UCLA Center X Teacher Education Program MS/SS Observation …leannesetiarto.weebly.com/uploads/2/5/0/9/25094279/spring_field... · UCLA Center X Teacher Education Program MS/SS Observation

UCLA Center X Teacher Education Program MS/SS Observation Form

Novice/Apprentice/Resident Teacher Date

Observer School/Class

TPE 1: Pedagogical Skills Observer Commentary

Elementary Core Practices Opening move Questioning and responding

Secondary Core Practices Engaging students in rigorous content High Level Tasks, Concept Maps Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall Developing a positive classroom ecology Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning Checking for understanding Asking & answering relevant questions Other

TPE 3: Use of Assessments Use of criteria/rubric Taking formal assessment Completing projects Student presentations Other

TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences Scaffolding Other

TPE 5: Student Engagement Student participation Culturally relevant materials Other

TPE 6: Developmentally Appropriate Differentiation Use of media & technology Other

TPE 7: Teaching English Learners SDAIE methodology Academic vocabulary Other

TPE 8: Learning About Students Community building activities Other

TPE 9: Instructional Planning Lesson plans Agenda communicated to students Other

TPE 10: Instructional Time Starting and ending class Transitions Other

TPE 11: Social Environment Inviting and clean; safe Student work displayed Caring environment Other

TPE 12: Professional, Legal, & Ethical Classroom management Teacher speech: clear, pace, warm, tone

TPE 13: Professional Growth

TEP portfolio Daily reflections

Observation Focus:

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Leanne Setiarto and Sara Kelly April 9, 2014 Darlene Lee Hollenbeck

Observations/Commentary/Scripting Period 1 ELD- High Point Small class Able to form relationships Period 2- English To Kill a Mockingbird Unit Community Building- on going throughout year, not just at beginning Students are taking assessments this week Job searching strategies Leanne and Sara are excited to be working with Ms. Flores. Their two classes are very different and this will be an added challenge with respect to lesson planning and co-planning. They are excited about their unit plan on To Kill a Mockingbird. We also discussed the idea of community building and that this is something that should be on-going throughout the year, not something that is done from one activity to the next.

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Observations/Commentary/Scripting Debrief:!!

Questions/Suggestions,,,!!!



Leanne Sertiato & Sara Kelly _________________________April 23, 2014 Observer School/Class

Elexia Reyes McGovern ______Hollenbeck MS, Mrs. Flores TPE 1: Pedagogical Skills Observer Commentary


Secondary Core Practices X Engaging students in rigorous content High Level Tasks, Concept Maps X Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall X Developing a positive classroom ecology Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning X Checking for understanding X Asking & answering relevant questions Other


TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences X Scaffolding Other



TPE 7: Teaching English Learners X SDAIE methodology Academic vocabulary Other


TPE 9: Instructional Planning Lesson plans X Agenda communicated to students Other


TPE 11: Social Environment X Inviting and clean; safe Student work displayed X Caring environment Other

TPE 12: Professional, Legal, & Ethical X Classroom management X Teacher speech: clear, pace, warm, tone



Time What’s going on? 9:13 9:16 9:21

Ss finish FIRE write: Choose a vivid time from your childhood. Narrate the events related to the childhood memory that yo’ve chosen so that your readers… T directs students to their groups and going back to the gallery walk. Reminds students that this is continuation from yesterday. T gets materials to student who was absent and checks in to what she needs to do and directs her to a group. T reminds students that they are completing the first two columns. Ss go to different #’s that correspond to #’s on gallery walk. T tells students they have 2 minutes. Ss are quiet. Looking at images T: That’s time. S: What?!? T: I know, time goes by quickly. Ss switch images. T redirects S t their group Ss finish and return to their seats T reminds Ss to complete the first 2 columns T fills in the last column – ism T: Did we talk about what “ism” meant? Can everyone tell me what that means? T: So Efrain, says that “racism”, add “ism” for concept S: Ageism, Sexism S: Can it only be for bad stuff? T: No, it can also be a good thing. Can you share an example? S: Christianism (?), Catholicism, Judaism. T: Very good, there can be good things too. T moves into powerpoint (Sexism, Classism, Racism, & Ableism) T asks for example of ageism T: You’re too young S: Or the opposite T: Yes, thank you Christopher, you’re too old

