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Increasing Understanding and Knowledge Retention
Western Governors University
D186: Learning As a Science
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Lesson Analysis
Lesson Elements
The lesson will be on English Language Arts at the 5th-grade level. For the learning
objective, students will analyze characters in a story, focusing on how they respond to challenges
and drawing inferences from textual evidence.
Integrating Drawing
To improve the overall student understanding, the student can create specific character
maps that visually represent the character. This includes elements such as their traits, specific
motivations, and responses to a challenge. For example, students will read the novel “Bridge to
Terabithia” by Katherin Paterson. Students could draw the character of Jess with symbols the
character relates to. They can use materials such as a paintbrush since Jess loves art. The student
can also draw a running shoe, which symbolizes his competitive nature, as shown in the story.
“Importantly, the benefits of drawing were not dependent on the student’s level of artistic talent,
suggesting that this strategy may work for all students, not just ones who are able to draw well”
, (Terada 2019). It shows that students do not have to have the ability of artistic talent to complete
this assignment in its full effect. Thus, this activity should work with all students, and can even
be differentiated. The activity encourages students to synthesize information from the text and
relate it to visual representation. Using learner-generated drawings helps students carefully
organize and integrate the information into their work.
Integrating Questioning Techniques
One method of integrating questioning techniques could be the use of Socratic
questioning. It promotes deeper learning, effectively using methods such as Bloom’s
Taxonomy. For example, after the teacher and the class read the story, stopping during or after
the chapter,
Increasing Understanding and Knowledge Retention
Western Governors University
D186: Learning As a Science
2
Lesson Analysis
Lesson Elements
The lesson will be on English Language Arts at the 5th-grade level. For the learning
objective, students will analyze characters in a story, focusing on how they respond to challenges
and drawing inferences from textual evidence.
Integrating Drawing
To improve the overall student understanding, the student can create specific character
maps that visually represent the character. This includes elements such as their traits, specific
motivations, and responses to a challenge. For example, students will read the novel “Bridge to
Terabithia” by Katherin Paterson. Students could draw the character of Jess with symbols the
character relates to. They can use materials such as a paintbrush since Jess loves art. The student
can also draw a running shoe, which symbolizes his competitive nature, as shown in the story.
“Importantly, the benefits of drawing were not dependent on the student’s level of artistic talent,
suggesting that this strategy may work for all students, not just ones who are able to draw well”
, (Terada 2019). It shows that students do not have to have the ability of artistic talent to complete
this assignment in its full effect. Thus, this activity should work with all students, and can even
be differentiated. The activity encourages students to synthesize information from the text and
relate it to visual representation. Using learner-generated drawings helps students carefully
organize and integrate the information into their work.
Integrating Questioning Techniques
One method of integrating questioning techniques could be the use of Socratic
questioning. It promotes deeper learning, effectively using methods such as Bloom’s
Taxonomy. For example, after the teacher and the class read the story, stopping during or after
the chapter,
