OYSTER BAY-EAST NORWICH CENTRAL SCHOOL DISTRICT

Post-Observation Conference
Name of Teacher: Nicole Schwartz
Grade Level/Subject: English 10 Honors
Observation Date: 2/06/15

1.

School: Oyster Bay High School

Observer: Dr. Mulhall
Post-Observation Conference Date: 2/12/15

In general, how successful was the lesson? Did the students learn what you
intended for them to learn? How do you know? (3d, 4a)

During this lesson it was evident that the students achieved their expected
outcomes/objectives through informal and formal assessments. Students successfully
demonstrated organized thinking, and held intellectual and thought-provoking discussions
about the text using direct evidence to move their discussion to a deeper level. Students also
reflected upon the biographical information based on the author of the text to form a better
understanding of the characters, the characters motivations and the conflicts that have arisen
thus far. Students also used the background information about the author of their text in order
to draw possible connections between the authors life and the plot and/or setting within their
text. Throughout their in-depth dialogue, students posed questions based on the novel and the
lens they were reading through. Towards the end of the class, students were asked to respond
to questions that reflected upon their prior knowledge and newly learned knowledge.
As I informally observed the students in their groups, I noticed that they were all interested
and curious about specific occurrences that have taken place in their stories. They have
formed opinions about characters and felt comfortable sharing and commenting on each
others ideas. Students initially used their reader-response packets to help prompt their
conversation, but then they were able to continue conversation using jargon we have
practiced in Socratic seminar dialogue. During their group shout-outs, each group shared
meaningful insights that they came up with collaboratively. It was evident that the groups
read through the biographical lenses due to their shared insights and interesting comments
and questions based on their text. In addition, students completed a reflection worksheet in
which they mentioned an insight they discovered through this book club discussion, and it is
evident that students came out of this lesson rich with knowledge and more confident in their
opinions.
2. If you were able to bring samples of student work, what do those samples reveal
about those students levels of engagement and understanding? (3d, 3c)
Artifact #1: Reader-Response Packet: This work sample includes work that students
completed ahead of time to prepare themselves for book club talks. Within this specific
packet, students had to respond to several prompts. Students had to share what
knowledge they found through reading biographical articles based on the author of their

given text, and how that article helped them draw connections between the authors life
experiences and the conflicts, setting, etc. of the text. Also, students had to write about
the conflicts thus far in the novel, specific characters and their motivations, draw text-totext connections, text-to-self, and text-to-world connections, as well as record vocabulary
they did not already know. Students were also responsible for creating questions based on
the text and the lens they were working with.
Artifact #2: Student Reflection Exit Ticket This exit ticket was created to hold
students accountable for themselves, their group members, and their overall
understanding of todays lesson. Students had to rate themselves and their group
members participation, homework completion, and then write down any new insights
they discovered through reading through a biographical lens and holding discussion with
their group members. Students also had to write down what their next reading task was
and the pages they were planning on reading up to.
3. Comment on your classroom procedures, student conduct, and your use of physical
space. To what extent did these contribute to student learning? (2c, 2d, 2e)
First, students walked into the classroom, looked to the Smart Board to find their SAT
word and then copied the word into their notes. After we practiced using the word in
sentences, I showed students the agenda written on the board and gave them the given
time limit that they would have in their group talks. I also showed each group what was
inside the group folders, and instructed them as to when they could have their designated
peer distribute the work inside of it. Next, students transitioned to their book talk
locations. The desks were placed into groups of five or six and were spread out from each
other. Standards of conduct were clear for each portion of this lesson. Each group was
organized and students were engaged into completing their task in the given amount of
time. Since students had a time limit, they assumed their responsibilities right away and
were not afraid to share their ideas and opinions with others, nor were they afraid to ask
any questions. Routines and transitions ran smoothly, as students were instructed to pause
their conversations after 10 minutes and begin group shout-outs. While listening to
their classmates, students were polite and respectful. Students listened carefully, looked
back at the Smart Board to reference the question, and collaborated meaningfully in a
brief period of time. Finally, I asked students to grab their folders, distribute the articles,
response packets, reflection tickets, and graded response packets. Before students placed
the desks back into rows, I informed them that the exit ticket would turn into an entrance
ticket due to timing. I expected thoughtful and highly reflective responses, so I decided to
allow students extra time to complete the student accountability reflection sheet for
homework. All of these procedures contributed to student learning by allowing students
to ensure that all learning was equally accessible. Through collaborative discussion and
clear standards and expectations, students were highly engaged and focused throughout.
4. Did you depart from your plan? If so, how, and why? (3e)

