9 Mar 2019 Page 1 of 3

Intern Name: Cheryl Fuchs

Internship: Student Teaching Elementary Grad Spring 2019

Submitted: Mar 8, 2019 Supervisor(s): Katy Spangler

Course/Term: ED S688 - J02 : Stdnt Tchg: MAT Elem - Anch-L ( SPRING 2019 ) Mentor(s): Patricia Blake
Assessor: Patricia Blake (Mentor) Site: Trailside Elementary, 5151 Abbott Road, Anchorage AK 99507
Comments: Subject(s): Elementary Graduate
Grade(s): 1st

Social Studies Lesson Observation ELEM GRAD

Date of Lesson

Lesson Name

Grade Level

Number of Students

Time of Day

Please share the above information and any other information to set the context of this lesson.

Please click on the rubric box that best describes each element below. Please add comments and observation notes by clicking on the bubble.

Rubric

Meets the Standard for a Exceeds Expectations:

Developing (1.000 pts) Beginning Teacher (2.000 Professional Level (3.000 Not Applicable N/A
pts) pts)
Lesson Design Needs development All elements are complete Complete and professional
1/20 (5%) lesson design
ACEI-2008.3.1

Comments: Lesson was well designed including different learning styles such as visual, auditory, verbal, and physical styles.
Lesson The objective is not clear Objective(s) clearly stated Objective(s) clearly stated
Objective in the lesson plan in plan and are understood
1/20 (5%) by students
Comments: Clearly posted on the front board and discussed with students. Students knew what the objective.
Not prepared; not Prepared and organized Prepared and organized:
Preparation
organized lesson flowed with minimal
1/20 (5%)
use of notes
Cheryl was complete prepared for the lesson. She had the video pulled up on the document camera and ready to start, papers were
Comments:
xeroxed and by her side as were her art supplies and sample of assignment.
Developmental Not appropriate for age Appropriate for age group Lesson adjusted to be
Appropriateness group: too hard or too developmentally
1/20 (5%) easy appropriate for all students
AK-UAS-SGP.2,
ACEI-2008.1

Very developmentally appropriate for students as Cheryl had the lesson broke into smaller chunks of time for different activities. Students
Comments:
were able to move and take time to process.
Content Not accurate; not current Accurate content Accurate and current
Knowledge knowledge content knowledge
1/20 (5%)
AK-UAS-SGP.4,
ACEI-2008.2.4

Comments: Cheryl was very knowledgeable on the topic the history of salmon in Alaska and the life cycle.
Context in Lesson not related to Lesson presented in Lesson/activities taught in
Curriculum curriculum context of the curriculum relationship to previous
1/20 (5%) and future curriculum
ACEI-2008.3.1

Comments: This lesson was related to the Alaska Content Standards for Social Studies and Science.
9 Mar 2019 Page 2 of 3
Proactive Routines and procedures Routines and procedures Routines and procedures
Classroom are not apparent are evident promote student
Management engagement
1/20 (5%)
AK-UAS-SGP.6,
ACEI-2008.3.4

The class was organized, well behaved and followed classroom routines. Students knew the expectations and followed the rules. Students
Comments:
respected the teacher and followed the rules.
Management of Behavior not well Student behavior is Management of behavior
Student managed: behavior managed promoted engagement
Behavior interferes with learning and learning
1/20 (5%)

Comments: All students were extremely well behaved and interacted in a positive manner with Cheryl.
Engagement Students are not engaged Students are engaged Students are interested
1/20 (5%) and engaged in learning
AK-UAS-SGP.6,
ACEI-2008.3.4

Comments: Students were highly engaged as many had exciting salmon stories to share.
Directions & Students do not Students understand Students understand and
Instructions understand instructions instructions follow clearly
1/20 (5%) communicated instructions
Cheryl had the objective posted on the board. She also had students repeat back directions and while students were independently working
Comments:
she wrote directions on the board. Everything was very clear. Students knew what to do and worked hard.
Differentiation not present Appropriate differentiation Activities were Differentiation is not
is present for some differentiated for appropriate for this lesson
Differentiation students individuals and groups
1/20 (5%)
AK-UAS-SGP.3,
while maintain high
ACEI-2008.3.2 expectations that align with
the objective(s) for all
students
Students had opportunities to extend the lesson by completing extra small assignments. Students who came in late due to being in other
Comments:
classes, were given a modified lesson.
Higher Order The lesson did not provide Some tasks or questions A variety of tasks or Higher order or creative
Thinking opportunity for higher provided opportunity for questions promoted higher thinking is not an element
1/20 (5%) order thinking: rote higher order thinking order thinking, problem in this lesson
ACEI-2008.3.3 learning solving, and/or creativity
Comments:
Learning or instructional Some instructional Learning strategies,
strategies not used or not strategies or techniques scaffolding and other
Strategies effective were used instructional techniques
1/20 (5%) that align with the
objective(s) were used
effectively
Comments:
Technology not used Technology used Technology was used The use of technology was
Technology
effectively or appropriately effectively to enhance effectively and wisely and not appropriate for this
1/20 (5%)
AK-UAS-SGP.9
learning was relevant to the lesson
objective(s).
Comments: Cheryl used the document camera to project the lesson on the board. She also used her computer to show a movie on the screen.
Informal assessment was Informal or formative Formative assessment
Formative not used to monitor assessments was used to provided feedback for the
Assessment student learning monitor student learning learners and was aligned
1/20 (5%)
with and supported the
AK-UAS-SGP.5,
ACEI-2008.4.1 accomplishment of the
objective(s).
Cheryl asked questions throughout the lesson to check on students knowledge. She drew "sticks" with student's names to make sure she
Comments:
called on a variety of people. She also used the final assignment to evaluate learning.

Responsiveness Student needs were not Teacher candidate The teacher candidate was
1/20 (5%) noticed or not attended to responded to student flexible and responsive to
ACEI-2008.3.1 needs student needs
Comments:
Lesson Students did not meet the Most students met the All students met the
Effectiveness objectives objectives learning objectives
1/20 (5%)
AK-UAS-SGP.5,
ACEI-2008.3.1

Comments:
The teacher candidate The teacher candidate is The teacher candidate
Focus
focused on self beginning to focus on focused on student
1/20 (5%)
student learning learning
9 Mar 2019 Page 3 of 3
Comments:
The teacher candidate The teacher candidate The teacher candidate
Reflection was unable to reflect reflected on lesson design, reflected on lesson design,
1/20 (5%)
AK-UAS-SGP.8,
accurately management and learning management and learning
ACEI-2008.5.1 as well as future
adjustments and plans
At the end of the lesson Cheryl reviewed the objective and asked students if it was met. She asked several questions and had students
Comments:
discuss the objective with a partner.
The teacher candidate The teacher candidate The teacher candidate
Feedback was resistant to feedback. accepted feedback in a solicited feedback in a
1/20 (5%)
professional manner professional manner and
AK-UAS-SGP.8,
ACEI-2008.5.2 made plans for
improvement
Cheryl continues to do an outstanding job. She is always completely prepared the night before and reviews the lesson that day. Her work
Comments:
samples she prepares are outstanding. She is amazing!
60.000 pts | 100 %