LESSSON PLANS AND REFELECTIONS

June 7, 2015
Ms. Jennifer Sands Bosket
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It is always good to reflect on what you have done if you want to improve. As an
educator my main goal is to improve and give thanks to those who have helped me along.
I look back, with respect and appreciation to the teachers that facilitated me. My gratitude
goes to the 4th grade instructional team, for sharing lesson plans, activities and teaching
resources. Their generosity has made it easy and straightforward to transition and teach
the curriculum in the middle of the school year. Therefore, I am grateful and proud to be
part of an outstanding crew of educators.
Below are some reflection questions that I asked myself to reflect on instructional
lessons:
1. Was the instructional objective met? How do I know students learned what were
intended?
2. Were the students productively engaged? How do I know?
3. Did I alter my instructional plan as I taught the lesson? Why?
4. What additional assistance, support, and/or resources would have further enhanced this
lesson?

INDIVIDUAL LESSON PLAN AND REFLECTION

Jennifer Sands Bosket
Date: May 20, 2015
Class: Fourth Grade ELA
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Story: Justin and the Best Biscuits in the World
Lesson Title: Quarter by Quarter Foldable
Objectives: Analyze characters thoughts and motivation through dialogue, various
character roles, and functions including hero, anti-hero, or narrator; know first person
point of view and identify conflict and resolution.
Michigan Department of Education Standards and Benchmarks
R.NT.04.03
Materials: For each student: three colored circles, scissors, and tape
Setting: Brainstorming a discussion regarding conflict & resolution, and a characters
traits analysis;
Guided Practice:
Students will read aloud a short passage to analyze the main characters traits and
motivation through dialogue,. Discuss and list the results on the white board.
Practice: Students will read aloud a passage from the story and discuss why characters
behave/ act/ think/ speak/ feel/ etc. as they do in various stages of the text. Then
demonstrate those traits to be true with the use of specific evidence from the text.
Independent Practice Students will follow directions from the teacher for making a
Quarter by Quarter foldable. Make obvious the Quarter by Quarter foldable. Then share
the activity with a classmate to compare/contrast information about the main character
traits.
Differentiated Instruction: Students will work in groups; teacher will move around the
class room assisting where needed.
Wrap-Up: As a class we will review the foldable and discussion any questions or text
compared to self relationships that may have come up.
Summary/Evaluation: Completed Quarter by Quarter activity

LESSON PLAN REFLECTION

Quarter by Quarter Foldable Activity
Was the instructional objective met? How do I know students learned what were
intended? How do I know students learned what were intended?
Were the students productively engaged? How do I know?
Did I alter my instructional plan as I taught the lesson? Why?
What additional assistance, support, and/or resources would have further
enhanced this lesson? What changes would I make to this lesson? Why/why not?
Overall, I feel that the students really connected with the lesson and met the instructional
objective. The lessons objective was to analyze (list) characters thoughts and motivation
through dialogue, various character roles, and follow directions from the teacher for
making a Quarter by Quarter foldable. The students were productively engaged during
this lesson. They followed directions and showed tolerance and tenacity during the
activity. The students appeared to enjoy making the foldable. Also what seemed to be
heightened was their listening skills. At that moment I could only sense their thoughts,
and language, was connecting while they engaged in learning. The lesson was altered in
order to accommodate students various stages of learning. The next time, I teach this
lesson I will pre- cut the circles and have a student helper demonstrate how to make the
foldable as the directions are given. I would also show the completed foldable to the
students and introduce this activity earlier in the year.
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