Prompt for ED 201 Lesson Self-Assessment Name: Melissa Mills Lesson Topic: Aztec and American Literature omparison

Date: April 1!t"# 2011 Sc"ool$%rade Le&el$Num'er of Students Tau("t: )ictor* Elementar*# + t" (rade# class of 2, ooperatin( Teac"er Name: Lindsa* -einen Plannin( and Preparation: .AEA: onceptualization# Dia(nosis/0TS: 1#1/D2SP: 3espect# 3esponsi'ilit*# 3eflection4 How did your lesson design reflect what actually happened in the lesson? What did/would you have changed? Were you able to teach the lesson in the allotted time? Why or why not? Were your lesson objectives clearly stated and describe what your students actually learned? I could have been more specific with my instructional procedures in my lesson plan but the lesson did follow the procedures. My timing of the lesson was pretty much on the dot, although I was minutes under my set total time. I believe that the objectives stated in my lesson plan were reached and did describe what the students actually learned, although they went above and beyond the e!pectations I set for them"

Learnin( En&ironment: .AEA: oordination# 2nte(rati&e 2nteraction/0TS: 2#!#5/D2SP: 3espect4 How did you encourage student participation and elicit responses from all students? What strategies did you use to manage and monitor student behavior? How did you engage them in responding to you and each other? My lesson was set up so that the students were wor#ing in their groups. $hey were instructed to pic# two readers for their group%one from each story%a reader, and a writer. &uring the reading time, I wal#ed around to each group to see where they were at with the assignment and ma#e sure each group member was doing their assigned tas#. 'ome of the groups had the students reading by themselves, so I engaged them to respond to each other by giving them a few (uestions the group could discuss. When the class started to get noisy and off tas#, I brought the class) attention bac# to me and stated where they should be at with their reading or writing. *t the end of their group wor#, I brought the class bac# together to discuss the +enn &iagram with each groups) wor# on it. When the same hands #ept being raised during the class discussion, I as#ed if someone else could tell me what their group found. $his elicited responses from most students in the class discussion, although I believe I tal#ed to every student while they were in their small groups. lassroom 2nstruction: .AEA: ommunication# oordination# Dia(nosis# 2nte(rati&e 2nteraction/0TS: 6#+#1/D2SP: 3espect# 3eflection# ommunication4 What strategies and/or procedures did you use to assist students in learning the lesson content? How effective were those strategies/procedures in helping students learn? What changes or adjustments did you need to ma#e during the lesson? I don)t thin# I e!plained the assignment very well at first because I noticed that the students were not doing what I had as#ed while in their groups. $hey were ma#ing personal $ charts instead of writing main ideas, similarities and differences on separate sheets of paper to ma#e a large +enn &iagram as a class.

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When I noticed this, I brought the class bac# together as a whole and restated my instructions and as#ed the class if they understood what the assignment was. &uring the class discussion, I as#ed students (uestions to get them on the right thin#ing trac# to reach the objectives I had for the lesson. I believe that this was effective in helping the students) learn because the (uestions I as#ed brought them to thin# about new ideas that might be similar. $his was helpful in doing a comparison of two literary wor#s. Assessment: .AEA: Dia(nosis# 2nte(rati&e 2nteraction/0TS: ,#7/D2SP: 3espect# 3eflection# olla'oration4 How did you #now if the students learned what you taught them? What did you learn from listening to student responses, e!amining their wor# or observing their interactions? How well did your assessments connect to the lesson objectives? My assessment connected directly to the lesson objectives and the students even compared the literature to the gree# mythology unit they had earlier in the year. 1ne of the objectives was to understand what a fol#tale conveys about a culture and although the students understood the underlying concepts of why we have fol#tales, they did not grasp the *2tec story of I2taccihuatl. $he story was e!plaining why two

volcanoes e!ist modern day and none of the students caught that in their reading. 'o my assessment turned into an elaboration on the lesson, which the students then understood and continued to compare the story to others. Most of my assessment was done in the small group interactions and that gave me a better understanding of the students when the class was discussing the assignment as a whole.
Professional 3esponsi'ilities: .AEA: ommunication# 2nte(rati&e 2nteraction/0TS: 10/D2SP: 3esponsi'ilit*# olla'oration# ommunication4 How did you see# feedbac# from your cooperating teacher? What did you learn from his/her feedbac# and how did you apply it to your lesson? I sent the e3mail to my cooperating teacher the wee# before I was going to teach it. I let her #now that it was my first lesson plan and if she had any feedbac# or wanted me to ma#e any changes, she could let me #now. 'he responded that I did a great job on my first lesson plan and didn)t thin# any changes were necessary. 'he also told me to let her #now if I needed any of the supplies ahead of time and she would prepare them for me.

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Summar* 3eflection: What did you learn about teaching, student learning and assessing from this lesson? How would you use what you learned for future instructional e!periences? 4ased on this lesson, what Wisconsin $eaching 'tandard represents your area of greatest growth this semester? What standard represents an area of further development for you? Why? I have learned that I need to ma#e my instructions and objectives clear in the beginning of the lesson, or the students will be confused and need further instruction. I applied this to my second lesson this semester and it was much more effective. In future lessons, I will try out different ways of assessing. I believe the classroom and small group discussions were effective, but I am e!cited to try out new assessments. I thin# that in this first lesson, I showed that I am emerging in integrative interaction and handle small group wor#, classroom lessons and interaction with other professionals (uite well. I feel very comfortable in front of the class and feel that getting the students to interact with each other and with me comes naturally. I would li#e to further my diagnosis because I could have developed my lesson plan better and used another way of assessment in this lesson. I thin# the students learned what I intended them to, but I will need to practice other ways to #now if my objectives were met or not rather than just through class discussion.

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