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Fernandez Rita Soledad Reflection of Lesson

This lesson was taught to a group of 27 seventh grade students, including English Language Learners and students with Special Needs. The teacher found the lesson to be unsuccessful since the exit slip showed students did not master the objectives. Not enough time was allotted for logging into the assessment tool and reviewing warmup questions. The pacing of the lesson was also inappropriate for students' ability levels, as they needed more time on various parts. However, the teacher was able to clarify concepts in Spanish, adjust pacing, and build on students' native language. Many students said they needed more practice to improve their skills.

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94 views4 pages

Fernandez Rita Soledad Reflection of Lesson

This lesson was taught to a group of 27 seventh grade students, including English Language Learners and students with Special Needs. The teacher found the lesson to be unsuccessful since the exit slip showed students did not master the objectives. Not enough time was allotted for logging into the assessment tool and reviewing warmup questions. The pacing of the lesson was also inappropriate for students' ability levels, as they needed more time on various parts. However, the teacher was able to clarify concepts in Spanish, adjust pacing, and build on students' native language. Many students said they needed more practice to improve their skills.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Week 4 Assignment: Reflection of Lesson 1

Week 4 Assignment: Reflection of Lesson

R. Soledad Fernandez

University of California Los Angeles Extension Program


Week 4 Assignment: Reflection of Lesson 2

This lesson was taught to 27 seventh grade students, 14 of which are classified English

Language Learners and 8 classified as students with Special Needs. These students were grouped

together based their NWEA data with the computer algorithm used in the Teach to One

curriculum. This was my third day teaching this specific group of students.

My lesson was an unsuccessful lesson since students did not demonstrate mastery of the

lesson objectives as measured by the exit slip. Unfortunately, I did not have enough time to

administer the exit slip since students required more than the two minutes allocated to logging

into Socrative to enter their responses to the warm-up. These seventh graders needed a mini-

lesson on how to translate their birthdays to a numerical format. I also spent more than the

allocated time reviewing the responses to the warm-up questions since less than 50% of the class

answered each of the five warm-up questions correctly. However, the warm-up activated

students’ prior knowledge and the immediate data from Socrative enabled me to build

background information for my students who needed it (Echevarria, Vogt & Short, 2017).

Overall, the pacing of my lesson was not appropriate to students’ ability levels since students

needed additional time with warm-up, review of key vocabulary and with the word problems. I

am not sure whether I should have had students fill in the blanks to their word problems.

Although this was an engaging aspect that provided students with language practice

opportunities for reading, writing, listening and speaking, students spent more time than I wanted

to determine the characters and “part-information” in a percent word problem. I would have

rather they spent more time comparing their methods for converting a ratio to a percent. If I had

more than 35 minutes with the students, I would have also wanted to include some Total

Physical Response movements to further emphasize the key vocabulary for all my students

especially my English Language Learners.


Week 4 Assignment: Reflection of Lesson 3

There were a few strong aspects in my lesson. I was able to clarify key concepts in

Spanish for three of the students who needed it. I also made sure to adjust my lesson pacing on

the spot to spend time paraphrasing the explanation an ELL student provided to the class about

his method for converting ratios to percent. I also made sure to provide sufficient think time

before asking students to turn to a partner and paraphrase his method. I also made sure to build

on students’ native language by explaining that whenever they hear percent they should think

“por cien” and try to create an equivalent fraction with a denominator out of 100 and required

students to repeat what percent meant in Spanish. I wrapped up this lesson by having students

self-assess themselves using the rubric. Many students shared with me that they needed more

practice to give themselves a better score. I reassured them that they would have additional time

to practice their ability to convert ratios to percentages the next day and smiled when I heard one

student tell their table mate “Tomorrow I will give myself a great, today I give myself an almost

there.”
Week 4 Assignment: Reflection of Lesson 4

Works Cited

Echevarria, J., Vogt, M., & Short, D.J. (2017). Making content comprehensible for English

learners: the SIOP model. Boston: Pearson

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