EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)

This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
extra copies to accommodate the handwritten reports.

Name: Natoshia Estes Date: 2/9/2017 School: Sky Country Elementary Grade: 4
Teacher: Corinta Loera

Standards: Integration with other content areas: (ex. PE Framework p.

204)
Standard 1
Students demonstrate the motor skills and Not applicable. The lessons I observed did not integrate other
movement patterns needed to perform a variety of content areas.
physical activities.

1.4 Determine the spacing between

offensive and defensive players based on the
speed of the players.

1.10 Kick a ball to a moving partner, using

the inside of the foot.

1.10 Kick a stationary ball from the ground

into the air.

1.16 Keep a foot-dribbled ball away from a

defensive partner.

1.19 Stop a kicked ball by trapping it with

the foot while standing still.

Standard 3
Students assess and maintain a level of physical
fitness to improve health and performance.

3.3 Participate three to four days each week,

for increasing periods of time, in continuous
moderate to vigorous physical activities at
the appropriate intensity to increase aerobic
capacity.

3.7 Sustain continuous movement for

increasing periods of time while
participating in moderate to vigorous
physical activity.

Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List
Soccer
Soccer
1. Students lined up single file to wait for teacher
1. Teacher divided students into 4 teams of 7 instruction.
students per team.
2. Students divided into 4 teams based on teachers
2. Teacher instructed two teams to compete on two placement.
different fields.
3. Students received their position assignment.
3. Teacher reviewed rules of soccer for the students.
4. Students went to the field to play the soccer game
4. Teacher selected positions for each team. against the team the teacher assigned.

5. Teacher dismissed students to begin game on their Running

assigned field
1. Students run around field. They must finish 4 laps. 4
Running laps equal 1 mile.

1. Teacher instructed students to run around the 2. At the end of each lap, students approach teacher to
field 4 times. 4 times around the field equaled to 1 get a pen mark written on their hands to indicate a lap
mile. was completed.

2. Teacher dismissed the students to the field to 3. Once student receives 4 pen marks on their hand, they
begin their laps. Every 4th grade class at the are completed with the activity.
school is present during this activity.
4. After students complete laps, they do cool down and
3. Teacher stood at one corner of the field with the stretching exercises.
other 4th grade teachers. She marked each
students hand with a slash to indicate a completed 5. After cool down, students are free to drink water and
lap. go to the restroom.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area)

According to the PE Frameworks, students in the 4th grade are in a transitional stage between childhood and youth. This is
important for a teacher to understand because students should have a solid understanding of basic locomotor and non-
locomotor activities by this age and should be comfortable manipulating movement and objects. In 4th grade, the students
can apply locomotor skills to offensive and defensive actives and because of this, soccer is a great activity for them. Not only
does soccer give the kids a great opportunity for increased physical activity, it gives them a chance to grow self-confidence

and their desire for competition. (p. 58 PE Frameworks)

Running is a great activity choice for this age group because their endurance is beginning to build and they can increase the
amount of physical activity. Another reason I feel this activity is a great choice is because by the end of this year, students
are expected to meet minimum standards on fitness tests. Running will help increase their ability to perform at these tests.
(p.59 PE Frameworks).

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.

I believe the teacher made wise choices with these activities. She maintained a safe environment by remaining present with
her students in the immediate vicinity, even though other teachers were present. She was aware of students who needed
modification due to illness or asthma and encouraged them to walk instead of run. Students knew that they could break if
the activity became too strenuous or if they needed water. She also maintained a safe environment with respect to their
emotional state by selecting the teams for the students during soccer. This prevented higher performing athletic students
from overlooking lower performing athletic students during team selection. (PE Framework p.195-196)

To improve and enrich the students experience, I would include an activity that allowed students to track and monitor their
time for completing the mile and their heart rate. By doing this, students will push themselves for better performance and
can see how they have improved by the end of the year.

 EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)
This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
extra copies to accommodate the handwritten reports.
Name: Natoshia Estes Date: 2/08/2017
Standards:
Component Strand: 2.0 Creative Expression Visual Arts
2.1 Demonstrate beginning skill in the use of
basic tools and art-making processes such as
printing, crayon rubbings, collage, and stencils.
2.5 Use bilateral or radial symmetry to create
visual balance.
Component Strand: 1.0 Artistic Perception Theatre
1.1 Use the vocabulary of theatre, such as,
sense memory, script cue, monologue, dialogue,
protagonist, and antagonist, to describe theatrical
experiences.
Component Strand 2.0 Creative Expression Theatre
2.1 Participate in improvisational activities to
explore complex ideas and universal themes in
literature and life.
2.2 Demonstrate the use of blocking (stage
areas, levels, and actors positions, such as full
front, quarter, profile, and full back) in
dramatizations.
2.3 Collaborate as an actor, director,
scriptwriter, or technical artists in creating formal
or informal theatrical performances.
Instructional/Assessment Strategies: What did the
teacher do? List
Valentines Day Card to Parents
1. Teacher placed sheets of paper with different sized
hearts on each table while the students were at
School: Twinhill Elementary Grade: 2 & 5
Teacher: Elaine Rodriguez
Integration with other content areas: (ex. PE Framework p.
204)
Writing Standards 2.5
With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
Speaking and Listening Standards 5.1 (A-D)
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 5 topics and
texts, building on others ideas and expressing
their own clearly.
a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and
carry out assigned roles.
c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions
Reading Standards for Literature 5.4
Determine the meaning of words and phrases
as they are used in a text, including figurative
language such as metaphors and similes
Student Activities: What did the students do? List
Valentines Day Card to Parents
1. Students sit at desks and start cutting out different sized
hearts from the paper provided by the teacher.
2. Once students cut out hearts, they begin to glue the hearts
 recess.
2. Teacher cut out the center of a paper plate for each
student prior to class that day.
3. Once students get back from recess, the teacher tells
students to start cutting the hearts.
4. Teacher walks around to each table helping students
cut out hearts.
5. After about 15 minutes, teacher tells students to
begin gluing cut out hearts onto the paper plate.
6. Teacher instructs the students to write a Valentines
day message to their parents on the biggest heart,
then glue it to the middle of the paper plate.
7. Teacher writes, Valentines Day on the white
board so students can spell correctly.
8. Teacher instructs students to clean up and put away
art supplies to begin writing assignments.
Rehearsal for Play Sleeping Beauty
1. Teacher began the table reading by calling on those
students who were selected to oversee music,
lighting and effects.
2. Teacher took a few minutes to show those handling
music how to work the stereo equipment and
indicate where in the script they would be
prompted.
3. Then teacher spoke to the student in charge of
sound effects. There were a few different
instruments like a cowbell, triangle, gazoo and other
notice making items. Teacher pointed out in the
script all the sound ques.
4. Teacher took role based on students part in the
play.
5. Teacher asked the class to begin their table read.
6. Teacher corrected students voice diction during
table read. She either has them evoke more
emotion, be louder, or be softer spoken.
7. Teacher made edits to the script as the reading went
along. Changes accommodated costume or set
availability.
onto the paper plate.
3. Students pick the biggest heart and write a Happy
Valentines Day message to their parents, then glue that to
the middle of the plate.
4. Some students are slower than others and become
frustrated when it comes to cutting. Some require help
from myself and the teacher.
5. Students clean up their own desks.
6. Students put away their own scissors and glue into a
cabinet located by the door.
7. Once everything is put away, students go to the sink and
wash their hands.
8. Students return to their desk and begin writing
assignments.
Rehearsal for Play Sleeping Beauty
1. Students took direction very well from teacher. They
seemed to be excited to be part of the play.
2. Students remained silent until it was their turn to read.
3. Some students read the que markers as part of their roles
and the teacher corrected them.
4. Students laughed or became shy when it came time to read
their part. When the teacher called for more emotion, the
student playing Maleficent paused to collect herself before
she would speak. All eyes were on her during this pause
and it seemed to make her more hesitant as she looked
down at her script a lot. Finally, she belted out a sinister
laugh and the students were impressed.
5. Some students needed prompting when it was their turn to
read. This happened with the students who didnt have
many lines. They got lost in the reading.
 Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area)

The strategies in the Valentines Day Cards activity were appropriate for this class because in second grade, children are beginning
to develop their language. Visual arts are an appropriate outlet during this time because through this project with the Valentines
Day cards, the students are working on communicating an emotion to their parents. They are communicating this emotion not only
through the written word, but also through a visual presentation. This project is developing their perception skills through the
different sized hearts. They realize that proper placement of these hearts is important for them all to be displayed. In addition,
adding them to a round plate without a center gives them a chance to work with special limitations while still creating. (VAPA
Frameworks p. 157-159)