Time What’s going on? 9:25 9:34

T: Can ablesim be something other than physical? S: Emotional T: Christopher what did you say? T: Yes, emotional and mental. T: SO in your small group, you’re going to fill out which –ism you think it is. T: We didn’t go over classism. What do you think classism is? T: What is class S: Like this (classroom) S: Your style T: Could be T: What about social class? T: Rich and poor Each group has a # and is supposed to discuss –ism. Group members take pictures off wall. Ts circle and ask questions – “why not, what is it shaped like? Is she shaped like that? And who does she have, it could be classism, it could be what else?” T asks Ss to sit with group (2x) T asks how many minutes Ss need with hand. Ss raise between 2 – 5 T: Ok, 3 more minutes T: One more minute, so finish up, be prepared to share, 2 people are going to speak, so decide who will speak. Ts circle asking who will share? T: Can I get your attention in 1, 2, 3 clap (repeats) T: Can I have a volunteer? S: Raises hand immediately? T: That was quick T What do you see? Before you even get to messages S: Explain details of image T: Anything else? T: SO does the fact that the poster is made from cardboard influence the image? T: Anything else you want to add to this message (asks group) T: Ok, I’ll open it up. Any other group want to add to the message? Is image 6 two separate sign posts? T: They treat people like dogs S: Stereotypes T: That’s intense racism, they are not even treating other races like humans Why not introduce the term “dehumanization” here? PERFECT opportunity to increase academic vocabulary? T types in Ss response to “What is the message”? into the graphic organizer and projected. T: Do you think that is fair? That is why there are building codes. T: Who wants to go next?

9:51

Maybe in graphic organizer, consider adding a 4th column or a second question in 3rd column, asking Ss “how do you know what type of -ism this image is? What is your evidence?”. The hope would be that they are adding evidence from column 1 “what do you see?” to back up why they think it is a particular ism. S: Could it be classism and sexism? T: Interesting, could explain why that could be classism? Ss responds and connects it to picture #2 T: Awesome, very good. T: And last but not least, #4 Ss quiet T: Alex, what do you see? (Alex responds right away) T asks for translation for image #4 Highlights the police component Violadores (rapists connotation) “Linguistic racism” Size of racism T: Whoever didn’t speak take your poster and put it underneath the word that it represents T: The last thing we are going to do today is an exit slip. Ms. Kelly is handing out the hard T: Can I can get your attention in one, two, three *clap* You don’t have to write the prompt Choose one –ism that you feel very strongly about What can you to take a stand and stop perpetuating the stereotype? DO we remember what perpetuate means? (T puts up poster “Take a Stand!” and “Break Stereotypes!” Keep writing till the end of class Ss write, mostly all quiet, 1 S speaking with Ms. Flores S raise hand, T answers question. 2 Ss collect name tags and graphic organizers T reminds that S is collecting graphic organizers and they are graded T says T is at back door and will collect exit slips T thanks Ss for working in groups.

Reflection: • Went%well,%balance%of%how%long%things%will%take%• How%were%students%responding%to%various%pictures?%Really%wanted%students%to%grasp%concepts%before%we%

start%reading%• Could%have%monitored%groups%and%time%better%• Managing%voices%and%student%participation%%• We%were%going%to%hear%from%every%group%%• Summative%Assessments%–%narrative%writing%assignment%%

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Observation Focus:

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Leanne Setiarto and Sara Kelly May 5, 2014 Darlene Lee Hollenbeck MS/p1 ELD

Observations/Commentary/Scripting Journal Jot: What is a childhood memory you have about reading? What makes a good writer? Write about a time when you felt successful as a student. What made you feel successful? Write as much as you can for 5 minutes 2 ½ minutes halfway done- start getting something down one minute left Okay that’s the timer, go ahead and finish the last sentence

