Evidence Analysis Guide Evidence of goal achievement (written work / student talk / student performance) Who learned?

What was learned / not learned? How do How do you you know? know?
At the beginning of the class, the students in the classroom were a little chatty but in the middle of the lesson they demonstrated their understanding through active engagement (group work) and explained their projects to the teacher and the rest of the classroom. Any Questions the students had during class they shared with their group which consisted of four to five students within their work tables. The students learned about how the heart has different chambers, how that symbolizes love and hate, and how they are divided but yet closely intertwined. Many students came to the conclusion that without love there cannot be hate and that one cannot exist without the other. Students learned vocabulary terms that will be integrated into the novel Midsummer Nights Dream. They went over the definitions of all the terms, and how to use the word properly within context.

Objective Learning Goal

The lesson plan for the day was going to be about the novel Midsummer Nights Dream by William Shakespeare. The students were given vocabulary worksheets at their table. Then they were told to use these vocabulary terms that will be integrated into the novel. The teacher then goes over the definitions of all the terms, and how to use the word properly within context. The second objective is to do a warm up worksheet of the human heart (group of 4 students) in which they will come up with their own identifiers that separate the heart. Some students came up with examples such as lust, passion and envy. The third objective is students are asked to define five terms and give examples of each term. Then write down five fallacies that girls have of boys and that boys have of girls. Then each group is asked to present their answers to the classroom.

Contributing Instruction Teacher Actions

When students needed to ask questions they would raise their hand or ask the student that was sitting next to them. They were in groups when doing a group assignment so if they needed to ask a question the teacher was walking around the tables making sure that everyone was on task and making sure they knew what was being asked of them.

Recommended Changes
One of my recommendations is before handing out the vocabulary worksheets I would explain to the students the directions, and then give them the worksheets. Most importantly, I would not wait until the end of class to go over the words, pronunciation, and definitions of each word. This teacher wanted to wait until the last assignment of the day to go over the terms then definitions because the students were going to do that with their groups. Classroom Control: In the beginning of the video, the students were talking among themselves and over powering the teachers voice. The teacher had to shush a few students a couple of times. If I was in this situation I would have a classroom bell that I would ring once (one ding is a warning, and the second time I ring the bell I would personally talk to the individuals). I would utilize this bell when I need the students to drop what they are doing and pay attention to what I needed them to do next. I feel that a bell helps me gather the students attention and gives me the opportunity to have classroom control.

Evidence Analysis Guide