Bailey Winter

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

My goal for this lesson was to help students continue building deep, critical
thinking skills. I wanted them to be thinking about what they believe about the topics we
discussed in class and be able to support that thinking with evidence from their own lives.
In addition to thinking critically, I wanted students to be making predictions about Romeo
and Juliet based off our discussion.
I used a Ticket Out the Door to assess students comprehension and application of
the learning targets. The prompt for this assessment was, Based off of our activity today,
make two predictions about what is going to happen in the play. In my analysis of the
data, I decided that in order to meet the objectives, students had to make two predictions
based off of the specific topics from the activity. In order to partially meet the objectives,
students had to make two predictions (not necessarily related to our activity). Those who
did not meet the objectives are students who made one prediction or no predictions at all,
he/she simply stated facts about the activity and/or play.
According to my data, 65% of students met the lesson objectives. 26% of students
in the class partially met the lesson objectives. Around 9% of students did not meet the
lesson objectives.

2. What changes, omissions, or additions to the lesson would you

make if you were to teach again?

If I were to teach this lesson again, I would give students more time to complete
the Ticket Out the Door. Although they offered some fairly thoughtful predictions, I think
they could have elaborated more and provided more detailed answers if they had more
time. I would also like to do a mini-lesson on predicting and how to make effective
predictions. This would give students the scaffolding they need to make their own
predictions.
Id also like to set clearer expectations for the ticket out the door. In this lesson, I
just asked students to make a prediction about the text based on our discussion. What I
would say if I taught this lesson again is, Only using our discussion today, make two
predictions about Romeo and Juliet. I would tell them that although they probably have
prior knowledge about this story, I want them to use just the clues from the Anticipation
Guide.
The other thing I would change if I teach this lesson again is setting concrete
ground rules and managing the class better. Some students shared personal details about
their lives in order to support their claims. But while those students were speaking, other
students were goofing off and having side conversations. Next time, Ill start the activity
by saying, We will be respectful of each other during this conversation. This means that
when your peer is speaking, you are listening attentively with your voice turned off.
 Bailey Winter

This might have helped eliminate the disrespectful side chatter going on during the
activity.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

In the next lesson, Id like to show video clips from the two versions of Romeo
and Juliet so students can see film adaptations of the text. I would want students to write
about the viewing and how the two films were similar and different. They would also be
asked to look in the film for evidence of the topics we discussed in the previous class.
After that, I would have students write a brief reflection answering the prompt: Does
this portion of the film support my predictions from last class? Why or why not?