Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

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
tmoreno@calca.connections
Taylor Moreno English 9th
academy.org
Mentor Email School/District Date
aleu@calca.connectionsacad
Ashley Leu San Juan Capistrano 3/15/2023
emy.org
Content Standard Lesson Objectives Unit Topic Lesson Title
RL Standard 1: Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL Standard 2: Determine a theme or
central idea of a text and analyze in
detail its development over the course
of the text, including how it emerges
and is shaped and refined by specific
details; provide an objective summary
After this lesson students
of the text. will be able to:
RL Standard 3: Analyze how complex
characters develop over the course of a ● Understand what a
text, interact with other characters, and
advance the plot or theme.
persuasive paper is
RL Standard 4: Determine the meaning and how to
of words and phrases as they are used construct one.
in a text, including figurative language ● Understand the Live Lesson 2.4:
and connotative meanings; analyze
cumulative impact of specific word
topic for your Romeo and Juliet The Persuasive Essay &
choices on meaning and tone. portfolio. Unit 2 Test Review
RL Standard 6: Analyze a particular ● Understand the
point of view or cultural experience literary devices,
reflected in a work of literature from
outside of the United States, drawing on
quotes, and clear
a wide reading of world literature. comprehension of
ELD Standard: Romeo & Juliet Unit
● ELD.PI.C9-12: Expressing 2 test content.
information and ideas in oral
presentations, Writing
literary and informational
texts, Supporting opinions or
justifying arguments and
evaluating others’ opinions
or arguments, and Selecting
and applying varied and
precise vocabulary and other
language resources
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 4 and 5.)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Teacher - Guide students to demonstrate their mastery of knowledge
through comprehensive technology-based assessments, analysis, and
communication in creative ways that allow multiple avenues for
students to practice before being formatively and summatively
Using available technologies to assist in
assessed.
5.6 assessment, analysis, and Integrating
communication of student learning
Students - Students engage in virtual assessments such as quick checks,
quizzes, as well as tests that contain short open answer questions in
order for students to engage in more than one type of assessment
rooted in technology.
Teacher - Engage students in making life-to-text, text-to-text, and
media-to-text connections in order to understand academic language.
Using knowledge of students’ academic Leveraging students’ backgrounds and knowledge to guide them in
readiness, language proficiency, cultural comprehending the larger themes in Shakespeare’s Romeo and Juliet.
4.1 background, and individual Applying
development to plan Students - Students focus on essential questions that they can apply to
instruction. themselves when it comes to major themes just as love, loyalty, family
constructs, and fate. Their perspectives inform their writing on their
Unit Essay.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To support my IEP student who To challenge my gifted student, I
This student will need various struggles to write long amounts, I plan on assigning an alternate
modalities to access the play will address this need by prompt of the final essay that,
(audiobook, MyShakespeare scaffolding a Google Slides version rather than asking them to
Focus Students
● Summarize critical needs and how Interactive Reader with Spanish of the essay that breaks down the identify the most responsible
you will address them during this Translations, Graphic Novel, as well writing skills this student needs to character for Romeo and Juliet’s
lesson.
as access to movie/performance meet, allowing them to focus on deaths, identify examples of how
clips) in order to understand the one portion of the essay at a time Shakespeare’s theme of inevitable
academic and archaic language that with sentence starters, visuals, and Fate is to blame, allowing the
is required to comprehend the play. provided quote options to student to engage in a more
integrate into their writing. nuanced take of the prompt.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Any time you can turn a learning experience into a
Inquiry Focus/Special Emphasis My Focus Question: Can gamifying persuasive
● What is your inquiry focus and/or special emphasis? game, I think it really grabs the attention of the
thinking practice increase my students’ essay scores
● How will you incorporate the inquiry focus and/or student. Once you have their attention, they will
special emphasis into the lesson? on the Unit 2 Persuasive Essay compared to previous
● What specific feedback do you want from your ME?
hopefully listen more closely to the instructions and
years when this strategy was not implemented?
help you are trying to provide.