The strategies in the Sleeping Beauty table reading were appropriate because it touched on multiple components within the
standards. Students have an opportunity to express themselves creatively through their performance by playing with language and
body movements. They learn about a medieval culture through set design, costumes, and period appropriate language. The
different roles students play from music, lighting, acting, costume design, set design, and directing all lead the students to learn life
skills imperative to be productive members of society. The life sills gained include: time management, problem solving,
collaborative work, and leadership skills. (VAPA Frameworks p.146-149) This activity also touched on introducing students to
new media through sound and lighting equipment. (VAPA Frameworks p.18)

Both activities I observed did a great job of providing access for all students. Students are different academic levels could
participate in both activities. Even those students who prefer different learning styles could adapt to both activities. No one had
issues performing activities and they all seemed to enjoy themselves. This provided a break from traditional academics while they
still benefited from learning life skills. (VAPA Frameworks p. 17)

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.

As an observer, I noticed some issues with the Valentines Day Card activity. I discussed this with the teacher and she agreed on
these changes for the next time this activity is done in her class. The children spent a lot of time cutting out the hearts. At this age,
fine motor skills are still being developed and especially the boys, proved to have the most difficult time cutting out the smaller
sized hearts. Since cutting the hearts took so much time, the students had less time to create artistically. I suggest having the
smaller hearts already cut out before the activity so the students only need to glue them to the plates. The larger hearts can be left
for the students to cut out so they can still work on this fine locomotor movement.

Both activities I observed did a great job of incorporating other content areas in the lesson. Most specifically language and writing
skills were included. Since the students were engaged in an activity they considered fun, they did not mind that they were working
on skills to improve their speech, writing, and grammar.

edTPA 2016 Handbook

edTPA 2016 : Handbook

1. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
2. Fill out the Literacy Context for Learning Information form found in the edTPA handbook (p.55)
for the class you are observing. The context for learning in for literacy which will apply to VAPA
and PE. Think about the vocabulary and other literacy needs for lessons in these subject areas as
you complete the task.

 Elementary Literacy Context for Learning Information

Use the Context for Learning Information to supply information about your school/classroom context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if other applies,
provide a brief description.)
Elementary school: __X___
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate description.)1

City: _____
Suburb: _____
Town: _X____
Rural: _____

3. List any special features of your school or classroom setting (e.g., charter, coteaching, themed magnet,
intervention or other leveled small group instruction, classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching in this learning segment.
This 4th grade classroom partners with another 4th grade classroom. The partnership involves helping students
with literacy and discipline issues. When students fall behind or do not follow teacher instructions, the
teacher sends the student to the partnering 4th grade classroom for more detailed instruction or a time out
from their friends that may be causing disruption.
The 4th grade classroom I observed was considered a GATE classroom where 11 of the students were in the
GATE program. Special attention to accelerated academics was placed on the curriculum. However, the
teacher did have issues with attention because she said the GATE children tend to chat among themselves a
lot.
4. Describe any district, school, or cooperating teacher requirements or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.

The district and the school requires the teachers to understand and implement the standards as they are
listed in each teaching discipline. The teacher is focused on preparing the students for a state standardized
test in math that will take place later this year. The teacher is placing heavy emphasis on math work that
includes word problems and algebraic concepts. The strategy she uses frequently is asking the students to
explain the rationale on how they came to their conclusions and why an answer may be incorrect.

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?

1
If you need guidance when making a selection, reference the NCES locale category definitions (https://nces.ed.gov/surveys/ruraled/definitions.asp) or
consult with your placement school administrator.

 2 hours in the morning.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
I did not observe tracking for literacy. However, the students do work with another classroom in developing
their literacy. They also have a time where they follow along with an audio recorded book reading.
3. Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please
provide the title, publisher, and date of publication.
The program I observed was an online audio reading of a textbook where the students followed along. The
textbook appeared to be a History book and the particular reading that day was about Abraham Lincoln since
the Presidents Day holiday was coming the following week.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online professional
resources) you use for literacy instruction in this class.
The students had access to laptops. There was a whiteboard, a projector and an in-class library. The children
had access to the school library too.

