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3° B

Before class kicked off, the students settled into their assigned seats while I jotted down the date and topic on the board. I laid out the day's agenda, which included our project and various activities. I also introduced the evaluation method, encouraging the students to suggest how they wanted to be assessed. This collaborative approach gave them a chance to discuss and choose the best option together. Once we reached a consensus on the evaluation criteria, we dove into our first activity: I presented a comic strip with some missing dialogues, and the students were tasked with filling in the gaps and pinpointing the main issue in the story. By the end of the class, I assigned them the job of researching the identified problem for a follow-up activity in our next session.

I felt pretty relaxed during the class since my main goal was to motivate the students to share their thoughts and take part in deciding their evaluation method. Reflecting on the session, I noticed that giving students a say in their assessment really boosted their engagement and sense of responsibility. However, a few students seemed a bit hesitant at first when it came to making suggestions, which slowed things down a bit.

Looking back on the experience, I realized that collaborative decision-making can really empower students, but it also needs clear guidance to avoid any confusion. The comic activity sparked creativity and critical thinking, but some students could have used a bit more help in articulating the problem in the story.

In summary, involving students in the evaluation process was a great move, but I could have offered more examples or support to help them make informed suggestions. For future classes, I plan to prepare guiding questions or templates to assist students in both proposing evaluation methods and analyzing classroom activities. This should help them engage more confidently and deepen their understanding.

3° C

Before the lesson began, students moved around the classroom to find their assigned seats while I wrote the date and the topic on the board. I then introduced the day’s plan, outlining the project and the activities we would complete. Next, I discussed the evaluation process, inviting students to suggest their own ideas for how they wished to be assessed. This approach encouraged them to collaborate and decide together which evaluation method would be most appropriate.

Once we settled on the evaluation criteria, I introduced the main activity: I provided an example comic strip. Working in teams, students copied the comic into their notebooks and were tasked with creating the missing dialogues. They also had to identify the central problem depicted in the comic. At the end of the class, I assigned homework for them to research the problem they had identified, as this would form the basis of our next lesson’s activity.

Reflecting on the session, I felt calm and pleased because my goal was to create an environment where students could share their perspectives and participate actively in shaping the evaluation process. Allowing students to have a say in their assessment seemed to increase their motivation and engagement. However, I observed that some groups needed more guidance to clearly define the problem in the comic, which slowed their progress at times.

Analyzing the experience, I realized that giving students responsibility in decision-making can foster a sense of ownership, but it is important to provide clear instructions and support to avoid confusion. The comic activity promoted teamwork and creativity, but some students struggled to articulate the problem without additional prompts.

Looking ahead, I plan to offer more structured examples and guiding questions to help students both in proposing evaluation methods and in analyzing classroom activities. Overall, the class met my expectations for student participation and collaborative learning, and I am optimistic about building on this foundation in future lessons.

3°A

Today’s class unfolded with students settling into their seats as I carefully wrote the date and topic on the board. I began by outlining the day’s objectives and the project we would be working on, making sure everyone understood the sequence of activities. To foster engagement, I invited students to suggest ideas for how they wanted to be evaluated, encouraging them to debate and select the most suitable method together. This collaborative decision-making process took time but seemed to empower them and spark genuine interest.

Once the evaluation criteria were set, I introduced the main activity: I handed out a comic strip missing its dialogues. Each student copied the comic into their notebook and worked independently to fill in the dialogues and identify the central problem presented. This shift from group to individual work was intentional, designed to challenge students to think critically and express their own interpretations.

Reflecting on the session, I felt calm and satisfied, noticing that allowing students to participate in shaping their assessment increased their sense of responsibility. However, I observed that some struggled to define the comic’s problem without peer support, which made me question whether more scaffolding was needed for individual tasks.

Analyzing the experience, I realized that while collaborative choices can motivate students, balancing them with structured guidance is crucial. The activity demanded both creativity and analysis, yet perhaps I assumed too quickly that all students were ready for independent work. In the future, I plan to provide clearer examples and guiding questions to support individual reflection.

As the class ended, I assigned research on the identified problem for next time, aiming to deepen their understanding. This approach, though time-consuming, seems worthwhile for fostering ownership and critical engagement. Ultimately, today’s lesson reminded me that student voice and thoughtful structure must go hand in hand for meaningful learning.

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3° B

Today’s class started with a word scramble activity where students had to guess terms related to our topic on cellphone use. Words like “cellphone,” “communication,” “scrolling,” “social media,” “distraction,” “time,” “organization,” “balance,” and “addiction” were included. Many students quickly identified the words, making the activity accessible and engaging. Afterward, I asked them to write each word in their notebooks and create a drawing representing its meaning. This helped students connect personally with the vocabulary.

