FORM A – Pre-Observation

Either party may request a face to face meeting to discuss the Pre-Observation Form A
Pre-Observation Conference Questions (To be completed by the teacher prior to the pre-observation conference)
Teacher Name: Rebekah Susa Date: 1/11/21 Grade Taught: 9, 10, 11, 12
Subject Observed: ELAII – 10th grade regular English Duration of Observation: (minimum 30 minutes)

Learning Goals and Objective

1. What is/are your lesson objectives? (Components 1A, 1C)
My lesson objectives are for students to:
- Provide constructive feedback to a peer about an FSA essay
- Accurately evaluate an essay based on the FSA rubric
- Justify their score to their peers
2. How is/are the lesson objective(s) aligned with state curriculum standards/CCSS? (Components 1A, 1C)
For my observation, I'm planning to have students evaluate and score an FSA essay written by one of their peers using
the FSA rubric. Last week, we started scoring essays on a simplified version of the FSA rubric.  
ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple
sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful
transitions, and maintaining a formal and objective tone. 
ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to
address the needs of a specific audience. 
3. What data did you use to design this lesson? How did the data influence the planning of this lesson?
(Components 1B, 1C, 1F)
The data that I’m used to design this lesson are:
- The essay scores of each student’s particular essay (I grouped one high score with two one medium and/or
low scores so that the high-level essay writer will provide insights and guidance for students who might not
be able to fully assess each component of the essay.)
- The scores that individual students gave the essays we scored last week. Last week, students scored an essay
marked “Kim.” I gave “Kim’s” essay a 2/2/2. I grouped students who scored “Kim’s” essay 2+ points different
than my score with at least one student who had a more accurate assessment of “Kim’s” essay so that they
can hopefully talk it out and give those students more insight into how to accurately score an essay.
- STAR scores: Students with low reading scores (as well as students who have been absent) will be in a small
group working with Ms. Maritza.

ASSESSMENT
4. How will you know if your lesson objective(s) was/were achieved? (Components 1F)
I will know that each student achieved my lesson objectives by looking at their Essay Evaluation sheet that they will turn
in through Google Classroom. On this sheet, students will tell me the strengths and weaknesses of the essay we
evaluate, their individual score, and their group’s decided-upon score. Students who provide individual scores that are
within one point of my score in each category are the ones who understand how to evaluate an FSA essay. Students who
have an individual score of 2 points different than mine need additional practice with FSA essay evaluation.
INSTRUCTION
5. What teaching strategies will you use to teach this lesson? (Components 1A, 1D)
- Modeling - I modeled the Purpose/Focus/Organization category for the first essay we scored on Thursday, Jan. 6.
- Gradual release - After modeling, I worked through the Evidence/Elaboration category on that essay, then I watched to
see that they could score the least complicated FSA essay category - Conventions - on that essay. Those who succeeded
scored another essay on their own on Friday, Jan. 7.  I worked again with students who had a difficult time scoring the
first essay without guidance. 
- Use of a simplified rubric - The simplified FSA rubric that I created is student-friendly and easy to use. Years ago, I used
the actual FSA rubric, and students became so frustrated that they gave up. With my simplified rubric, scoring essays is
fun for the students. 
- Collaboration - After working individually, students will share the scores they got with a group. This either allows them
FORM A
to correct their thinking when they see other group members' essay evaluations or feel confident about how they are
scoring the essays. This is a way for students to teach other students, too.
- Grouping - The groups are comprised of at least one student who understands essay evaluating very well. This way,
none of the groups' scores will be way off my score for the essay we are evaluating.
- Metacognition - After the groups evaluate and score the essay, I will write all the groups' final scoring decision on the
board. After students compare, contrast, and justify their scores, I will walk through my thought process of evaluating
the essay.
- Learning Scales - Students will tell me how well they understood the class objectives with a learning scale at the end of
class. 
Why did you use these strategies and resources? (Components 1A, 1B, 1D)
I used these strategies so that each individual student provides an assessment as he/she understands the FSA
rubric before joining a group to see how and why their assessment differ. Then, the students can either justify
each other or argue their differing scores and correct their thinking about what makes for a strong FSA essay.

CONNECTING LEARNING
6. What is the academic relationship between this lesson with past or future lessons (Why this lesson? Why
now?) (Components 1A, 1E)
Last semester, I had them write the argumentative essay on the prompt, “Should the Monroe County School Board
require students to wear masks to school” because it was and is a timely topic they could research and argue an opinion
about. This semester, we are evaluating those essays in order to strengthen their skills about the components of an FSA
essay in order to prepare for the April 14 Writing FSA. This is a 10 th grade class, and this is when it counts. This is the final
day that students will evaluate another students’ “mask” essay. After this, we will continue to read Things Fall Apart by
Chinua Achebe and write an informative essay around the 6 th week of the quarter. I will have students seamlessly peer
edit and score each other’s Things Fall Apart informative essay the 8 th week of the quarter, and I expect to see dramatic
improvement from the initial draft of the “mask” essays they wrote in the first semester. By the end of this quarter (and
before the FSA writes), all my students should have mastery of what comprises an informative and argumentative FSA
essay in preparation for the big test in April!

OTHER
7. Please explain any special situations or circumstances of which the observer might need to be aware?
I have two students who I haven't seen since the middle of the second quarter in this class - W.C., and S.C.  On two
separate occasions, I scheduled parent/teacher/student conferences with W.C.'s mom, and she did not show up. Both
times, I called her and she gave me an excuse about why she could not come. I told her to contact me when she can
meet and I explained the issues. W.C. has not come to school since then. I called S.C. last week and she told me she is
enrolling in FLVS. (Her mom doesn't speak English, and her older sister wasn't there to translate for her mom, which is
why I spoke with the student directly.)
Also, many students have been absent, so I'm probably going to use support to facilitate a group with them, if they
return on this day. If not, support will be used to help struggling students/groups. Two students struggling with FSA
scoring seem to be M.H. and J.O. Ms. Maritza knows this, and she has focused on helping them in the last two classes. 

8. The observer will provide feedback on this lesson. Are there specific areas you would like the observer to look
for/focus on?
I can’t think of anything! I’ll let you know if I can!

FORM A