Observation #2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Denise Roberts	Subject: English	Grade(s): 10
Name of Lesson: Lord of the Flies Breakdown
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Application and Analysis Students will work in groups to analyze provided writing prompts using at least four examples from the book.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): Common Core Grade 10 Reading Standard 1: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): RIPTS 5.2: Teachers pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectives.
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 will be taught toward the end of the unit to encourage higher-level learning by interpreting the novel.
Materials/Resources needed, including technology: Pens, paper, copies of novel
Accommodations and Modifications n/a
What content resources support this knowledge base? (list at least 2)
How confident are you in this topic as you start this lesson? Very confident

(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)
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic?
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
E.g. Intro/5 min.	Ask students to work in writer’s notebooks	Exploratory writing
Presentation or Open-ended/	Introduce goals for assignment, have students separate into groups, give out prompts	Students will separate into groups and determine if they will agree or disagree with prompt
Guided Practice or Convergent/	Move amongst groups and help if necessary. Make sure students are on task.	Students work to find 4 textual examples to support their thesis.	Informal assessment: are all students participating in their positions in group?
Closing/	Check progress of students and tell them to be ready to present their work the next day.	Finish up group work and be ready to present findings the following day.
HW/Application/	Fine-tune work to present	If citations have not all been found, students may complete the work at home.
Review and Reflection: How will you review for students who are still having trouble? I will give hints that the student may choose from while still allowing them to draw their own conclusions from the text.
Extension: What will you offer to students who have mastered this? They will be allowed to decide what order they will present their findings the next day.
*Closing: How will you review the material, and draw conclusions? (may be listed above) Conversations with students in groups.  I will see where they are and help them if they struggle.

 

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   All students actively participated in assignment.
	What area of weakness needs addressing? Some students argued during group time—maybe consider separating them next time.
	Which objectives were met? What is the evidence? The objective was met.  All groups found their required examples and were able to explain their thinking in informal assessments.
	Which students did not meet objectives? One group only found 2 examples from the text.  They were given until the next day in class to finish.
	Was time managed appropriately? Yes
	Did any teacher mannerisms or actions detract from the lesson? no
	*What were the strengths and weaknesses of classroom management? The argument was ended immediately and did not lead to a worse altercation.  2 girls were off task at different times, but were quietly reminded to focus and continue their assignment.
SO WHAT?	Was the lesson engaging? Yes
	*What did I learn from my peer observation (address at least one aspect)   I learned that some students become emotionally involved with the text and I should use this to my advantage.
NOW WHAT?	How will this experience influence your professional identity?  Students are able to thrive when they work together and can run ideas by their peers.  I will definitely try to utilize this whenever possible in my future classroom.
	How will it influence how you plan/teach/assess in the future? I learned that students are more comfortable with informal assessments which help them know whether or not they are on the right track with their work.  I will be sure to use this tactic whenever possible.