Lesson Plan & Implementation:

Level 3 Video 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 watch the video of your lesson to reflect
on the experience and analyze its effectiveness. You will need to watch your video,
complete this analysis and upload this form to Canvas prior to your post-observation
conference.

Part 1: Video Chart

While watching your video, complete this chart with the following headings and focus your
viewing on the student learning goal and/or teacher instructional goal. Complete 7-10
rows. You may add additional rows as needed.
Time Data/evidence from video Make a claim or describe an interpretation,
reflection question, celebration, or struggle; cite FEAP if a
FEAP is demonstrated here
(What happened? What did you see
in your video?)
Example I used a quiet signal when students Using a nonverbal intervention to gain student
started talking while I was reading attention allows the teacher to gain attention
3:30 in order to regain their attention. without interrupting the learning/FEAP 2a
3:20 I allowed students to illustrate the Indirectly set an expectation that the students
beginning of their pourquoi tale should be aligning their illustration with the
and explained that their illustration corresponding sentence to show understanding
should correlate to their writing (FEAP 2c)
below
15:15 The students and I had This helped me identify any misconceptions the
conversations about a previous students may have about what a problem looks like
pourquoi that they read. They had and how the character(s) respond to that problem.
to tell me what to highlight as the (FEAP 3c)
problem and response to the
problem in the story
23:34 I had students turn and talk and I The turn and talk was a way for me to monitor
walked around to listen to students students thinking and to correct their sentences
coming up with their own examples with their partners. Students were using phrases
of sentences based off of what we and words to make a sentence rather than
underlined. developing a well-constructed sentence based off of
the information we highlighted.
35:09 I had students do another turn and Collaboration was very productive with the
talk to discuss how they would turn students, but I kept hearing a lot of the same
their information on the graphic sentences that was happening during the modeling
organizer into sentences. process.
 41:18 I wrote the sentences on the board I wrote on the board because a lot of the students
and had students copy what I was have difficulty spelling and creating their own
writing to demonstrate how I sentences that make sense, so this was a way for
formed the sentence based off of me to continue the modeling by also including their
the information in our graphic ideas from the turn and talks. Students were able to
organizer. move closer to see and I had it printed out so those
who did not finish could have the paper after.
(FEAP 3h)
55:48 Students engaged in another turn This time, students were starting to form sentences
in talk about responding to the that went with the response to the problem. I went
problem from our chart. I asked the around and cleared up any more misconceptions
students to identify them on the and gave my own personal examples to a few
graphic organizer and tell me how groups as they were discussing. There was a lot of
we can make a sentence out of it. collaboration.
1:12:33 The students were copying down I went over in time and the students were still a
what I wrote, and I reread the little confused, but I kept going on and had them
sentence to show proper fluency finish writing and brought to their attention that
skills to the students. they will be doing this on their own next week to
introduce the idea to them.

Part 2: Reflection & Analysis

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

Questions to consider in your reflection (choose at least 2):

1. What aspects of your lesson were implemented differently than you planned? Why did that
happen?
 I added in turn-and-talks into the lesson after talking with my supervisor in a pre-conference
meeting. The students learn best when collaborating so instead of having them just watch me
model, I had them tell me what to underline in our model example and come up with
sentences to share with me, so they were creating the product and making sense of the
content.

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?
 I was surprised that my first group of students that I taught this lesson to were not
understanding how I formed my own sentences based off of the information from the tale. I
thought they would have some struggle, but they kept repeating the information they wrote
down or just key words rather than forming sentences from those words or short phrases.

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? What did this moment help you
understand or think differently about teaching/learning?
5. What connections can you make to your lesson today from your coursework, the literature, and
any previous lessons or experiences?
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
claims about student learning and support it with artifacts/evidence that you gathered
from the lesson (video, student work, observation notes, etc.).

General Questions: Begin your analysis by responding to questions 1-3:

1. Describe student outcomes. Which students achieved the learning objective? Which students
partially achieved the learning objective? Which students did not achieve the learning objective?
How do you know? (Be specific – e.g., “10 out of 18 students achieved the objective by scoring
above 70% on the exit ticket.”) Which of the following helped or hindered your students’
learning – teaching methods, activities, instructional materials, planned differentiation
strategies – and in what ways? Include artifacts representing student work that reinforces
your narrative.
 Of the 17 students (one absent) 8 of them self-evaluated themselves as “green” which means that
they are comfortable with the content that was taught, and they could do it on their own. There
were 8 yellow students and 1 red student (Artifact A). This self-evaluation helped me understand
where the students were with the content. I did not use this as the only piece of data. I was closely
monitoring students throughout and making sure they were on task and looking at the product
they were producing. My teaching method and instructional materials helped students throughout
this lesson. I provided model examples and had the students talk to their partners and talk with me
through the model to help build understanding. The students and I read through the model, then I
underlined the important information and asked the students how we could form a sentence from
this information and had them discuss with their partners. The students were also given/ had their
pourquoi templates (beginning, middle, end) and graphic organizer that they could use as a guide
for their writing and how to form their writing from those short phrases or words.

