Observation
Teacher
Date of Pre-Conference
Date of Observation
What are the objectives for the lesson
that I will be observing?
How are the objectives are aligned to
the curriculum/standards?
Where does this lesson fit into the
pacing guide (please bring pacing
guide to the conference)?
How do these objectives relate to
previous learning?
How do you establish a baseline for
learning for this class?
Jena Kaizen
10/19/17 @ 2:45
TBD
Students will engage in a collaborative discussion to analyze a
“chunk” of text, as part of a close reading activity to interpret the
meaning of a poem. Students will use text evidence to support
their analysis.
The objectives are aligned to the following standards:
SL.6.1 Engage effectively in a range of collaborative discussions
with diverse partners on grade 6 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
RL.6.1 Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Unit 1 includes interpreting of narrative poetry. This is not a
narrative poem, but the lesson does involve poem interpretation.
We will have finished our Writing assessment for the unit, so I am
spiraling back to skills from within the reading part of the unit.
Students have learned that we interpret text by using evidence
from the text to support our positions. They have practiced this
technique on open-ended questions with various texts where they
are asked to provide an example from the text to show their
reasoning.
I’m not sure I understand this question. I usually ask the students
an activation question (This lesson’s will be “What kinds of advice
have you received from parents or other adults that is intended to
help you lead a good life?”). I listen to some of the students
share their experiences in order to engage them in the upcoming
activity. Then I explain the objective(s), and give a brief
mini-lesson. Then, I go over expectations for the task, and set
them off to work on it. With group activities such as this, I roam
through the class observing and giving prompting questions for
those who are stuck or need to think more deeply. I try to correct
any off-task behavior, and re-direct students to the task. I will
assess learning and participation through student
self-assessments, as well as notes I take during the lesson.
This is the last day of the unit. Students will have shared their
own stories.
Poetry will largely be in april as it is poetry month
Thank you ma’am → all about advice (from mother to son)
How do you assess student
achievement of the objectives – both
informally and formally?
How do you utilize data to inform your
instruction?
How do you differentiate instruction for
low-achieving students?
High-Achieving students?
How do you involve the students’
parents in their child’s learning?
Are you planning to use technology to
deliver instruction? If not, do you have
other lessons that use technology to
deliver instruction?
Are there any special problems, which I have occasional issues with off-task behavior of select students,
are out of your control (with students,
classroom facilities) that you would like great spot this year!
me to be aware of?
Is there anything I need to know about
the lesson before I observe?
Is there anything specifically you
would like me to look for?
Informally, I will assess students as I roam the room, listening in
on conversations and asking guiding questions to help them think
more deeply. Formally, students will assess themselves on a
rubric, including evaluating their listening, participation, and text
support.
I keep a spreadsheet on student data, including grade level
equivalencies from iReady and Read Theory, and lexiles from
Read Theory and ReadWorks. I use this data to differentiate
assignments and assessments throughout all stages of
instruction, so students are assessed on progress at their level,
as well as on 6th grade level assessments (PLC common unit
assessments). This lesson, however, is a scaffolded lesson using
close reading, and therefore will not include differentiated
materials.
See previous answer.
In addition, I also differentiate by scaffolding for lower level
students, utilizing flexible grouping for different tasks, and
providing peer or teacher support for struggling students. For high
achieving students, in addition to leveled texts, I provide
open-ended critical thinking questions such as those used in this
lesson.
I have a website where I keep links and a calendar for parents.
Remind has not been an effective way to communicate for me so
far, as I only have 5 parents who registered. I do send emails
and notes to parents. I also keep Powerschool updated weekly. I
respond to all parent emails within 24 hours (48 on weekends),
and make calls to parents when students have had breakthroughs
or made significant progress.
I will use Google Slides to present some information today, but
nothing else, since it is a group discussion/seminar format for this
lesson. However, I use Google Classroom regularly for surveys
and for assignments, including webquests and written
assignments. I plan to use Plickers when I get the opportunity, as
it is an easy way to collect data from students on multiple-choice
tasks. However, I haven’t done any multiple-choice activities yet.
but nothing out of control. I’m thrilled to have my Brightlinks in a
Students have not yet had a lesson in this format. They have had
discussions and shared thoughts, but haven’t analyzed a text to
this degree yet. So, please be aware that you are observing the
initial lesson on this type of close reading and analyzing.
I would like you to notice how students interact with the text and
each other. Do they have personal connections with the text, and
how does that help them with their analysis?
 The students will have interrupted questions.

Translate the stanze and interact with

Here is the advice, how can I use that in my life (giving and taking
from the text on a personal level)

Which is the best piece of advice from their stanze and why
● Currently, groups of heterogenous
○ Students chose one partner
○ The other 2 are based off personality
● Not leveled for this
○ Open ended
○ Poetry is not differentiated by assignments