ED 345 Calvin College Teacher Intern Observation Template

Teacher Intern: Katie Fasse Date: 10/15/18

Grade Level: 1st Subject/ Topic: Social Studies- Past, Present, Future
Approx. time spent planning this lesson: 90 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is a timeline and how do we use it?
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Brief Context: This is the 3 lesson on timelines/past, present, and future. I needed to go back and reteach about
timelines. Students have a base knowledge of past, present, and future but not so much on timelines
Prerequisite Knowledge/Skills: Past, present, future
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to show if something took place in the 1. Their class timeline
past, present, and future 2. Their worksheets
2. Be able to make a timeline
Standards Addressed in Lesson: 1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past,
present, and future using family or school events.

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.

I have considered my diverse learners. My learners didn’t really understand timelines the first time around, and so I
created this lesson as a more hands on activity for them. This will be a day long lesson focusing on the day in whole. I will
keep a running timeline of our day on the board and change it into past, present, and future as we complete activities.
This will be helpful to students to need visuals. We will also create a timeline together as a class of our day. This will be
helpful to learners who like to make things. Finally, to make sure that they understand a timeline and the order of
timelines there will be a work sheet for the students to complete.

* Supervisor’s Comments:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building POSITIVITY!!!!, working with other students in a
whole class setting, working with a partner

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: counting, “knock knock? Whose there? Me!”, hands on
head, mannequin
Strategies you intend to use to redirect individual students: saying names, chips, touching if needed, “ I like how so
and so is doing blah blah blah”

CONTENT MANAGEMENT: group, both in front and in the back, it is a new formation in a semi-circle so we shall see
Flopping, students know where they can and can not flop
PHYSICAL ENVIRONMENT: normal setup, some work done on the board, some work done at desks with their tents,
some work done in the back of the room with the desks pushed back a little, some flopping

*Supervisor’s Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (5 minutes)
- WELCOME TO TIMELINE DAY KINDERLINGS!!!!!
- Write out the day on the board but in the corresponding colors
- So everything we already did in BLUE, what we are doing in PURPLE, and what we will do in RED
- What do you notice about what is on the board? I will pick on students who are sitting with their hands raised
and not blurting!
- Listen to students responses- our day, what we are going to do, etc.
- Say that this is a timeline of our day
- It shows what we did, what we are doing, and what we will do
- I will be in charge of switching the timeline during the day
- For example I am now turning “making a timeline” from purple to blue because we did that and it’s in our
past and switching “Practice book” from red to purple because that is what we are doing now in the present
- For the rest of the day switch the colors of the activities as they are completed
Development: 35 minutes
- Ask students to come to group as slowly and quietly as they can
- Say “Professor Verwys is here and probably has no idea what is written on the board or why certain activites
are written in different colors. Can someone who is quietly raising their hand tell her? I pick so and so”
- Student explains- this is the timeline of our day, blue is what we already did in the past, purple is what we are
doing right now in the future, and red is what we will do in the future
- Yup! And what does the timeline say that we are going to do right now? I will pick so and so because they are
so nicely raising their hand- Make a class timeline
- Correct!!!
- We are going to make a class timeline of our day
- You may have noticed that while you were at afternoon recess I moved the desks around a little bit to make
some more room in the back. Can you go to the back and sit in a circle like a firefly?
- Grab the chart paper and markers and go back with the students
- Complement students on how quiet they are being!
- Remind students where their new spots are in the circle if needed
- Show them the chart paper and the words that are written on top- 1H’S TIMELINE
- Ask what is something that we did in the past? I will pick a student who is quietly raising their hand.. yes so
and so?- Bible
- We did! I will write Bible in red then. What’s another activity that we did in the past? Yes so and so you are
sitting so nicely with your hand up and looking at me! – Recess
- Perfect! I’m writing that down… Now what about what we are doing in the present? Yes so and so. – sitting
- We are sitting! What about something else we are doing in the present? Yes so and so – making a timeline!
- Yes! We are!!! Now I want something that you will do in the future? Yes so and so. You are sitting so well! –
gym
- That is what we are doing right after this! And finally, so and so, what are we going to do in the future? -go
home
- That is how we will end our day! Perfect! This is a small timeline of our day. It shows what we did, what we
are doing, and what we will do. I will partner you up and you and your partner are going to make a timeline of
your own. I want each person to write down one thing that we did in the past, one thing we are doing in the
 present, and one thing that you will do in the future. I would also like you to write them in the colors for
PAST, PRESENT, AND FUTURE. Finally, make sure that the activities are written in the right order. So don’t but
lunch before Bible! Kapeesh? – Kaposh
- I will float and help you if needed
- Partners-
Kinley and Nolan
Isabel and Wade
Xzavier and Annaliese
Anna and David
Carson and Annika
Elly and Bryson
Abby, Libby and Brinley
(if Carson still absent then Annika and Abby)
- Please go to your desks and get crayons or colored pencils then flop with your partner
- “knock knock! Whose there? Me!”
- I will pass out the chart paper to the groups who are quiet. One last thing. Talk in a whisper to your partner.
You don’t want other groups to hear you right?
- Pass out the chart paper
- Float and help as needed
- If time allows have students share their timelines with each other, ask them to use the past, present, and
future vocab
- Put the timelines on the green stools!
Closure: 10 minutes
- Ask students to go to their desks and set out their tents
- “Knock knock! Whose there? Me!”
- show the timeline worksheet overhead and explain the directions
- Think about your day and write 3 things that already happened in the past, what you are doing now in the
present, and what you will do in the future
- then put them on the timeline in that order
- when you are done write your very own timeline quietly put it in the in bin and quietly go to group
- once all students have finished the worksheet dismiss them by category to line up for gym
*Supervisor’s Comments: (Communication with students, questioning strategies, student engagement,
assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: thinking of creative ideas to teach

REFLECTION AFTER TEACHING THE LESSON:

Did you meet the objectives of your lesson? Why or why not? What would you do differently? Where would you like
to grow?
Please respond here:

*Supervisor’s Comments:
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Vocal properties:
Professional Appearance:
*Supervisor’s Summary Comments:

FUTURE FOCUS: