ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: 10/16/17 Observation #
Mentor Teacher:Ben Bailey Time of Observation: Approx. time spent planning
this lesson:
Grade Level: 5 Subject/ Topic: Informational Writing
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Using mentor texts to identify characteristics of informational writing.
Brief Context: This is lesson 2 of the immersion phase of the informational writing unit. This
phase is meant to get students familiar with reading informational writing before they start
writing it themselves.
Prerequisite Knowledge/Skills: Text Feature
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: Group discussion, notes

Worldview Integration: Information text can inform us about the world, and we can write
information text in order to inform others on a topic that is meaningful to us.
Instructional Resources: MAISA 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
Verbal action/interaction interest
Noticings in text Independent note taking Nonfiction texts on a variety
Discussion Small group discussion of topics
Anchor Chart Large group discussion Students choose books

Options for Options for Expression Options for Sustaining Effort
Language/Symbols Writing & Persistence
Discussion

Options for Comprehension Options for Executive Options for Self-Regulation
Multi-leveled nonfiction Function Provided note sheet to keep
books thinking and note taking
organized

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.]

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
1, 2, 3 eyes on me 1,2 eyes on you
Alright alright okay okay
Strategies you intend to use to redirect individual students:
Proximity
What are you supposed to be doing?

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
The desks in the room are arranged in groups of 3-6 students. At each cluster of desks there
will be a basket of nonfiction texts for students to use to identify characteristics and text
features.


DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
Recap previous lesson
Students should know the definition, purpose, and format for informational text.

Open discussion by asking What is a mentor?

What is a mentor text?

We used a mentor text when we read Im in Charge of Celebrations by Byrd Baylor

You wrote in the same style as this author and used the text as your reference/model

Today we are going to look at some nonfiction texts as our mentors. This will be helpful as we
continue to think about what informational writing looks like.

Development: [It may help to number your steps with corresponding times.]
1. Remember, as we read these texts we are reading as writers. This means noticing the
strategies the author used to write and what features they used in order to relay
information to their reader. This will be helpful to think about for you when you begin
writing your own informational text.
2. On your tables you will see there is a bin of books and articles. Your task is to take note
of the characteristics in the text. Look at at least 3 different books/articles.
3. Allow students 10-15 minutes to create their list.
4. Ask students to make their final notes, then discuss their findings with their groups.
5. Following their table discussions have a large group discussion about their lists, and
write them on the board.

Closure:
6. I will use the list we have made to create an anchor chart for features of informational
writing.
7. Inform students that this will be a reference for them throughout their writing process.
8. Students will keep their notes in the provided folder for this unit
9. Students will turn in folders at the end of the lesson (This will be the spot they keep
their work for this unit. This will ensure that we know where papers are, and be a way
that I can check in on how students are engaging with content)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

your efforts as a professional.
Selected mentor texts
Prepared anchor chart