Observation #2 (SED 406)

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: Jaime	Subject: Literacy	Grade(s): 9
Name of Lesson: Death with Dignity
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Evaluate – to rate the Death with Dignity Law
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which):
Teacher Standards (professional society and/or NETS  and RIPTS-list which):
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? I believe Jaime chose this lesson in order for the students to develop their own beliefs regarding death, to rate a controversial law, and to get the students to think about why it’s controversial.
Materials/Resources needed, including technology: A printed copy of the article for each student and index cards.
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.  Jaime actually printed the article with a larg font for all the students and “chunked” the material for easy reading.
What content resources support this knowledge base? (list at least 2) --
How confident are you in this topic as you start this lesson? --

(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
Intro	-Jaime wrote 3 words on the board. “dignity,” “terminally ill,” and “suicide.”	-Raised hands to answer the question and add to the definitions on the board.	-What do these words mean to you?
	-Jaime picked different students to read each chunk	-Students read aloud, while others listened.	-After each chunk, Jaime asked the students to summarize what was read.
Presentation or Open-ended	-It was a very open and fluid conversation between teacher and students.
Guided Practice or Convergent	-The discussion was convergent.
	-After finishing the article, Jaime gave each student an index card.	-Students wrote down an idea they got from the article that they either agreed or disagreed with.	-Do you agree or disagree with the Death with Dignity law? What evidence supports your decision?
Closing	-Jaime read each index card aloud anonymously.	-Students responded.	-Does anyone have a comment?
Application	-Jaime introduced a law that most students didn’t know about that may apply to them or their family in the future.	-Students applied the possibility of this law affecting their families and responded reflectively.	-Would you want to have the option to die with dignity? Or someone in your family to have the choice?
Review and Reflection: How will you review for students who are still having trouble? A student actually wrote a question on the index card instead of a statement and they clarified it as a class.
Extension: What will you offer to students who have mastered this? Jaime suggested that those who were interested in the law to do research on those fighting for and against it.
*Closing: How will you review the material, and draw conclusions? (may be listed above) Jaime concluded the lesson by asking how students would feel about this law applying to their families.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   All the students responded well to this lesson. Lots of them raised their hands to read aloud, everyone listened to the reader carefully, and every one of them participated in the discussion either verbally, with body language or by writing down an idea on the index card.
	What area of weakness needs addressing? --
	Which objectives were met? What is the evidence? The objective to rate the law was met. The evidence was in the arguments each student chose.
	Which students did not meet objectives? --
	Was time managed appropriately? Jaime estimated 60 minutes for the lesson and her time management was perfect.
	Did any teacher mannerisms or actions detract from the lesson? No, Jaime’s actions only helped to engage students.
	*What were the strengths and weaknesses of classroom management? The strength was that the lesson took the estimated time. No weaknesses.
SO WHAT?	Was the lesson engaging? Very engaging!
	*What did I learn from my peer observation (address at least one aspect)   I learned the teacher doesn’t always have to dictate the discussion. Jaime was very comfortable letting the students express their thoughts and feelings in order to direct the conversation.
NOW WHAT?	How will this experience influence your professional identity?  It will influence my personal identity as a teacher because I witnessed a teacher help students weigh a controversial law in our society, and I will be encouraged to do the same. I’m sure we have plenty.
	How will it influence how you plan/teach/assess in the future? It will influence me to plan more discussions around current events in order to foster critical thinking instead of using old literature all the time. Also, how I assess learning, because speaking out loud as you develop ideas about yourself definitely is evidence of learning.