Lesson Plan 2 Reflection

Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?
• Prior to the lesson students need to know a basic over view of plot. They should also know how to use Pixie.
• How will prior knowledge and experience be assessed?
• Prior knowledge will be assessed when the students are asked to give definitions of the vocabulary of plot at the beginning of the lesson.
• How will you use this information in the planning process?
• The information of their prior knowledge will be used in the planning process to determine how much independence the students have while going through the vocabulary terms and creating their own plot chart.

• Why should the content of this lesson be taught at this grade level?
• The content of this lesson should be taught at this grade level because it is a basic overview of plot and will lead into middle school language arts requirements.
• How do the objectives that you have for the lesson align with the standards?
• The objectives of the lesson align with the standards by addressing the students need to be able to know how a story’s plot unfolds and how to connect the characters reaction to the plot of the story.
• When will the lesson be taught in the course of the school year? Why?
• The lesson will be taught toward the beginning of the school year because it leads into several other lessons including book projects and theme.

- Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?
• I am using the instructional methods I have described because it gives the students the chance to engage in a discussion with the entire class and answer questions about the content and also use their own creativity to connect to the lesson.
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• The methods used in the lesson keep students engaged in the assignment and assessment and interested because it makes connections to something they like and get to choose. The students are not just sitting and getting lectured but are actively participating in discussions.
• How are you engaging students in creative and higher order thinking?
• The students engage in creative and higher order thinking because they must use their previous knowledge about plot to apply it to their own book or story while deciding how to organize their plot diagram on Pixie.

- Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• The assessment measures the students ability to successfully create their own plot diagram and answer the reflection questions that align with the standards for plot at the 6^th grade level.
• How does the assessment demonstrate that the students have been successful in learning the content?
• The assessment shows that the students were successful in learning the content by showing a clear plot diagram with the correct information for each of the 5 parts and by successfully answering the reflection questions at the end of the assignment.
• How does the assessment demonstrate student engagement in higher order thinking?
• The students must apply something of their own interest to the vocabulary words covered in class demanding them to engage in higher order thinking by coming up with ideas on their own.
• How does the assessment demonstrate that individual student needs were met?
• The assessment can reach each students individual needs as they can ask the teacher for help and collaborate with their peers.

- Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?

§  The students get the chance to express their personality and creativity by having the chance to design and create their own plot diagram in any way they would like on Pixie.

1. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

§  The students get the chance to work on computer software that can be useful for other activities in their future. Their entire assessment was on Pixie allowing them to have digital-age assessments.

2. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

§  The students get to learn using technology that they will have the opportunity to apply to not only school activities but other things in their life as well.

3. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

                                               i.     advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

1.     The teacher explains to the student how to properly handle the technology they are using and the technology is not shared in any way that can danger the students.

                                             ii.     addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

1.     The assignment and assessment are done in the classroom where every student has access to the technology being used. The students do not have to worry about finding a way to use the technology outside of the classroom.

                                            iii.     promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

1.     The students have specific guidelines they must follow allowing for no space to include inappropriate material that could be considered a bad form of digital etiquette.

                                            iv.     developing and modeling cultural understanding and global awarenessby engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

1.     The students get the chance to choose their own book or story that could potentially introduce cultural understanding and global awareness while analyzing the plot.