SED 406 Observation #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: Amy Marques	Subject: US History 1	Grade(s): 9-10
Name of Lesson: The Gilded Age
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Knowledge: Students will be able to answer the questions about the gilded age.                         Students will be able to share their opinions about the content of the video.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): UCLA History Standards: THE DEVELOPMENT OF THE INDUSTRIAL UNITED STATES (1870-1900) Standard 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people Standard 1B The student understands the rapid growth of cities and how urban life changed Standard 1D The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement. Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
Teacher Standards (professional society and/or NETS  and RIPTS-list which): 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.
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? This lesson fits into the curriculum by introducing the subject or could be used in the middle as an example or at the end to wrap everything up.
Materials/Resources needed, including technology: Video/ VHS player
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.  A couple of students of the class are in a behavior program called BEST and the teacher allowed them to go to BEST and work on their study guide (quiz grade for test and could use on test) instead of watching the video.
What content resources support this knowledge base? (list at least 2) Textbook & the standards
How confident are you in this topic as you start this lesson? The teacher seems very confident as she started the lesson. She is the head of the History Department so she really had her stuff together.  When she starts her lesson she speaks with knowledge, not looking at any notes and once ready she plays the video.

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) She pulled down the projector screen as soon as the bell rang and the students sat down right away.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? She  introduced the video as a reinforce for what they had been learning about industrialization and she related it back to New England which I thought was interesting because that’s where we’re from.
Phase (change as needed)/Time 60 minute period	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Explaining directions, discussing the purpose of the  video passing out questions sheet	Students listening	Teacher  is looking out to the class while she’s talking to them
2 min.	Go over questions, expectations, get video ready	Students listening, asking questions	Teacher asks if anyone has any questions about the worksheet
Presentation 30 min video	Plays video	Students watching video	Students writing down answers and teacher looking for who’s watching.
Guided Practice 10 minutes added to video	Teacher stops video in between each 7-8 minute segment for 1-2 minutes so student can write responses or grab an answer they missed	Students ask other students for help/write down answers	Students writing down answers
Closing/ 10 minutes	Teacher stops video, goes over answers, discusses importance and relates to their textbook	Students listen, add information to their worksheet
HW/Application/ 3 minutes	Teacher says ,“study for test tomorrow and do your study guide”	Students listened, some wrote it down in planner
Review and Reflection: How will you review for students who are still having trouble? Students didn’t seem to have trouble with the video but if they did she could offer for them to come after school and re-watch the video.
Extension: What will you offer to students who have mastered this? Nothing seen but if students have mastered this and want to practice/study more about the Gilded Age for their test the teacher could give them websites to look at.
*Closing: How will you review the material, and draw conclusions? (may be listed above) She reviewed the material by a large group lecture/discussion highlighting the major points of the video.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   Students completed the questions and watched the video.
	What area of weakness needs addressing? Asking more questions to the students that are higher blooms taxonomy.
	Which objectives were met? What is the evidence? She met the objectives and the proof is the worksheet they completed and there was a whole group discussion.
	Which students did not meet objectives? The ones who were apart of BEST did not because they weren’t in the room.
	Was time managed appropriately? Time was managed well. Although the 1-2 minute window was shifted depending on which video segment had more questions. On some she gave them only a minute and others they need 3.
	Did any teacher mannerisms or actions detract from the lesson? No, the teacher did move around a lot from her podium (on the side of room) to the middle. I thought this was helpful to keep focus versus staying in one spot.
	*What were the strengths and weaknesses of classroom management? Her strengths are that as soon as she speaks the students listen  but a weakness is that if she’s not looking, ( working on grading at her desk while they watch video) they were a little chatty and not watching video.
SO WHAT?	Was the lesson engaging? I thought the video was interesting but the narrators voice made it a little boring at times. It was helpful that each segment was only 7-8 minutes because it allowed for a transition in between topics
	*What did I learn from my peer observation (address at least one aspect)   I learned  that you really do have to keep your eyes on every student in the classroom because while you’re not looking some students feel like it’s okay to sit back and not pay attention.
NOW WHAT?	How will this experience influence your professional identity?  This experience will influence my professional identity by being all eyes and being attentive.
	How will it influence how you plan/teach/assess in the future? This  experience will influence how I plan and teach because I like how she gave the students time in between the video to catch up, grab some answers, and talk to one another because it doesn’t make it as boring just listening to the same monotone voice as many history videos can be.