About the Students in the Class Featured in this Learning Segment

1. Grade level(s): ______4_________________________
2. Number of
students in the class: _28____
males: __12___ females: __16___
3. Complete the charts below to summarize required or needed supports, accommodations, or modifications for
your students that will affect your literacy instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the charts. Some rows have been completed in italics as examples. Use as many
rows as you need.
Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment.
For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge
For Literacy Assessment Task 3, you will choose work samples from 3 focus students.
At least one of these students must have a specified learning need. Note: California
candidates must include one focus student who is an English language learner.2

Students with IEPs/504 Plans

2
California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.

 IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window
card to isolate text
Dyslexia 1 Close monitoring, modified lesson plans

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,

Students Modifications
Example: English language 2 Pre-teach key words and phrases through
learners with only a few words examples and graphic organizers (e.g., word
of English cluster, manipulatives, visuals)

Have students use pre-taught key words

and graphic organizers to complete
sentence starters

Example: Students who speak a 5 Make connections between the language

variety of English other than that students bring and the language used in the
used in textbook
textbooks
None

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g., running
records, miscue, conferencing)
ADHD 1 He sits apart from desk clusters because he
must get up and walk around a lot. This way
he wont distract the other students at his
table. He also has a hard time keeping
conversations on track so separating the
desks has been helpful. Recess and running
activities are encouraged for this student.
This student has been medicated for a short
time and teacher has noticed an
improvement in concentration and behavior.

 EDU 543 Teacher Aiding /Fieldwork Activities
List and provide a brief explanation/description of your Teacher Aiding types of activities that you may have engaged in during your
fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those activities
dealing directly with students should be included.

Examples:
-Teach all/part of a lesson prepared/supervised by Field Supervisor
-Prepare materials for a lesson taught by Field Supervisor
-Work with a small group on developing particular skills

Teacher Aiding Grade level Description of Activity

Activity Type Teacher/School

Prepare materials, Grade: 2 I walked around the class during the Valentines Day Card activity and helped students cut
worked with a out hearts. I also had the chance to help students with spelling when they were writing
small group on Elaine Rodriguez messages to their parents.
developing
Twinhill
writing skills.
Elementary School

Helped mark Grade: 4 I stood at the start of each lap with the other teachers and I used a sharpie to make a mark
students off when on each students hand as they completed their laps. I helped with this until each student
they ran laps Corinta Loera ran 4 laps.

Sky Country
Elementary

Getting to know your students

First: Read edTPA task 1 and 2 and look for ways to know your students.

Next Practice: Use the sample below to practice gathering information.

Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and
provide a source (person) you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.

Question 1: How old is Chan? Who would you ask? Or what source would you check?
Chan

2. What grade is Chan in? Chan
3 Who lives with Chan? Chan or Chans parents
4 What does Chan like about school? Interest survey
5 What does Chan dislike about school? Interest survey
6 At what grade level does Chan read? School records
7 What does Chan find most difficult about English? Chan
8 Does Chan feel like he can make friends easily communicating with Chan
English?
9 Where is Chan from? Chan or Chans parents
10 How long has Chan lived in the United States? Chan or Chans parents

Next: Do the following.

Use this method and describe a student you have observed during your fieldwork observation time. Use the questions you generated above and
now describe a student in your observation class.
Describe ELD student (or other student with a different learning challenge).

Randy is 9-year-old 4th grader from Mexico. His family came here when he was 4 years old. He currently lives with his mom, dad and 2 sisters
and 1 brother. He has extended family in the United States to include two aunts, four uncles, and seven cousins. His grandparents still reside in
Mexico. Randy spoke Spanish when he began school and learned English through his studies. He speaks English well, but must make
improvements in his reading and writing. Currently Randy is two grade levels below in his reading abilities.

Question 1: How old is Randy? Who would you ask? Or what source would you check?
Randy
2. What grade is Randy in? Randy
3 Who lives with Randy? Randy or Randys parents
4 What does Randy like about school? Interest survey

5 What does Randy dislike about school? Interest survey

6 At what grade level does Randy read? School records
7 What does Randy find difficult about English? Randy
8 Does Randy feel like he can make friends easily communicating with Randy
English?
9 Where is Randy from? Randy or Randys parents
10 How long has Randy lived in the United States? Randy or Randys parents

Finally: Help yourself become proficient at this task.

Download several Interest Surveys: Google interest surveys for elementary students and get ideas. Arts and PE are great
areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area
lessons.
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with
this section of the fieldwork:

 1. The three things that I do best in school are:
2. Some of the things that I would like to work on this year are:
3. I would like to learn more about:
4. Outside of school, my favorite activity is:
5. My hobbies are:
6. The clubs, organizations or private lessons that I participate in are:
7. My favorite sport is:
8. The sports that I play in and out of school are:
9. My three favorite books are:
10. Where have you traveled and if you could pick one place to travel to, where would you choose?
11. Some of my chores and responsibilities at home are:
12. Something about me that Id like to share with you is:
13. Whats your favorite holiday and why?
14. When I grow up I would like to be:
15. What is your favorite subject in school and why?