As usual, we are going to do a pair share, if you are by the door, you go first. Then we are going to take turns sharing with the whole class. Alright, sounds like everybody is finished with their sharing. I would love to hear from everyone… all practice speaking A volunteer to go first? Thank you Salia What is a childhood memory you have about reading? My first words I could read were apple and orange What makes you a good writer… practicing writing a paragraph every day I won a writing contest… You won a writing contest? Wow! That means you have the makings of a good writer! Congratulations! Now I have a B-E-E… Wow, good for you! That feels good Another volunteer You look like you want to go- you are smiling Thinking and practicing makes us good writers At the start of school, I was behaving good and doing all my work and I was gaining a lot of friends… that made me feel successful It had to do a lot with how you were socially interacting with people at school… Do you feel you are still doing that now? There’s still time I’d love to hear Josue and Ashley I can’t hear you- can you pick your head up…

Questions/Suggestions,,,!

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What!are!some!ideas!for!

helping!students!challenge!

themselves!and!develop!

their!writing!fluency!

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What!are!the!expectations!

of!the!students!in!terms!of!

participation?!

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Love!the!sharing!!Consider!

also!using!structures!

where!they!call!on!or!

respond!to!each!other!

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Observations/Commentary/Scripting Say it again? Yeah

Improve upon your mistakes Alright Ashley, will you finish us up? I’ll share… I think.. I love what you all said about practicing writing. I told Luis this, I think we also, to make good writers, we have to be readers as well. Do you have anything you want to share or add Ms. Setiarto or Ms. Flores? Writing about things you care about When Ms. Kelly shared about how she read with her parents… it reminded me of how I read with my son when he was little… in Spanish- and over and over we read it and after a while, he knew it and he would say he wanted to say it… yo voy a decir! Next week… a week from today, you are actually going to take the periodic assessment… determine which English class you will be in next year… we all think you are all having the skills and we want to make sure you have some tools… very closely resembling what’s on the test…give you what you need to be successful. What three things do you need to reclassify? Do you remember? Ashley? Pass 2 tests and get a good grade in order to reclassify? Who remembers what those parts are? What is the test you just took? Pass the CELDT Everyone on 3- 1-2-3 Is that all, then you reclassify? What grade do you need in your English class? You need a C, B, or an A? You need a C or better What’s the last one Pass the CST with a what? Can you get a far below basic? No… Basic, proficient or advanced? Is there a CST now? What did you take? There is no CST… what did you take? Smarter Balanced That was very difficult- it doesn’t count this year. This is the last part that’s left- since we don’t have the CST, guess what we are going to do… LAUSD is going to give you a test of their own Natalie, Luis, you are really close… the rest of you work hard and you’ll be there in a few years Ms. Kelly is going to prepare you… One of the things they are gong to ask you to do is around organizational patterns. On the test, they are going to show you… you are going to have a constructed response… five of them… you will see them all on this packet with some examples. Underneath organizational patterns, will you read this to me? Identify which patterns you see most … The first one is called chronological order… can we all say that together? 1-2-3 let’s read it together, you read silently, I’ll read it out loud History


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Your!writing!and!sharing!is!

such!a!great!model!for!

students!!

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Love!the!examples!in!the!

text=!to!break!it!up!a!bit,!it!

might!be!good!to!post!up!

an!example!sentence!that!

they!can!pick=!which!of!

these!sentences!is!

compare/contrast?!!You!

could!letter!them!and!put!

them!up!on!the!wall!and!

they!can!identify!a!,b,!c,!d,!e!

