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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.

CF Observation Assignment 1

It’s early March. We are sitting in Ms. Gomes’ classroom (room 112A) on the bottom floor of Central Falls High School. Though the room is partially underground it is still brightly lit. Student-made flyers adorn the walls and all exhibit a blend of creativity and an adherence to classroom principles: Have Positive Attitudes, Be On Time, Be Adults, Be Responsible, Be Respectful. These principles seem like universally accepted tenents for any classroom, but at Central Falls, the students work with their teachers to create them. Having the students establish their own rules creates a sense of community and an obligation to adhere to the rules they themselves created. Alongside the class-specific rules is Central Falls High School’s Code of Conduct: Be Respectful, Be Responsible, Be Safe.

                As we move from Ms. Gomes classroom, we see Mr. Auclair’s and Mrs. Cataldo’s rooms. They too have their own self-imposed rules posted prominently at the front of the room. Mr. Auclair has “Classroom Routines” posted: Come In Quietly, Check DO NOW, Get Binder, Copy: Date/Agenda/Other, and Sit Quietly Until Students Complete Work and Class Starts. The arrangements of all the classrooms differ from the classic setup of austere rows of desks facing the teacher’s desk and the chalkboard. These classes typically have the desks arranged in a U-shape, with the teacher positioned in the center of the room. Instead of starting at the back of their classmates’ heads, the students here face each other, further developing the sense of community Central Falls works to promote. This setup also allows teachers to walk around the room and face their class. Student don’t have to turn around in their seats whenever their instructor moves to the back of the class, and this seems to help boost their attention to the teacher.

                After Mr. Auclair’s room, we move upstairs to Mrs. Cataldo’s English class. Prominently displayed at the front of the room are Student Learning Objectives: 9^th Grade students should be working to achieve an increase of lexile scores by 75 points, and 10^th Grade students will improve their ability to write a constructive response. As class goes on we are able to witness Mrs. Cataldo’s discipline strategy. One student was continuously disrupting class by talking. The teacher then attempts to channel his exclamations into the class format, saying, “Yes, that would be an inference” to a seemingly inappropriate comment. Rather than calling attention to the student’s misbehavior, Mrs. Cataldo turns the comments into fodder for further class discussion. She takes control of her classroom and does not let distracting exclamations detract from class. The rest of the students either participate in discussion, or sit quietly looking at their books.

                Finally our day comes to a close with a sit-down with the school principal, Mr. LaPlante. He shares three school-wide ideologies: planning to dictate behavior rather than structuring around behavior; mutually agreed upon rules and structures are more effective; and restorative practices are best for disciplinary actions. Overall, it seems that Central Falls has come a long way from the school that was featured prominently in a negative light on national television. I think teaching here would still be challenging, but still rewarding. As a student I would find the mutually agreed-upon class rules to be beneficial to creating a learning environment I could thrive in.