Before Teaching Reflection

1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students:

• How would prior experience have been assessed?
• Prior experience would have been assessed by having students' write a journal entry answering the following questions:  What is a metaphor? How can you distinguish a metaphor in text?  List everything you know thus far about analyzing text.

• What would you expect to learn from assessing your students' prior knowledge?
• Once I assessed my students' prior knowledge, I would expect to learn the level of their understanding, especially whether I would need to backtrack and reteach or to move forward and continue with the lesson.  

• How would this information be useful in the planning process?
• This information would be useful in the planning process because I would be able to differentiate instruction for the student's as needed.

2. Plans Instruction: Discuss how your goals, objectives, and outcomes are: clearly stated, appropriate for students, and aligned to state standards.
   
   
   My goals, objectives, and outcomes are clearly stated because the standard is stated according to the Common Core Standards.  I matched my objectives and outcomes to the according standard.   These are appropriate for students by creating the lesson and activities for their level of understanding.

3. Designing Instruction: Include a link to your lesson plan and discuss how your instructional design is: contextually and logically organized, uses varied instructional methods that meet individual student needs and target higher order thinking skills, and aligns with research based understanding of technology integration.

• My instructional design is contextually and logically organized because I am very specific on the "I do", "We do", and "You do".  My instructional design pertaining to the use of a variety of instructional methods meeting individual student needs consists of group work, writing, reading, listening, speaking, drawing pictures, journaling, asking higher order thinking questions, and incorporating the use of technology.  This instructional design aligns with research based understanding of technology integration by using a computer and internet.  The students' will listen to Robert Frost read his own poem from the computer, along with watching a multimedia video of the same exact poem. 

4. Planning Assessment: Embed or link to your assessment tools and describe how you will demonstrate the performance of linked goals and/or objectives, student engagement in higher order thinking, and meeting individual student needs

• Objective: The students will determine the meaning of words and phrases as they are used in a text by identifying the metaphors.
• Assessment: The student’s will write a journal reflection of the poem. The journal entry should include: how did they analyze the poem, how did they determine the meaning of the words and phrases in the poem, what metaphors did they determine in the poem and how did the poem relate to their life experiences.
• Student engagement in higher order thinking will take part in the content part of the lesson plan; in the student actions section when the students work in small groups.  They will answer the questions about "The Road Not Taken" in the packet provided.
• Meeting individual student needs consists of group work, writing, reading, listening, speaking, drawing pictures, journaling, and asking higher order thinking questions.