Final Presentation: School Observation and Lesson Planning

1
Final PresentationSchool Observation and Lesson
Planning

• Yi Ko
• EDCU 200
• Wednesday 2pm

2
Class Observation32nd Street USC Performing Art
School
3
Demographic

• 22 of the students are English Language Learners
• The ethnicity of the students are mostly Hispanic
  (54.9).

4
Class

• Ms. Robinsons 8th grade class
• Course Titles
• English Literature 8A and 8B
• United States History 8A and 8B

5
Ms. Robinson Identifies the Objectives by

• Writing them on the board, including
• Reading Irony in a short story
• Language Proofreading and editing
• Social Studies interpreting graph and data
• Putting the objectives of the assignment on the
  header of the homework sheet
• Create original graph and charts using current
  data

6
The children know what is expected from them by.

• The teacher shows the standard on the board.
• Go over the calendar before class start
• Write down homework due day
• Class activities of the days
• Given clear instruction
• You will need a sheet of paper to take notes.
• This should be in your notes. If I were you, I
  will be drawing down each of this (graph) with
  heading.

7
Ms. Robinson gives the rationale by

• Giving instruction in a very clear way and
  answering any questions that student raised.
• Drawing each types of graphs to show the children
  how to collect the data.
• Explaining each categories of survey by giving
  examples and sketch a graph by using the
  hypothetical data.

8
Ms. Robinson checks for understanding

• Each student has a sheet of paper before the
  class start. The students are required to
• Edit and rewrite the paragraph.
• Check for capitals, commas, and punctuation
  marks.
• After the exercise, the entire class exchanged
  paper for grading and went over the paragraph
  together.
• Ms. Robinson called on students to correct
  sentence aloud and then recited the answers
  clearly.
• Asking questions
• Can you give me an example of pictographs?
• Does everyone understand that?

9
Group Activities

• During my visit, there were no group activities
  conducted by the teacher.

10
Ms. Robinson assess the children at the end of
the lesson

• Open classroom during Nutrition and Lunch
  everyday
• Allows the children to make use of the classroom
  facilities and computer to do class related work,
  homework, or to sit and study.
• After schools
• Ms. Robinson remains on campus in the classroom
  till 415. Students may make use of that time to
  study as well.

11
Lesson Plans 8th Grade English Class
12
Lesson Plan 1

• Standard Use correct punctuation and
  capitalization
• Objective TSSBAT correct any mistaken usage of
  punctuation and capitalization

13
Syntax of the Model of Teaching Description of the Lesson Description of the Lesson
Motivation Providing a paragraph without any punctuation marks or capitalization and ask the student to read it aloud in class and ask them Is it easy to read without punctuation? Do you understand what the writer is trying to tell you? Technological Enhancement
Input of Information (how and why, what mode and with what kind of aides) Go over the rules for different punctuation marks and capitalization. At this lesson the rules for comma, period, question mark, and capitalization will be covered. In order to make the taking notes process faster, I will distribute a pre-made note, which already has the general topic on it. However, the students still need to copy down the rules themselves. Providing overhead projector and make sure the children are taking notes (a great way to help them learn better).
Checking Comprehension (did they understand, do you need to input in a new way?) Go back the paragraph provided above and ask each student to correct one sentence by applying the rules that we just discuss.
14
Structured Practice (in a structured way to insure success) Giving them worksheet that is related to the lesson. The worksheet contains sentences with incorrect punctuation/ capitalization. The students need to correct each sentence. The worksheet will also help them recapture all the rules and apply the rules. Allowing them to finish answering and going over the answers with them. Worksheet
Guided Practice (in a more difficult way to really show you they are grasping the concept) Divide the students into small group and play a jeopardy game, which will include correcting sentences and punctuation marks. The group who wins the game can get 2 extra points on the test. Note cards with questions or using overhead projector to show the questions to the entire class.
Closure ( how do you bring to a close and sum up what learning was to take place) Clean up Recaps on the rules Answer any questions students may have.

• Formal/Informal Assessment (reflection of degree
  some students reached the objective.)
• Worksheets (similar to the worksheet in structure
  activities) for homework
• Students should be able correctly answer
  questions that will be asked during next class
  (oral quiz)

15
Feedback- Lesson 1

• Courtney
• I like your plan of having them correct a
  paragraph. They will learn better because they
  are actually using the skills you teach them.
  The Jeopardy game will keep them involved. How
  will you be imputing information? Will you just
  be lecturing while putting an outline on an
  overhead, or will you be using the textbook with
  concepts on the overhead?
• Kristin
• I think your lesson plan is very organized, but
  how will you cover all the punctuation rules in
  one lesson? Maybe you should break it up into
  reviewing a few rules every lesson.
• Melanie
• I like your introduction by providing them with
  the paragraph. I think you should be more
  specific a to what you will teach them that day,
  or what grammar rules you will be reviewing.

16
Lesson Plan 2

• Standard Revise writing for word choice
  appropriate organization consistent point of
  view and transitions between paragraphs,
  passages, and ideas.
• Objective TSSBAT revise their own writing for
  consistent point of view with appropriate
  organization.

