Appendix D

Towson University

Classroom Observation

Intern: LaShell Wallace Date: March 30, 2017

Time: 2:00 2:45.
School: Millbrook Elementary School Class small group
Grade 2nd. 6 students 1 intern
and 1 teacher
Mentor: Kari Hill Subject:ReadingElementsofastory

Not
Observed Observed N
In
Planning Progres A
s
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. X
Lesson objective is worded in student terms. X
Formative assessment is directly aligned with the objective. X
Instructional materials are attractive and readily available. X
Comments:
The objective is appropriate for all content standards, indicators and InTASC principles.
Students will be able to identify elements of a story by creating their own story map using Wixie.
The objective was posted and reviewed with the students in kid friendly terms.
ContextforLearning
Students demonstrate adequate prior knowledge to be successful learners. X
Grouping techniques are appropriate for intended learning. X
Comments:
The essential skills include: listen to, read, and discuss a variety of literary texts.
MotivationforLearning
Connections are made between students experiences and the new learning. X
Strategies are used to promote excitement and stimulate thinking. X
Positive reinforcement is used when appropriate. X
Comments:
The students used Wixie to prepare a story map.
ImplementingtheLesson
An appropriate review/drill/warm-up/motivation is conducted. X
Objective is posted, shared with students, discussed and clarified as needed. X
Instructional activities are meaningful and relate to the objective. X
Instructional activities are appropriately sequenced. X
Instructional activities are varied to address different learning styles. X
There is a balance between teacher-directed and student-centered learning experiences. X
Students are actively engaged during instruction. X
Teacher/student modeling sequence is appropriate to intended learning. X
Expectations/standards for student work are clearly communicated. X
1
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. X
Transitions between activities are efficient and effective. X
Levels of questions are varied and support the objective. X
Content is accurate. X
Instruction makes cross-curricular connections (as appropriate) X
Instruction integrates the use of technology (as appropriate). X
Homework assignment is appropriate. X
Comments:
The lesson started out with collecting the devices so that the students could pay close attention.
The objective was reviewed.
The elements of a story were reviewed. A laminated sheet with each of the elements was shown to the students (setting, character, problem and
solution. Each of these was discussed with the students.
The booklet The Muddy Mess was previewed. The students predicted what was going to happen.
The book was read to the students. The pictures were colorful and the print was large.
Characters were introduced first. (Dad and Jake with capital letters)
The location of the story was discussed (outside the house)
The problem of the car being so muddy was discussed.
They solved the problem of the car and the bike being muddy, but they still had a problem of themselves being muddy.
The lesson transitioned into the students working on their Wixie. A sample Wixie was shown to the students.
The elements of the story were discussed. The students reviewed the laminated poster. (Character, setting. problem and solution)
The students watched as the Wixie was modeled for them. They were able to refer back to their booklets for details.
Excellent balance of teacher directed and student centered work.
The students completed their Wixie.

Consider when you discuss character and setting during the direct instruction, (reading the story) take time and ask EACH of the students to
answer each. What is the setting? , Who are the characters? Later when they are doing their Wixi, if they need support you can write them on
the board.
Not
Observed In Progress Observed NA

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions. X
Informal assessment strategies are utilized throughout the lesson. X
Instruction is adjusted based on informal assessments of student understanding. X
Instructional modifications (interventions/enrichment) are provided and based on needs of X
students.
Students practice new learning independently. X
Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post observation discussion). X
Comments:
The students were in a group of 6, which enhanced their individualized attention.
The students were shown a laminated sheet with each of the elements of the story with a picture.
The students read from a small booklet with interesting illustrations and large print.
The students worked on their devices and created a Wixie.
After the students stated what the character and settings were, they were written on the white board for them to refer to as they worked on their
Wixie.
SummarizingtheLesson
Summary provides connections to past and/or future lessons. X
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments:
As a summary the students were asked what a character was, a setting was and why they are important in the story
ClassroomManagement
Student behavior is managed effectively. X
A positive and supportive atmosphere is maintained. X
2
Classroom routines and procedures are evident. X
Appropriate feedback and reinforcement are used consistently. X
Instructional space, equipment, and materials are organized. X
Comments:
Positive reinforcement was used throughout the lesson to keep the students focused and on task. You did a great job with re-direction throughout
the lesson
Professionalism
The intern uses correct English. X
The intern demonstrates knowledge of instructional strategies. X
The intern appears sensitive to individual needs and differences. X
The intern uses AV materials and technology appropriately. X
All written materials are clear and legible. X
The intern uses a clear voice, which is appropriately adjusted in volume and inflection. X
The intern uses non-verbal communication effectively. X
Comments:
LaShell, you have created an atmosphere of mutual respect between yourself and your students. They are respectful and are eager to learn. Your
lesson today was both interesting and challenging for your students. They enjoy using their devices. You are preparing them for a future in
technology (and social media). It is amazing what 2nd graders can do on their devices. Well done!