Pre-Observation Form

Teacher Name: Mr. Trey Pippin

Date of Observation: 1/30/15
Setting Instructional Outcomes1c
C.: Rebuilding a Nation (ca. 1877- ca. 1914)
C.2: Increasing Influence and Challenges
C.2.d.: Evaluate, take, and defend positions on the various U.S.
foreign policies in the late nineteenth and early twentieth
century
C.2.e.: Analyze the causes and consequences of the Spanish
American War
C.2.f.: Identify and evaluate the factors that influenced U.S.
imperialism in the late nineteenth and early
twentieth centuries and the ensuing debate over imperialism

List the standards or learning

targets for the lesson.

D.: Challenges at Home and Abroad (ca. 1914?1945)

D.1: The United States in a Changing World
D.1.a.: Identify and analyze the causes and significant events of
World War I and their impact evaluate the impact of the
Treaty of Versailles
SSHS5:
History is an account of events, people, ideas, and their interaction over time that can be
interpreted through multiple perspectives. In order for students to understand the present and
plan for the future, they must understand the past. Studying history engages students in the
lives, aspirations, struggles, accomplishments and failures of real people. Students need to
think in an historical context in order to understand significant ideas, beliefs, themes, patterns
and events, and how individuals and societies have changed over time in Kentucky, the United
States and the World.
SSHS5.2: The History of the United States
SSHS5.2.4: Students will explain and evaluate the impact of significant social,
political and economic changes during the Progressive Movement (e.g.,
industrial capitalism, urbanization, political corruption, initiation of
reforms), World War I (e.g., imperialism to isolationism, nationalism)
and the Twenties (e.g., economic prosperity, consumerism, womens

suffrage).

Demonstrating Knowledge of Content and Pedagogy1a

Explain how this lesson fits
into your sequence of learning
for this class.
Are there any key
concepts that are
prerequisite?
How are the concepts
being taught central to
your discipline?

This lesson meets the standard outlined by the Commonwealth of Kentucky as

part of the U.S. History curriculum. The lesson has been planned to meet the
defined standards for the time period covered.

Demonstrating Knowledge of Students1b

Describe your students.
Are there students with
special needs?
Did your students
background, interest,

A pre-test was administered at the beginning of the term to

establish a baseline for content understanding for the course prior
to instruction. This base-line allows the teacher an indicator on how
to plan lessons and where the students are in their initial content
knowledge. Additionally, at the end of the term, the teacher can
look back on the pre-test scores and compare them with the scores

Pre-Observation Form

on the final exam in order to judge student growth and lesson

effectiveness.

readiness or needs
influence your planning?
What formative
assessment information
impacted your planning?

In order to differentiate instruction to accommodate students' identified learning strengths and

needs, I will print out the notes for the learners that struggle to keep up with note-taking and
listening to the lecture at the same time. Additionally, as students' names are drawn from the
bucket to answer a question, I will modify the question to fit their academic needs. For
example, if a student is more advanced or accelerated, the question asked of them will be more
advanced. On the reverse end, if a student is struggling or performing at a lower academic
level, the teacher will ask a question of them that is more suited for their academic ability.
This is a resource class, meaning that students with special needs and IEPs are in the class. I
have a collaborative teacher, Ms. Emily Harpenau, who will be assisting with the class. She
specializes in differentiating instruction and assignments for our students will special needs.

In this class, we have found that students perform better with

restricted use of their laptops. As a result, we have switched to
taking notes in traditional notebooks rather than on the laptops. We
have seen an increase in student engagement and involvement
since making the switch

Demonstrating Knowledge of Resources1d

List the resources you will use
for this lesson.

Students will use Kahoot to perform a review quiz.

We will also use the projector, CNN Student News, and the online text book.

List the learning activities you

will use.

Students will complete an exam review in small groups while working with one of the teachers
in the room.

Designing Coherent Instruction1e

The students will work with one of the two teachers in order to review in small groups for the
exam. They will be asked to give their feedback on the content.
The students will work together to summarize the events of the time period.

Students will compete in a Kahoot quiz that will give them a glimpse
into the information that they should know about the test.
Additionally, we will evaluate the way students answer and
remediate based on their answers
1.) Class will begin with whole group instruction discussing the essay that will be on
the exam the following day. The teacher will walk the students through the
expectations for the essay and will help the class come up with a good approach.
Additionally, they will work as a group to think of a thesis statement for their essay.
2.) The class will be split into separate groups (mixed between IEP students and nonIEP students) in order to work on completing a study guide for the exam. One group
will focus on analyzing political cartoons and graphs, and the other group will work
to summarize the WWI era.

Designing Student Assessments1f

Describe how you will know
that your students have
mastered the learning target.
Is there a formative

Students will complete a summative assessment on the WWI era on

Monday. As part of this exam, they will answer multiple choice
questions and write an essay on the United States' effectiveness in
accomplishing our goals both at home and abroad during the WWI
era.

Pre-Observation Form
assessment?