Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

The Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Eric Phan ephan@bousd.us English 9
Mentor Email School/District Date
School: Brea Olinda High
School
Christopher Schaadt cschaadt@bousd.us 04/23/2023
District: Brea Olinda Unified
School District
Content Standard Lesson Objectives Unit Topic Lesson Title
1. CCSS.ELA-LITERACY.W9-
10.1: Write arguments
to support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
2. CCSS.ELA- Lesson objective: introduce
LITERACY.W.9-10.2: students to “The Tragedy of
Write Romeo and Juliet” –
informative/explanatory Prologue Introduction
texts to examine and Activity. Using this activity
convey complex ideas, will begin the first step to “The Tragedy of Romeo and Juliet”
“The Tragedy of Romeo and
concepts, and grasping the plays Prologue Prologue Annotation and Writing
Juliet”
information clearly and and language. Students will Activity
accurately through the delve into the fourteen-line
effective selection, sonnet to understand its
organization, and intricacies, word choices,
analysis of content. and “Shakespeare’s
3. CCSS.ELA-LITERACY.W9- language.”
10.3: Write narratives
to develop real or
imagined experiences
or events using effective
technique, well-chosen
details, and well-
structed event
sequences.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
4.1 Using knowledge of students’ 2 – Exploring TEACHER – By creating a safe learning environment, it is crucial to my
academic readiness, language role as an educator to allow a direct approach of a multicultural
proficiency, cultural backgrounds, and pedagogy. Cultural awareness of a diverse classroom includes
individual development to plan focused differentiated inclusive topics that ensures all students feel
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1
 valued and represented.

STUDENT - Students understand classrooms norms that will enhance

instruction.
Involving all students in self-
5.5 assessment, goal-setting, and progress
monitoring.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner
Student is categorized as an English
Learner: they speak English well
but require extra guidance on
writing skills and activities. Basic
usage of the English language,
therefore sentence starters and
examples must be provided to help
student conjure “new” ideas.
Though the student speaks English,
as a first language, they struggle
with creating “big” concept ideas.
To aid for the student, I continually
check for understanding, allow
extended time, provide sentence
Focus Students starters, underline and bolden
 Summarize critical needs and how
you will address them during this important lecture points, and pair
lesson.
student near positive role models.
To address those needs, the
discussion and presentation
highlights key features discussed. I
use a whiteboard as a projector, so
I can write, circle, and underline
key notes spoken during the
lecture. For any lecture, I will
summarize key points discussed by
asking for volunteers or calling on
“high-achieving” students to
discuss their thoughts on the
lecture.
the efficiency of classroom practices making “time-lost” non-existent.
Hence, creating an atmosphere where students, and myself, a
platform where lectures, assignments, and classroom activities flow
continuously.
TEACHER - Every class begins with 10 minutes of dedicated prose
comments, ideas, questions, and previous information learnt in class.
STUDENT – Students can respectfully speak their mind on the past
2 - Exploring
week’s topics without being “judged” for their comments and
questions. If students do not have comments, questions, or concerns
they will have the opportunity to mention anything during the lesson
of the day that will address any confusion.
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Student is categorized as 504:
The student sits in the front and
they are diagnosed with
is very attentive. A few critical
“Depression, Social Anxiety, [and]
needs are that they struggle with
Panic Disorder.” I chose this
placing words, phrases, and ideas
student because of their advanced
in a sequenced manner. Though
writing and reading skills despite
they are consistent with
their diagnoses. This student has a
homework, they need extra
97.0% (A) in my class. They are
attention on utilizing
within the top of my English 9
grammatical mechanics in
course, excelling in advanced
writing.
writing techniques that
outperform their peers. Required
To address those needs, similarly
accommodations are that
to the 504 and EL students, I
teachers, myself, shall allow
pause in-between lectures to
student to use “breaks as needed
address any needs while
during instruction time or testing…
voluntarily calling on students for
allow extended time on
quick informal assessments to
assignments (extra day) …Access
have an idea of students
to Testing Center.”
understand the content.
Similarly, to the EL student, I
I informally and formally have
informally/formally have
discussions about the content
discussions about the content
taught to look for understanding.
taught to look for understanding. I
I will ask similar questions that
will ask similar questions that
have been prosed by the lesson
have been prosed by the lesson
through the essential questions
through the essential questions
asked during the lecture. As an
asked during the lecture. As an
exit ticket, I have every student
exit ticket, I have every student
submit their hand-written
submit their hand-written
discussion post. I walk around
discussion post. I walk around the
the classroom row by row to
classroom row by row to conduct
conduct informal/formal
informal/formal discussions about
the content taught. discussions about the content
taught.

