Observation #2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Alexandra Johnson	Subject: Geometry	Grade(s): Mostly 10th grade
Name of Lesson: Solids
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional The students will be able to recognize the relationship between a solid shape and it’s net.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): CCSS.MATH.CONTENT.HSG.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): 2. Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? To develop special relations so that students can apply these skills to real world applications.
Materials/Resources needed, including technology: White board, markers, examples of shapes, chromebooks, and website domain
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  Microphone for a mostly deaf student
What content resources support this knowledge base? (list at least 2) textbook and websites
How confident are you in this topic as you start this lesson? He is very confident and familiar with the subject

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Do now: problems
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Last night’s homework of finding a website to help
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Deriving the word “polyhedron”	Answer if the know what the different parts of the word mean
Presentation or Open-ended/	Demonstration of different solid	Listen to the lecture and make connections	Connections
	Demonstration of nets	Listen to the lecture and make connections	Connections
Guided Practice or Convergent/	Lead students to websites	Exploration of the websites
	Guide them through exploration
Closing/	Website quiz
HW/Application/	Textbook problems
Review and Reflection: How will you review for students who are still having trouble? Show them how to draw the shapes in more depth
Extension: What will you offer to students who have mastered this? They are able to explore the websites further
*Closing: How will you review the material, and draw conclusions? (may be listed above) Website quiz

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The students were really excited to explore the websites, and they seemed to even enjoy the quiz.
	What area of weakness needs addressing? being able to connect a net with a known shape for sure
	Which objectives were met? What is the evidence? The objective was met for the most part by all of the students. This is known through the quiz results.
	Which students did not meet objectives? I don’t know
	Was time managed appropriately? Yes
	Did any teacher mannerisms or actions detract from the lesson? No
	*What were the strengths and weaknesses of classroom management? The classroom was very well managed and the students were respectful towards the teacher and other students, most of the time.
SO WHAT?	Was the lesson engaging? Yes, especially the web exploration
	*What did I learn from my peer observation (address at least one aspect)   I learned that with expectations being established early on in the year, the classroom can be very easily managed
NOW WHAT?	How will this experience influence your professional identity?  I now know that I need to be consistent and fair.
	How will it influence how you plan/teach/assess in the future? I will make sure that my expectations are clearly set and I am consistent with them

Observation #1

            I entered the school with the teachers, at a time that was even earlier than the time that I had complained about when I was a high school student.  There was not a single student in the hallways but I could hear the sound of an early morning band practice.  The hallways were so wide and open, that even as the students started to pour into the school, there was plenty of room for everyone in the hallways.  The classroom I would remain in for the day was very clean.  The room was well lit and it was very easy to move around.  The desks were set up so that the desk were in pairs of 2 on the sides, tilted in towards the teacher and in the middle there are four desks right next to each other, and there are three rows of this configuration along with one row of six in back of the center of the class.

            There are a lot of things on the walls of the classroom but, at the same time were wasn’t enough to make it distracting.  One the walls there are inspirational sayings and things that foster inclusion and acceptance.  Along with those, there were things that would give you access to the teacher’s website if you used your smart phone to scan the picture.  The teacher has two desks that are both in the front of the classroom.  One is where he lives while the students are in the classroom, it is a very simple desk with enough space to have his document camera on it, the projector, the materials needed for class, and his lesson notes.  Then the other one was a sturdier structure with all of the things that a typical teacher might need throughout the day with a bit of decoration that was very personal to him.  To me the room feels inviting and relaxing, not scary like so classrooms can seem.

            Students started to come to the class I was in during the second period, ready, but not excited for their Introduction to Pre-calculus class.  The teacher and I stood outside as students trickled in.  This was a very small class of only 13 students and there was one student absent.  This class is all white with a fairly even mix of males and females.  As I sit in the back of the room observing them, I notice that there are some really loud voices and some very quiet students.  The teacher uses a lot of names and uses comments that make the lesson stand out to each student.  There is a student in the front of the classroom who looks like he is on the spectrum.  I am very impressed with the way that the students seems to be engaged in the class.  I am also impressed with the amount of respect that is demonstrated by the students as they interact with the teacher and with each other. 

            The teacher has obviously put a lot of effort into the management of his classroom and it is paying off.  As the teacher calls on random people to answer questions, the students are all able to answer the questions and it doesn’t look like they are ever flustered by the questions.  This demonstrates that they are comfortable with the way that he teaches, they are able to keep up, and they are comfortable with each other.  To be able to get every student that way, is very difficult but very valuable to the teacher.

            The students do not have to be called on to participate they can talk to the class if there is a space in time for them to participate.  The system that has been developed seems to be very effective for the class and they are able to make sure that their questions are answered and their connections are valued.  This class seems to be a very inclusive and nurturing environment.  Not all the students may be able to outwardly appreciate this but I believe that every student in his class knows deep down, that this class is beneficial to them.  So, as they leave the class, they leave with having learned a few valuable skills.