from the lesson and student work to support
your analysis.
The student demonstrated her understanding of the content presented by creating and presenting a word
poster. The student showed her understanding of her term by writing her term in a sentence. Also, the
student would presented their understanding of their term by drawing a picture on their poster that
represents their term, however, due to lack of time that was excluded. For example, my student created a
word poster of the term squashed. After she was finished creating her poster she had written the term, the
definition, and her own sentence using the word squashed. My student did not have time to draw a picture
that described squashed, but if she would have, she could have drawn a picture of a bug being squashed.
c. To what extent did the lesson, including instructional strategies, learning
activities, materials,resources, and technology, help to facilitate student
learning? How does the evidence you collected support this finding?
At the beginning of the lesson, I modeled my own example of a word poster. I showed
the student a poster that I made using the term bare. This facilitated learning by
allowing the student a visual representation of what her poster should look like at the
end of the lesson. The use of hands-on learning allowed the student to be creative
while learning a new vocabulary word. The student was able to have a visual image
of what she created, so when the word comes up while reading she can picture the
meaning of the word through her word poster. The construction paper and markers
helped facilitate learning by giving the student the ability to be more colorful and
creative with their poster. If the poster was boring and plain then the student may not
be able to visualize their creation as well when they come across the term while
reading.
d. How could you use your data analysis of this lesson and the evidence of student
learning to guide your planning for future lessons? Provide specific examples
supported by data.
For future lessons, I will continue to use word posters in future lessons as one way to
teach new vocabulary because it proved to be successful in student learning. Also, in
future lessons, I will have more crafty materials for students to use to create their
poster. In a future lesson I may try having the students create mini posters of all of

the vocabulary words instead of creating only one big poster of one vocabulary word.
Instead of having the student present their poster they could do a gallery walk and
look at the multiple mini posters that their peers created.
e. Give a personal reflection of what you felt went well and what you would change the
next time you taught this lesson?
I felt that the lesson went well because the student enjoyed being creative and the
final poster showed proof of student learning. Next time, I would change the lesson in
the way that I stated I would do my future lessons. The last two sentences of the
previous response shows how I would change the lesson.