Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17

Directions for Preparation for POP Cycle

1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course
instructor. Information is used for ILP.

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level

Jennifer Sampson jsampson@bousd.us History 7th and 8th Grade

Mentor Email School/District Date

Brea Olinda Unified

Gina Dauphin gdauphin@bousd.us 4/23/18
School District
Content Standard Lesson Objectives Unit Topic Lesson Title

7.6 Students
analyze the geographic,
political, economic,
religious, and social Students will
structures of the understand the lasting
civilizations of Medieval effects of the plague in
Europe. Medieval Europe and
Medieval Europe The Plague Current Event
7. Map the spread of the how it still effects our
bubonic plague from world today by reading
Central Asia to China, and analyzing a current
the Middle East, event
and Europe and describe
its impact on global
population.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating

NT pedagogical skills are newly Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
formed and just coming into investigates and examines increased relevant and elements into a cohesive and ability to add new methods and
prominence pedagogical practices suitable use of pedagogical unified pedagogical repertoire strategies into pedagogical
choices repertoire

CST Initial Rating Description (Identify both teacher and student rating for CSTP 1
Element
P Rating and 2.)

Differentiated Instruction is seen throughout my

Establishing and articulating
4.2 Integrating classroom through seating, grouping, modified
goals for student learning
worksheets, translations, sentence starters, etc.

Using assessment data to

establish learning goals Uses a variety of assessment data to set student learning
5.4 Applying
and to plan, differentiate, goals for content and academic language
and modify instruction
Section 2: Pre-Observation Conference

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the Provide feedback on lesson plan
lesson plan. reflection.
Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis? what are the causes and effects of the Will students already know what the
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson? plague today? plague is?
• What specific feedback do you want from
your ME?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

FS1 Needs extra support

Focus Students
• Summarize critical needs
and how you will address
them during this lesson.
• What specific feedback regarding your
focus students do you want from your ME?
through the adult aide to
FS2 needs constant
make sure supplies and
redirection and help
class materials are out at FS3 Needs modified
focusing/ finishing class
the start of class. She materials and tests, and
assignments. The aide in
needs support with reading added explanations of class
class helps me with this. He
materials as well, possibly instructions. He also can
also needs modified
at a lower level. She needs use chrome books when
assignments and tests with
instruction re read or re possible on notes and
less choices and simpler
stated/ clarification. This assignments to help with
vocabulary. He also needs
can be done through the writing and timing.
sentence starters to help
aide as well. She also needs
guide him with his responses.
sentence starters on
occasion.
What specifically are you looking
Did they get the point/ objective of for? For example, could they answer
the lesson plan? the focus questions, identify key
points in reading?

Transitions, timing, calling on a variety

Specific Feedback
• What additional specific feedback do you
want from your ME regarding lesson
implementation?
Wait time before hands up/ or hands
of students to answer questions, are
down when someone else is talking
students focusing on information as it
is presented not getting distracted by
their own questions..?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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Instructional Planning
• How is the lesson structured (opening,
body, and closing)?
• What varied teaching strategies and
differentiated instruction will help
students meet lesson goals?
• What progress monitoring strategies will
be used? How will results inform
instruction?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
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DAY ONE:
Introduction/ hook (5 minutes)→ Students will recall
past information by answering the daily warm up
question about the plague, What do you already know
about the plague? Once students have time to write
down their answer, I will call on a handful of students
to share and we will have a short class discussion on
the topic.
Lesson(20 Minutes)→ I will first explain the lessons
objective, which is to understand the plague within
Medieval Europe, then analyze its causes and effects Will you stop and discuss after each paragraph is
across the globe. Students will then get out their table read? Will students highlight & annotate before,
of contents and write in it Plague Reading and Causes/ during or after discussing the paragraph?
Effects chart. I will then pass out a class reading and
ask students to get out a pen or pencil and a
highlighter. We will then as a class right down the
essential question at the top of the reading and then go
through and number the paragraphs (EQ: What were
the causes and effects of the Bubonic Plague?). Next as
a class we will go through and read about the plague Will they use a different color when they’re giving
and discuss what caused and the effect it had. As we feedback to each other? What will happen if a
read I ask recall questions to make sure everyone is on student is running behind?
the right track. Students volunteer to read one
paragraph at a time.
Activity/ Closure 30 Minutes)→ Once we are done
reading, students will flip over to the back side and
complete a Cause and Effect map on the spread of the
plague which is answering the EQ from the beginning of
the reading. The need to fill out three causes and three
effects. We complete the first on together. After about
8 minutes we will review the maps together as a class
and discuss. Next as a class we are watching a clip from
the History of Us video series on the Bubonic Plague.
They are to write down 10 key terms as they watch.
Day Two (Day of Observation):
Introduction/ hook (5 minutes)→ Students will recall
yesterday's information by answering the daily warm
up question about the plague, Name one cause of the
Bubonic Plague? Once students have time to write down
their answer, I will call on a handful of students to
share and we will have a short class discussion on the
topic. Next I will have students get out their video key
terms from the day before and we will review them
together as a class.
Lesson (10 minutes)→ I will first explain the lessons
objective, which is to understand how the plague still
impacts our world today. I will then explain to the class
that they will be reading a current event on the plague
then complete an article analysis independently.
Activity/ Closure (40 minutes)→ Once Students have
completed the article and analysis, they we share what
they wrote down with their elbow buddy. Each student
will have 3 minutes to share. As they share, students
are encouraged to check their own answers or add to
their analysis. This peer interaction will help with
understanding. Next as a class we will review the
article and discuss main points. This conversation will
help us understand the impact the Bubonic Plague still
has on our world today.
Page

Student Engagement/Learning
• How will you make the lesson relevant to
all the students?
• How will students show progress towards
master of lesson objectives?
Differentiation: The article was taken from
NewsELA where I printed different grade levels
of the same article for some of my lower
students. I also added sentence starters to some
of the questions that needed to be answered on
the article analysis sheet. Student seating was
also considered for the elbow buddy work. How did you determine who would
get which article?
Students will show progress towards mastery of
lesson objectives by participating in class
discussions, following along with the reading on
the plague, highlight and annotating, checking
the cause and effect chart and lastly the
Newsela article and analysis.

I will maintain a positive learning environment

Classroom Management
• How will you maintain a positive learning
environment with a welcoming climate of
caring, respect, and fairness?
• Identify specific classroom procedures and
strategies for preventing/redirecting
challenging behaviors.
for my students by continually referencing my
class expectations, my class and school wide
matrix and the voice level chart. I will also
explain to the students before the activity how
to give constructive and thoughtful feedback
instead of being rude/ disrespectful. Students
can also reference sentence starters within their
binder to help them with this. My classroom is
also set up in a way to promote positive
I like your inclusion of how to give
behavior.
feedback without being rude :)
Some classroom procedures and strategies I use
for preventing challenging behaviors are to make
my presence known to the groups/ stay close to
groups off task. Also I would reference the
classrooms expectations/ matrix to redirect poor
behavior. To prevent poor behavior I would be
very careful with student grouping prior to the
lesson. I might also privately talk to certain
students and encourage them to stay focused.

First day the close of my lesson will include a

Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
class discussion on the cause and the effect
chart, discussion with elbow buddies and lastly a
discussion on the video clip from the History of
Us.
Next as a class we will review the article and
discuss main points. This conversation will help
us understand the impact the Bubonic Plague
still has on our world today.

Section 3: Observation of Lesson Delivery

Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery

Student groups answered worksheet questions that

EXAMPLE When teacher reviewed worksheet, she asked Students completed the worksheets and were able to
included all levels of Bloom’s (“Identify 6 problem-
CSTP 1: Engaging All additional questions of analysis and evaluation ask questions. Most groups needed revisions for their
solving strategies; pick two strategies and identify
Students (“which problem-solving strategy do you prefer? How questions; comparison/contrast was the most
at least one similarity and one difference between
• In what ways were could you create a math problem that could be common analysis question. I need to give them a
them”). Groups then selected a strategy and
students engaged? solved with this strategy?”) Bloom’s question stems handout next time.
created two math problems to exchange tomorrow.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 T began class with the warm-
up which students started
upon entering the class.
Students with hands up were
called on at random.
Students were encouraged to
go back to their notes from
the day before on the causes
& effects of the plague.
“Kinda goes with population.
What else was an effect?”
“Other than…who else has an
Specific Feedback
effect.”
• What information can
you provide the NT “Same people…somebody
regarding requested
else on the other side…”
special feedback?
“Remember, raise your
hand.”
Instructed students to raise
hand when finished reading
and annotating. T then
checked annotations & gave
students the Article Analysis
worksheet.
“What do we do first?”
“Then what?”
Day 2 Used timer.
FS 1 & 2 raised hand to give
answer to warm up.
2 students had hand up while
warm up answers were
given.
Student quotes and
F1 called on later to answer description show that the
the effects of the plague.
beginning of class and time
management portions of
Day 2 F1 & F2 raised hand
these lesson went as
for warm-up. F1 was called
planned.
on.
One thing that I can continue
Students began working
to work on is calling on and
immediately. They raised
including all students when
their hand when finished asking for feedback or having
reading & annotating and
class discussions.
immediately began working
on the analysis
Day 2 F2 was beginning to
share his annotations when
time was up. He stopped
mid sentence to listen for
next direction.

T roamed the room, checking

students’ work during and
after their reading &
annotating.
CSTP 1: Engaging All
Students
• In what ways were Instr. Aide seated next to F2 Students maintained a voice
students engaged? & behind F3. Aide & NT level 0 throughout. All
How were students My overall assessment for the
not engaged? prompted, redirected, students began the Article
first part of this lesson went
• How did students
clarified for F3 Analysis, seven finished
contribute to their really well and I believe
learning? approximately every 3 min. before the end of class.
monitoring by walking around
• How did teacher and/
Most only had one section
or students monitor guiding was well suited for
learning? To F2: “Good job making left. F2 & F3 completed the
• How were the focus this activity.
students engaged that connection to front side during the period.
and supported yesterday.”
throughout the
lesson?
Day 2 To F2: “Why don’t you
move here (in front of group)
so you can hear better”

Students maintained a voice

level 0 throughout. Students
“Today is independent work moved directly to the back
time. Tomorrow you will
CSTP 2: Effective to use the chrome books and By taking extra time to
collaborate…Need to work
Learning returned to their seats when ensure all students
Environment today.”
• How did students and
finished. When a students understood the process and
teacher contribute saw that all the chrome procedures of the activity I
to an effective 5 Chrome books set up in the books were used, he skipped made it a effective learning
learning back, already on the
environment? that section and did the environment.
dictionary website, for next. He went back to it
students to use. when a chrome book opened
up.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 T reviewed the causes &
effects of the plague in
Medieval Europe in the Warm
Up. T gave students the
annotation guide they use in
Lang. Arts to reference &
asked students why we Students completed the
annotate, emphasizing to reading, annotating, and
make connections. T also article analysis
reminded students that they independently. F2
have previously completed an referenced the Annotation By reviewing the information
Article Analysis & clarified Guide while reading, from the day before,
the varying possible answers glancing back and forth students were able to make
CSTP 3: Organizing for “Who” the article is before making the the connections to the
Subject Matter about (Groups, animals, etc.) annotation. Students also current event and focus on
• What actions of the
NT contributed to
identified unfamiliar words what they could pull out that
student assimilation T read title of article and used the chrome books connects to the information
of subject matter?
• How did students “Medieval human plague still (one used a dictionary) to we are learning in about the
construct knowledge lurking in western U.S. look up definitions. Students Plague in Medieval Europe.
of subject matter?
• What misconceptions states.” “What does that also reflected on why the
did students have mean????” Why is that a big article was “newsworthy” Clarifying instructions to
and how were they
addressed by the deal for us???” and referenced back to the whole class and specific
teacher? article title. students along the way and
To at least 3 students “See if restating sessional questions
you can make any Day 2 While sharing answers kept students on the right
connections here.” with a partner, one student track.
clarified the difference
To F1: “Make sure you’re between restating and
choosing words that are not analyzing how. The student
defined in the the article.” then revised his answer.