Since this was part of the English 9 PLC SMART Goal
from last year, we have the data that out of 593
Is there a way I can measure the data from last year students who submitted their Unit 2 Persuasive
Inquiry Focus/Students
● What specific feedback regarding your focus students
for this assignment? I will need to compare students’ Essay, 443 earned a 70% or better. I would use
do you want from your ME? grades from this year to last year in order to properly this data to compare to how many students this
answer my focus question. year earned a 70% or better, as 70%
demonstrates sufficient knowledge and
application of the standards.
I absolutely love the Google Form, and how the
activity really breaks down the steps of what needs
to be done to create a sufficient argument. I would
be interested in seeing the data as to which
Specific Feedback How might you suggest I use the Google Form Data
characters are most popular in being chosen to
● What additional specific feedback do you want from from the Choose Your Own Adventure Activity to
your ME regarding lesson implementation? blame, as well as which students clicked “No, I’m
support students?
not convinced” This might be helpful in seeing which
reasons need to be presented in a different way so
that students can feel more strongly convinced by
them.
Instructional Planning I really like how you are opening with reviewing
● How is the lesson structured (opening, body, and
The lesson is structured as follows:
what was previously learned about Shakespeare,
closing)? ● Opening - Essential question related to the
● What varied teaching strategies and differentiated dramatic devices, etc. This helps students be in the
instruction will help students meet lesson goals?
essay prompt. Review of Shakspeare’s
right state of mind to apply what they already know
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
● What progress monitoring strategies will be used? How Themes, Dramatic Devices, Characters, Foil, to the next task they will be given. Going over all
will results inform instruction?
and elements of Plot. Acts in the play is also key to ensure that students
● Body - Reviewing all Acts in the play. have a basic understanding of the plot. They then
Re-Introducing the prompt, how to cite can start think about how these events might be
lines from a play, investigating character used in persuasive writing. The Choose Your Own
options, and discussing persuasive writing Adventure Activity is brilliant in really breaking
elements. down the prompt. I like that you are demonstrating
● Closing - I do, you do, we do strategy for live first, and then allowing students to play around
completing the Choose Your Own independently as they brainstorm for their essay.
Adventure Activity, allowing students to see
differing options and practice backing up
their thoughts and statements.
Students will be asked to continue testing out
character options on their own to support them in
making their strongest choice before writing their first
drafts. This will support students on their Essays as
well as their Unit Test.
When reviewing the elements of the play, I will make
the lesson relevant to all students by structuring the
opening around essential questions that guide them Getting students to see the relevance in a literary
in reflecting upon their own perspectives on love, work that was written hundreds of years ago is key
Student Engagement/Learning
● How will you make the lesson relevant to all the loyalty, and fate, which will support them in making to have their buy-in as to “why are we still learning
students? connections and developing opinions about actions about this?” Themes of love, loyalty and fate are all
● How will students show progress towards master of
lesson objectives?
that take place within the play. This will show topic that are still very much relevant to modern
progress towards their mastery of the goal of writing times and students today. Students can use these
a strong persuasive essay that logically explains why connections to help build their arguments.
their chosen character is the most responsible for
their deaths.
Limiting the chat to “everyone” only when there is a
specific guided question to discuss is perfect in
To ensure a positive learning environment, students ensuring that students remain on task. At other
Classroom Management will have access to the “everyone” chat only when times, they are still able to ask questions, but only
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and posed with a discussion question. Otherwise, directly to teachers without disrupting the focus of
fairness? students send their questions and comments to the other students. This is one of the reasons I really
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors. myself or a co-teacher watching the chat for me while like doing polls and discussion questions in
I present. Nearpod. It allows students to still collaborate and
participate, but in a more structured environment
than an open chat pod.
My lesson will close with sending students off to
ponder their answer of who they will pursue writing I really like how you have address different options
Closure
about. Additionally, if students are adamant about for students depending on where they are at in the
● How will you close your lesson? who they want to write about, we will close by brainstorming process. You gave lots of guidance to
● How will you assess student learning and prepare them reviewing resources for them to begin their first assist students that are still trying to brainstorm
for the next lesson?
drafts (i.e. MLA format Template, resources for citing ideas, and then more structure for those that have
lines from a play, etc.) so students are able to dive already started and are ready to go.
right into writing.