Next, I reminded students about their previous research on cellphone use. Instead of sharing their findings verbally, I asked them to organize their ideas individually into a mind map in their notebooks. This task encouraged deeper reflection and helped students structure their thoughts visually. Once all students finished, I gave a brief explanation about the positive and negative effects of cellphone use to provide context.

To conclude, I divided the class into small groups and assigned them to create a graphic organizer on the topic. I provided an additional information sheet to support their work. Due to time constraints, I informed students they would finish this activity in the next class.

Reflecting on the lesson, I felt somewhat nervous at the start, uncertain how students would respond to group work. This challenged my assumptions about their readiness for collaboration.

Evaluating the session, combining individual and group activities balanced personal reflection with cooperative learning. The scramble and drawing tasks activated prior knowledge and creativity, while the mind map and graphic organizer fostered critical thinking and synthesis. However, clearer instructions and defined roles could improve participation and reduce anxiety

Analyzing this, scaffolding teamwork is crucial, especially for students unfamiliar with collaboration. Moving forward, I plan to include explicit guidance and icebreakers to build confidence before group work.

3° C

The sequence began with a vocabulary activation exercise, where students decoded terms related to digital device use. Key terms included "mobile technology," "interpersonal communication," "digital participation," "online platforms," ​​"distraction," "time allocation," "self-regulation," "balance," and "technology dependence." The exercise was accessible, and many students demonstrated ease with the vocabulary. Students then recorded each term and generated a visual representation of its meaning, facilitating a personal connection to the terminology.

Then, students' prior research on digital device use was reviewed. Instead of an oral presentation, students synthesized their research individually into graphic organizers. This task promoted deeper cognitive processing and the visual structuring of information. At the conclusion of this individual activity, a concise overview of the beneficial and detrimental impacts of digital device use was provided, establishing a contextual framework.

The instructional sequence culminated with a collaborative activity, where students created a graphic organizer on the topic. Supporting materials were provided. Due to time constraints, this activity concluded in the following session.

Reflecting on the session, there were initial reservations about students' responses to collaborative work. However, students were strongly engaged, and some displayed leadership. This challenged assumptions about their collaborative competencies.

An evaluation of the session suggests that the integration of individual and group activities fostered a balance between personal reflection and cooperative learning. Vocabulary and visual representation tasks activated prior knowledge and stimulated creativity, while graphic organizers cultivated critical thinking and synthesis.

Scaffolding group work is essential, particularly for students with limited experience in collaborative settings.Future planning will incorporate explicit guidance and confidence-building activities prior to group work.

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3° B

At the start of today’s class, students gathered in their teams to finish the graphic organizer on cellphone use, a task assigned previously. I set a clear time limit to help them organize and focus. As I walked around the room, I noticed that most groups divided responsibilities effectively, showing initiative in collaborating. However, I also observed that some individuals were not participating as expected, which made me question the group dynamics and whether everyone understood the instructions.

When the time was up, I asked students to upload their completed organizers to Classroom. I then introduced a new, important topic that would serve as the foundation for our upcoming project. I wrote the definition of “comic,” its characteristics, elements, and possible rhetorical figures on the board, instructing students to copy this information into their notebooks. While explaining, I sensed that students were losing interest—their engagement dropped, and some appeared distracted.

Reflecting on my feelings, I felt a bit disappointed and concerned about maintaining student attention. The initial teamwork phase had gone well for some, but the transition to a more traditional, note-taking activity seemed less effective. Evaluating the experience, I recognized that while structure and clear expectations are important for group work, the lesson’s second half lacked the interactive element needed to sustain engagement

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Analyzing this, I realize that passive activities like copying notes can quickly disengage students, especially after a collaborative task. In the future, I plan to introduce more dynamic strategies, such as interactive discussions or creative exercises, to present new concepts. My action plan is to design lessons that alternate between group collaboration and active learning, ensuring all students remain involved and motivated throughout the session

3° A

The class began with a word scramble activity, where students had to identify terms related to our research topic on cellphone use. Words like “cellphone,” “communication,” “scrolling,” “social media,” “distraction,” “time,” “organization,” “balance,” and “addiction” were included. Unlike previous sessions, instead of simply guessing the words, students wrote sentences using each term in their notebooks. Through class participation, they collectively corrected and refined these sentences, which encouraged active engagement and reinforced understanding.

After this exercise, I asked students to bring out the research they had conducted on cellphone use from the previous class. Rather than presenting their findings aloud, they were instructed to organize their ideas individually in the form of a mind map. This visual representation was intended to help them process and connect information more deeply. Once everyone had completed their mind maps, I provided a brief overview of the positive and negative impacts of cellphone use to contextualize their work.

