REVERSE LESSON PLAN: Observational Study

SED 406:  Observation Assignment #2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Gerard Tetreault	Subject: AP LITERATURE	Grade(s):  12
Name of Lesson:  “The Bluest Eye” Project Prep
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional      1.)   Ss (a) will examine, analyze, and criticize scenes (b) from the novel, “The Bluest Eye” (c). (ANALYSIS)      2.)   Ss (a) will evaluate character behavior (b) from the novel (c) to determine whether or not the character is guilty. (EVALUATION)      3.)   Ss (a) will construct arguments (b) based on collected data/evidence from the novel (c), “The Bluest Eye.” (SYNTHESIS)      4.)   Ss (a) will work in groups (c) to create a presentation that demonstrates the defense or prosecution (b) using the textual evidence as support (d). (APPLICATION)      5.)   Groups (a) will have twenty-five to thirty minutes (d) to present and explain their arguments (b) using evidence from the novel (c). (COMPREHENSION)
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): STANDARD 2: Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach. STANDARD 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. STANDARD 5: Teachers create instructional opportunities to encourage all students’ development of critical thinking, problem solving, performance skills, and literacy across content areas. STANDARD 6: Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation. STANDARD 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas. STANDARD 9: Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. STANDARD 11: Teachers maintain professional standards guided by legal and ethical principles.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This is a lesson that will be utilized in the middle of the unit. Students must first become familiar with the novel, and debate techniques. This lesson is important because it enhances the student’s public speaking skills, leadership abilities, and ability to work effectively on a team. This lesson also requires that students look deeper into the book and reference textual evidence to strengthen arguments. This lesson provides students with a deeper level of understand of material, as well as creates an opportunity for students to link material to the “real world.”
Materials/Resources needed, including technology: - A minimum of two copies of “The Bluest Eye” by Tony Morrison (one for each group) - Pens, Pencils, Paper, and Highlighters - Notes from previous lessons
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  N/A
What content resources support this knowledge base? (list at least 2) The novel, “The Bluest Eye,” was used as a support throughout this lesson. Although students were practicing writing arguments, they had to use textual evidence from this novel to create their arguments. Though it did not appear that there were many other resources implemented for this particular lesson, it appeared that the overall objective of argument writing was part of a unit plan arching over this lesson. Students may have used resources from the unit to develop strong arguments.
How confident are you in this topic as you start this lesson? The teacher appeared to be very confident as she started this lesson. This was an AP Literature class, so the material was appropriately challenging for students. I feel confident after observing this lesson in action. Although this lesson may not be perfect for every type of class, I believe that it can be altered to become suitable for a wide variety of students with different learning styles and needs.

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Desks will already be arranged in groups when students arrive. Expectations for the day’s lesson will be written on the whiteboard, and as students file into the classroom, they will be prompted to read the board.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Students will be re-introduced to the material by providing them with a brief reflection on the previous lesson and overall expectations for presentations. Reminding students of the topic for debate will re-engage pupils. In addition, the students will view this lesson as relevant because it connects with recent lessons that have been taught. The topic for debate includes issues that occurred within the novel, but ones that are also represented in the real world.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
Anticipatory Set 5 min	-Review/highlight important points of previous lesson -Review the presentation expectations	-Listen -Respond to questions when asked	-What do students remember from the previous lesson? -What have we discussed that is important to remember for presentations?
STEP 1/GROUP 1 (Prosecution) 20 min	-Monitor group discussion -Ask probing questions to groups that might be struggling -Assess whether or not students are using textual evidence	-Work in groups to create interrogation questions that will incriminate the main character -Find textual evidence that supports a thesis (ie. main character is guilty because . . .)	-What textual evidence suggests that the main character is guilty of rape? -How can the prosecutor prove that the main character is guilty? -What questions can be asked of the witness to incriminate the main character? -Which characters from the novel can be used as witnesses to support the student’s case?
STEP 1/GROUP 2 (Defense) 20 min (occurring at the same time as step 1/group 1)	-Monitor group discussion -Ask probing questions to groups that might be struggling -Assess whether or not students are using textual evidence	-Work in groups to build a defense for the main character -Find textual evidence that supports a thesis (ie. main character is innocent because . . .)	-What textual evidence suggests that the main character might be innocent of rape? -How can the defense persuade the jury that the main character is innocent? -What questions can be asked to the witness that will make the main character appear innocent? -Which characters from the novel can be used as witnesses to support the student’s case?
