Observer: Caitlin Regan Date: Jan.

13, 2014 School: Masterman Subject & Teacher Level English, SE th 8 rade student teacher Period/ time !st period "#$ min% Promising Practices &evie' o( 'hat ma)es (or a good essa* Po'erPoint modeling e+ample o( the teacher Surprising Practices The rubric (or the essa* 'as a little con(using to me, so I 'ondered i( it 'as because I 'as an outsider to the class or i( the students also had m* ,uestionsQuestions and/or Implications Less te+t on slides Perhaps more modeling o( an e((ective paragraph/student involvement and practice in such modeling

English, .th rade

SE student teacher

/nd period "#$ min%

Stopped stor* occasionall* (or ,uestions/get students (ocused

Listening to the recording rather than reading aloud together or popcorn reading

Is this necessaril* the best 'a* to teach literar* elements0 Te+tboo)s can o(ten be ver* use(ul as 'ell as sti(lingImportant to (ind the right balance-

Subject & Teacher Level English, 1s- 2 .th rade

Period/ time 3rd period "#$ min%

Promising Practices Quic) 4rite be(ore stor*/discussion

Surprising Practices 2id not stop recording at all throughout /$5 min- stor* read6along

Questions and/or Implications 7o' are students able to be (ocused in the read along0 1* students get so distracted- 7o' does she )eep them so on tas)0

English, !!th rade

SE student teacher

8th period "#$ min%

9ournal entr* about student lives as segue into theme (or the da*

The dramatic reading 'as a little dr*

:ind 'a*s to introduce drama into classroom esp- 'hen doing pla* in order to raise the energ* level to'ards reading aloud/being able to see the pla*