Observation Cycle 1: Morning Meeting

Name: Kelly Hamrock Date/Time of the Lesson:

Mentor Teacher: Grade Level(s): 2
Clinical Coach:

Content Area for this Lesson: Morning Meeting Lesson Topic: Spanish greeting, share, “this or that” activity

Big Idea(s) or Enduring Understanding(s) for this Unit that this Lesson Reinforces:
There are different ways of greeting one another across the world.
Everyone has unique interests.

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will actively connect this lesson to students’ lives and experiences (i.e., to prior lessons but also to their lives outside of
school)
This morning meeting is structured using the same format we have been using the first few weeks of school. We start with a greeting and then move into sharing and an activity. Morning
meetings are important to set a positive tone for the school day, practice active listening and respectful communication, and build a sense of community while fostering positive relationships
among students. I chose a Spanish greeting to represent different cultures in the classroom. This greeting symbolizes diversity and inclusivity. In addition, the “this or that” activity provides
students with the opportunity to show their individual interests and further get to know one another.

VSOLs/CCSSs/TTSJs Addressed:--Please note that these are the standards (or the pieces of standards) that you are actively teaching and assessing as part of this lesson. Please do not
simply list all tangentially-related standards.
2.3 The student will use oral communication skills.
b) Share stories or information orally with an audience.
SeA2: 1-2a, I can identify my personal strengths and interests inside and outside of the school setting.
SoA1: 1-2b, I can discuss similarities and differences in abilities, cultures, traditions, and beliefs.
ReS1: 1-2b, I can demonstrate active listening skills when interacting with adults and peers.
DeM2: 1-2a, I can describe and appreciate ways that I am similar to and different from other people.

Learning Targets
As a result of this lesson, students will know…
As a result of this lesson, students will be able to (do). . .
Please place an asterisk(*) next to the learning targets for which you will collect assessment data

Know:
The names of each classmate
 How to greet someone in Spanish
Do:
Recite classmates’ first names
Use a new way of greeting
Make choices based on personal preference

Plan for Assessment

As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. Your plan should include at least one formative assessment at a minimum, but that may vary depending on the nature of the learning
targets and the placement of the lesson within the context of the unit. You need to assess every learner regarding every objective/skill you teach. Please add/remove tables as needed.

Prior to Lesson: How will you assess prior learning or diagnose readiness for the planned lesson?

Possible Options: Specific Plan:

● Previous class work By using the same format as previous morning meetings, students are already familiar with this structure and
❏ Graphic organizer routine. At this point in the school year, students have already learned each other’s names and are continuing to
❏ Journal get to know one another. Before beginning the greeting, I will model it with two students as an example to
❏ Previous exit tickets collected ahead of
ensure understanding. I will ask the class to give me a thumbs up if they understand the greeting. I will also
lesson
❏ Other:
model the “this or that” activity through a demonstration with Ms. Irwin. I will check for understanding by
asking the class how we should walk to either side of the room.
During the Lesson: How will you assess student progress and provide feedback throughout the lesson?

Possible Options: Specific Plan:

❏ Graphic organizer Throughout this lesson, I will assess each student’s understanding by observing as they participate going around
❏ Think / Pair / Share the circle. I will stop the lesson if a student gets stuck to remind them of our greeting or ensure everyone is on
❏ One Minute Essay task and actively listening. I will assess students’ understanding of the “this or that” activity by observing how
❏ Strategic Questioning
they make their choice and walk to either side of the room.
● Other: Observation
After the Lesson: How do you know that students understood and learned as a result of the lesson? How will you evaluate students’ post-instruction learning in
relation to the learning targets? How will you determine mastery?

Possible Options: Specific Plan:

❏ Graphic organizer I will assess student understanding by observing throughout the lesson and seeing how students interact by the
❏ Journal end of it. After the lesson, students will have had more practice learning each other’s names and will know more
❏ Think / Pair / Share about one another.
❏ One Minute Essay
 ❏ Strategic Questioning
❏ Exit Ticket
● Other:

Steps in the Lesson
● You should include all steps in the lesson. Please list
each step in a new row.
● Scripting and/or estimated time frames should be
included; if they are not, the plan should at least be
explicit and clear enough that another person would
be able to teach from it.
● Guiding questions:
○ What will students be doing during each step?
○ What will you (the instructor) be doing during each step?
○ What directions will need to be provided to students to help
them know what to do?
○ How will you transition from one activity to another?
○ How will you help the students see the relevance/importance of
what they are learning?
○ Is the plan clear/detailed enough that another individual
would be able to teach from it (e.g., don’t just say “share
vocabulary words with students.” Rather, include those vocab
words and definitions in the plan)?
Lesson Sequence
Planning for Learner Diversity / Instructional Scaffolds
● You should identify specific ways you plan to ensure equity
and inclusion by building on learners’ diversity. This
pertains to individual students and groups of students with
diversity in common.
● Guiding questions:
○ How can you leverage students’ prior experiences and assets in this
step of the lesson?
○ How does this step address and build on learner diversity to ensure
equity?
○ What feedback can you provide to acknowledge and value each
student’s contributions?
○ What challenges/ opportunities/barriers might exist for individuals or
groups of learners in accessing content and learning activities in this
step of the lesson? Consider, for example, your English Learners’
unique needs.
○ How can you differentiate this step so that all students can access the
content and learning activities? (Provide specific plans for individuals
and groups.)
Modalities & Resources Utilized
● You should identify the
modality/modalities as well as digital
and/or analog resources utilized in each
step of the lesson.
● Guiding questions:
○ How will students engage with content and
one another during this step of the lesson --
in-person, synchronously, asynchronously,
and/or analog (non-digital)?
○ What grouping modes will be used during this
step of the lesson -- whole group, small group,
individual?
○ What specific digital and/or analog resources
will be utilized during this step of the lesson?

1. Call students by table to come sit on carpet in a circle

2. Introduce today’s greeting: Spanish greeting - option to greet one another using “buenas dias” or “hola” (I will write these on the white board next to
the chair as a reminder)
3. Model greeting with two students seated beside me - check for understanding by asking students to give me a thumbs up
4. Pick a stick for which student will start → students will go around the circle greeting one another
5. Introduce today’s share topic: what would you want to be famous for? Remind students they can always pass
6. Pick a stick for which student will start → students will go around the circle to share
7. Introduce today’s activity: “this or that” - everyone stands up - first demonstrate with Ms. Irwin
8. Ask students for a reminder of how we will walk to each side of room (calm bodies, quiet voices)
9. Begin activity - I will say the 2 options aloud + students will move to either side of room
10. Each round, students will share with shoulder partner → a few volunteers can share out to whole class
11. After the last round, students may have a seat at their desks - done with morning meeting!
This or that:
Hot or cold - demonstration
1. Hot or cold
2. Cats or dogs
3. Reading or math
4. Rain or snow
5. Sweet or salty
6. Indoor recess or outdoor recess

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity. Please link to copies of the resources/materials so your MT and Coach can easily access
them.
● White board next to chair