Part A: NT Reflection Part B: ME Feedback

Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or special
emphasis into the lesson?
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
My inquiry focus/ special emphasis for this I recommend considering ways to assess
lesson is to develop students' understanding of student learning throughout the lesson to

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2

 What specific feedback do you want from your ME?
Inquiry Focus/Students
 What specific feedback regarding your focus students do
you want from your ME?
Specific Feedback
 What additional specific feedback do you want from your
ME regarding lesson implementation?
Instructional Planning
 How is the lesson structured (opening, body, and
closing)?
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? How
will results inform instruction?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Shakespeare's language through reading "The
Tragedy of Romeo and Juliet": Prologue.
Specifically, I want to emphasize the
importance of literary analysis and
interpretation in understanding the text.
To incorporate this inquiry focus, I will begin
the lesson by playing the audiobook (of how it
should sound), followed by me reading the
Prologue aloud, followed by independent read-
through, and small group work. I will
encourage students to ask questions and
discuss their thoughts and interpretations of
the sonnet.
ensure they are meeting the objectives.
Additionally, you may consider incorporating
Next, students will independently rewrite the
opportunities for students to practice their
sonnet in their own words using their analysis
speaking and listening skills through group
and interpretation of the text to create a more
discussions and presentations
relevant version. This activity will help students
understand Shakespeare's language in a more
relevant manner and develop writing skills.
Finally, we will come together as a class to
share and compare our rewritten versions of
the sonnet, encouraging discussion and debate
about the different interpretations and
perspectives of the class.
By the end of the lesson, students will have a
deeper understanding of Romeo and Juliet and
the skills needed to continue their analysis
throughout the play.
Your planned activities encouraged critical
thinking, analysis, and text interpretation.
Your use of small group work and sharing and
comparing rewritten versions of the sonnet
I want specific feedback from my mentor on
allowed students to collaborate and discuss
my inquiry focus's effectiveness in engaging
their ideas. In terms of improvement, you may
and challenging my students. Additionally, I
consider incorporating more varied and
would appreciate feedback on any areas where
engaging materials or multimedia to enhance
I can improve incorporating my inquiry focus
student interest and engagement.
into future lessons.
Additionally, you can provide more specific
feedback to students during the independent
rewriting activity to guide their analysis and
interpretation of the text.
I am interested in learning about the
I recommend incorporating more formative
effectiveness of the learning activities and
assessments throughout the lesson to ensure
whether they adequately achieved the
that students are grasping the intended
intended learning outcomes. Additionally, any
learning outcomes. Additionally, providing
constructive feedback on areas of
students with a clear rubric or expectations for
improvement or modifications for future
their rewritten sonnets may help them better
implementations would be precious in further
understand the task and its expectations.
refining my instructional practice.
The introduction to "The Tragedy of Romeo To make the lesson relevant, I will encourage
and Juliet" ("Shakespeare's" language), the students to draw connections between the
lesson's opening will consist of having students themes and language of the Prologue and
read the Prologue as a class, followed by a their own experiences and interests,
Page 3
 group analysis of the text. This will allow
students to familiarize the text and develop
their understanding of the content
formally/informally. For the body of the lesson,
students will work in small groups (no more
than 3) to rewrite the sonnet in their own
words. Through that, students can develop
their writing skills. Finally, the lesson's closing
will consist of a class discussion and
comparison of the different interpretations and
perspectives of the sonnet.

To help students meet the lesson goals, various

teaching strategies will be employed
throughout the lesson. students will be
particularly previous lessons from the poetry
encouraged to ask questions, formulate
unit. The lesson's success will be measured by
discussions, and talk to their classmates about
the degree to which students have developed
the content (during group discussions). Lastly,
their literary analysis and interpretation skills.
group work will allow students to hear other
perspectives while analyzing a text that may be
'difficult' to understand.