2. How did any special considerations of accommodations affect the lesson? Discuss the outcomes
you achieved explicitly with any students eligible for ELL support, gifted instruction or IEP/504
accommodations—did they meet your objectives? Why or why not?
 The accommodations I had was the graphic organizer was already filled out done by my CT. I
also wrote the sentences on the board. I had the students give me the sentence(s) and then I would
use their ideas and form them into coherent sentences for each portion on the template. The
students were able to copy my writing to display proper sentence structure. I also allowed students
to grab a clipboard and move to the front carpet to copy the writing if they could not see. I
monitored students closely to keep them on task throughout the lesson. Extra writing time was
allotted for those who could not write as quickly.

3. Based on what happened in this lesson, what are the next steps? What do you (or would you)
plan to teach next to this class based on the data you collected? Be sure to explain how you will
use information from this evaluation in future lesson planning.
 The next step for after this lesson is the students are now going to write their own pourquoi. The
students are going to pick (or already picked) their own “why” question and will use the same
graphic organizer to develop their own story. Then the students will be converting their phrases or
key words from their graphic organizer and putting in onto the template where they form their
own sentences/ paragraphs that shows development of a story. They will add their own
illustrations as well. Based on this lesson, I will model again with the students so their minds will
be refreshed on how to convert their information into complete sentences.
Artifact A

Content-Focused Questions: Choose the section that aligns with your lesson content and use
the questions to guide your analysis (content analysis should be 1-2 paragraphs – this may
be going into depth about fewer questions, or answering all of the questions more briefly):

Questions to answer specific to a mathematics lesson:

1. Analyze your use of mathematics vocabulary. Were you precise in your use of
vocabulary? Did you encourage precision in students' use of vocabulary?
2. Consider your mathematical explanations. Were you accurate in your discussion of
mathematics content?
3. Did you support student accuracy (in other words, did you correctly identify student work
as accurate or inaccurate)? This does not mean that you necessarily told a student they
were wrong, but that you recognized their lack of accuracy and took steps to support
their further learning.
4. Consider the extent to which you provided opportunities for your students to "do
mathematics." Which of the mathematical practices did you PLAN to facilitate and which
of those practices are OBSERVABLE in student behavior?
5. Consider how the mathematics was represented in the class. Were connections made
between representations (verbal, numerical, pictorial, physical etc.)?

Questions to answer specific to a science lesson:

1. In what ways did you access prior knowledge? What misconceptions were revealed
during this lesson?
2. Consider the extent to which you provided opportunities for your students to ‘do’
science. What process skills/practices were embedded and discussed in the lesson?
Analyze the explain phase. To what extent were the students sharing discoveries from
their exploration?
4. Consider your scientific explanations. Were you accurate in your discussions of science
content? Were you precise in your use of vocabulary? Did you encourage precision in
students’ use of vocabulary? Did you support student accuracy (in other words, did you
correctly identify student work as accurate or inaccurate)? This does not mean that you
necessarily told a student they were wrong, but that you recognized their lack of
accuracy and took steps to support their further learning.
5. Consider how science was represented in the class. What explicit connections were
made to the nature of science?
 Questions to answer specific to a social studies lesson:
1. Describe how your instruction incorporated informed inquiry approaches, such as
developing questions and planning inquiries, applying disciplinary concepts and tools,
evaluating sources and using evidence, and communicating conclusions and taking
informed action.
2. Describe how your instruction promoted the teaching of social studies as a content-rich
discipline that strengthens reading, writing, speaking, and listening skills. How did you
promote social studies disciplinary literacy (e.g., thinking/reading like a historian,
geographer, economist, engaged citizen)?
3. How did you integrate primary sources into your instruction? What did you hope students
would learn from the artifacts you chose? How did you build background or contextual
knowledge in your students before you presented the artifact?
4. Describe how you integrated technology into instruction. Did your instruction actively
engage students in using technology to build their knowledge and creatively express
ideas?

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?
a. I addressed vocabulary, and fluency. The students had to read the passage with me as
we read the model and previously read the other stories to understand pourquoi tales.
The students heard me read, so they were exposed to proper fluency patterns such as;
correct pauses and voice for punctuation, a proper reading pace, and correcting my
reading when something did not make sense. I also introduced different vocabulary
when discussing the pourquoi with the students. When they were doing their
illustrations, I reiterated that their illustrations need to correlate or align with what
they have written. I would say comprehension was involved as well because the
students had to understand what was read/ what they read and then create their own
sentences.

2. How did you address the pillar(s) in an explicit, systematic, and multisensory manner while
attending to student engagement?
a. I addressed the pillars is a systematic and explicit way. I explicitly modeled proper
fluency and built upon that by showing the students how I gained meaning from what
I read by having them tell me what to underline to make sense of the reading that
answered my questions. I built on the student’s prior knowledge on how we use the
information to form sentences that make sense.

**Include in your reflection/analysis (either at the end or integrated within) references to examples of
how you demonstrated specific FEAPs. Your reflection can serve as an artifact you link to in your FEAPs
portfolio for those specific FEAPs that you describe demonstrating there.