Formal Classroom Observation

Teacher

Sadie Watkins

Grade Level(s)
Observer

5th

Mrs. Katy Gibbins

School

McNair Middle School

Subject(s)

English Language Arts

Date

2/25/2016

Interview Protocol for a Preconference (Planning Conference)

Questions for discussion:

1. To which part of your curriculum does this lesson relate?

Shortly before, we started a new unit called Forced to Change. The unit is cross curricular
between LEA and social studies. The purpose is to understand that major events in our lives
affects us by forcing us to change our lifestyles. Within the overall theme, we are analyzing
the purpose and structure of WWII articles. In this lessons, students will be introduced to one
of the analyzed articles and answer questions for comprehension for further investigation.

2. How does this learning fit in the sequence of learning for this class?
In order to learn the text structure of the source used, the students must first comprehend
what the source is discussing. After comprehending its purpose, we will be able to break the
speech down as a class. Later on, students will be able to comprehend and analyze sources
on their own.

3. Briefly describe the students in this class, including those with special needs.
The class period is a co-taught class along with a special education teacher. About 10 of
27students in the class have a 504 or an IEP. These students are required to have extended
time and/or shortened assignments. Most of them need a constant reminder to stay on task.
Many of the students in the class have high interest in WW2 and love to challenge
themselves and others on the knowledge of the topic in the class.

4. What are your learning outcomes for this lesson? What do you want the
students to understand?

I want students to understand that you must first read and comprehend a source before you
can determine the structure of the text. Students will answer comprehension questions and
will be able to correctly quote text to answer the questions. Students will be able to
determine changes the war caused on American people.

5. How will you engage the students in the learning? What will you do? What will
the students do? Will the students work in groups, or individually, or as a
large group? Provide any worksheets or other materials the students will be
using.
As a class, we will listen to the recording of FDR giving the Pearl Harbor Address while
following along with the written text. In between important phrases of the speech, I will
pause the recording and discuss with the class important information FDR said. Students
are expected to highlight the important information as it is read and ask questions about the
text. Then with a partner, students will answer a comprehension question and then
individually. Students will be required to answer the questions using text evidence, which
will be review.

6. How will you differentiate instruction for different individuals or groups of

students in the class?
Students who struggle will be partnered with a student that can provided peer assistance or
offered teacher assistance. Students will have access to an anchor chart for support also.

7. How and when will you know whether the students have learned what you
intend?
Students will be given a sticker at the end of class to place of a chart. The chart is a
formative assessment that student will determine if they can accurately quote text perfectly,
kind of, or not at all. I will also be able to read their answers to the comprehension
questions to determine if they understood the speech and can accurately quote text

8. Is there anything that you would like me to specifically observe during the
lesson?

I would like for you to observe my higher order thinking questions and my formative
assessments.