STEP 2 25 min	-Observe presentation -Clarify incorrect information -Ask probing questions	-Group 1 (Prosecution) presents their information. Each student presents information within his or her role (ie. prosecutor, witness, etc.) -Prosecutor interrogates the witness using textual evidence to support his or her claims -Group 2 (defense) takes notes to build a rebuttal while observing Group 1	NOTE: the student’s presentations will reflect the answers to the aforementioned questions in “STEP 1”
STEP 3 30 min	-Observe presentation -Clarify incorrect information -Ask probing questions	-Group 2 (Defense) presents their information. Each student presents information within his or her role (ie. attorney, witness, etc.) -Defense attorney interrogates witnesses using textual evidence to support his or her claims -Group 1(Prosecution) takes notes while observing Group 2	NOTE: the student’s presentations will reflect the answers to the aforementioned questions in “STEP 1”
Closing/Presentation Feedback 5 min	-Reflect on presentations -Offer suggestions for areas of improvement -Remind students that this was not graded but the next presentation will be graded	-Listen -Optional note-taking of feedback	-How can students improve presentations? -What are the most important components of the final presentation?
HW/Application/	N/A	N/A	N/A
Review and Reflection: How will you review for students who are still having trouble? I can make myself available after school to respond to any student questions or concerns. Reviewing material may consist of clarifying expectations of the final presentation, working one-on-one with students, working with groups, or assisting students to find textual evidence within the novel.
Extension: What will you offer to students who have mastered this? Students that have mastered the material can help their peers strengthen arguments. Students can also find additional textual evidence that will make their arguments even stronger.
*Closing: How will you review the material, and draw conclusions? (may be listed above) This will consist of reflecting on presentations and offering suggestions or examples that may help strengthen arguments. I can ask “jurors” (students that observed when not presenting) to provide their peers with constructive feedback as well.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   Students were engaged in the material. They were actively seeking textual evidence, and were excited to build cases based on what they read.
	What area of weakness needs addressing? Presentations were somewhat unclear at times. Students from the prosecution group needed assistance recalling textual evidence to support claims.
	Which objectives were met? What is the evidence? I believe that all of the objectives were met successfully. Objective attainment is evident through the presentations that students took part in at the end of the lesson. It is clear that students met all of the tasks required throughout this lesson because they were knowledgeable of the material, and had strong arguments that were based on textual evidence.
	Which students did not meet objectives? There were multiple students absent due to a drama club field trip. This was a class of 18 students, and only 11 students were present. The 7 students that were absent obviously did not meet the objectives. Although the 11 students present met objectives, presentation success was hindered because some group participants were not present with material/evidence from previous class lessons.
	Was time managed appropriately? Timing was not an issue in this class. The teacher was very proactive in monitoring time and transitioning when needed.
	Did any teacher mannerisms or actions detract from the lesson? This teacher did not appear to utilize wait time. She posed questions, but she would only wait about 20 seconds before providing students with an answer. I believe that if students had an opportunity to construct a response to her questions, scaffolding would have been more effective.
	*What were the strengths and weaknesses of classroom management? Strengths were that the teacher was proactive in monitoring group discussion. She also was very good at keeping track of time and ensuring that there was enough time for each part of the lesson. Weaknesses included focusing a significant amount of time monitoring the discussion of Group 2, and not spending much time working with Group 1.
SO WHAT?	Was the lesson engaging? This lesson was very engaging to students because it involved working on a hands-on project that replicates a real life situation. Students were excited to take part in activities because they were able to get out of their seats and replicate a courtroom. The topic for debate regarded whether or not the main character was guilty of rape. Many students were passionate about this topic, which caused them to work harder to prove their case.
	*What did I learn from my peer observation (address at least one aspect)   There will be times that multiple students may be absent, but I will still need to continue with my unit plan. I learned how to make adjustments to my lesson if students do not show up for class. I also learned how to use classroom presentations, like the replication of a courtroom, to assess student needs. One group was unprepared for their presentation. By having a lesson that required a presentation that was not graded, students were still encouraged to participate, and thus were able to receive feedback that will be beneficial to their final presentation that is graded.
NOW WHAT?	How will this experience influence your professional identity?  This experience has helped me to realize that although I will be the professional in the classroom, I also have a lot to learn from my students. This teacher created a lesson that encouraged student engagement with one another, not only with the teacher. As a professional, I will foster opportunities for students to take the lead on their own learning. Going a step further, I noticed that this teacher informed students that she would be absent on Monday because she had to attend a RIDE meeting. I am assuming that this teacher has a leadership role in education outside of her own classroom. As a future educator I hope to become involved in professional development opportunities that will have an impact on myself, my students, and other educators in my field.
	How will it influence how you plan/teach/assess in the future? This experience has showed me that time doesn’t always have to be an issue. This teacher created a lesson that had many different components, yet she managed to fit everything into one class period. As a future educator, I will be mindful of time and ensure that what I am teaching is relevant and challenging. Throughout this lesson I could tell that students were not always able to answer questions that were posed to them by the teacher. In my opinion, this was due to a lack of wait time provided. As an educator I will implement appropriate wait time to ensure that students have an opportunity to develop a cohesive response.