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: Calla Hardiman	Subject: US Inclusion Class	Grade(s): 10
Name of Lesson:  1929-1936: “Stormy Weather”
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Students will take an open-note quiz on Monday and be able to describe the stock market crash, and the Hoover Administration.   In groups of 2 or 3, students will analyze a photograph and answer the following: “What’s happening in the photo?” “List People, Objects, and Activities.” “List 3 things you might infer from this photograph?” “What questions does this photograph raise in your mind?” “Where could you find answers to them?” A)Students B) analyze, list, infer, write C) The photograph
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): Historical Thinking Skills 1, 2 US Content Era 8 Standard 1
Teacher Standards (professional society and/or NETS  and RIPTS-list which): Represents black people, men, women, poor, and people of many different ages in the historical photographs that students are analyzing. Represents gender differences in question “Is jump-roping a boy activity or a girl activity.”
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 and content by representing the Historical Thinking Skills standard, and the content of the Great Depression.  This is in the middle of the unit of instructions.  Students have been provided with a background of the Great Depression through course readings, a film (that was viewed yesterday), and a pre-quiz.  They are preparing for a quiz on monday.  Today they are using primary source photographs of the Great Depression to explain the effects of the Great Depression on different social groups.
Materials/Resources needed, including technology: Chalk Board Primary Source Photographs “Photo Analysis Worksheet” Yesterday’s Quiz Notebooks
Accommodations and Modifications (special needs and learning styles)  This is an Inclusion classroom, so students with and without special education needs are in this classroom.  There is a Special Education Aid in the classroom circulating to the special education students for additional help.
What content resources support this knowledge base? (list at least 2) Text Book Primary Source Photographs
How confident are you in this topic as you start this lesson? very confident.  We are building off of a film about the Great Depression seen in a prior class session so students are familiar with the topic from many different sources (including the textbook, the film, and class lectures).

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.	Instructs students to take out notebooks and worksheets to review for tomorrow’s quiz	Students take out notebooks and worksheets	Informal: “What year was the stock market crash?”
Review of previous quiz	instructs students to circle important questions on previous quiz to study for next quiz.	Students circle appropriate questions to study.	Informal: “What was the dust bowl?” “Where was it?”
Presentation or Open-ended/	Direct Instruction.  Concept: Document Analysis and The Great Depression Example: Teacher shows a picture of a dress and asks if the dress is blue and black or white and gold. Teacher uses this photograph and answers the following: “What’s happening in the photo?” “List People, Objects, and Activities.” “List 3 things you might infer from this photograph?” “What questions does this photograph raise in your mind?” “Where could you find answers to them?”	Example: Students engage is a discussion about what color they think the dress is.	Informal
Guided Practice or Convergent/	Direct Instruction: Instructs students to form groups of 2 or 3 to analyze a photograph. During group work, teacher circulates from group to group and helps students analyze photographs.	Group: In groups, students will answer the following questions about the photograph:  “What’s happening in the photo?” “List People, Objects, and Activities.” “List 3 things you might infer from this photograph?” “What questions does this photograph raise in your mind?” “Where could you find answers to them?”	Worksheet is mode of assessment
	Instructs the student groups to present their photo analyses	Students groups hold up their photographs and present their analysis (the people, objects, activities, inferences, and where they could find answers to their questions.)	Presentation is mode of assessment.
Closing/	The bell rang before the objective was completed.
HW/Application/	Teacher instructs students to study for the quiz on monday.
Review and Reflection: How will you review for students who are still having trouble?  Every class opens with a review of previous quizzes and homework assignments to get a sense of what students need help and who doesn’t.  Also, by using the special education teacher in the class to address students having trouble, students who need extra support will receive it.
Extension: What will you offer to students who have mastered this? By offering extra primary source documents or having students synthesize multiple sources, students who have mastered the content and basic source analysis can move on to more historical thinking skills.
*Closing: How will you review the material, and draw conclusions? (may be listed above) Every class opens with a review of previous quizzes and homework assignments to get a sense of what students need help and who doesn’t.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?
	What area of weakness needs addressing? Time management and classroom management may need improving.  The class seemed to not respect the teacher’s authority and class ended mid-objective.
	Which objectives were met? What is the evidence? Photo Analysis - the groups that were able to present demonstrated a that they were able to successfully analyze the photographs according to their protocol.
	Which students did not meet objectives? The groups that did not have time to present were unable to demonstrate whether or not they met the objective, but they may have.
	Was time managed appropriately? The bell rang and class ended before all the student groups were able to make their group presentations,
	Did any teacher mannerisms or actions detract from the lesson?  Misspelling many words on the chalkboard
	*What were the strengths and weaknesses of classroom management? got flustered when students were not engaged.  “Can you pretend like you care about your education?” “Can you hear me?”
SO WHAT?	Was the lesson engaging? The lesson was engaging because students had to present their photo analysis to the class, so they seemed to be more encouraged to do a good job.
	*What did I learn from my peer observation (address at least one aspect)  If there is a groups presentation aspect of an objective, time needs to be managed appropriately.
NOW WHAT?	How will this experience influence your professional identity?  I definitely want to include document and photo analysis into my teaching as much as possible, but I did not see it as totally beneficial to spend a third of class discussing a previous quiz and a future quiz.
	How will it influence how you plan/teach/assess in the future?  I want to remember the importance of time management.