Preparation Score 0-4 23/24 1888 1. Content objectives 4 Introduced them after the opening activity 2. Language objectives 4 Introduced them after the opening activity 3. Content concepts 4 Appropriate for the grade level 4. Supplementary materials 3 Sentence strips, reading poems on monitor, graphic organizer 5. Adaptation of content 4 6. Meaningful activities 4 Sample poem was a good way to engage students and show examples of sensory words Good preparation for the lesson. Both the sample poem and your modeling of popcorn were effective in showing the idea of using sensory words in poetry. You used gestures and involved students in gathering sensory words.
Building Background 11/12 7. Concepts explicitly linked 4 The sensory idea was easily linked to students personal experiences. The student generated poem was based on their own interests as well. 8. Links explicitly made 4 Preview of previously learned vocabulary (rhyme, rhythm, stanza, personification) 9. Key vocabulary 3 The introduction of sensory words was good and you provided plenty of examples. You did refer to metaphor during class but didnt reinforce the definition with students to check for comprehension.
Comprehensible Input 10/12 10. Speech 4 A good pace; no slang 11. Clear explanation 3 A better explanation of why their poem does not have to rhyme would be good. 12. A variety of techniques 3 Group brainstorming before writing was great and good use of the graphic organizer. You took input from students throughout the lesson and modeled writing your own poem. You did a great job modeling what you wanted students to do.
Observer: Chaun Kuzin
Strategies 10/12 13. Opportunities for learning strategies 3 The graphic organizer helped students organize their writing. The group work allowed for practice before independent writing. 14. Scaffolding techniques 4 You provided a lot of modeling for students and involved them throughout the writing process. You allowed students to use dictionaries and thesauruses in their own writing. 15. Questions to promote higher-order thinking 3 More higher order thinking questions would be good for students.
Interaction 14/16 16. Interactiondiscussion 3 Small group work, and teacher-student interaction. Majority of teacher-student interaction was question-response. Planned turn and talk didnt happen. 17. Grouping configurations 3 Whole class, groups 18. Wait time 4 Good wait time overall. 19. Clarify key concepts in L1 4 I didnt see much native language use by you. Its hard to tell if students used it to support each other.
Practice/Application 10/12 20. Hands-on materials 3 Sentence strips 21. Apply content/language knowledge 3 The whole class was focused on the content 22. All language skills 4 Readingthe text and poem; writingthe sentence strips and poem; speakingwith group and partners; listeningto you and classmates
Lesson Delivery 13/16 23. Content objectives supported 4 24. Language objectives supported 3 25. Students engaged 3 I would say you had about 80% engagement. Observer: Chaun Kuzin
26. Pacing 3
Review/Assessment 13/16 27. Review of key vocabulary 3 The use of sensory words was throughout the lesson. Simile and metaphor was used rarely. 28. Review of concepts 4 29. Feedback on output 3 30. Assessment throughout lesson 3 It would be good to have thumbs up/down checks throughout the lesson to see if students understand the directions and have misconceptions.