Brianna Witt

Educ 539

1. Did you achieve both you language and content objectives? How can you be

sure?

I achieved both of my language and content objectives throughout my lesson. I

wanted to students to be able to differentiate between cos, sin, and tan formulas

and apply them to given triangles. The language objective was to be able to write

the three formulas. Throughout my lesson I made the students write out the

formulas and apply them in every question. I ended my lesson with an exit slip to

be sure that every student could achieve both objectives.

2. Do you feel you "immersed" the students in the vocabulary? yes

I think I immersed the students in vocabulary. In the beginning I drew a triangle

and labeled each vocabulary word, and explained what they all mean. I told the

students that every time they see a triangle before they look at the question, they

have to first label the triangle with vocabulary words. As a result of this the

students saw each vocabulary work with every problem and were forced to write

the vocabulary words down. It was a very repetitive process.

 3. Based on your assessment, did the students have their own understanding of

each of the vocab words?

I don’t think I had enough time in my lesson to let the students have their own

understanding of each vocabulary word. I told them what they were and used

repetition

so they would remember them, but I didn’t have time to let each of them have

their own

understanding of each word. My assessment showed that the students knew all

the

vocabulary words, but didn’t relate the word to themselves or prior knowledge.

4. Do you feel you had enough interaction, a chance to apply the language/content

with other students? Why or why not?

I interacted a lot with the students and this gave them time to apply the

objectives. I had the students work together, and I was asking them questions

throughout the whole lesson. I asked them to come to write on their whiteboards

the answer they got. They did each problem on their own then came together to

discuss the answer they thought was right then wrote it on their whiteboards.

5. What are three aspects of the SIOP process that you find effective and truly need

to be in your lesson plans (especially if ELLs are present)?

I think the three aspects of the SIOP process that are really important are

building background knowledge, comprehensible input, and assessment. You

 must build upon the students prior knowledge and use strategies that connect the

vocabulary words to the students life in some way. Comprehensible input is

important especially if ELL students are present. This step makes the SIOP

model distinct from other lessons. Assessment is especially important for every

lesson so it is also important for the SIOP model. You need to be able to see how

the students are improving and where they are falling behind. Formative

assessments are especially important.

6. Looking back now that you've completed the lesson, what is one thing you would

have done differently? Why?

I would have tried to let the students use the Frayer model for each vocabulary

word so they can build their own understanding for the word and relate it to their

life. I would have also differentiate the problems if the students had a calculator

instead of using the same angle every time. This would have given the students

a different look at each problem.