University of Puerto Rico Mayaguez Campus Office of the Dean of Academic Affairs Teacher Preparation Program in Secondary Education

Observation Sheet Name of student teacher __________________________________________________________________ School ________________________________________ Date _____________________________________ District _______________________________________
Mayaguez

Stephanie Figueroa Gonzalez

Escuela Eladio Tirado

December 5, 2012 English

Time of Observation: From _______ to _______

9:10

10:50

Yazmin mendez 9th Cooperating Teacher ___________________________ Course___________________ Grade__________ 9.3 Akeelah and the Bee and Guided Unit __________________________________________ Topic ____________________________________ Questions

OBSERVATION CRITERIA
GENERAL ECA STRATEGY ( ) Exploration ( ) Conceptualization ( X ) Application STANDARDS L/S 9.2 ______________________________ _ ______________________________ _ ______________________________ _ Depth level of knowledge (DOK) Extended Conceptua l (Cognitive ) (Concepts, principles, data, facts) Procedura l (Psychom otor) (Processes, skills, ( ) Rote Objectives While watching the movie Akeelah and the Bee students will identify characters, plot, setting and conflict ( ) Process ( x ) Strategic ( )
( ( ( ( REFORMING STRATEGIES ) Curricular Integration ( x ) Integration of Technology x ) Fine Arts Integration ( ) Peer Assessment x ) Cooperative Learning ( ) Task based learning ) Other, specify ___________________________________________________

EXPECTATIONS Students are to collaborate together to identify plot, characters, setting and conflict in regards to the movie shown in class

Assessment

Throughout the use of the game Jeopardy, students will be divided into two teams to choose categories and answer questions related to the movie Akeelah and the Bee and win points for their team

( ) Diagnostic test ( ) Brainstorming ideas ( ) Targeted list ( ) Concept map ( ) Concrete poem ( ) Comic strip ( ) Open question ( ) Reflective journal ( ) Essay, draft ( ) Interview ( ) Quiz ( ) Review

strategies, skills) Attitudinal (Affective) (Attitudes, values, norms) While working in teams students will understand the responsibility of the game and follow the rules until the end while relying on each other to answer correctly ACTIVITIES DEVELOPMENT ( ) Oral or silent reading ( x ) Open discussion with guided questions ( ) Reading and analysis ( ) Definition of concepts ( ) Demonstration and guided examples ( ) Practice: book, board, or paper ( ) Oral report ( ) Dictation ( x ) Film analysis ( ) Competition ( ) Test ( ) Quiz ( ) Other Describe the development activities and explain how they contributed to the attainment of objectives and expectations. ______________________________________ After watching the movie the students will be divided into ______________________________________ two groups to play a game ______________________________________ where they should be able to ______________________________________ answer the questions related to the movie ______________________________________ MATERIALS ( ) Television ( x ) Movie ( ) Compact disk ( ) Disk/tape player ( ) Record player ( ) Flash cards ( ) Strips for writing ( ) Manipulative ( x ) Poster board HOMEWORK

( ) Test ( x ) Other

INITIAL ( ) Reflection ( ) Poem () Game ( ) Riddle ( )Puzzle () Song ( ) Introduction to new topic or reading ( ) Review of concepts discussed ( ) Homework discussion ( ) Openended questions ( ) Social conversation ( ) Observation and study of: illustrations, tables, graphs, news article, and / or books. ( x ) Other Describe the initial activity and explain how it sparked student interest which allowed them to focus on course content. _____________________________ Students are to provide a summary of what has _____________________________ been seen of the movie _____________________________ before they continue _____________________________ watching the movie _____________________________ ( ) Textbook pp. ______ ( ) Workbook pp. _____ ( ) Teachers guide pp.___ ( ) Notebook ( ) Worksheet ( ) Photocopy ( ) Newspaper ( ) Magazine ( ) Cardboard

CLOSING ( ) Summarize class ( ) Discuss/ answer written work ( ) Check work done ( ) Assessment technique ( x ) Clarify doubts/questions ( ) Evaluation question ( ) Written work ( ) Other

Describe the closing activity and explain how the skills, process, or the class were assessed. ___________________________ Any unanswered ___________________________ questions will be clarified with students ___________________________ and answered as a ___________________________ group ___________________________ ( ) Protractor ( ) Compass ( ) Ruler ( ) Blank paper ( ) Graph paper ( ) Mimeograph sheet ( ) Scissors ( ) Tape, glue, velcro

( ) Illustrations ( ) Board, chalk ( ) Smart board ( ) Calculator ( ) Computer ( ) Overhead projector ( ) Transparencies ( ) Screen ( ) Construction paper

( ) Modeling clay ( ) Crayons ( ) Coloring pencils ( x ) Colored markers ( ) Paint, pastels ( ) Paint brushes ( ) Colored chalk ( x ) Index cards ( ) Other:

Briefly describe homework: N/A Classify the purpose of the homework: ( ) Practice: reinforce concepts or processes discussed in class ( ) Preparation: expose student to concepts or processes which will be discussed in class

( ) Elaboration: facilitate construction of concepts or processes which have already been discussed in class REASONABLE ACCOMODATION (SPECIAL EDUCATION) ( ) Time and a half ( ) Seating arrangement ( ) Supplementary aid services ( ) Test or task fragmentation ( ) Written instructions ( ) Other PEI (Based on Individualized Teaching Plan) General comments about the class: ____________________________________________________________________ __________________________________________________________________________________________________ Signature Cooperating Teacher: __________________________________________
Submitted to PPMES at UPRM by Carmen E. de Len Ruiz; based on DEPR Policy Letter 24. Translated and adapted by Dr. Rosa I. Romn Prez October 2010