Four-Hour Block Group Lesson Analysis

The 4-hour block group lesson presentation went ok. I believe that the message was received, even though few things didn’t go the way I wanted them to go. The strengths of the lesson were probably when everyone understood how the program works and its pros and cons. Instead the areas that needed improvement were, the icebreaker, it wasn’t supposed to be assigned a letter, but anyone had to keep going with the alphabet being careful to not repeat the letter, but my partner forgot about it. Then, the grammar wall, maybe needed to be easier, less words and still sending the same message. Also, I believe the last topic was a little too long to follow with no activity or questions. What surprised me was how kind and willing to make the sentence were most of the students, for the ones that had more than one language background was a little bit easier, others asked for help and that was fine. I was impressed that Faith did the sentence all by herself looking at the grammar wall and the copies in her portfolio, and then asked if it was ok, and she did great! I wanted to ask some questions, after the sentences, to everyone, but it seemed that it got snitched out of my hands by that point, maybe it took too long and I was taking time from my partners.
Instead, what confused me was my partner’s attitude when we started, maybe they were …show more content…
Sharing of the practicum experiences; Use ELL proficiency standards to plan, deliver and evaluate instruction showing the lesson plan with standards for different proficiency levels. We also compared and contrast SEI programs. During my research and the observation, I understood that the 4-hour block needed to be implemented in the ELL programs for a better future of the students, since their future is also America’s