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
EXAMPLE When teacher reviewed worksheet, she asked additional questions of Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students analysis and evaluation (“which problem-solving strategy do you Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
● In what ways were students prefer? How could you create a math problem that could be solved comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
engaged? with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.

Students were introduced to the

choose your own adventure Google
The teacher showed the pie chart
Students were accessing the Google Form activity by seeing a teacher
data results from the Google Form to
Specific Feedback Form, and answering the questions. model which detailed how to
● What information can you
the class as they were answering. She
They were able to see in real time navigate through the different
provide the NT regarding acknowledged how many student
requested special how many of the other students options.
feedback? were participating, and assured
were participating, as well as what Afterward, students were given time
students that they did not have to go
their choices were. to test out their options of which
with the most popular choice.
character in the play was most
responsible for the deaths of Romeo
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6

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?
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?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The teacher did a great job of
maintaining a positive and upbeat
tone of voice to keep students
engaged. She encouraged asking
questions, and having students go
deeper in their analysis. She provided
many different scaffolded versions of
outlines, charts and reading material
for her focus group of students.
The teacher was positive and
respectful when responding to
student questions, and did a great job
of keeping them on task by switching
the chat pod to “host only” when she
needed them to focus.
The teacher did a great job of
organizing the lesson so that it built
onto each level of the students’
knowledge. She started with a review
from the previous week’s content,
detailed the events in the most
recent Acts of the play, and then
helped turn the misconception that a
persuasive essay could be difficult by
helping to break it down step by step.
The teacher provided many different
options for students that could help
support their learning. For students
that might struggle with the reading,
she made sure they had access to the
MyShakespeare and graphic novel
links. There were also two different
outline options: one for more
advanced students that just needed a
basic structure, and another for
students that needed more support
with sentence starters and more
guidance.
Students were engaged throughout
the lesson, as was evident from the
questions they were asking in the
chat pod, and their participation in
the Google Form. A few also
volunteered to use their
microphone and read some of the
scenes from the play. This was great
hearing their voices!
It was evident that students knew
how to behave during the lesson,
and were respectful to one another
when sharing ideas.
Students participated in polls about
the literary devices previously
learned. They also helped in
reviewing the Acts by answering
essential questions and having
volunteer student readers. Finally,
they gained confidence in what
needed to be done in the essay, by
participating in the Choose Your
Own Adventure Google Form.
Students were able to participate
throughout the lesson by answering
essential questions in polls or
through the chat pod depending on
their level of comfort. Answers for
the Google Form were shared, but
all were anonymous. Students that
were feeling a bit braver, were able
to use their microphone and act out
some of the scenes.
and Juliet. While students were
testing out their options, I
screenshared the Google Form Data
window which showed a pie chart in
real time, displaying the options
students had chosen.
Students had multiple modalities for
participation, including the zoom
chat, reading out loud on the mic, as
well as engaging in the Google Form
Activity. Students are able to
message me, as the teacher host, or
any of the other three teachers who
monitor the chat, if they have
questions or need help.
Students have the opportunity to
share their ideas in the chat, and
their messages are often mentioned
during the lesson. I facilitated
comparing and contrasting ideas
between students to help guide their
discussions in the chat once it was
set to “everyone.”
Students were guided in answering
poll questions that built upon their
prior knowledge throughout the unit.
This supported student in making
more informed and passionate
decisions about which character to
focus their Unit essays on. The steps
of building their essays were broken
down for them so they could
understand the purpose of this
writing task before learning the steps
of building the structure of their
essay.
We reviewed the access students
have to supporting text to help them
understand Shakkespearean
language. We reviewed the character
chart, modern translation, movie and
play versions, spanish translation,
and more. We spent ample time
allowing students to brainstorm and
test out their ideas for which
character to write about. Students
experienced peer-to-peer support in
viewing the data and seeing that
other students picked their same
option, making them feel more
secure in their direction; whereas
other students who wanted a
challenge were able to see which
characters were most popular, and
chose to write about another
character they wanted to persuade
their reader about.
