Barnes 40 Minute Observation 12 October 2012 1.

Students will be able to expertly cite the textual evidence that strongly supports an analysis of what the text says explicitly. 2. Students will be able to make connections among individuals, ideas, or events providing specific examples. 1. 8.RL.1 Citing Evidence and 8.RI.3 Text Analysis 2. 8.W.2 Writing informational/analysis

Learning Targets and Standards

Intro

Entrance Ticket: Students will reflect on the 6 key learning targets from the previous quarter and connect to which learning target is the most useful. Have students make a NEW goal related to this learning target.

I do it

1. Show students that one of the learning targets (Citing evidence) will continue into the next unit. 2. Model how to find the main idea and support it with text from a Civil Rights article.

1. Students work with their group to find ONE more key idea and cite text. We do

You do it

1. Students complete the final idea on their own. Exit ticket: How does this information connect to the propaganda the definition we learned yesterday about propaganda? How do these articles connect to the propaganda used during the American Revolution?

Domain 1: Purposeful Planning Competency In my classroom I use Rigby READS, ISTEP, 1st common core assessment, and Uses prior assessment data to Free/Reduced Lunch to determine ability levels, seating charts, formulate achievement goals, unit and opportunities for differentiation within assignments plans, AND lesson plans Students create a goal relating to text analysis and citing Annual student goal is aligned to evidence. content standards For this unit, students will write an argumentative paper Creates well-designed unit assessments that align with end of the identifying main ideas and citing text evidence. This lesson helps them practice the skills needed for that assessment. year summative assessments This is a review for the students, so pacing is quicker than when Anticipates student reaction to I introduced the skills. I ask students to show me on their content; allocation of time is flexible fingers how many more minutes they need to complete the activity. I begin with using the unit assessments (bundles) and then Using backwards design

Barnes 40 Minute Observation 12 October 2012 create mini lessons that will be necessary for students to master content from that assessment. Ex: Students are working on citing text evidence and identifying an authors POV in order to prepare for an argumentative paper. Each day learning targets are displayed on the side board and projector screen for students reference. In addition, students reflect on which standards are the most useful at the end of each quarter. Students are activating background knowledge in preparation for reading Emmett Till. This background knowledge will help students connect to the driving question: How can we create liberty today? Furthermore, students will use text analysis and evidence in all of their classes and in the workplace. Checks for understanding in this lesson include: -entrance ticket -goals and reflections -small group practice -exit tickets In todays lesson: -students can use the evidence from todays reading to help construct arguments or counter arguments for their paper. See above: Standards and Targets While students are working independently, I will hold a readers conference with the red group (highest level). These students will then check in with the lower groups and serve as peer mentors. I will hold a conference with other groups tomorrow, after I check the exit tickets. We are reviewing this activity in detail because students scored lowest on text evidence and analysis during last quarter.

Identifying content standards that students will master in each unit Design assignments that are meaningful or relevant

Variety of informal and daily assessments/checks for understanding

Designing formative assessments that measure progress towards mastery and inform instruction Identify lesson objectives that are aligned with state standards Updates tracking system

Uses data analysis of student progress to drive lesson planning for the next day

Domain 2: Effective Instruction Competency In my classroom Uses liberty project, American Revolution, and propaganda (all Teacher engages prior knowledge in previous lessons) to connect to current lesson. connecting to lesson After todays lesson, all students will be able to pick out at least Lesson objective is specific, ONE main idea from a text and cite ONE piece of evidence measurable, and aligned to standards correctly. See above Objective is written in kid-friendly manner Students will answer this question themselves during their Importance of objective is explained warm-up. See agenda on board. Lesson is well-organized to move students toward mastery Connects to American Revolution and liberty. Teacher effectively connects content

Barnes 40 Minute Observation 12 October 2012 to students experiences or interests Students participate in each others learning of content through collaboration Teacher provides multiple ways to engage with content Teacher provides differentiated ways of engaging with content Students who finish early have something meaningful to do Teacher integrates technology Teacher checks for understanding Teacher anticipates misunderstandings and preemptively addresses them Students have opportunities to meaningful practice, apply, and demonstrate what they are learning Teacher highlights examples of recent student work that meets high expectations Routines, transitions, and procedures are well-executed

Students work in small groups

-Reflection, Discussion, Whole group examples, Small group, independent practice -Whole class starts with the same article today, but the students receive different articles on Monday. Students are currently grouped heterogeneously. Students ALWAYS have free reading books. Anytime students finish early, they are encouraged to read. Also, students can go back and check their own work, or help a group member finish. Uses document camera, PowerPoint, and overhead See above. I will ask red group members to serve as models for students who struggle. 3-step practice for this lesson: Model, Practice Together, Practice Independently Students are asked to share work on the overhead that demonstrates the skill. Students begin class with an entrance ticket or warm-up ( 10 minutes). Students write down all of the assignments for the week in their planner (on Mondays). Student check the agenda on the overhead for instructions. Students work collaboratively in groups, but also give me their attention during modeling. Students know to read their SSR book, or help another group member if they finish early. I follow Harry Wongs approach by keeping the students on a schedule and using proximity to deter off-task behavior. In addition, each group has a team leader that helps to organize group members and remind them to stay on-task. In my room right now I have displayed: 1) Narrative Poems 2) Annotated bibliographies 3) Exit Tickets on Liberty

Students are always engaged in meaningful work while waiting for teacher Disruptive behaviors and off-task conversations are rare; when they occur they are addressed without major interruption to the lesson High quality work of all students is displayed in the classroom

Competency Seeks out leadership roles Go above and beyond in dedicating

Domain 3: Teacher Leadership In my classroom I am the NJHS sponsor. I led a PD activity during the September department meeting. I currently have 0 missing assignments because I give up my

Barnes 40 Minute Observation 12 October 2012 time for students and peers outside of class Contributes ideas and expertise to further schools missions and initiatives Go above and beyond in seeking opportunities to collaborate Regularly share newly learned knowledge and practices with others Seek out opportunities to lead PD sessions Display commitment to the education of all the students in the school Attempt to remedy obstacles around student achievement Strives to form relationships in which parents are given ample opportunity to participate in student learning Is available to address concerns in a timely and positive manner lunch to work with students who need extra time to finish assignments. I also hold before school writing workshops. I am part of PBIS, where I encourage teachers to Be There for each other. I collaborate each day with my co-teacher. We plan each lesson together and evaluate students together.

I voluntarily participated in a PD literature circle over the summer and presented my findings at the September department meeting. I follow all IEPs and even keep a checklist at my desk. I offer accommodations, such as extended time and one-on-one conference with ALL students, even if they do not have IEPs. I participated in SIOP training in order to better serve EBL students. One of my ENL students is struggling to keep up with the pace of the class, so Rose Yau and I agreed that the student would come to my class again each day during her ENL study hall. I regularly: update my website one week in advance and I send out a bi-weekly email to parents explaining upcoming due dates for both Language Arts and Social Studies. I always respond to parent emails within 24 hours and offer to speak on the phone with any concerned parents.

Competency Individual has not demonstrated a pattern of unexcused absences Individual has not demonstrated a pattern of late arrivals Individual demonstrates a pattern of interacting with students, colleagues, parents, and community members

Domain 4: Core Professionalism In my classroom I have not been absent or late.

I co-plan and co-teach every day in my classroom. I share my lessons with all of the 8th grade teachers. I foster leadership among students by sponsoring NJHS.