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Signal words… when you see these words, this is going to tell you, yes, this could be a chronological order- Josue, can you read the chronological order signal words… put the word Time right here Here’s a little graphic… how many of you have seen a timeline in your history class? I don’t have history, but I’ve seen one before Where did you see one? Comparison and contrast Can you read this.. Thank you for reading that That’s going to be a good clue for you… Are they talking about more than one topic Choosing between Dominos and Pizza Hut… which do I want? I want pizza, which one is better… comparing and contrasting Will you read the signal words? Heard the words “on the other hand”? Can anyone think of how to say that in Spanish? It’s an idiomatic expression… On one hand… on the other hand… Al contrario… por otro parte … por otro lado Both- they both make pizza If you can look at a text and break it down in this way, there’s a good chance it’s a compare and contrast Do you know when you are taking this test= the one from LAUSD? One week from today You only have 4 school days because of the weekend and on Thursday the 8th graders are taking the science smarter balanced test… cST Cause and Effect Eating too many hot Cheetos gave me a stomach ache What is the cause and effect in that statement? Let’s write it in this box here… before we do that, Luis, can you read the signal words Because… do you see the word Cause in there? We have a cause that leads to an effect.. What goes into this box? What’s the effect? What’s the consequence There might be more than one cause and effect… More than one… Move on to sequential order… can we all say sequential order on 3… 1-2-3 I want to warn you, it’s very similar to chronological order – what we went over earlier- but on the test, they want you to be able to distinguish between chronological and sequential… What might we use this for? Step-by-step… circle that word- step by step- a How to list First, second, then, lastly You can write it like this, like a flow chart… The steps… what is a how-to list you could make for someone…Any of you have younger siblings? A younger brother or sister… how to make a sandwich… how to make a sandwich…

Questions/Suggestions,,,How!familiar!are!they!with!

the!idea!of!signal!words?!

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Love!the!connection!to!

Spanish=!I!wonder!if!it!

would!be!useful!to!make!

this!connection!on!each!

example/structure?!

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This!is!difficult!!

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First wash your hand… then, get your pan… bread… then, put mayonnaise and ham, lastly, add ham and put the other bread on top. That reminds me of when I gave my dog peanut butter Gave my dog peanut butter That was a great example! What about cheese? Okay, you could put here, add may and cheese- and whatever other stuff you like to put on your sandwiches… I’m lactose intolerant, so I can’t put cheese on mine… What is the difference in the two- Chronological order and Sequential… Step by step… vs. historical event If I see historical event, what pattern is it? Chronological order… chronos is a Greek word- it means time… Let’s look at our last one… Turn the page to page 7…problem and solution Two main sections- how many sections? If you see a text with two main sections, what is it going to be probably? Problem and solution. One section describes a problem, and the second part will tell you the solution Persuasive speech is an example… what is a persuasive speech. Does anyone know? Any of you have a time you have to be home by? 7:40? When I was in High School, I had a curfew of 11… sounds reasonable now that I'm an adult, but when I was in High school, I wanted to stay out later than my curfew so I gave them a persuasive speech to convince them… I stated the problem, I want to stay out later, and my reasons were that I was responsible and did all my work… Signal words… this is your biggest signal word- Problem… Let’s fill this in. We are going to do an activity… these cards have signal words on these… you are going to sort these into five categories… They are the headings on your packet… I should see you looking all over… which of these does this word go with… use your best judgment. I’m going to give you a stack of cards… try to put them in the categories of the different organizational patterns. Class, we are going to run out of time, so let’s come back together… who can tell me what the 5 text structures are? Chronological order- time or historical event…. Who has another one? Compare and contrast Josue… similarities and differences Debrief:!!


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It!might!be!useful!to!have!a!

card!for!each!of!the!

category!words!as!well.!

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We!discussed!the!vocabulary!and!key!words!that!the!students!needed!to!know!in!order!to!understand!

this!lesson.!!Words!such!as!“signal!words”!and!“text!structures”!also!needed!to!be!defined.!We!also!talked!

about!ways!to!use!receptive!modalities!and!other!scaffolds!(matching!a!phrase!to!the!appropriate!text!

structure,!etc.)!throughout!the!lesson!to!“break!up”!the!presentation!a!bit.!We!also!had!the!opportunity!

to!review!ideas!for!the!TKAM!unit!for!period!2.




















