CF Observation Assignment #4

For this assignment I was tasked with creating a 10 minute quiz based on a lesson I observed at CFHS. I have chosen to do a quiz on symbols present in Goldberg's "Lord of the Flies." Student responses should be at least 3 complete sentences.


1) What is the symbolism of the conch shell? What does it's use in the novel say about the boys' connection to civilization?


2) What is the Lord of the Flies? What does it say about the human heart?


This quiz forces students to participate on the Knowledge level of Bloom's taxonomy, having them recall facts from the text. It also requires them to move to the higher level of Analysis, examining the symbolism in the two objects. There is some Evaluation when asking the students about the human heart, but I wouldn't want the students getting too detailed for just a 10 minute quiz.

I could asses the tests in 10 minutes by determining whether the students were able to identify the symbols and evaluate the thoughtfulness of their responses.

CF Observation Assignment 3

For this observation I paid specific attention to the classroom management methods utilized by a few teachers throughout the CFHS English Department. My group first observed Ms. Gomes’ English class, entering midway through a lesson. Most of the students did not react to our presence and continued working as they normally would. I feel like classes at CF are observed so frequently that a stranger entering the room is just part of the everyday routine. Still, some of the students gave us sideways glances, and one chirped out an enthusiastic “Hello, people!” but was hushed by her instructor.

                Much of the classroom management was governed by class-created rules posted prominently at the front of the room on oversized Post-it sheets. The rules were pretty standard and universally acceptable:

1)      Positive attitudes

2)      Be on time

3)      Be adults

4)      Be responsible

5)      Be respectful

The rules were organized at the beginning of the school year using feedback from the students, and the teacher seldom had to enforce them. The students were engaged in the lesson discussing “Lord of the Flies,” and seemed to have little desire to act out.

                During all my observations there were no extreme instances of misbehavior, so there is little to write about in terms of disciplinary strategies. However, one interaction between a student and the teacher gave some insight. A student, “Frankie,” was continuously talking and adding “his two cents” throughout the lesson. The teacher, instead of constantly reprimanding him for speaking out of turn, attempted to channel his exclamations into the class discussion. Her disciplinary strategies only served to enhance her lesson, rather than taking time from the rest of the class by scolding “Frankie” for his misbehavior.

                Finally, our discussion with Mr. LaPlante gave us some significant insight into how CF was managing student behavior in a positive way. The school has recognized how mutually agreed upon structures and rules are more effective, and this was shown in each room with the student-recommended class rules and norms. CF also works to promote “restorative practices” by taking the time to understand the student as a whole person. This enables them to examine the root causes of misbehavior, and how to address those causes. Students are suspended at a much lower rate at CF than at schools in neighboring districts, and I think this is a result of the “restorative practices” in place here. I think taking a student out of the classroom should always be a last resort, and only done when that student’s presence negatively impacts the class as a whole or threatens the safety of other students. Too often to teachers and administrators escalate disciplinary situations to the point of throwing a student out of a class or suspending them from school. RI public schools can learn a lot from the initiatives being developed at CFHS.

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SED 406 Observation #3 (Assignment 2)

SED 406:  Observation Assignment #2

In this observation assignment, your goal is to reverse-engineer a lesson plan. Watch the class, and write the lesson plan that teacher is using.

Do this by OBSERVATION, even if the teacher is willing to share their lesson plan with you. This is about improving your observation skills, not getting ‘the answer’.

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Ms. Garces	Subject: “The Lord of the Flies” by Williams Goldberg	Grade(s): 10
Name of Lesson: Symbolism in “Lord of the Flies”
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Audience: Class    Behavior: Pinpoint symbols and explain what they mean      Condition: In class discussion    Degree: Students should be able to clearly communicate in discussion and on a worksheet various symbols in the text.    Taxonomic Level: Analysis: analyze and explain
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): Common core RL 9-10.2: Students analyze humanity [..] throughout the course of the novel.
Teacher Standards (professional society and/or NETS  and RIPTS-list which):
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction?
Materials/Resources needed, including technology: Copy of “Lord of the Flies”     “SKYWARD” application     Handouts
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  Some students are at lower reading levels and require more time. Another student reads effectively and works best by herself. She is allowed to work alone sometimes during group practice.
What content resources support this knowledge base? (list at least 2)
How confident are you in this topic as you start this lesson?

(Boxes expand as you type)   Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Write on board: Do Now: The struggle     Focus lesson: Symbolism     Exit slip: Message in a bottle    Also daily objective and CC standards
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Write daily objectives and unit goals on board. Hand out agenda worksheets.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Assign Do Now question	Students write	The boys appear to be in a struggle with civilization and savagery. Who do you think is winning?
	Assign Focus Lesson: Symbolism	Students write, read, and discuss	Students should be able to analyze given symbols and explain their function
Presentation or Open-ended/	Open-Ended: Discussion	Students participate in discussion	Students should be able to read aloud
Guided Practice or Convergent/
Closing/	Assign Exit Slip: Message in a bottle	Students write: assume the role of one of the characters and justify your actions	Teacher reviews message in a bottle writings
HW/Application/	Assign homework	Add assignments to homework planner if necessary; complete homework	Is homework completed?
Review and Reflection: How will you review for students who are still having trouble? Re-read sections and clarify
Extension: What will you offer to students who have mastered this? Allow them to write alone on more advanced work while class continues to work in groups
*Closing: How will you review the material, and draw conclusions? (may be listed above) See above

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   Class participation and discussions
	What area of weakness needs addressing?
	Which objectives were met? What is the evidence? Analysis of symbols. Evidence is present on students’ worksheets.
	Which students did not meet objectives? Some students not willing to read aloud. One student fell asleep. Teacher’s aide woke her up and helped her focus.
	Was time managed appropriately? Yes. Enough time was spent on each phase to allow participation, and enough time was given for students to work on their Exit Slip assignments.
	Did any teacher mannerisms or actions detract from the lesson? No.
	*What were the strengths and weaknesses of classroom management? Teacher recognizes strengths and weaknesses of the class and adapts. Teacher commands the respect of students and they participate.
SO WHAT?	Was the lesson engaging? Yes, students were assigned reading roles so there was a variety of participation. Students seem overall interested in the text. Teacher shares enthusiasm in the text.
	*What did I learn from my peer observation (address at least one aspect)   That it’s ok to actually write out ad share common core standards with your class.
NOW WHAT?	How will this experience influence your professional identity?  Strategies implemented in Ms. Garces’s class will help me plan out units and lessons effectively. Expressing a passion in the text will help many students engage more effectively.
	How will it influence how you plan/teach/assess in the future? It will help me want to become a more passionate teacher, but remain in control of my classroom.