Lesson Self- Assessment for ED 315

Name: Cassy Wroblewski

Lesson topic: Grammar/Language Arts
Date: 11/13/2014
School/grade level/ number of students: Milwaukee College Prep/Fifth/25
Name of Cooperating Teacher: Lauren Boyd
Planning and preparation: Describe how your plan provided opportunities for active
engagement. How did you provide for the needs of diverse learners? Did you adjust
your plan in any way? Describe how and why if you did.
My plan provided many opportunities for engagement. My plan had them working in
partners. It also allowed the students to work individually to create their own
sentences and then share them with the class. After the student shared their
examples the students were able to say what kind of a sentence it was. The students
could then put their thumb up if they agree and their thumb down if they disagree.
Classroom environment: Evaluate the ways in which your encouraged student
participation. How did you elicit student responses? How did you engage them in
responding to you and each other? Evaluate your plan for individual, small group
and/or whole class work. How effective were these different organizational
techniques for keeping students involved in your lesson?
I encouraged participation throughout my lesson. First the students worked in
partners to discuss compound vs. complex sentences. Then we made a T-Chart and
discussed as a whole group the difference between compound and complex sentences.
Then the students worked in partners to determine if a sentence is compound or
complex. Then we shared their answers with a group. Then the students also were to
share with sentences that they made and another student answered what kind of
sentence it was and then the whole class put their thumb up if they agreed and thumb
down if they disagreed.
Instruction: Evaluate your choices of instructional strategies. Did they have the effect
you intended? Were the needs of all learners met? What changes would you make if
you repeated this lesson?
The first part of my lesson, I demonstrated what a complex sentence was. Then I
demonstrated how a complex sentence is structured and how it is different from
compound sentences. This did have the effect that I intended. When the students
worked with partners to determine which sentences were compound and which were
complex, they were able to do this without help from me. Also when the students
shared their sentences that they created, they were able to tell what kind of a
sentence it was correctly.

Assessment: What assessment processes did you plan and how did they work? What
did you learn from listening to student responses, examining their work or listening to
their interactions? How well did your assessment procedures inform you about student
attainment of your lessons objectives?
An assessment that I planned was for the students to share their answers about the
kind of sentences they had on their sheet. Then I also had them share the sentences
that they came up with and I wanted the students to say what kind of sentence it was
either compound or complex. Then the whole class had to put their thumb up if they
agree and thumb down if they disagree. This was very effective and gave me a clear
idea who was able to tell the difference between complex sentences and compound
sentences.
Professional responsibilities: What did you learn from your cooperating teachers
feedback on this lesson? How will you apply it to future lessons?
She said that I should try to hook them to get them interested in the lesson. Then she
also said that I should stop any side chatter. She did say that the students responded
to me much better this time, they had much more respect and I did a good job with
positive reinforcement with participation.
For my next lesson, I will try to start off the lesson with something interesting so that
I can get their attention. I will also make sure to try and stop any side chatter.
Reflection: What did you learn about student learning and assessing from this lesson?
How will it affect your planning for future teaching?
I learned that the students do well with demonstration. If they give their own
sentences and I use those to demonstrate with, they are able to understand how I am
structuring the sentence. Also, having the students share their own sentences was
great because I was able to see how well they were able to structure a compound and
complex sentence on their own and then also by doing the thumbs up or down I was
able to see the whole classes thinking.

Alverno College School of Education

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