Day 2 T restated and

clarified student responses to
whole group sharing of
answers to the Article
Analysis.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 F3 Didn’t finish warm up in
time; was looking in his
binder. Completed reading,
annotations, and page one of
Analysis during class.
T gave leveled readings to
some Ss. T and Instructional Day 2
Aide circulated the room, F3 Began sharing his
monitoring student progress annotations with group first The leveled readings
& understanding. F3 was since he was A, facing scaffolded the same article
checked on approximately forward. B shared his for my students who need it
every 3 min. during responses, facing diagonal. (EL and students on a IEP).
CSTP 4: Learning independent work time. F2/Student C read quote/ This worked out well and
Experiences highlight and started to allowed all students to
• How were students
supported through
Day 2 T had students letter explain why, but time was benefit from the current
differentiated off A, B, (C for groups of 3). up. event.
instruction?
• How did students A’s went first to share
participate? annotations & why. Pairs Ss shared annotations & Also the working
• How did the NT
contribute to were given 3 min to share. analysis with a partner, independently, in small
student learning? Pairs/groups then shared including those who had a groups, then as a whole class
answers to the Article different article than their allowed for multiple
Analysis. partner. “My article is opportunities for students to
different, but I chose… get the information clarified
T asked for volunteers to because…” if they were confused.
share their answers. T
restated and clarified Ss had the opportunity to
student responses. hear information from
partner, the Ss & T in whole
group sharing. Corrections
were made in a different
color pen during the whole
group sharing.

All students worked to the

close of class. Students
worked independently on
CSTP 5: Assessing reading their leveled article,
Student Learning
only raising their hand to
• How did students T gave leveled readings to By circulating the room,
demonstrate indicate that they were
achievement of students. T consulted monitoring a class discussion
lesson objectives? finished reading and ready to
• In what ways did Instructional Aide at the start have their annotations and then by collecting the
students struggle or of the independent work current event analysis I will
demonstrate limited checked & to get the Article
time. Both circulated the be have to clearly assess
understanding? Analysis. F1 began working
• What teacher room. student learning.
actions contributed immediately. F2 began
to student
achievement? independently after 45 sec.
F3 began after 75 sec with
prompting from the
Instructional Aide.
Section 4: Post Observation Conference

I believe that the majority of my student achieved the lesson objectives. I wanted them,
To what degree did
more then anything else, to make the connection of how the Plague from Medieval Europe
students achieve lesson
objectives? is still impacting our world today. By listening to their conversations and reviewing their
analysis document with the annotations I can see that they made that connection.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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 FS2 achieved 80% of the
lesson objective. He
FS3 Achieved 100% of the
struggles getting work done
lesson objective. He needs
FS1 100% achieved the lesson in class and staying focused
smaller modifications. For
objective. She used her even after constant
example he did get a
sentence frames and a redirection by myself and
modified article but did
lowered reading level article adult aide. This is due to his
not use his sentence
but was able to annotate specific learning disability.
To what degree did frames. He focused and
focus students achieve successfully and make the Even with a modified article
worked very hard on his
lesson objectives? connections through the and analysis, he did not get
annotations and through
article analysis. She also it done in class and had to
them I can see that he
maintained a high level finish it at school the next
made the connection to
conversation about the day. He did participate in the
what we are learning in
current event with her small group discussion but
class about the plague. He
partner and participated in not the whole class. Overall I
also participated heavily in
the whole class discussion. could tell he made the
both the group discussion
connection but not to at the
and whole class discussion.
same level as the rest of the
class.

Next time I would allow for more time for small group discussion. I noticed that not every
What would you do group got to finish their part of the discussion. I would also make the groups larger, from
differently next time? just elbow buddies to groups of four. The only problem then with this is that it takes more
time and we all know time is precious these days in the classroom!
The top three strengths of this lesson were my modifications and differentiation through
What were three top
the scaffolded readings, in depth explanation of procedures at the beginning of class
Lesson Strengths?
which then allowed it to go smoothly and efficiently, and lastly my transitions.

My top three areas for improvement within this lesson would be time management and
making sure I have planned out enough time for each group member to participate, my
What were three top
areas for improvement?
closing and making sure it all connects back to the essential question and learning
objective and lastly making sure I call on different students for the whole class discussion
instead of those few who are always participating.
Next steps for me would be adding another step to this current event lesson. This would
be giving the students different articles and adding in the element that they have to teach
each other about their article.
What are next steps?
Also next step for this unit is taking the final exam and assessing their mastery of the
connection there as well as the article analysis when I collect their table of contents.
From their I can plan for future lessons and next year to make it even more beneficial for
my students.
Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page
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