Regarding progress monitoring, the class

discussion and comparison of rewritten
sonnets will be an informal assessment of
student understanding. Additionally, the
teacher will observe students during the group
analysis of the text and provide feedback as
needed. The progress monitoring results will
inform future instruction, allowing the teacher
to adjust and modify the lesson plan as needed
to ensure that all students are meeting the
lesson goals.
Student Engagement/Learning To make the lesson relevant, I will emphasize I suggest including different learning
 How will you make the lesson relevant to all the
students? the importance of literary analysis in modalities, for example, visual aids and
 How will students show progress towards master of
lesson objectives? understanding the text, and how interpretive interactive activities, to help engage all
skills can be applied to other texts and real- students. In doing so, different teaching
world situations. I will also encourage students techniques will cater to all students. Provide
to draw connections between the themes and clear and concise instructions and check for
language of the Prologue and their own understanding throughout the lesson to
experiences and interests: particularly previous ensure all students are on the same page but
lessons from the poetry unit - Sherane AKA be flexible with the needs and outcomes.
Master Splinter's Daughter by Kendrick Lamar.
By providing opportunities for student input
and collaboration, such as in the group analysis
and class discussion, I hope to engage all
students and help them see the value of the
lesson.

To show progress towards mastery of the

lesson objectives, students will be assessed
informally throughout the lesson through
activities such as group analysis and rewriting
of the sonnet. Additionally, the final class
discussion and comparison of the rewritten
sonnets will provide an opportunity for
students to openly discuss their findings and
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4

Classroom Management
 How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
 Identify specific classroom procedures and strategies for
preventing/redirecting challenging behaviors.
Closure
 How will you close your lesson?
 How will you assess student learning and prepare them
for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
any methods they used to analyze the text.
Ultimately, the success of the lesson will be
measured by the degree to which students
have developed their skills in literary analysis
and interpretation, and their ability to apply
these skills to other texts and real-world
situations.
To maintain a positive learning environment
with respect and professionalism, I will
establish expectations for behavior and
communication at the beginning of the lesson:
which is enacted at the beginning of every class
due to classroom norms. I will emphasize the
importance of active listening and respectful
dialogue with an emphasis on inclusion and Using various classroom procedures and
collaboration. I will also try to create a strategies, such as positive reinforcement,
comfortable and safe physical environment by praise, and modeling appropriate behaviors
providing adequate space and materials for all prevents and redirects challenging behaviors.
students and ensuring that students feel valued Creating an effective and safe environment is
and supported. essential by emphasizing the importance of
active listening and respectful dialogue and
To prevent and redirect challenging behaviors, I promoting inclusion and collaboration.
will use a variety of classroom procedures and
strategies, including positive reinforcement,
praise, and modeling of appropriate behaviors.
Throughout the lesson, I will remain attentive
to the needs and behavior of all students and
adjust as necessary to maintain a positive
learning environment.
To close the lesson, I will summarize the key
takeaways and highlights of the class discussion
and emphasize the importance of the skills and
concepts covered in the study. I will also allow
students to ask any remaining questions or
share additional insights they may have gained
throughout the lesson.
To assess student learning, I will evaluate
students' participation in the group analysis
and class discussion and their written rewrites
Allow students time to ask questions and
of the sonnet. These assessments will provide
share their thoughts (possible discussion).
insight into students' understanding of the text
Make sure you give students enough time to
and their ability to apply literary analysis and
do this. As for previewing the next lesson, try
interpretation skills to the Prologue.
to make connections to the current study
Additionally, I will use informal formative
more explicit and engaging and tie them into
assessments throughout the lesson to monitor
the larger course goals.
student progress and adjust instruction as
needed.
To prep. students for the next lesson, I will
briefly preview the upcoming material and
explain how it connects to the content covered
in the Prologue. By clearly understanding the
lesson's objectives and how they fit into the
larger context of the course, students will be
prepared for "The Tragedy of Romeo and
Juliet."
Page 5

EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special feedback?
CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute to
their learning?
 How did teacher and/or
students monitor learning?
 How were the focus students
engaged and supported
throughout the lesson?
CSTP 2: Effective Learning
Environment
 How did students and teacher
contribute to an effective
learning environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask
levels of Bloom’s (“Identify 6 problem-solving strategies; pick
of analysis and evaluation (“which problem-solving strategy do you questions. Most groups needed revisions for their questions;
two strategies and identify at least one similarity and one
prefer? How could you create a math problem that could be solved
difference between them”). Groups then selected a strategy
comparison/contrast was the most common analysis question. I
with this strategy?”) need to give them a Bloom’s question stems handout next time.
and created two math problems to exchange tomorrow.
As this is my first delivery of a
Shakespearean work: “The Tragedy
of Romeo and Juliet,” I found that
Consider incorporating more this activity helped me understand
opportunities for student different students’ potential in
Students were given portion of
collaboration and peer feedback; understanding a “new” form of the
class time to work independently
students can learn from each other English language. I was able to see
on their sonnets. Though they
based on independent writing both the positive and negative part
were working independently,
activities. Providing feedback and of the assignment: positive,
students had the ability to help
partnering with students can students were able to listen to the
each other with different creative
provide supportive and collaborative audiobook and ask questions
partner-work.
means for constructive criticism of throughout the process of listening
each other's rewritten sonnets. and lecturing…negative, a few
students did not understand the
language and themes
simultaneously.
Students could fully engage with
Since it was the (technically) first
their newfound language by
day of the new unit, students were
listening to the audiobook,
given a digital, paper, or textbook Luckily, I have a solid rapport with
participating in group discussions,
(if they brought it) copy of the my students, in terms of personal
and rewriting the sonnet. However,
prologue sonnet. Students were relationships: so I knew the
some students may have been lost
naturally engaged because Eric challenges I was going to face with
or unengaged due to the language
would walk around class as the “The Tragedy of Romeo and Juliet.”
being too challenging, especially if
audiobook would play ensuring I found that the most engaging
they are uncomfortable sharing their
everyone was following along. His portions of the class revolved
thoughts during the class discussion.
facilitation of classroom activity around me delivering the reread of
Eric monitored students throughout
and to discussion allowed students the prologue and on-the-spot
their writing. Once the class
an opportunity to freely (and analysis of lines. Focus students are
discussion began, he facilitated
appropriately) express their always my priority in new units:
student participation and added
thoughts on Shakespeare which when students had the opportunity
positive comments about their
allowed them to see what they to work together—they are sat near
sonnets to their responses. Students
could ask during class time. He people who are the most social and
could hear different interpretations
would ensure that all students had are categorized as “high achieving.”
of the sonnet, while Eric provided a
something written down as their Furthermore, I focused by
deeper understanding of the
interpretation so he could ask continually, checking-in and
content. Additionally, group work
questions about what they wrote answering any questions.
allowed students to hear multiple
(or even help them conjure up a
perspectives before coming to a
few unique words).
definitive conclusion.
My classroom is divided in the
Students have a general respect for middle with student seats facing
Since this was the students first
Eric’s classroom that creates a safe each other making it easy for me to
impression and analysis on “The
and effective learning environment walk up and down aisle for lectures
Tragedy of Romeo and Juliet” and
especially since this is the students and student assistance. By doing so,
the prologue: Eric effectively
first take on Shakespeare. Eric (the I am continually able to actively
divided class time into multiple
teacher) provided instant feedback assess students during lecture,
parts: active listening, independent
to any student who had questions independent work, and group
work along with facilitating
and he provided in-depth (but also work/pair share. For this lesson,
questions, partner share (or small
surface level) responses to allow students needed reassurance with
group sharing), and then class
students an opportunity to freely interpreting the new material: and
discussion.
think of their own interpretations. with the physical layout—I was able
to do so along with the sectioned
Page 6

