Observation #2 (revisited)

During my observation this week, the class had started a new unit, and I was able to witness a pretty good lesson.  I chose to go back to the second observation assignment, because it makes the most sense to use this lesson to create an assessment.

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Jessica Souza	Subject: American Literature	Grade(s): 11th
Name of Lesson:  Transitioning: Introduction to The Crucible
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional -Students will find definitions for vocabulary words using the glossary in the back of the book (knowledge) -Students will compare their knowledge of Native Americans with new information of Puritans (Comprehension)
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): ·        CCSS.ELA-Literacy.RL.11-12.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.L.11-12.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): RIPTS Standard 1: “Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live” RIPTS Standard 2: “Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach.” RIPTS Standard 9: Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.”
Rationale: Why this lesson? How does it fit into the curriculum and context?        This lesson allows the teacher to transition between two units (Native American mythology, and The Crucible) which allows the students to makes connections between the two units before they start reading the play.  Within this unit there will be a large number of non-fiction texts that the students will be analyzing, in addition to the play, so students will be reading a variety of texts.
Materials/Resources needed, including technology: ELMO Document Camera/Projector Handouts Literature Book
Accommodations and Modifications (special needs and learning styles) -Students are allowed to work in groups to find the definitions -Students read the handouts aloud as a class in addition to individual silent reading
What content resources support this knowledge base? (list at least 2) -Literature Anthology (textbook)
How confident are you in this topic as you start this lesson? -Teacher seems pretty confident as this is her third time teaching this lesson.

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work?   Teacher tells students to take out their homework so she can check/grade it.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? -Teacher provides students with a handout as an introduction.
Phase/Time	Teacher action	Student action	Questions/Assessments
Step One: Check Homework (15 min)	Check/grade student’s homework from the night before	Take out homework/ sit silently at desk until everyone’s work is checked	Homework check
Step Two: Analyze Texts (18 min)	Guide the class in reading out loud from different sources in the book/on handouts	Read aloud and/or follow along and listen
Step Three: Vocabulary (31 min)	Pass out vocabulary sheet and have students look up words	In groups (or individually) look up definitions to given vocabulary words
Step Four: Vocab Check (14 min)	Go to each group and check to make sure the work is done	Finish vocabulary and call teacher when it is done
Closing: HW/Application (5 min)	Housekeeping, announcements and offer extra credit/practice	Listen
Review and Reflection: How will you review for students who are still having trouble? -Nothing has really started yet, but if the students are having trouble with the vocabulary they can perform the extra credit (use one of the words they looked up in the vocabulary template)
Extension: What will you offer to students who have mastered this? -Students who have mastered this can continue with their vocabulary templates (due Monday, completed)
Closing: How will you review the material, and draw conclusions? (may be listed above) -Offer extra credit, remind students that completed vocabulary templates are due Monday (the next class), and prepare for the test on Wednesday.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   -Students seemed engaged in the background readings and made a lot of valuable connections between the two units.  They also enjoyed working in groups during the vocabulary section.
	What area of weakness needs addressing? -Students generally don’t seem interested in the class or topics; they need to be more engaged.
	Which objectives were met? What is the evidence? -Students will find definitions for vocabulary words using the glossary in the back of the book (knowledge) – students have vocabulary sheets/templates that they will turn in for credit.
	Which students did not meet objectives? -Overall most students met the objective because they were working in a group (and could copy or rely on the others to do the work).
	Was time managed appropriately? -Time was managed well, but I think there could have been more work with the background readings (analyzing/writing/discussion) rather than focusing on vocabulary. (Teacher explained to me that the students often don’t do their homework, so she used class time to ensure the work was done.)
	Did any teacher mannerisms or actions detract from the lesson? No
	What were the strengths and weaknesses of classroom management? -Strengths – students read aloud and completed their work -Weaknesses – students are often rowdy and unprepared for class
SO WHAT?	Was the lesson engaging? -It is hard to tell; students were participating but didn’t seem interested in the topics
	What did I learn from my peer observation (address at least one aspect)   -Always check (written) homework at the beginning of class otherwise the students will try to finish it during class (both distracting and not fair to students who completed their work).
NOW WHAT?	How will this experience influence your professional identity?  -I was able to see that students were not engaged and the first thing that went through my mind was ‘how can I fix this?’  By seeing a decent lesson get rejected by the students, I know that I will have to engage them ALL of the time, otherwise they start to get lazy or bored with my class.
	How will it influence how you plan/teach/assess in the future? -I will make sure to see how the students are reacting to my lesson, and if they seem bored I know that I need to make a change quick. Waiting until the next year or even next class is too late, the students should be engaged every class period and if they are not, I need to use plan b.