To conclude, I divided the class into small groups and assigned them the task of creating a graphic organizer on the same topic. I supplied an additional information sheet to support their efforts. Due to time constraints, I informed them that the activity would be completed in the next class.

Reflecting on the lesson, I felt somewhat anxious at the start, uncertain about how students would respond to working collaboratively. However, the sentence-building activity and group work fostered participation and interaction, which eased my concerns. Analyzing this experience, I recognize the importance of blending individual reflection with cooperative learning to deepen comprehension and engagement

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3° B

In today’s class, we revisited the concept of comics, focusing on their characteristics, elements, and rhetorical figures, but through a more interactive approach. I asked students to form teams that would work together on the project. I instructed them to have only their notebooks and pens ready. Then, I gave each group a worksheet simulating a comic, but with the titles of each topic mixed up. Their task was to correctly organize these titles as quickly as possible to earn extra credit.

As I moved around the room, I noticed that because the topic was familiar, students supported each other in arranging the titles. When they reached the section on rhetorical figures, many referred to their notes from Spanish class, translating the concepts into English to find the correct answers. After a few minutes, several teams successfully completed the task and received the agreed-upon extra points.

Following this activity, I asked students to focus on the board while I explained each aspect in detail and answered their questions. For rhetorical figures, I used miming to demonstrate examples, which helped clarify the concepts. To reinforce the lesson, I gave them a short comic strip where they had to identify the elements. For rhetorical figures, I wrote examples on the board and asked students to draw images representing each one.

Reflecting on the class, I felt steady and confident. I realized that my students created a mental map connecting what they already knew with new information to decode the worksheet. This active engagement showed their ability to build on prior knowledge and collaborate effectively.

This experience highlighted the value of interactive learning and peer support in deepening understanding. In future lessons, I plan to continue using hands-on activities that encourage teamwork and connect new concepts with students’ existing knowledge.

3° C

In today’s session, we revisited the topic of comics, focusing on their features, components, and rhetorical devices, but approached through a more collaborative exercise. I organized the students into small groups to work on their project. I instructed them to bring only their notebooks and pens. Then, I distributed a worksheet designed as a comic layout, but with the headings for each section mixed up. Their challenge was to rearrange these headings correctly within a set time to earn bonus points.

As I observed the groups, I noticed that because the subject was familiar, students actively helped each other to complete the task. When they reached the part about rhetorical devices, many consulted their Spanish class notes, translating terms into English to understand better. After several minutes, most teams completed the activity successfully and gained the extra credit.

Afterwards, I asked the class to focus on the board while I elaborated on each topic and addressed their questions. To explain rhetorical devices more clearly, I used gestures and acting, which seemed to engage students effectively. To consolidate learning, I provided a short comic strip for them to identify its elements. For rhetorical devices, I wrote examples on the board and asked them to create drawings that illustrated each device.

Reflecting on the lesson, I felt composed and assured. It was clear that students were able to connect prior knowledge with new information to solve the worksheet. This demonstrated their capacity for active learning and teamwork.

This class reinforced the importance of interactive and peer-supported activities in enhancing comprehension. Moving forward, I aim to incorporate more practical exercises that link new content to students’ existing understanding and promote cooperative learning.

3° A

During today’s lesson, we returned to the subject of comics, examining their defining traits, components, and rhetorical figures through a hands-on group activity. I divided the students into small teams and instructed them to prepare only their notebooks and pens. I then handed out a worksheet designed like a comic strip, but with the section titles scrambled. Their task was to rearrange the titles correctly within a limited time to earn bonus marks.

As I circulated around the room, I noticed that students drew on their previous knowledge, supporting each other to complete the task. When they reached the section on rhetorical figures, many referred back to notes from their Spanish class, translating the concepts into English to understand them better. Several groups finished the exercise successfully and earned the extra credit.

After the activity, I asked the students to focus on the board while I explained each part in detail and answered their questions. To clarify rhetorical figures, I used body language and miming, which helped make the examples clearer. To reinforce the lesson, I gave them a brief comic strip and asked them to identify its elements. For rhetorical figures, I wrote examples on the board and asked students to illustrate them with drawings.

Reflecting on the session, I felt calm and confident. It was encouraging to see how students connected what they already knew with new information to solve the worksheet. This showed their ability to engage actively and collaborate effectively.

This experience highlighted the value of interactive learning and peer collaboration in deepening students’ understanding. In future classes, I plan to continue using engaging, practical activities that build on students’ prior knowledge and foster teamwork.

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3° C

I introduced the start of the students’ project, providing clear instructions before they began. I reminded them to form the same teams they had worked with in the previous session. Then, I distributed a die and a worksheet containing a table with three categories: setting, character, and problem. Each team was instructed to roll the die three times, selecting one aspect from the table per roll. Using these selected elements, they were to create a draft of their comic on a blank sheet of paper.

