RECORDING SHEET FOR LESSON STRUCTURE

PRESERVICE
TEACHER NAME:

Kerry-Lea Quinn

DATE:

12-04-2016

CONTEXT (SUBJECT,
AFTER LUNCH):

History, after second

lunch

START TIME OF
OBSERVATION:

Introduction

DAY OF THE WEEK:

Tuesday

1:45 pm

END TIME OF
OBSERVATION:

2:45pm

What is the teacher

doing?

What are the students

doing?

Questions, comments,
queries, connections

Bridget introduced to

Listening at desk.
Paying attention.

Students were

the class the unit

ahead for the coming
weeks in History.

Body

engaged and intently

listening what was
coming ahead.
what is history?
WALT and WILF

explaining what
historically is.

Listening at desk.

Bridget showd the

class the definition of
historically on an online
children dictionary on
the internet through the
iwb.

Listening at desk.

Children engaged and

hooked through the
use of the iwb.
Statement: Historically
belonging to the past

Children were asked to

get out their history
books, margin, date
and to write the
definition off the board
down into their books.

Retrieving history

A couple of students

books out of their

desks.
Drawing a margin and
writing date and
definition.

distracted but promptly

bought back on tract.
Children timed to write
down definition and
given 2.5 mins to
encourage motivation
and ensure
consistency of the flow
of the lesson.

 Once the students had Books were put away.

finished writing their
definition they were
asked to put their
books away.

The Venn Diagram

was handed out to the
students. Students
asked to put their
name on the top.

Students asked what

the Venn Diagram was
called.

Established that it was

a Venn Diagram

Students asked what

past and present
meant.

Conclusion

great idea. the

students were
finished with their
books for that point in
time and it takes
away any temptation
to be distracted.

Students put their

names on the top and
pencils down.

Students trying to
remember.

Class was asked what

it was called. Class
repeated Venn
Diagram.

Students actively
participating.

Powerpoint was shown

to the class on the IWB
with pictures of
Rockhampton of the
past and present.

Students following

On the board the Venn

Diagram was
constructed together.
an example is below.

Students were

Once finished children

asked to glue into their
book.

Writing in the Diagram

Reflecting to class on
content. Reintegrating
the lesson.

I thought this was a

instructively.

The use of five

punches on their
reward card offered for
those could guess.
This created
excitement through the
students and they were
eager to try to guess.
Asking questions and
asking students to
repeat.
Motivational comments
made; Good job

Students asked not to

talk and followed
direction whilst looking
at pictures on
powerpoint.

Students engaged.

participating and
offering answers for
the venn diagram.
the answers compiled
together and gluing
into their history book.

Actively participating
in discussion.

Children were asked if

they found success. I
think this is a great
way to motivate
children as per
yesterdays reflection.
Each student has a
different level of
measuring success.

Summary of Discussion with Mentor Teacher (Preservice Teacher to notate):

After the lesson and after the children were dismissed Bridget and I reflected on the lesson. Both
agreed it was a success. Im excited about taking over history next week. Both agreed that the
motivational comments of good job and did you find success in todays history lesson were
motivational to the students.
Preservice Teacher Personal Reflection:
I think the lesson was a success. It was fantastic to be able to be given the opportunity to observe. I
am looking forward to teaching this lesson for the rest of the unit. I think positive comments to the
student were a great motivational tool for the students. Encouraged them to engage for longer.