The procedure and activities for this lesson went as planned. The only part of the agenda
that was changed (due to timing) was the exit ticket. I told students to reflect thoroughly
and complete the student accountability reflection worksheet for homework.
5. Comment on different aspects of your instructional delivery (e.g., activities,
grouping of students, materials and resources.) To what extent were they effective?
(2a, 2b, 3c, 3e, 1d, 1e)
Questioning: The lesson consisted of various levels of questioning. Knowledge,
comprehension, analytical, evaluative and application questions were used when guiding
students through this lesson. Open-ended and differentiated questions were posed by me and
by the students as essential questions, providing a risk free environment where students could
respond by creating their claims and participating in an intellectual conversation with the use
of textual evidence to support their statements. Higher-order questions were posed in order to
challenge and encourage students, as well as open up their minds to delve deeper into
background of the text. Questions related to literary theory and to textual analysis reflected
the common core standards. In addition, students were prompted to create at least two of
their own reader-response questions, as well as pull out controversial issues or questions that
come to mind while reading. With the use of the different levels of inquiry within this lesson,
all needs were met and the students were displaying confidence as they shared both their
questions and responses.
Materials/Resources: All materials and resources involved in this lesson were prepared in
advance and readily available to maximize time on task and to ensure smooth transition
between activities. The Smart Board was utilized as a tool for visual learners during the
lesson for students to refer back to the essential questions, as well as a tool to set up
classroom procedures, such as their Do Now SAT vocabulary word. Each student had their
completed reader-response packets to help prompt and share discussion points. All of the
materials and resources were suitable to students, support the instructional outcomes, and
were designed to engage students in meaningful learning.
Assessment: Assessment was ongoing during the lesson. Many different strategies were used
to assess the students understanding of the lesson. Teacher modeling, prompts, and
questioning techniques were created within the preparation sheets. In addition, observation of
students participation during group talks and shout-outs were all forms of informative
assessment. Formative assessment included their collected Reader-Response packets and
their reflective Exit (in this case, Entrance) Ticket.
Grouping of Students: Differentiation: Initially, students were given summaries of each
book and time to look at each one. Once students checked off their top choices, I considered

students top choices, their ability levels, and their behavioral levels to create groups of five
or six that would best meet their needs. Once students were in their groups, they decided
together what pages they would read up to each week, as well as who would be responsible
for researching the specific article they were assigned to do. Directions were placed on
students worksheets, on the board, and stated by me during whole class discussion. This
lesson included kinesthetic, auditory, and visual approaches. The learning activities were
highly suitable for diverse learners and supported the given instructional outcomes. The
outcomes were clear and represented high expectations and rigor. The critical analysis and
evaluative process of inquiry is connected to this sequence of learning as well as useful in
various other disciplines.
6. If you had a chance to teach this lesson again to the same group of students, what
would you do differently, from planning through execution? (4a)
Fortunately, since our class book clubs meet every Friday, we work on similar activities
through different lenses and activities. The routine will remain consistent; however, the
discussions that the students partake in will always be focused in specific directions. For
example, once the students meet and discuss their understanding of the text through the
Historical Criticism, students will then learn the strategies of reading through a Gender
Criticism, followed by a Marxist/Social Status Criticism. After students hold a book talk
about the Marxist criticism, students will be discussing the main conflicts and themes they
noticed within their novels, and choose an interesting controversial issue to research both the
positives and negatives regarding that issue. A synthesis essay, in which students have to
create a claim statement, acknowledge the counterclaim, but thoroughly argue their opinion
through writing from sources, will be the summative assessment.
Throughout each book club talk, students are responsible for choosing what pages they will
read up to, researching articles to share with their group members, as well as creating highlevel questions to pose to their group members.