Lesson Plan & Implementation:

Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should reflect on the experience and analyze its
effectiveness. This part of the process consists of three parts: the reflection, the analysis
and the content-focused questions.

In order to receive full credit your reflection and analysis must include specific references
to the video with time correlations.  For this reason, complete a chart as you watch your
video with the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal. 
Time Celebration/Struggle/Question:       Claim about teaching practice

0:08 I asked the students if anyone had Here I asked the students
known who Cesar Chavez was. who the person we would
be talking about in the text
was. This allowed for me to
gauge if the students
somewhat had background
knowledge on who Cesar
Chavez was.
This coincides with FEAP 3C
because it allowed me as their
teacher to formatively assess
their prior knowledge on a
subject they were about to be
introduced to.

3:28 Here I modeled my thinking before One of the most highlighted

I began writing my summary. areas in teaching is to
always model your thinking
so students can watch you
and apply this to their own
thinking. I did this to
encourage this type of
thinking for when the
students worked on their
individual assignment.
4:33 I encouraged my students to use Here, I show conveying high
advanced vocabulary. expectations to all students
by saying “were 5th graders,
 so we need to sound like 5th
graders by not using words
like many, we can do better
than that.”
2:02 I probably should have covered By allowing the students to
my paper so students could only see my entire paper, I was
see a portion of what I had written not facilitating an engaging
instead of the full paper. or enriching lesson (FEAP
3b). Next Time I will go step
by step to allow students to
prevent students from
seeing the final product and
just copy my work.
15:00 I used my students (incorrect) Here I demonstrated FEAP3i
response to still apply it to the because I used hat my
lesson student had commented on
and gave her immediate
feedback as to why her
response did not apply to
my question BUT I was able
to turn her response into
something useful which
allowed for her to see that
her response was of value
still to the lesson.

The Reflection: The reflection component should make you think about your overall
impressions and feelings that you had.

Questions to consider in your reflection:

1. What aspects of your lesson were implemented differently than you planned? Why did that happen?
2. If you were going to teach this lesson to the same group of students, what would you do differently? Why?
What would you do the same? Why?
3. What surprised you in your lesson?
4. Describe an instance or particular encounter that comes to mind. Why did you pick that instance? What is so
perplexing about that particular moment?
5. What connections can you make to your lesson today from your coursework, the literature, and any previous
lessons or experiences?

In the beginning of my lesson, I was prepared to review a piece of the previous day’s lesson
but since my CT had pushed the lesson back for me, I had to come up with a new review
quickly. This still seemed to work as I showed the students how I would form my summary
had they gotten the task to write a summary about Frida Kahlo. I did not realize until after
my lesson that I should have not projected my entire outline of a summary to the students
until the very end. This should have been done in order to prevent those students from
looking ahead and would have forced them to maintain on the same page as the teacher. If I
could re-administer the lesson differently I would cover my work and slowly reveal it as we
discuss it. I would also probably allow the students to have more time to share their
summaries at the end so they could receive feedback. I was surprised during my lesson
when my I was receiving more hands for the read aloud portion. Although I had to give
them reminders about participation, we had more participants than usual. Typically
students do not want to read because they are either too shy or because they are not
engaged. This is something I have been working on with my students as part of my inquiry
so I loved the added participation. A particular instance that I recall from that lesson that I
took away was when one of my students asked me if their key details had to be in order. My
CT encouraged my to ask his question back to him and he answered it himself. But what
was so interesting about this instance was that I remembered my CT telling the students
key details did not have to be put in order in their writing but I contradicted this belief. I
believe that it depends on the piece and the key details you are using makes a distinct
difference. For example, if I am starting a piece in which a character dies, I probably will
not start off with that. Because of this I ended up explaining this concept to my student
which in return he told me that he understood. This instance made me reflect on how not
all teachers will have the same teaching styles or philosophies as you and therefore you
have to use your own professional and best judgement to teach your students.

The Analysis: The analysis part addresses the lesson’s effectiveness – to what extent did the
students meet the objectives stated in your lesson plan and how do you know? Make 2-3
claims about student learning and support it with evidence that you gathered from the
lesson (video, student work, observation notes, etc.).

Based on the student’s responses when they turned in their work, and the grades they
received, I can say majority of the students were able to form their summaries accurately
using the method I had explained to them which was the objective of the lesson for that
day. Unfortunately, most of our students still have room for growth in the content of being
able to find the main idea. Many of them are able to pull key details which is also an
important skill for them to master, but based on our results, my CT and I will have to go
back and design another lesson for pulling main idea from a text. The students who
achieved the learning objective were able to accurately state the main idea and support
their main idea with three key details while being able to incorporate it in a summary form.
Some students also showed understanding of the main idea and using their key details by
modeling what I did in my lesson which was color coding my main idea and key details to
help them visualize where they have included these in their writing. The students who did
not achieve the learning objective were the students who still struggled pulling either the
main idea, did not provide supporting key details, or did not paraphrase in summary form
(presented in bulleted list.) Now much of this resulted from missing a few students in the
lesson therefore they missed out on the information. At the time, our students with IEPs
were not in the lesson as they were busy testing. But in his case they would just be given
extra time to finish their lesson individually.
Based on the results, my CT and I planned on pulling the students who did not achieve the
objective for small groups to review summarization of a text using main idea and key
details with a different text. Through this, I was able to use the data collected from the
student scores (formative assessment) to instruct my teaching for the future lesson.

Content-Focused Questions: Choose the section that aligns with your lesson content and
answer the questions accordingly.

Questions to answer specific to a literacy lesson :

1. How did you address at least one of the 5 pillars of literacy instruction (phonemic awareness, phonics,
fluency, vocabulary, and comprehension) in your lesson?
2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while attending
to student engagement?

In this lesson, I attempted to encourage the use of advanced vocabulary in their writing. My CT always
encourages her fifth grade students to attempt to use the word of the week in their writing as a way to
develop advanced language in their writing. In the lesson, the students were introduced to the word
boycott which was an unfamiliar word to them. This word was then discussed as a class by first asking
the students if they knew what the word meant then going back in the text to use context clues to decipher
the meaning of the word. Through the lesson I systemically taught them through I do, We do, You do.
The we do portion of the lesson allowed for the students to be engaged as they helped me find key details
of the text and we made note of them together. Then the “you do” portion of the assignment was for them
to take what I had previously modeled for them before with the Frida Kahlo text and apply it to their new
text.