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California State University San Marcos

COLLEGE OF EDUCATION
CLINICAL PRACTICE OBSERVATION FORM
SINGLE SUBJECT PROGRAM
School: Valley High School
Teacher Candidate: Jennifer Strawser
Observer:

CT

OSL

Date: October 22, 2014

US

Class: English 12

Title of the Lesson: Exploring Hate Groups and Big Brother


X

Well-constructed lesson for:


SDAIE
Bilingual

Materials ready

Efficient routines

Appropriate appearance

Unit and placement of lesson in the unit:

California Standards for the Teaching Profession:


1. Engaging and Supporting All Student in
Learning
2. Creating and Maintaining Effective
Environments for Student Learning
3. Understanding and Organizing Subject Matter
for Student Learning
4. Planning Instruction and Designing Learning
Experiences for All Students
5. Assessing Student Learning
6. Developing as a Professional Educator

What I saw:
As students entered the classroom you asked them to get their Chrome Books. You welcomed a young man
who had been in Mexico for a few weeks and asked him if he had a nice time. You asked students to get out
their blue reading packet and to look at question #3. Then you showed them the video, Two Minutes of
Hate from the film 1984. You explained that this was shown on a telescreen in every home. You asked
students to respond to Quick Write #1, Why would Big Brother want its citizens to participate in the Two
Minutes of Hate? How can Big Brother benefit from this activity? As they wrote, you and Ms.Jimenez
walked around the class, answering questions and explaining that the people could not turn this film off in
their homes.
You explained to students that they were going to watch the video, 99 Percent and then could add to their
Quick Write. After the video you asked them how the video made them feel? You validated everyones
responses including a student who said, It didnt make me feel anything. You clarified another students
response that is was calming by stating that people felt Big Brother saved them.
You showed 4 more minutes of 2 Minutes of Hate and asked students to quickly write their feelings before
they lost them. As they wrote, you asked, What do you feel? Do you feel like taking a nap? Do you feel like
making signs and protesting? You asked how Big Brother would benefit from this? Students responded by
talking about power in numbers. You suggested the students consider how large numbers of people might
direct change.
Students were then asked to get into their groups from last week. You identified groups and then adjusted
numbers in each group to account for absences. You explained to the students that they were going to do
research on groups we call Hate Groups, such as Brown Berets, Black Panthers, KKK or Neo-Nazis, or Al
Qaeda. You explained that each group would write about one group and helped each group select their group.
You distributed a prepared chart for each group and posted a completed chart on the screen. You explained

that each person in the group should take one role: propaganda, enemy, action/activities, or context. You
referenced the writing task on the wall in the back and explained that this assignment would help them on the
writing task, Can a society based on hate survive?
You and Ms. Jimenez circulated among the students answering questions and clarifying what each of the
terms: propaganda, enemy, action/activities, and context meant. At one point you announced to the class,
Think about your history class when you do context, think about why they emerged? At another point you
suggested that as the students worked on this they should be asking themselves if this really is a Hate
Group.
As the class was ending, you stated that you knew they were not quite finished but asked each group to
respond to the question, Is your group based on hate? You told the students to be there tomorrow to present
their chart and to identify their sources.
Questions
What activities did you do on Thursday to complete
the lesson?

Kudos
The lesson was very well prepared, e.g.
comprehensive lesson plan, videos, and charts for
each group.
Your interactions with students were very
encouraging and supportive.
You strategically identified what students should
be in each group based on achievement level and
how well they could work together.
You monitored the groups well providing
assistance and guidance as needed.
Concerns
None

Suggestions
It might help to define terms on chart before starting
the group activity.
It also might have helped to model how you arrived
at the answers you had on the chart example you
posted.
Teacher candidate goals for next observation:
Provide students with a definition of terms used in the lesson and a clear explanation of expectations
before assigning a task.

TPE# 1
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Candidate Signature

Date

Observer Signature

Date

14

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