Co-teaching video/reflection based on the 5 Es

TEACHER: MIGUEL FREE

DATE: 10/11/2016
OBJECTIVE: TEKS Chapter 113.19 Texas
GRADE LEVEL: 7th grade
annexation and the outcome of the USMexican War
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish: To fully understand the invasion of United States

military forces into Mexican territory after the annexation of Texas and the beginning if U.S. imperialism to obtain natural
resources.
Materials/Resources/Equipment Needed: Computer, projector, YouTube, Cornell Notes ditto, pen, pencil

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

It will be direct instruction as we will lecture and show videos on YouTube then will have a series of questions while we lecture so
we can have an open discussion. We will discuss Texas Independence, Texas Annexation, the US-Mexican War, and the outcome
of the war. The class will be divided in half and will have a debate at the end of the lecture according to their notes.
Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you
use to focus students on the lesson for the day?)

We will show a five minute video titled: The Mexican-American War in 5 minutes https://www.youtube.com/watch?v
=E7AXuxcUleY: Students will be working on a Cornell Notes worksheet as we stop the video and explain. The task is
for the student to write down as much information as possible, which will be explained thoroughly in the lecture.

One of the things I could have done better was elaborate more
without talking so much. One of the reviews of my lesson I
came out as sarcastic. I tried to maintain the humor of my
video in class. One of the things I learned is to be very sensitive
when it comes to the students.
(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

Students will continue to work on the Cornell Notes as we lecture on the power point presentation. As we lecture
students are allowed to ask questions and we will ask questions as well to see if the students are paying attention

We were suppose to start with a timeline on a poster board. The idea

was good, but I noticed that I needed to come back and fully explain
and give details rather than having them know the subject.
Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Co-teaching video/reflection based on the 5 Es

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

We will specifically discuss important terms and dates that will be on the assessment at the end of the
lecture. Certain terms for example, Santa Anna, the Alamo, President Polk, Stephen F. Austin, San
Jacinto, etc. can be discussed. Important dates like 1824, 1835, 1846, and 1848 will be the years that are
the most important in the lesson

I noticed I talked too much. I needed to explain mostly with activities

or group discussion or even worksheets have them read and discuss
rather than to talk so much.
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)
Students will be divided into two groups and will have a debate. They will be allowed to use their notes they have been taken
according to lecture. One group will rebuttal if Texas should have remained an independent state. The other group will argue
that Texas should have been annexed to the United States. The groups will be selected randomly.

This activity should have had more interaction with me the teacher. I needed to
talk to them individually and asked them individual questions. Also I dont
need to talk so much. There are other methods of teaching that dont involve
talking.
Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective FORMATIVE.)

The students will be given mix and match assignment as well as a multiple choice quiz at the end of the debate.
They are allowed to use their Cornell Notes they have taken throughout the lesson. The student who took good
notes should complete the assignment rather easily opposed to those who did not pay attention

One of the biggest mistake I made was not touch back on what the students knew at
the beginning of class with that poster and the dates activity. I should have closed
with the assessment of what they didnt know to see if they did understand once the
lesson was over.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)
After discussing the truth about the key players in the Battle of the Alamo, students will be asked if it is a myth and why is it
glorified in Texas High School history books? Should the story be told in a historical perspective based on the truth or to
demonize Santa Anna and the Mexicans?

In the end of class, we finished the lesson with a quick quiz. Once again I should have
mentioned and touched back on the activity of the poster board for closure

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)