Page 4 of 6

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?
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?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Throughout the lesson, the teacher
Students engaged in responding in
presented the students with essential
Students answered the essential the chat pod while discussing reading
lessons that touched on previously
questions in the chat pod, and were questions and reviewing the
learned material, as well as higher
able to provide definitions of expectations for the persuasive
order thinking questions analyzing
previously learned material, as well essay. Students were able to engage
the actions of the characters in the
as give their thoughts on why in whole-group brainstorming while
scenes. The ultimate test of
certain characters had the reactions discussing choices for their essay
achievement was when students
that they did. Any student that was focus. This supported students in
were able to participate in the Google
struggling with how to start their meeting the expectation of leaving
Form and select who they felt was
essay or who to blame, was able to the class with some concrete options
responsible for the deaths. The
see live results of what other to give them a jumping off point so
teacher was very encouraging
students were selecting to help get that they did not delay their writing,
throughout, and allowed students to
them started. but rather encouraged them to be
make mistakes or change their
excited about defending their choice.
answers if they would like.
Section 4: Post Observation Conference
By the end of this lesson, all students had the resources and class time to understand what a persuasive paper is
and how to construct one. Students also received teacher and peer-to-peer guidance in brainstorming and
selecting the focus of the topic for their portfolio. Students engaged in review poll activities to support them in
understanding the literary devices, quotes, and clear comprehension of Romeo & Juliet Unit 2 test content.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
The movie / Royal Shakespeare
Company versions of the play This student chose the more
provided a visual and obscure and challenging prompt
The Spanish translation of the play
performance-based version of the option, which was explaining why
supported student in their
play for this student to understand Fate was the most responsible for
understanding of the Shakespearean
in more depth. With the scaffolded the outcome of the play. This
language in this play. With the
version of the persuasive essay, student did a good job providing
scaffolded version of the persuasive
this student was able to properly evidence on the level of the
essay, this student was able to
construct a persuasive essay. The author, rather than simply
properly construct a persuasive
Choose Your Own Adventure providing actionary evidence from
essay. The Choose Your Own
Google form and the provided one of the characters. This student
Adventure Google form and the
review slides supported this needed to provide more
provided review slides supported
student in making an educated persuasive commentary to explain
this student in making an educated
choice so that they were able to nuanced textual examples;
choice so that they were able to
write ample persuasive however, they did well in
write ample persuasive commentary.
commentary. providing evidence, as well as
including persuasive commentary.
One thing I would do differently the next time I teach this lesson is have students actually submit the Choose
Your Own Adventure Activity as a checkpoint assignment before submitting their rough draft, whereas in this
lesson, it was just an in-class activity to help students brainstorm and give me, as the teacher, some direction as
to what my students were considering before they submitted their assignments. Since this activity went quite
well, I am looking forward to implementing it as an assignment going forward.
1) Wide variety of engagement modality options for students (Chat, Mic, Google Form Activity)
2) Ample supplementary resources to support students in understanding shakespearean language
3) Choose Your Own Adventure Google Form Activity
1) Infuse more of the performance/theater aspect of this literature by showing more clips where scenes
are being acted out
2) Provide opportunities for students to engage in acting out some of the scenes
3) Have students submit the choose your own activity as an assignment, rather than just an activity
Next steps are to revamp the lesson slides so that these fresh ideas are maintained for next year’s cohort.
Another next step is to update the Choose Your Own Adventure activity to include more options and evidence
for students to use to support their opinions.
Other Comments/Notes
Page 5 of 6
All in all, my approach to this lesson improved compared to the last time I hosted this Unit. Students had access to a number of
supplementary resources, including the CHoose Your Own Adventure I created myself that I will continue fine tuning for next year. Once all
essays are submitted and graded, I will be able to assess my students’ performance compared to last year to see if the improvements
made this ear resulted in higher student achievement.

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 6 of 6