ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: 10/26/17 Observation #4
Mentor Teacher:Ben Bailey Time of Observation: Approx. time spent planning
this lesson: 2 hours
Grade Level: 5 Subject/ Topic:LA- Information Writing
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Create subtopics for chapters
Brief Context: Yesterday students listed topics they want to include in their informational
writing and used those to create a table of contents. Today we are narrowing the focus of our
chapters, so we have focused topics when we begin writing
Prerequisite Knowledge/Skills: Text structure of information writing
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.ELA-LITERACY.W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C

Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E

Provide a concluding statement or section related to the information or explanation

presented.
CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8

Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Assessment: [Formative and Summative]

Lined paper with organized chapters and subtopics
Worldview Integration:
The information you share in your writing will help your readers understand a topic.
Instructional Resources:
MAISA Informational Writing Unit

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
Discussion action/interaction interest
Modeled example Discussion Self selected topic
Conferencing
Writing
Options for Options for Expression Options for Sustaining Effort
Language/Symbols Boxes & Bullets & Persistence
Chronological Organization
Venn Diagram

Options for Comprehension Options for Executive Options for Self-Regulation
Function

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.]
Engage the large group by involving them in instruction, they contribute to the large group discussion
Conference with students one-on-one

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Good afternoon, class Good afternoon,Mrs. Vander Laan
1-2-3 eyes on me, 1-2 eyes on you
Strategies you intend to use to redirect individual students:
Proximity-stand near them so they redirect their attention

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.

*Supervisors Comments: This lesson does include interaction and collaboration between
teacher and students, but no collaboration between the students. How could this be modified
to allow students to support one another in their writing?

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
1. Today we are going to begin planning the subtopics within our chapters.
2. You may think I already made my table of contents!
3. But, we want to organize the content within your chapters so the information isnt all
jumbled up.
4. One way writers do this is by using description. We can use boxes and bullets just like
we did yesterday to make our table of contents.
Development: [It may help to number your steps with corresponding times.]
1. First, begin by writing the chapter title in the box. I am going to continue to develop my
first chapter called The Seasons of an Apple Tree
2. The Seasons of an Apple Tree: Autumn, Winter, Spring, Summer
3. My next chapter is called Kinds of Apple Trees: Honeycrisp, Granny Smith, Golden
Delicious
4. Now it is time to start planning your own chapters.
5. Choose one of your chapter titles and write it in the box. Then write bullets of the
subtopics you will include in that chapter.
6. We can also think about planning our chapters in chronological order..
7. For my chapter: How to Care for an Apple Tree I can think in terms of first, next,
last...and so on.
8. For this kind of planning I will use a flow chart.
9. Model using a flow chart to plan a chapter.
10. The subtopics you are writing might need different kinds of planning. For one chapter
boxes and bullets may work best, while a flow chart makes more sense for another.
11. If your chapter involves making a comparison creating a venn diagram to plan the
chapter would be most effective.
12. For example, if I wanted to write a chapter comparing two types of apple trees I
could organize a venn diagram that shows how they are the same and how they might be
different.
Closure:
1. Please share some of the decisions you made did anyone use a flow chart? Why?
2. Did anyone use the boxes and bullets? Why?
3. Collect materials to assess student progress.

*Supervisors Comments: (Communication with students, questioning strategies, student

engagement, assessment in instruction, flexibility & responsiveness)
There were a lot of questions at the end of the lesson. I am wondering where my instructions
were unclear. At one point I said I feel like we are playing 20 questions. In the future I
should make a distinction between a question that is useful for everyone or a question that is
specific to the individual and could be clarified one-on-one. Overall, students were engaged
and focused on instruction. Students participated in discussion and added meaningful insight
to the lesson.


DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

your efforts as a professional.
Preparation of materials
Modeling what is expected
Rapport with students is evident through the attention of the class
Students have the materials they need at their seat before the lesson begins
Introduce the purpose of the lesson and ask students to identify why this is an
important practice

*
Confidence/Teacher Presence: Comfortable with students, spoke clearly
Enthusiasm/ Energy Conveyed: Communicated the significance of the work we are doing
Pace & Flow: Could have moved more quickly the instruction to allow more time for
conferencing, however questions took up more time than I thought.
Professional Appearance: Yes

*Supervisors Summary Comments:

FUTURE FOCUS:
The lesson had clear direction right out of the gate. The objective was stated clearly for the
students. They were aware of their mission and why this practice is significant in their writing
process. The task was modeled and students offered their suggestions during the modeling
process. Options were provided and related back to organization of text structure for how they
might choose to organize their subtopics. I was happy with student engagement. I was
surprised by the amount of questions at the end of the lesson because students seemed to be
listening during instruction and there were very few questions as we progressed through the
lesson. I am still unsure where I went wrong and why there was so much confusion.