Observation Focus:

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Leanne Setiarto and Sara Kelly May 19, 2014 Darlene Lee Hollenbeck MS p1 ELD

Observations/Commentary/Scripting Let’s look at this example… I wrote an example.. Everyone finished? Annotation? Josue, what is the next marking I should do? What is my next annotation? My whole family… what should I do with that? Action- joined me… anyone else have anything different? Anyone find a descriptive detail in there, I kind of hid one in here… I clicked open the email and read- that’s the action Loudly is a descriptive word, it’s not that obvious, you could hear the TV show, but it’s still in the background- to let you know- setting the background to all the action. Just like in this story- her small hand as they walked through the gently… it’s not telling you the leaves… vines were green and leafy, but it’s giving you adjectives… A lot of time descriptive words are right before or right after What about the fourth paragraph- what do you have marked there? What did you do with that? Sorry, my computer just died… what kind of action did you… what did you underline? Action… I was walking through… An action So what am I underlining, which sentence? What words described the setting? So how many senses are used in this scene? Where are they? What senses are used? Is there sight in here? No Why not? Touch! Yeah, Okay, I guess this would be both touch and sight- you can feel the… So you are going to come up with your own beginning for your narrative… Take the next five minutes and I’ll explain the rest before we leave

I’m going to take a pause right now… Natalie and Amy can you read out your narrative hooks? Let’s take a pause and let’s listen- sharing examples with eachother so we can learn


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Observations/Commentary/Scripting

Let’s make sure we’re listening So now, take another minute or two- you can help each other now- you can talk… What are you going to write so that you can get people interested in reading? Close your eyes… where imagine the beginning? What is the setting? If you are on number 2, perfect… Amy… Natalie… Describe why your family chose to come to Los Angeles… Close your eyes and imagine your setting- where does the story take place? So in our last five minutes, I’m going to explain what your homework is for today… can I get your attention in 1-2-3… oops, 1-2-3 Now you’ve written your hook… Answer this question completely in the rubric- remember this is what I’m grading you on Where does the story start? Imagine your beginning… make me see it by using descriptive details… why family come to Los Angeles… give us a hint – what is the rest of the story about? We are going to write our middles tomorrow… finish the rest of this packet and combine it into a paragraph like mine… I gave you a checklist there, ask yourself…do I have a hook? Back on the first page- you need these setting, action, and hook- maybe circle these and write homework… this is what you need to include in your homework… Tonight when you are writing your narrative, ask yourself if you have all of these things… Put all these questions into a paragraph like this… I see you packed up already, but you still have three minutes … never mind! Debrief:!!We!discussed!strategies!for!teaching!the!various!genres!of!reading!and!writing3!and!how!nuanced!the!differences!can!be.!We!also!talked!about!some!of!the!different!approaches!we!might!take!depending!on!the!level!and!designation!of!the!classes3!types!of!scaffolding!and!differentiation!that!might!be!helpful.





















Observation Focus:

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Leanne Setiarto and Sara Kelly May 19, 2014 Darlene Lee Hollenbeck MS p2 Eng 8

Observations/Commentary/Scripting Good morning, How are you? How are you today Get started on your fire write… “Frankly there isn’t anyone you couldn’t learn to love once yo u’ve heard their story.” What does this quote mean? Write the quote in your own words. Do you agree or disagree? Why? Yes, notebooks are over here… they are on the shelf… they’ve been graded and I put a to let you know I” saw it. If you were with Ms. Kendra, you are going with her now… While you are getting your notebooks. Let me have your attention on 3 1-2-3… one more time 1-2-3… I know a lot of people are leaving and moving right now… Let’s remember what our protocol is for Fire Writes How many sentences should you get down? Miss can I see my grade I don’t have the grades yet, but I can tell you your notebook grade Good question You need 5 sentences, they don’t even have to be complete sentences.. If you write three sentences, can you get credit for your notebook today? No, you need 5 sentences… Go ahead and think about it, start writing once you have a thought… I'm going to start the timer… anyone need a pencil or pen? You have about a minute and a half left That’s the timer, you can finish up your last thoughts… once you’re finished turn to your elbow partner… share … some of you are missing an elbow partner… Sharing with the purpose of getting your thoughts together… getting ready I will call on you… if you are by the window, you are going to share first today- ready begin.

If you have not shared yet, go ahead and switch, make sure each partner has a chance to share…


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Love!the!explicitness!of!

these!directions2!really!

clear!and!students!know!

what!is!expected!!!What!is!

the!benefit!of!‘stream!of!

consciousness”!writing!vs.!

thinking!and!writing!more!

intentionally?!!When!

would!you!want!to!use!

each!type?!!!

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What!do!you!notice!about!

what!students!are!writing!

each!day!in!their!fire!

writes?!!!

