Georgina Luna
SCED 3311
Lesson Reflection
I planned the lesson by first choosing my TEKS and asking myself exactly what is
needed to be covered. My chosen TEKS were A.3F, A.3G, A.5C. For A3, as a cohesive TEKS
asked for Linear functions, equations, and inequalities; the student applies the
mathematical process standards when using graphs of linear functions, key features, and
related transformations to represent in multiple ways and solve, with and without
technology, equations, inequalities, and systems of equations. The subsections asked for
graphing of the two linear equations and graph systems of two linear equations in two
variables on the coordinate plane and determine the solutions if they exist; estimate
graphically the solutions to systems of two linear equations with two variables in real-
world problems. The other main TEKS is linear functions, equations, and inequalities: the
student applies the mathematical process standards to solve, with and without technology,
linear equations and evaluate the reasonableness of their solutions., and the student is
expected to: solve systems of two linear equations with two variables for mathematical and
real-world problems. I then looked at the text book that I am familiar, and how they
present the content. I then took the elements that matched the TEKS to the terminology
and procedures. I created a slide show and an activity that was hands on. Over all, I began
with the big idea and worked my way backwards. Everything was aligned with the big idea
in mind.
My students were able to achieve the lessons goals by building their knowledge. We
began the lesson by introducing the concept in a story format so that students were aware
of the content to be covered. Then, I questioned their previous knowledge and offered
supplementary terminology to fill in any of the missing gaps they may have to build a solid
foundation for us to build on. Once the gaps were filled, we began going over processes and
started from simple problems and built rigor into the example. Then, we made real world
connections to where it can be applied. The students were then released and able to
practice independently and then thought critically to write what was taught in their own
words to reflect on the lesson.
To provide domain specific academic content vocabulary instruction that build on
students’ prior knowledge and experiences, I assessed previous knowledge through think
pair share. I asked students what they already knew and then they discussed, then shared
with the class, once I saw where the gap was, I was able to fill in he holes and build on to it.
The foundation should be laid based off gaps being filled first then the new content being
built much like a house, without a strong foundation a house can’t be built.
To make plans that activate my student’s previous knowledge, I started the lesson
with a scenario where the content will be used. Giving the scenario offers real world
scenario, so from the beginning of the lesson to the end of the lesson, students already
know where this can take place in their life. I open the lesson with a real-world example,
then later in the lesson present examples with connections. After the lesson is complete, I
close the lesson with critical writing and a connection to real world and vocabulary. The
critical writing gives me an insight to the thought process.
Throughout the lesson, real world was a constant theme of the lesson. I had parts in
the beginning middle and end where students could see connections explicitly through
stories, and examples as well as reflections. I planned with the TEKS and a real-world
connections priority. I also had check in points integrated throughout the lesson to check
for understanding and to guide their learning without always giving them the answer
directly. To explain academic content, I had a visual of the vocabulary in the PowerPoint as
well as the pictures and I gave verbal explanation during the lesson. When explaining the
problems, I used the terminology of the content. I looked at the TEKS and looked at
Lead4ward for a break down of vocabulary and of the TEKS I then looked at the text books
and applied the vocabulary to the lesson and took the definitions from the textbook.
Reflecting on the lesson over all, I could have not had such a heavy load to move at a
slower pace and not be going quickly through the lesson. I feel like I over planned and
started running out of time, so I began to rush instead of just accepting that ideally I would
have just rolled whatever I couldn’t cover into the next lesson. I think I did well with my
power zone and formative assessment. I was quick to catch misunderstandings.
