ALVERNO COLLEGE

LESSON PLAN and OBSERVATION

ED 321
2nd Observation

Candidate: Cecilia Marrero

Check One:

Cooperating Teacher: Sara Sadykov

Date: December 4, 2014

School: Victory Christian Academy

Number of Students: 23
Grade: 7/8

Evidence (Candidate

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS:

1,7DISP: Respect Responsibility)

Demonstrates knowledge of content and pedagogy

Chooses and creates learning experiences based on appropriate
objectives
Selects services or resources, e.g., media, technology, materials, to
reinforce instruction

Subject(s): Reading ELA

Sound knowledge of contentCCSS ELA-LiteracyCiting Textual

Evidence
Constructed Responses understanding and practices as part of
Smarter Balance English Language Arts/Literacy
Using Smarter Balance example to apply RACE.
RACE-- Read and Restate, Analyze, Cite the Text (Give Evidence),
Explain and EditRACE is a strategy for constructed response
one that she uses. Students didnt know what the letters stood for.
Hamburger analogy--Constructed Response-Topic
Sentence/Introduction, Supporting Detail + Explanation
Objective aligned to Standards
Planned and conducted lesson for today because students had
difficulty being able to respond with evidence when studying the
Outsider
Your lesson plan and supporting materials are exceptionally created!
They are detailed, thorough, easy to follow, all important
components included and materials are accessible by the students.
ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

____Inadequate

____Emerging ____Proficient

X Distinctive

Classroom Environment (AEA: Coordination, Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility)

Reinforces a learning community in which individual differences are

respected and in which students work collaboratively and independently
Plans for and delivers motivational instruction by relating lessons to
students interest, providing student choice, questioning and investigation
Organizes, allocates, and manages resources of time, space, activities
and attention to engage students productively
Maximizes the amount of class time spent in learning by creating
expectations and procedures for communication and behavior

Evidence (Candidate and Student)

Good Rapport with studentscomfortable and confident interacting

with themsmiles, jokes (e.g. swagger), laughs with children.
During instruction, putting your self into the explanationby saying
analyzing text is difficult for you, but reading is easy for you
helped students to build a relationship with you--to see that you as a
learner, also.
Shares agenda for day with studentsgiving specifics of each piece:
Lesson Constructed Response Questions
Game
Ticket Out
Uses encouraging and supportive language with students:
I see you discussing/talking to each other, I see you reading and
getting evidence
Give time for each task and reminds students how much time is
remaining to complete task.
Uses various classroom management strategies to get students
attention: e.g., all eyes on me3, 2, 1, 0 and if you can hear me
stump your feet

____Inadequate

____Emerging

X Proficient

____Distinctive

ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative

InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility)

Models and supports active listening, interactive discussion and thoughtful

responses in reading, writing and other media
Uses different types of explanation, levels of questioning and discussion
techniques to challenge and support student thinking
Actively engages students in meaningful learning
Adjusts instruction to meet student needs and styles in order to enhance
learning
Varies her/his role in the instructional process in relation to the content
and purposes of instruction
Communicates with sensitivity to cultural and gender differences

Evidence (Candidate and Student)

Connects learning for lesson to previous learningshort answer

responses
What is a short answer response/questionproviding
examples of what it is not was a good approach.
Read story and stopped half way to talk about staminavery good.
Helped to break up the passage because it was long.
Explained response rubricnot sure this was enough time to
compare rubric to the answer.
Recognized during instruction that she wasnt clearthat students
were not understandingso asked them what they needed that
would help them. Once student began doing the learning
experiencethey got it.
Might have helped to point out the pattern/strategy more often as
students were doing the activity
I think it might have helped to bullet point the instructions/directions
for doing RACE and have them posted/projected, i.e.
Move into groups to do RACEpoint out the Chart on the
wall
Read the question
Restate the question
Answer the Question
Using an projecting the summaries of Chapter 8 and 9 was helpful
for students to do the activity
Reminded students that they were writing for a different audience
who should be able to clearly see what they are writing
Recognized what you should have done when you modeled the
strategy
ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Consider using the languagebuild on, add to, expand upon when
asking students if anyone else thinks they have something better or
which is best. This way we are not comparing students, creating a
sense of competitiveness and each student knows that what they
contributed was considered.
You recognized and told students that restating the question, some of
them might think that is answering the questionyou clarified for
them.
Make sure students can hear the student reading and answering the
question. Have student speak louder or repeat/paraphrase what was
said.
Slow down your instructions a bitif you dont finish the lesson
you can continue the next day (once you have your own classroom).
It is more important that students understand the concepts deeply vs.
sticking to the times for each step of instruction
____Inadequate

____Emerging

X Proficient

____Distinctive

Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9

DISP: Respect, Reflection)

Uses appropriate formal and informal assessment strategies that are

linked to lesson objectives
Monitors the impact of teaching on student learning, modifying plans and
instruction accordingly

Evidence (Candidate and Student)

Moves comfortably and freely from group to group to assess their

progress and address any questions or difficulties
Uses formative and summative assessmentstudent responses to
constructive response questions, discussion, observation of groups
Thumbs to assessreally hard, somewhat hard, got it

____Inadequate

____Emerging

X Proficient

____Distinctive

ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate)

Professional Responsibilities (AEA: Communication, Integrative

InteractionWTS: 10DISP: Collaboration, Communication)

Relates professionally and effectively with the cooperating teacher and

faculty
Dresses professionally and consistently portrays a professional demeanor
Reflects on own performance in relation to Alverno Education Abilities and
WI Teacher Standards

Professional interactions with CT, educational assistant, and

students
Professional appearance
Works well with CT and education assistant as a team
Very reflective studentevident during our debriefing session (how
lesson was executed, why things happen the way they did, what
would do differently next time, how to modify/revise lesson) and
self-assessment.

____Inadequate

____Emerging

X Proficient

____Distinctive

ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Summary Statement and Areas to Concentrate on Improving:

:Cecilia, your planning and preparation and teaching abilities at this point in your teacher preparation program is very commendable. You take your learning very
seriously and your commitment to your students learning is evident by your extensive planning and preparation and by you deciding to continue working with the
class after the Alverno semester is over.
I have truly enjoyed your participation and interactions in class you added a needed perspective. If you need any additional support, information,
recommendations, etc. for your future endeavors in the field of education, please be sure to let me know. You are well on your way to becoming an effective
teacher!
Have a restful, peaceful, and enjoyable Christmas season!

Overall Performance: ____Inadequate

____Emerging

X Proficient

____Distinctive

ED FORM 712
0210 ED

Copyright 2010. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.