Observation 2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Jason Gomes, and Co-Teacher Joseph Bishop (Special Ed/English)	Subject: English; Class Literature, Period 8	Grade(s): 10th Grade
Name of Lesson: The Crucible Review Acts 1 and 2
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional (Mr. Gomes actually gave me his objectives) 1.       SWBAT make “text-to-self” and “text-to-world” connections 2.  SWBAT use comprehension and analysis of a literary text with 100% accuracy
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): 3. The primary purpose of assessment is to improve teaching and learning. Assessment is used in educational settings for a variety of purposes, such as keeping track of learning, diagnosing reading and writing difficulties, determining eligibility for programs, evaluating programs, evaluating teaching, and reporting to others. Underlying all these purposes is a basic concern for improving teaching and learning. In the United States it is common to use testing for accountability, but the ultimate goal remains the improvement of teaching and learning. Similarly, we use assessments to determine eligibility for special education services, but the goal is more appropriate teaching and better learning for particular students. In both cases, if improved teaching and learning do not result, the assessment practices are not valid……WEBSITE = http://www.ncte.org/standards/assessmentstandards/standard3
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? The class was somewhere in the middle, the students have just finished Act 2 of The Crucible, and they are taking a quiz on those two Acts the next class. Having a class to review Acts 1 & 2, is important to make sure all of the students understand what they are reading so far.
Materials/Resources needed, including technology: Projector, Smart Board, regular board, Chrome Book laptops (for students) and dry erase markers
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.  There was a special needs teacher co-teaching this class, so any modifications seemed to already be in place.  Mr. Gomes, and Mr. Bishop had all of the students that seemed to be having trouble sitting in the front of the class, and also the use of laptops allowed the students that preferred typing to writing a way that they can take notes and follow along.
What content resources support this knowledge base? (list at least 2) -Smart board, handouts for group discussion questions, YouTube for a video that was shown during class, and a regular white board was also used for the students to write the key points from The Crucible at the beginning of class.
How confident are you in this topic as you start this lesson? I am very confident, The Crucible is a very famous play by Arthur Miller. It is best to have students read it in sections or by certain Acts, and then have classes dedicated to reviewing the Acts that the students have read, to make sure the students are understanding everything that they are reading.

(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) When the students entered the class they took their seats, without either teacher telling them to. The students were talking to one another until the teachers asked them to quiet down and they began class.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? The class that I observed was a review class, so the material was already introduced to the students.  So the teachers had the students write key points on the board and had them discuss those key points, then also had the students go into groups and compare the text to modern situations.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/8 min.	Both Teachers talked with me about their plans for the class. And then began class by taking attendance.	Students took their seats and got their notebooks and chrome books ready before class started. They also talked to one another before class started.	None at this point
Presentation or Open-ended/ 15 min	The teachers opened up the class by asking for some key points in the text.	Students stated the key points of the text when called on.
	The teachers then had the rest of the students go up to the board and write the rest of the key points on the board. And after discussed in detail the key points that the students brought up.	At this point students went up to the board and wrote down all the key points that other students had not already said or written. When the teachers started the group discussion.	The student that missed the class before was having a private discussion with the teachers, I’m guessing they were bringing him up to date and telling him to write down what his classmates had written.
Guided Practice or Convergent/	Both teacher put the students in different groups by having them count off from 1, 2, and 3.	Students were placed in their groups, and given a question to have a small discussion and answer.
	Once the students were in their groups, and given their objective, both teachers walked around and helped each group individually.	If students had any questions or problems when they were in the groups both teachers had no problem helping them out and pointing them in the right direction.
Closing/	Teachers had each group share their questions and their answers out to the class, and then have a class discussion involving all of the students to share their opinions.	Students had a class discussion, which involved their questions/answers, and got the rest of the classes opinions.
	Once everyone shared their answers or how they felt the teachers connected the modern questions with the key points that the class had read in The Crucible.
HW/Application/	Teachers assigned 1-9 questions involving The Crucible for the students to have completed for the next class.	Students found the homework on the classes website (they use a site involving Google)
Review and Reflection: How will you review for students who are still having trouble? None of the students seemed to be having trouble when class ended, but if any student had trouble during class they would not hesitate to ask and the teachers would make sure to help them and answer their questions until they understood it.
Extension: What will you offer to students who have mastered this? This was a class that had special needs so none of the students seemed to have mastered this particular class, but if any of them did, I feel it would be best to give them more advanced work or even allow them to do a presentation about the topic and present it to the class. This can also help any students that are having trouble understanding.
*Closing: How will you review the material, and draw conclusions? (may be listed above) The class that I observed was a review class for The Crucible Acts 1 and 2, like I said before, review classes are helpful to make sure students understand the text and are prepared for any upcoming quizzes or tests.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The whole class was great, both teachers got all of the students talking. The students were engaged and if any of them were talking out of turn, the teachers quickly corrected the bad behavior.
	What area of weakness needs addressing? It was the very last class of the day so the students were very rambunctious at the beginning of class and it took a well for the teachers to calm them down. I think that is the only weakness.
	Which objectives were met? What is the evidence? All of the objectives were met, because the students were able to connect the text to themselves and the world around them. The students were also able to discuss the story and make sure that they comprehend and are able to analyze the text.
	Which students did not meet objectives? There was one student that missed the class before this one, so he was a little behind, but the teachers answered any questions that he had to make sure that he is prepared for the quiz that the class is having during the next class.
	Was time managed appropriately? Yes, time was managed well, Mr. Gomes wanted to either have the class pair up and work on a worksheet to help with the review for the quiz, but because class discussion was longer than expected, he had them do the worksheet for homework, so the students can still review for the quiz.
	Did any teacher mannerisms or actions detract from the lesson? No, I did not notice either teacher acting in a way that could be labeled as distraction.
	*What were the strengths and weaknesses of classroom management?  I did not notice any weaknesses, the class discussion did last longer than he expected but all of the students were have a positive discussion about the text.  The main strength that I noticed was that both teachers made sure that every student had a chance to talk, and if they didn’t volunteer then the teachers called on them and asked their opinion
SO WHAT?	Was the lesson engaging? Yes, both teachers kept the students involved and engaged
	*What did I learn from my peer observation (address at least one aspect) I learned different techniques to help an old text like The Crucible connect with modern life. Such as comparing it to today’s Politics. As a teacher if you can connect a text about Salem Witch trails to modern day Politics, you are more likely to have the student’s attention and they are more likely to have a better understanding.
NOW WHAT?	How will this experience influence your professional identity?  This experience has shown me different styles of teaching, and different ways to get the students involved to make sure that they understand what they are reading.
	How will it influence how you plan/teach/assess in the future? It helps to influence my future teaching style by giving me different ideas on how to talk to my future students and what activities/visual will keep my students focused