I also highlighted important criteria for their drafts, such as the number of panels, essential elements to include, and the central theme they needed to address. This guidance aimed to help students structure their work and focus their creativity within clear parameters.

Once I finished explaining the instructions, the students quickly organized themselves into their teams and began working on their drafts. Observing their initial collaboration, I noticed enthusiasm and a willingness to engage with the task. The use of the die added an element of chance that seemed to motivate creativity and problem-solving as teams adapted their ideas based on the randomly selected aspects.

Reflecting on the session, I felt confident that the structured yet flexible approach would foster both creativity and critical thinking. However, I remained aware that some teams might need additional support to balance creativity with the project requirements.

I recognize the value of combining clear instructions with interactive elements to maintain student interest and promote teamwork. Moving forward, I plan to monitor group progress closely and provide timely feedback to ensure all students stay on track and fully engage with the project.

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3° B

In today’s lesson, I informed the students that they would begin working on their project. I asked them to regroup with the same partners from the previous class. To guide their creative process, I provided each team with a die and a sheet containing a table divided into three categories: setting, character, and conflict. Each team rolled the die three times, selecting one element from the table with each roll. Using these chosen components, they were tasked with drafting their comic story on a blank sheet.

I also outlined several important guidelines for their drafts, including the required number of panels, the key elements that needed to be present, and the overall theme they should focus on. These instructions were intended to help students channel their creativity while maintaining structure.

After giving the directions, the students quickly settled into their groups and started brainstorming their drafts. I noticed a positive energy as they collaborated, and the randomness introduced by the die seemed to spark interesting ideas and creative problem-solving. Teams adapted their stories based on the elements they had selected, which encouraged flexibility and teamwork.

Reflecting on the class, I felt optimistic about the balance between structure and freedom in the activity. It promoted both collaboration and critical thinking, allowing students to engage deeply with storytelling techniques. However, I was mindful that some groups might require additional guidance to align their creativity with the project’s expectations. I intend to provide ongoing support and monitor progress closely to ensure students remain focused and productive throughout the project.

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3° B

In today’s class, students continued working on their projects, focusing on finalizing the details and specifications. After previous sessions where they developed initial drafts, this stage was dedicated to refining their work, ensuring that all required elements were included and that the overall presentation met the project criteria.

I observed that students were more confident and engaged, likely because they had a clearer understanding of the expectations. Many teams collaborated effectively, discussing how to improve their comics’ structure, dialogue, and visual elements. Some groups sought my guidance to clarify doubts or receive feedback, which I provided to help them enhance their work.

Reflecting on the session, I felt encouraged by the students’ progress and their growing ownership of the project. The gradual build-up from brainstorming to drafting and now refining seemed to support deeper learning and skill development. However, I noticed that a few students struggled with time management and needed reminders to stay focused.

Analyzing this, I recognize the importance of pacing the project into stages that allow for reflection and improvement. Providing checkpoints and opportunities for feedback helps students stay on track and develop critical thinking about their work. Moving forward, I plan to incorporate more structured milestones and peer review sessions to further support student progress.

Overall, this class reinforced the value of iterative learning processes and collaborative effort in achieving meaningful outcomes.

3° A

During today’s session, I informed the students that they would officially start their project. First, I reminded them to regroup with the same partners they had worked with previously. I then provided each team with a die and a worksheet featuring a chart divided into three categories: setting, character, and conflict. Each group was instructed to roll the die three times, selecting one element from the chart per roll. Using these selected components, they were to draft their comic story on a blank sheet.

Before they began, I outlined several key points to keep in mind while creating their drafts, such as the required number of panels, essential elements to include, and the central theme to be addressed. These guidelines were meant to help students focus their creativity and organize their ideas effectively.

Once the instructions were clear, the students quickly formed their groups and started working on their drafts. I noticed enthusiasm and collaboration as they discussed how to incorporate the elements they had chosen. The element of chance introduced by the die seemed to inspire creative thinking and adaptability as teams shaped their stories.

Reflecting on the activity, I felt positive about the balance between structure and creative freedom. The task encouraged teamwork, critical thinking, and storytelling skills. However, I was mindful that some groups might need additional support to ensure their drafts met the project’s requirements.

Analyzing this, I believe that combining clear expectations with interactive elements can enhance student engagement and learning. Moving forward, I plan to provide ongoing guidance and check-ins to help students stay on track and develop their ideas fully

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Students were given a self-assessment activity to encourage reflection on their own academic performance. This activity was considered an integrative element in the assessment process, contributing to the student's final grade. Once the self-assessments were compiled and reviewed, the grades were recorded and submitted to the lead instructor.