Alexandria Mott

EDUC 555
Individual Reflection
25 February, 2014

Date of Lesson: 21 February, 2014

Structure: What am I (Vocabulary Review)
Location: Pittsburg Community Middle School
Grade Level/Class: 6th grade ESOL

1. I believe that the students attention was captured with my activity because they were
working in their groups and discussing the structure and its rules in addition to actually
getting up and moving around during the activity. I could have captured their attention a
little bit more by using my quiet signal from the beginning to make sure students were
focused and on task during instruction and in between rounds of the activity.
2. The activity was sequenced effectively. I started out with steps on how to do the structure
and then moved on to the activity/actual structure. The only thing I could have added to
really bring the lesson together would be to have added a mini-closure about what the
students had learned to close the activity better than just stopping after the last round.
3. The materials I used were appropriate for the lesson. I would not have added or deleted
anything.
4. I made the input comprehensible by only giving one instruction at a time and by regularly
checking for understanding. The strategy was effective for my second language learners
(since they made up my entire class and were able to successfully complete the activity).
One thing I could have done to make my input a bit more comprehensible would have
been to have my students give me examples of yes or no questions versus me giving them
examples of good and bad questions to ask.
5. The students were involved in the lesson because they had to be up and moving around
and interacting with the other students in order to be successful. There was one student
who was less involved and kept trying to sit down. I could have asked him to just sit out
one round to think about how he could adjust his behavior before getting to participate in
the next round. That would have helped the student be more involved during the entire
activity. However, since the students asked to do an extra round at the end of class and

did not try to dart out of the room right when the bell rang makes me think they were
pretty involved during the lesson.
6. I made learning concrete by making sure that students knew the vocabulary definitions by
only providing the students with a list of the words and not the definitions.
7. My pacing was adequate to accomplish my objectives because it allowed the students
enough time to go through all of the vocabulary words at least once and some of them
twice. That means that the students were getting sufficient review time to make sure that
they could correctly match the vocabulary words with definitions and create original
sentences using those vocabulary words.
8. I attained my objectives because the students knew their vocabulary words and
definitions well enough to be able to communicate with each other about what
vocabulary word or definition they had. They were also to create an original sentence
using their vocabulary words.