WASHINGTON STATE UNIVERSITY TL330 1

Morgan Logan

Classroom Observation (for your Final Integrated Social Justice Lesson Plan)
1. What is the general layout of the classroom and resources available for you to use for
your lesson and stations? Whiteboard, projector, laptop, document camera, smartboard,
Chromebooks, etc.? What supplies do the children generally have in their desks that they
can use?
The classroom has quite a few resources available for our lesson. They have tablets, document
camera, projector, class carpet, a small round group table, and their table groups. Students have
pencils, colored pencils, crayons, glue, and scissors at their table.

2. What are some of the classroom dynamics to consider? Number of boys and girls in the
class? What grouping strategies might you consider for your stations?
Some dynamics to consider are students who do not work well together, who work well together,
attention getters, diversity in the classroom. There are 12 boys and 10 girls in the classroom.
Some grouping strategies that I will consider after being in the classroom is class table groups of
4, teaching at carpet, and the use the whiteboard

3. What are some of the general mathematics concepts that all of the students in your grade
level can understand/use, regardless of their math grouping? Are there particular
mathematical concepts that the teacher thinks would be useful for your lesson to use?
Some general mathematics concepts that all of the students in our classroom can understand/use
are shapes, addition, subtract, place value, patterns, and counting 1-20. The teacher is allowing
us to use any mathematical concepts that we think will be most useful for the lesson.

4. What are some of the main themes in the social studies curriculum for your grade level
that might be a good tie in for your lesson?
Some main theses in the social studies curriculum for my grade level that might be good to tie in
for our lesson are community helpers, jobs in the community, and world languages.

5. What social studies resources do you observe in the classroom (maps, texts, books, etc)?
None visible. We spoke to the teacher and she said they do not have any social studies resources
in the classroom but they are receiving maps soon.

6. Regarding ELL students, what is the first/home language? Are they receiving services in
the school? How many years? What strategies have teachers used that were helpful?
1/3 of class is ELL and they are receiving services in the school. We are teaching our lesson in a
kindergarten class so this is the first year that they are receiving services. Most of the students
WASHINGTON STATE UNIVERSITY TL330 2
Morgan Logan

are very high with decoding skills. Some of the students home languages are, Portuguese,
Bangalore, Telugu, Ndebele, Arabic, Chinese-Cantonese, and Spanish.

7. Regarding students with special needs, what accommodations do you need to consider for
reading, math, language arts, social studies? Think about students with documented IEPs
and 504 plans as well as those that do not have official plans on file. What strategies have
been successful?
Work load accommodation, one-on-one work with the teacher, grouping different abilities
together, simplify lesson, and accommodate ELL students.