CSTP 3: Organizing Subject
Matter
 What actions of the NT
contributed to student
assimilation of subject
matter?
 How did students construct
knowledge of subject matter?
 What misconceptions did
students have and how were
they addressed by the
teacher?
CSTP 4: Learning
Experiences
 How were students supported
through differentiated
instruction?
 How did students participate?
 How did the NT contribute to
student learning?
CSTP 5: Assessing Student
Learning
 How did students
demonstrate achievement of
lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 What teacher actions
contributed to student
achievement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Reading the prologue aloud
encouraged students to ask
questions and have discussions of
their initial thoughts. Students
worked in small groups while
developing their thoughts with pairs
or small groups. These activities
allowed students to analyze and
develop their writing skills to gain a
deep understanding of Romeo and
Juliet. Misconceptions about the
prologue was the nature of the
language. Students had to use the
dictionary (Google dictionary) to
define certain words. Along with
defining words, Eric wrote a few
words on the board with their
definition and utilization in the line.
Students were supported through
different means: responding to
questions and on-the-spot analyzing
of lines and new vocabulary,
independent work, and engaging
with small groups while students
were working in pairs or small
groups. Eric was adamant on asking
questions due to introducing a new
topic. Furthermore, students were
engaged in small groups, which
allowed for multiple perspectives
and opportunities for students to
ask classmates questions. Along with
participation, Eric encouraged
students to discuss and debate their
sonnets while providing on-the-spot
positive feedback.
Teacher actions that contributed to
student achievement include
providing on-the-spot positive
feedback, encouraging participation,
and asking questions to clarify
understanding.
Eric used different chunks of time
for various classroom activities.
First, he introduced students to
Romeo and Juliet, explaining that it
employs a different form of speech
and language. Second, students
listened to the audiobook once
and actively listened as Eric reread
the prologue. He paused between
lines to decipher the specific
meanings of words, which were
both spontaneous and intentional.
Third, students had the
opportunity to work independently
before getting into groups. The
independent work allowed
students to ask questions and
develop their thoughts on the
prologue. Lastly, the class
discussed their interpretation of
the prologue, with volunteers
reading their rewritten sonnets.
Students were supported through
differentiated instruction: first, Eric
actively engaged students by
responding to questions and
providing on-the-spot analyses of
lines and new vocabulary (while
rereading the prologue). Secondly,
students worked independently
while developing their thoughts on
the prologue--ultimately letting
them work at their own pace.
Thirdly, students worked in small
groups, allowing them to discuss
their responses with their small
groups. The differentiated
instruction and learning
experience allowed for a student-
centered approach to learning,
which encouraged collaboration,
participation, and socialization.
Students demonstrated
achievement of lesson objectives
through their rewritten sonnets
and active participation in the class
discussion. Their ability to analyze
the language and meaning of the
prologue, as well as their own
interpretations of the text, showed
their deeper understanding of
Shakespeare's language and
literary analysis. However, some
lessons.
Students needed to have a solid
foundation in poetry to assimilate
the prologue and interpret
Shakespeare's language. To prepare
for this new unit, students read,
wrote, and analyzed poetry from
various sources, including Kendrick
Lamar's songs and short poems
from multiple poets and authors.
During the lesson, students took
on-the-spot notes on their
worksheets and notebooks to
construct their understanding of
the new material. Due to the
complexity of Shakespeare's
language, students needed extra
support throughout the lesson,
which included reading, listening,
reading (again), writing, group
work, and group discussions. Eric
provided additional assistance and
guidance to ensure students could
fully comprehend the language and
construct their interpretations.
During my unit on teaching the
prologue from Romeo and Juliet, I
wanted to ensure my students were
fully supported through
differentiated instruction. I tried to
mix things up with various activities
like reading, writing, group work,
and discussions to ensure everyone
could engage and learn in their own
way. I encouraged them to ask
questions and gave feedback to
help them grasp the subject better.
I used different teaching modes like
audiobooks, independent work, and
small group discussions to cater to
all learning styles. And I'm happy
my students were involved in their
learning. They asked questions,
talked through their
interpretations, and wrote their
sonnets, showing a solid
understanding of the material.
In my lesson on teaching the
prologue, I saw students
demonstrate their achievement of
lesson objectives through active
participation in group discussions
and their ability to rewrite the
sonnet in their own words. Some
students did struggle with the
complexity of the language and
needed assistance to fully grasp the
material--which proved to be a
Page 7