17
Syntax of the Model of Teaching Description of the Lesson Description of the Lesson
Motivation Providing an example 3-4 paragraphs essay that does not show consistency in thoughts. Ask one student to read one paragraph in front of the class. Ask student if they can understand the thoughts of the writer. Technological Enhancement
Input of Information (how and why, what mode and with what kind of aides) Address the importance of writing for consistency. Introduce the idea of brainstorm/outline. Overhead projector or black board
Checking Comprehension (did they understand, do you need to input in a new way?) Asking the students questions Can someone tell me what is brainstorming? Why does brainstorming before writing the paper help us write in consistency? Simply use 3-4 sentences (instead of the entire essay) and ask the students to put in to an order.
18
Structured Practice (in a structured way to insure success) Using the sample essay and ask the students to help brainstorm ideas in order to make the essay flow well. Using the blackboard
Guided Practice (in a more difficult way to really show you they are grasping the concept) Dividing them into group and each group is assigned with a paragraph that does not show a consistency of writing. Ask the student to brainstorm and organize the ideas in a structured way. More examples transparencies for each group.
Closure ( how do you bring to a close and sum up what learning was to take place) Allow each group to share their notes. Answering questions Clean up

• Formal/Informal Assessment (reflection of degree
  some students reached the objective.)
• Giving out a paragraph in the beginning of the
  next class and ask the student to brainstorm and
  rewrite.

19
Feedback- Lesson 2

• Courtney
• I like how you are using a sample essay to
  demonstrate bad writing, then having the kids
  correct the essay to make it better. Having the
  kid read an unorganized paragraph will help them
  understand the importance of organization. I
  remember that is what my teacher did, and it
  helped me understand good writing from bad
  writing. I also like that you have the kids
  brainstorm and work in groups because sometimes
  you kids will have writers block, but the student
  can work together to form ideas. However, like
  the last lesson plan, I would like to know how
  you will teach them the fundamental concepts
  while inputting information.
• Melanie
• I think this is an interesting concept, maybe
  you should have the students do the work wit
  their own work by cutting off their names and
  fixing them.
• Rocio
• I think that this lesson plan can work because
  you identify the problem right at the beginning.
  Applying the skill to rewrite a bad paragraph can
  help them in the future to revise their own work.

20
Feedback- Lesson 2

• Courtney
• I like how you are using a sample essay to
  demonstrate bad writing, then having the kids
  correct the essay to make it better. Having the
  kid read an unorganized paragraph will help them
  understand the importance of organization. I
  remember that is what my teacher did, and it
  helped me understand good writing from bad
  writing. I also like that you have the kids
  brainstorm and work in groups because sometimes
  you kids will have writers block, but the student
  can work together to form ideas. However, like
  the last lesson plan, I would like to know how
  you will teach them the fundamental concepts
  while inputting information.
• Melanie
• I think this is an interesting concept, maybe
  you should have the students do the work wit
  their own work by cutting off their names and
  fixing them.
• Rocio
• I think that this lesson plan can work because
  you identify the problem right at the beginning.
  Applying the skill to rewrite a bad paragraph can
  help them in the future to revise their own work.

21
Lesson Plan 3

• Standard Revise writing for word choice
  appropriate organization consistent point of
  view and transitions between paragraphs,
  passages, and ideas.
• Objective TSSBAT write a paper with proper
  transitions between ideas.

22
Syntax of the Model of Teaching Description of the Lesson Description of the Lesson
Motivation Starting the class with a game that ask the students to identify transitions from a word bank Student will take the paper that has transition and post it on the board Technological Enhancement Work bank that includes transitions and non-transitions
Input of Information (how and why, what mode and with what kind of aides) Check if the students get all the transition or if there is any non-transition words on the board. Introduce different types of transitions and their usage Explain the importance of having transitions between ideas Blackboard Overhead projector to write down notes (students should copy the notes)
Checking Comprehension (did they understand, do you need to input in a new way?) Giving examples with sentences that require transition to connect the idea and ask the student to pick the right transitions. Overhead projector and transparency with sentences on it ?allow the entire class to read and work together
23
Structured Practice (in a structured way to insure success) Organize the different types of transitions into categories by asking the students to participate Students should take notes
Guided Practice (in a more difficult way to really show you they are grasping the concept) Divide students into group and assign each group with one type of transition. Ask them to use the transition in sentences and present in front of the class Transparency for each group
Closure ( how do you bring to a close and sum up what learning was to take place) Answer questions Check each students notes and make sure they have all and the correct information

• Formal/Informal Assessment (reflection of degree
  some students reached the objective.)
• Worksheet for them to practice more at home
• A quiz that includes the lessons from previous
  weeks during next class

24
Feedback- Lesson 3

• Courtney
• I like you have the kid work together and
  present to be the class because it will keep kids
  interested. It is more exciting to hear your
  friends speak than the teacher. I also like that
  you are assigning worksheets to make the students
  practice.
• Melanie
• I like your lesson plans. Maybe you could
  consider adding more forms of technology besides
  written words on a board or overhead.
• Rocio
• I really like your lesson plan because it is
  something! I wish my old teachers should have
  used. I had plenty of trouble with transition
  sentences and in your lesson you spend a good
  amount of time identifying them, which is very
  important.

25
The End!