R. Fujii SW Fall 2018 Fujii, p.

Written Lesson Reflection

Teacher Candidate: Kaluhi Kaʻapana Date of Observation: 4/1/19 Lesson
Title: E Ola Ka ʻAlalā
1.​ W
​ hat specific areas of improvement/growth did you identify in you last reflection (oral or written)? How did

you address them in this lesson?

In my last lessons, the area in which I needed to improve on having a haʻawina for the students as
audience members. I tried to implement that in this lesson by creating a checklist for the student to fill out as each
group presented their tableau. We went over our success criteria together, but this worksheet also asked them to
identify the part of the moʻolelo, the characters, and the sequence of events.

2.​ A
​ ddress these prompts:

a.​ ​How did this lesson build toward student knowledge and understanding of the essential question and
enduring understanding?
This lesson built toward the students comprehension skills and sequencing of events. The students
needed to read the moʻolelo and be able to act out their part of the moʻolelo, but also say the thoughts of their
character. The students had a difficult time with thought-tracking, as some of them were describing what was
going on or what character they were. The students needed to analyze the characters in the text and the context
of their part of the story. This allowed them to gain a better understanding of their own part and the other parts of
the story.

b.​ ​What teaching skills and strategies, materials, and instructional approaches were used? What was
effective? What was ineffective? Explain why. What would you do differently?
In this lesson, I did some modeling of thought-tracking, but some of the students still were not
understanding. I pointed out good examples of thought-tracking and examples that were not thought-tracking. As
a class, we had a grand conversation about the text before actually breaking out to incorporate performing arts. I
think this helped them understand the story as a whole and the performing arts helped them to comprehend their
individual parts of the story.

c.​ ​How did you differentiate instruction? What was effective? What was ineffective? Explain why. What
would you do differently?
I tried to differentiate instruction by representing the story in different ways. For instance, as we went
through the moʻolelo together. We had a grand conversation about the content. Alongside the discussion, each
student created a storyboard where they drew out each of the main parts of the story. Then, we used performing
arts for the students to visually see what was going on in the story.

3.​ ​How was your classroom management? Were the students interested and actively engaged? How do you
know?
My classroom management was well, the students were actively engaged because they needed to fill out
the worksheet plus pay attention to the sequence of events. This left them with no time to waste or get distracted,
which was helpful to me in managing them.

4.​ ​Assess your students’ progress of each benchmark on your teacher assessment tool. Describe each proof of
student learning (exit past, observation checklist, summative assessment etc.) Create a bar graph to show the
R. Fujii SW Fall 2018 Fujii, p.2

students’ progress. You can create one graph reflective of each benchmark; however, be sure to include a legend
to refer to the benchmarks. Include a caption below the graph.

The graph above shows the students who met the LA standards, as well as the performing arts standard of the
lesson. Two students had a difficult time with reading comprehension in this class. When we were going through
the reading, these students had difficulty pull out the main points of the story. After doing the performing arts, the
students had a better understanding of the story.

5.​ ​Based on the data, what instructional modifications for the next lesson must you make to your planning and
instruction? Do you need to re-teach specific parts of the lesson? Do you model more examples or increase
opportunities for guided practice? Do you slow down the pace of your instructional delivery? Do you use concrete
examples? Do you use student friendly language? Do you adjust/create student groups? Do you chunk specific
parts of the text? Do you incorporate technology and/or find other resources? Do you increase student
engagement/interaction? Be more consistent with classroom management and procedural tasks?
Based on the data above, in my next lesson, I would probably reader’s theater. This part of the story had a
lot of dialogue and I feel like I could have used that to my advantage. This may have helped the student gain a
better idea on what was going on. Another area I could improve on is going through the huaʻōlelo hou as we read
the moʻolelo. We went over the vocabulary in the beginning, but I feel like it would have been more efficient and
helpful if I pointed out the words throughout the reading, as a reminder of the meaning of the word in the context
of the moʻolelo.

6.​ ​How well did the lesson go from your perspective? What area did you feel was a strength (e.g. learning
climate, classroom management, lesson clarity, instructional variety, task orientation, student engagement in the
learning process, student success, performance outcomes and higher thought processes)? Identify an area for
improvement and explain why.
In my perspective, the lesson went well. There is always room for improvement, as I mentioned the area
of improvement above. I think I did a good job in keeping the students engaged and using a variety of ways to
represent the moʻolelo. This also gave the students a variety of ways to demonstrate their understanding of the
moʻolelo. One thing that I am also thinking back to is how I could have challenged 6th grade more than 5th grade,
so that there was a distinction in their assignments.

7.​ W
​ hat opportunities did you have to collaborate with other school personnel regarding this lesson?
R. Fujii SW Fall 2018 Fujii, p.3

I collaborated with my MT on this lesson. I also collaborated with Camille.

See Student samples in the next page.

R. Fujii SW Fall 2018 Fujii, p.4

This keiki was able to identify what each group did correctly. The only thing that is missing, is this keiki did not
clearly understand what I was expecting in “māhele o ka moʻolelo.” I wanted the students to briefly explain what
part of the moʻolelo was being shown. I think this was partly my fault because we were running a little short on
time, so I did not go around to see that the students were filling this out correctly. This was an important part
because this was the sequencing aspect. For the most part, this showed me that the keiki was paying attention to
each group and was able to identify characters, elements of tableau, etc. Next steps for this students would be to
work on describing specific parts of the moʻolelo.
R. Fujii SW Fall 2018 Fujii, p.5

This student had a better understanding of what I was expecting. She gave descriptions of each part that
was being shown. I like that she was very specific in what was being shown. Next steps would be to look
for specific details in the groups that she didn’t know. This student also needs to work on
thought-tracking as she was still a little confused after multiple examples. Next steps will be to work on
looking for key elements of the tableau and thinking about which characters appear in what part of the
story.