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Field Instructor Post-Observation Memo Student Teacher Arianne Frink University Field Instructor Marcy Ott Observation # 3
During this visit I: Observed instruction Met with student teacher Met with principal or other administrator Met with cooperating teacher Had group conference (CT and student) Other:

Date 3-27-13

Observation Notes: I am observing your 3rd hour English 11 class. Today's lesson focus is The Great Gatsby. Opening: As the bell rings, you are passing out papers. The classroom atmosphere seems positive as students chat quietly. You ask students to get out their readers response for todays jigsaw activity. I notice that you have the weeks schedule on the board and a quote from F. Scott Fitzgerald. Very neat handwriting! You overview the lesson for the day, then transition to todays activity. Transition: Jigsaw Activity- Using a character log, students begin in small groups of 3 students, each having the same character. They are to complete a character evidence form, looking for meaning to the quote selected. Students are engaged in their activity. As I walked around the room, students were working collaboratively and talking about what the character quote means - as your handout asks: What is revealed about the character through this quote? For the second part of your jigsaw, students move to another group where each character will be represented. Students share their characters quotes with the new group. You have accomplished your purpose all students have a couple of quotes from each character with explanations related to the importance of that quote. Also, they have discussed these characters in their groups, and as a result, all students now have a basic knowledge of some of the main characters and to think this is just chapter one. Impressive! There are many skills at play here in this activity: collaboration, discussion techniques, critical thinking, using textual support for character analysis just to name a few. This type of activity also ensures that all levels of students will come away with a completed Character Log for Chapter 1. Transition: Large group share Students move back to their seats quickly and with little distraction; this is reflective of your classroom behavior management. Students share some of their quotes with the class, explaining the relevance of their quote to the character.
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Transition: Chapter 2 You move on to chapter 2 and play the book on tape. Prior to playing the audio, you alert students to watch for important elements as they read along with the audio. As students read, you display a visual of several places mentioned in the novel, like The Valley of Ashes. What a wonderful addition to their reading. Its helpful for students to visualize what these places of importance look like. I notice, as I glance around the room, all students are reading along with the audio. You pause the audio after reading for about 5 minutes, I want you to really think about what the symbols mean. Think about the colors, think beyond what these things literally mean. Stopping the audio after a few pages is an important teaching technique you assist students with critical reading skills like reading between the lines and understanding symbolism. Before restarting the audio, you guide your students reading by asking them to look for some specific elements. Wrap Up: - Shouldnt be packing up yet. There are only a few minutes left to the class and you notice a couple of students putting their materials away. Dont move yet. Students respond well and are quiet. You remind students what to look for as they complete Chapter 2 reading for homework. You collect work from today before students leave. Wonderful bell to bell instruction. Final Thoughts: You are confident and poised. You are prepared with todays activities, and all materials are copied and ready for the start of class. You have spent a great deal of time preparing for this novel. I am impressed with your work ethics and your efforts to help all students understand the text, regardless of ability. I overheard a group of students say, Shes really good at remembering names. Yeah, how does she do that? You have created a classroom community of learners who respect you and appreciate your teaching abilities. Students are learning a multitude of skills as well as learning ways to move from just a knowledge base understanding of a novel to a deeper understanding of literary devices and their connections to the text. Metacognition is evident in your planning and delivery. Using metacognitive strategies can help students to think about their thinking as they read and discuss the novel. Students are responsible for their own learning in your classroom, as evidenced by the completion of their character log today. Excellent use of formative assessment. Thank you for an outstanding observation today.

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