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Do!any!of!the!students!

seem!to!need!more!

scaffolding?2!sentence!

frames?!Word!bank?!

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Is!there!a!way!to!

incorporate!a!concrete!task!

for!students!when!they!

share?!!Come!up!with!a!

paraphrase!–squeeze!

strategy!maybe?!Hashtag?!

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Observations/Commentary/Scripting I’m going to use the cards to call on people… I know a lot of people are missing I disagree.. Once you hear their story, you might see them differently Myra… you don’t really know someone Does that remind you of something that Atticus said? He’s talking about Boo Radley It’s over here- yeah, you can go ahead and read it to us… Great, thank you for reading that- do you agree with that Myra? Once you hear someone’s story, you learn about their past, you see them differently maybe Ephraim, what did you write today? To learn about them… Once we understand them, we are more likely to love them… to humanize them… Hang in there… you are going to get this red sheet today- culminating task… last big task for your English class for this week! Turn it in by Thursday, then we get to finish up the rest of the year and enjoy ourselves by finishing up the book- is that okay with everyone? Yeah Thanks Okay, so we are going to take some notes today. Write this down- What makes a good story Okay, this man… how many of you have seen a TED talk before? Research, different ideas? Andrew Stanton- writer for the movies Toy Story… his ideas about what makes a good story What he says what makes a good story Jose, what are you going to write down… What he says about what makes a good story Let’s watch together Well if we don’t get to see this, I’ll tell you what he says… You can also read the transcripts What makes a good story? Laughter- joke telling Write down what else he says about what makes a good story- What about this line- we all want affirmation What does he say about the orders of story- starts from the end to the beginning They know from the beginning what the punch line is going to be- if storytelling is joke telling, we already know what the punchline is going to be Goal in mind…


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How!might!you!get!

students!to!call!on!one!

another?!Or!to!have!

multiple!responses!by!

students!before!teacher!

talking!again.!

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Great!connection!!Love!

that!students!know!where!

things!are!around!the!

room!too!!

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Yay!TED!Talk!!

It!might!be!useful!to!have!

the!transcript!as!they!

watch…!

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Are!TED!talks!

downloadable!via!firefox?!

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Would!it!be!useful!to!record!these!visually?!

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I’m going to show you two more That’s question number 1… two more questions will you answer What will be your hook? Everyone should know what a hook is- What’s in a hook- grabs the reader’s attention How did Andrew Stanton say that? Make me care… why do I want to read your story What will be your punchline… not all stories are funny, but we know what is the point we want to make…not mean it’s a funny story, but it means I know what message I want to give from the very beginning. A hook It could be dialogue… a question… a lot of you wrote questions for your women’s rights essays… In narrative writing, show instead of tell… what does that mean, Stephanie? Rafael? If you show it, it would be better. If you tell it you don’t know what happens Actions, dialogue… A lot of the story takes place through what characters say to one another… or Scout’s internal dialogue… things they say to each other Who was questioning him? Judge? Atticus Harper Lee could have said, here’s what happened when Heck Tate got up on the stand… She gave you a view of what happened You could have an internal movie – you can see what is happening… I will write about… I signed off on or you got a stamp… What is the main message you want to give… examples of hooks Narrative written by an 8th grader- similar topic as what you will write about Karli, what is the hook in this story? What does the writer say to get your interest? Alex, can you help her out? Jem got his arm broken… long novel.. starts with a description of the character Start with Dialogue… who can tell me the definition of dialogue? You can look back in your notebooks How do we show that people are talking? Quotation marks Look at this one right here… Roll of Thunder, Hear my Cry How does this author start with a hook? You get to decide how you are going to start your story. Here’s the author trying to make you care… a line of dialogue- a question-make you think- what’s happening in the scene? Little Man- he’s making them late! Make you think… Starting the writing process is the hardest for me


