Gogas 1

Harlee Gogas
Professor Reilly
EDUC 359
16 November 2016
Live Lesson Reflection
1. What was your objective(s) for the lesson? Do you feel like you achieved your
objective(s)? How do you know?

There was a language objective and a content objective for this lesson. My group
members, Tess, Katie, and I constructed the objectives: (1) The student will be
able to write a letter incorporating the vocabulary in the text, and (2) the student
will be able to analyze the passage, American Women in World War II, and
determine the central idea of the text. I believe that my group fulfilled our
objectives because Taralyn was able to efficiently write a letter, incorporate the
vocabulary, reference the passage, and identify the main idea of the text. She was
able to connect the information learned in the video and from the reading, as well
as the vocabulary, to the letter and create an authentic piece of writing that
portrayed her understanding of the new material. My group had an exit slip and
we had a discussion after she read her letter. From the discussion, Taralyn
appeared to have shown that she understood the vocabulary by the way that she
incorporated the academic language that was presented to her in the lesson.

2. The goal here was to challenge the students' vocabulary/language development. Do you feel
that you challenged them in this regard? How do you know?

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I believe that my group was able to challenge Taralyn because she had little to no
prior knowledge about WWII and my group and I were able to teach her new
information about this time period, as well as assist her in conceptualizing new
vocabulary. The video and the passage helped her connect the vocabulary to the
context of the vocabulary and she was able to connect the meanings of the vocabulary
in her letter. Her letter incorporated the vocabulary in a meaningful way that showed
that she had a new or better understanding of the words that we presented to her. Also,
she also was able to complete two Frayer Models efficiently and used them to assist
her in understanding the vocabulary better.

3. Was there a part of the lesson that you realized was too difficult and/or too easy? Was there a
part of the lesson that you felt didn't work the way you meant it too? What adjustments could
you make if you were to do this lesson again?

I do not think that there was any part of the lesson that was too difficult or too easy
for the student. Perhaps we could have challenged her more with the writing
assignment, but I think that writing differentiates students and it just showed that she
is a strong writer. I believe we were able to create a lesson that presented new
information about American women during WWII and new vocabulary that
corresponded to it. If I had to do this lesson again, I think I would not have change
anything. It was a creative lesson that efficiently used cross-curriculum to assess the
students understanding of the new information presented. Nothing went wrong or not
as we had planned during the lesson. However, I would have liked to do the extension
part of the lesson because it involved creative thinking. It required for the student to
create a propaganda slogan and a corresponding poster. I would have loved to have

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had time to continue into this portion of the lesson. I think if time had permitted, we
would have also had a more meaningful and in-depth conversation about the
information, but because of the time constraints we just had to have a broader
conversation about the information.
4. 4. I realize that communication was not an issue since they are both English speakers. If you
were to repeat this lesson with an ELL students of the same age (Student has a basic
understanding of the English language and lacks foundation of content knowledge) what
changes would you make?

I think that an ELL student that has a basic understanding of the English language
would struggle with this lesson would struggle with this lesson. With Taralyn, other
than the basic instructions and some reinforcement, she did not need a lengthy or
broken down instruction of what was expected of her. An ELL student would need the
instructions to be better presented, perhaps with more visual cues. An ELL student
would also probably not be able to write ten sentences, and might not even know the
basics of writing a letter which Taralyn had prior knowledge on. Our lesson would
have to be adapted to the individual needs of the student, but it would most likely
involve less writing and perhaps more oral cues. The reading portion of this lesson
would have to be changed to something with a similar topic, but different Lexile level
or it would have to be read to the student via tape or teacher. Even though at every
point during the lesson, one person from my group was always sitting in proximity to
Taralyn, for an ELL student, the teacher would have to constantly monitor to assist
the student. Taralyn did not require as much assistance or reinforcement that an ELL
student would need.

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