To what degree did students
achieve lesson objectives?
To what degree did focus students
achieve lesson objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
success. I provided additional
resources such as on-the-spot
vocabulary explanations and check-
ins to ensure that they had a clear
understanding of the subject
students may have struggled with
matter. Through these actions,
the language or the task of
students were able to better grasp
rewriting the sonnet in their own
the material and utilize me as a
words.
resource of help. Furthermore,
students went beyond the material
and added their own take on the
prologue through previous poems
and songs we discussed in class.
Section 4: Post Observation Conference
I am happy to say that my students were able to achieve the lesson objectives. Throughout the lesson, I saw
their engagement and interest in the subject matter increase as they actively participated in reinterpreting
the prologue into their own words. Each student had a unique writing sequence that made it their own. I
noticed that students could construct knowledge of the subject matter and demonstrate their understanding
through their rewritten sonnets and group discussions. Additionally, students could expand their knowledge
by asking insightful questions and participating in debates. While there were some struggles with the
complexity of the language, I provided differentiated instruction and supported students who needed extra
assistance. Overall, I am proud of my students' achievements and believe that their ability to rewrite the
sonnet in their own words while adding to their previous poetry unit showcases their mastery of the lesson
objectives.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I made sure to provide additional The 504 student achieved the
guidance to aid in their lesson objectives well, given their Like the seating arrangement at
achievement of the lesson high academic performance in the the beginning of the school year,
objectives. I recognized that they class. Despite their diagnoses, they are seated near me and can
struggle with starting sentences, so they excelled in above-average ask questions without waiting
I provided sentence starters and writing techniques, which are too long. While the student
examples to help generate ideas essential to progress in reading struggled with some aspects of
and concepts. I checked for "The Tragedy of Romeo and writing mechanics, they were
understanding regularly and Juliet." To accommodate the attentive and consistent with
allowed for an extended time as student's needs, I allowed them to completing homework. To
needed. To make the lecture more take breaks and provided an extra address their needs, I paused
accessible, I used a whiteboard as a day on the assignment. In terms of during lectures to address any
projector to visually highlight key teaching practices, I ensured that questions or concerns and
points and utilized volunteers or the student understood the conducted informal and formal
high-achieving students to content by asking them similar discussions to check for
summarize and discuss the lecture. questions to those posed in the understanding. Additionally, I
Through these actions, the English lesson through essential used an exit ticket to gather
Learner was able to achieve the questions. I conducted feedback on the content taught
lesson objectives by demonstrating informal/formal discussions with and walked around the
an understanding of the material each student about the content classroom to conduct meetings
and creating their own taught, which gave me a grasp of with individual students.
interpretation of the prologue. the content on-hand.
I have a list of a few components I would change from my lesson:
1. Assess the needs of struggling students early on in each activity to better suit and modify the needs
for them and for all students.
2. Continue to support and differentiate instruction to support all students. If one student needs
accommodation, there will be others that will need modification as well.
3. Provide more time and opportunities for students to practice writing pre-Prologue and Shakespeare
to provide in-depth feedback.
4. Lastly, I would utilize some form of technology and a multimedia resource (beside the audiobook) to
engage students.
I have a list of a few components that I found to be strengths from my lesson:
1. Differentiated Instruction: I provided a range of active activities, including reading, listening, writing,
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 group work, and group discussions. I challenged and engaged all learners by incorporating different
forms of instruction, such as audiobooks, independent work, and small/extensive group discussions.
2. Active Student Participation: Students were actively engaged by asking clarifying questions,
expanding questions, and discussing unique interpretations of the prologue.
3. Monitoring Student Learning: I monitored student learning by continually providing on-the-spot
feedback. On-the-spot feedback supported understanding and ensured everyone was achieving the
lesson objectives.
The top three areas of improvement:
1. While I provided students time to collaborate, it would have been beneficial if I incorporated
activities that promoted and allowed students to achieve a common goal: i.e., group project or
group assignment.
2. While I provided students with an audiobook and utilized the whiteboard as a projector, I felt that I
What were three top areas for
improvement? should have catered to a different learning style: by incorporating visual aids – someone acting out
the scene or images/diagrams.
3. Instead of on-the-spot check-ins and answering questions, I should have anticipated them
beforehand and addressed them in the lecture. This can help students better understand their
strengths and weaknesses to allow for areas for improvement. They were ultimately pushing for
students to be motivated and work harder.
1. The next steps were to analyze and reflect on the feedback from students on the lesson: what
worked and what did not using this information will help me improve my lesson planning in the
future.
What are next steps? 2. Though I aided English Learners, I felt that I could have provided different formats to ensure that
students could participate and benefit from the lesson—more interactions with their peers and
volunteering.
3. I believe I could have delivered a more interactive activity using different multimedia resources.
Other Comments/Notes

No further comments, thank you.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 9