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What is your hook going to be? Getting started.. What are we writing about? Remember the story you identified last week? How can you show the scene? Who can you describe Write at least two sentences for me of your hook… Show not tell…. Can I get everyone’s attention- 1-2-3? See a peace sign if you need a little more time to finish your hook Anyone else over here… if you have already written your hook, keep going… get as much finished as you can. If you need help, we’ll come around and help you. I’ll come around and stamp you if it’s finished If I didn’t stamp your hook, it’s because I want to talk to you about what’s going on with your hook… stay for a few minutes of nutrition Telling a narrative of when you personally experienced it or when you witnessed someone else… I believe that you are all good story tellers and have important stories to tell Take out reading logs- I think they were pink- no they were white? Can we turn in our … late? If your mom or dad or guardian didn’t sign it, you’ll still get partial credit for it- and it’s better than not turning it in… worth a lot of points.. all culminating- make sure you get the grade I’m going to do my best to keep reminding you about this… due Monday… when is it due? Monday. When is it due, this reading log? Monday Write on it… it’s hard to remember.. I'm going to do my best to remind you to fill this out every day. Before you pack up.. Is there confusion about what you are supposed to do on these? Before you leave…Five minutes… write it in right now… Our parents don’t have to sign it… I still want them to sign it so they know what you are doing in class… it just takes a second to ask them, hey could you look this over and sign it… What do you say we try to get a couple pages of reading one… try to finish chapter 17 together… what was happening in chapter 17… Who was on Trial? Tom Robinson and Atticus? Was Atticus on trial? I’m going to ask for your attention on three 1-2-3… we know that Tom Robinson is on Trial… Heck Tate has been called to the stand – who is the other lawyer- Mr Gilmer is his name Announcements So let’s summarize together… what happened… what did Heck Tate say- open your book to page 172? What did he see? I see a … good textual evidence- what page is that one- page 173, paragraph 1 last sentence Who is speaking here? Mr. Ewell… who is Mr. Ewell- the dad of the girl who supposedly was attacked or raped… we are going to pick this up tomorrow… I ran out of time… We are going to write tomorrow. Thanks for hanging in there with me… Doing okay? What is due Tuesday – not Monday…

Questions/Suggestions,,This!is!interesting,!maybe!

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students!do!what!you!have!

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Debrief:!!We!discussed!strategies!for!teaching!the!various!genres!of!reading!and!writing2!and!how!nuanced!the!

differences!can!be.!We!also!talked!about!some!of!the!different!approaches!we!might!take!depending!on!the!level!and!designation!of!the!classes2!types!of!scaffolding!and!differentiation!that!might!be!helpful



Leanne Sertiato & Sara Kelly _________________________May 28, 2014 Observer School/Class

Elexia Reyes McGovern ______Hollenbeck MS, Mrs. Flores TPE 1: Pedagogical Skills Observer Commentary


Secondary Core Practices X Engaging students in rigorous content High Level Tasks, Concept Maps X Engaging students in discourse Learning Cycle ?s, Think-Pair-Share Providing Equitable Access to Content Form. Assessment, Word Bank/Wall X Developing a positive classroom ecology Opening/Closing Rout, Comm Circle

TPE 2: Monitoring Student Learning X Checking for understanding X Asking & answering relevant questions Other


TPE 4: Making Content Accessible Accessing prior knowledge Referencing lived experiences X Scaffolding Other



TPE 7: Teaching English Learners X SDAIE methodology Academic vocabulary Other


TPE 9: Instructional Planning Lesson plans X Agenda communicated to students Other


TPE 11: Social Environment X Inviting and clean; safe Student work displayed X Caring environment Other

TPE 12: Professional, Legal, & Ethical X Classroom management X Teacher speech: clear, pace, warm, tone



Time What’s going on? 9:20

Wednesday Fire Write – pair/share T manages time and reminds Ss when partner A shares and when partner B shares Together students come up on the title. T: I’m using the cards, so write something down. I will call on you. T walks around asking, “so what is the title”, “did you come up with a title?”. Times goes off – is audible for everyone T: I know it’s short, but we are getting our creative As T uses cards to call on Ss, she asks questions like: T: Why did you choose that title? S: replies T: Which line? What is the textual evidence? T: I’m sensing that we are hitting on an important line. T asks if anyone has heard this song before, acknowledges it may be difficult without the music. T projects questions for Ss – questions revolve around the music video, which they will play. Ss are to write the questions below on their notebooks, Ts circle around classroom. S: Can we answer them? T: You haven’t seen the video yet! T: So I’m going to play this video. There are more lyrics than on your sheet. Put on your critical media mind. What are they trying to portray through the video here? You could definetely use the critical media frameworks here and focus just on one core concept! For your critical media literacy class, if your final assignment is to do lesson plans, consider expanding this lesson to include core concepts and really getting into them with students. Let me know if this makes sense. T turns off light, turns up volume and plays. You do a nice job setting up this video. I like that it comes in the middle of class. Many people use videos as the hook, which sometimes works. But the way you did it, it builds Ss to look for “textual” evidence – even in the moving picture. Great!

Time What’s going on? 9:27 9:43

T: Let’s give the artist around of applause (repeats 2x) I really like this! How do we recognize artists, even if they aren’t in the class with them. Another idea, would be to have students do an immediate pair-share with their partners to talk about what they noticed in the video and then return to the questions. Or have them take 30 seconds write down their initial reactions. T: Now take a minute and jot down answers to the questions. Especially 3 and 4. T repeats questions. T circles and asks Ss what they wrote. T asks prompting questions to help students build connections. This would be an excellent place for a modified see, mean matter chart. I love using graphic organizers with students See What do you see in the video? What examples of injustices?

Mean What does the video mean? What does it mean to stand up to injustice?

Matter What connections to see between your narrative and the video? What connections do you see between the video and TKAM

You later return back to elbow partners to help them understand, so why not start with elbow partners? T returns back to whole group discussion T: Stephanie what did you see? T revoices and asks prompting questions. T: What about that image told you that it was injustice? T: It was a LAPD car at the beginning of the video? T prompts students to ask Ss to reflect on “man” line. T: Why does he say he’s a man?

This would also be a great place to connect with the Memphis Sanitation Works Strike. Making historical co nnections, especially with content like this video and TKAM is so important in placing context.

9:50

T calls on Ss to answer question 3 – making connections to their narrative. When students say, “I don’t know”, what other responses can we have? Maybe something along the lines of, “you do know!”, and facilitate them answering. T connects textual evidence from Aloe Blacc and TKAM. Do you want students to find textual evidence? In your See, Mean, Matter chart, you could ask Ss to pick quotes that connect from TKAM and the song. You may want to limit the page #’s they can look at in TKAM so that Ss don’t feel too overwhelmed. Or maybe you are modeling here? Are Ss going to connect textual evidence? S: Being on the same page as them. Good choice to develop academic vocabulary, “solidarity”. Do y’all have another word wall? T directs Ss to look at red page. Look at action plan. Uses sentence frames – to write a commitment. Reminds Ss that this is a silent activity. T explains sticky note for Ss. T: So literally I want you to take a stand, come up and put your sticky note on the board. T models sticky notes Consider changing “victim” to “survivor”.

After Ss are done, they are instructed to read TKAM chapter 22 T lets Ss know that she will publish their commitments. So great!!! T reminds Ss of an “upstander”. T lets Ss know that they don’t have to use the sentence starters, they just have to T: Can we celebrate that Rafael just took a stand Ss clap Consider using Darlene’s affirmations – 3 claps on 3. That way applause never gets to excessive and is targeted and deliberate T: Do y’all want to listen to the music while you write, or will that distract you? Good point! Maybe playing it softly would be a nice closing to today’s activity! T reminds Ss that they will all read after they take a stand. You should be looking at chapter 22. We left at a big moment! We don’t know how Scout is going to react to this unjustice! So let’s find out. Good way to bring Ss back into the reading and deliberately connect what they are doing in activity to reading. T: Ladies and gentlemen it should be silent. T thanks Ss for participation and for “talking about hard things” and “for making their commitments”. Reminds Ss not to pack up and listen, directly reminds one S. Bell rings, Ss listen as T finishes and then Ss push in chairs and walk out.

Documents

UCLA Center X Teacher Education Program MS/SS Observation …leannesetiarto.weebly.com/uploads/2/5/0/9/25094279/spring_field... · UCLA Center X Teacher Education Program MS/SS Observation