WASHINGTON STATE UNIVERSITY TL330 1

Classroom Observation (for your Final Integrated Social Justice Lesson Plan)
DUE: Oct 31st on Blackboard (Each person will need to submit one)
To help prepare you for your group Final Integrated Social Justice Lesson Plan, please engage in
a targeted observation of the classroom, and engage in discussions with your teacher around the
following areas. Remember, these are things for you to consider so that you can ensure, to the
best of your ability, that your lesson plan is culturally responsive and accessible to all of the
students in your classroom. Some of these questions can be answered via your observations, but
many will require some discussions with your teacher. Please remember, each individual in
your group needs to submit a classroom observation sheet on Blackboard by Oct 31st.
1. What is the general layout of the classroom and resources available for you to use for
your lesson and stations? Whiteboard, projector, laptop, document camera, smartboard,
Chromebooks, etc.? What supplies do the children generally have in their desks that they
can use?
a. Within the classroom there is a whiteboard, projector, monitor, and document
camera. The students are sitting in table groups of five to six students. All of the
students are facing the whiteboard and able to see what is projected under the
document camera. The classroom library is in the back left corner and there is a
small group table in the back right corner of the classroom. Students have all of
their supplies in their desk and additional resources are in the back of the
classroom.

2. What are some of the classroom dynamics to consider? Number of boys and girls in the
class? What grouping strategies might you consider for your stations?
a. There are 10 girls and 12 boys in the classroom. We are going to do three separate
stations for our lesson. We will group the students based on their table groups.
Mrs. Thompson uses Class Dojo as a management tool. The students are rewarded
for their good behavior by earning points on Class Dojo. She also uses a behavior
chart in effort to hold students accountable for their behavior and actions.

3. What are some of the general mathematics concepts that all of the students in your grade
level can understand/use, regardless of their math grouping? Are there particular
mathematical concepts that the teacher thinks would be useful for your lesson to use?
a. The general mathematic concepts that all of the students in Mrs. Thompsons are
based on place value and addition and subtraction of two and three digit numbers.
Mrs. Thompson thinks that we should focus on addition and subtraction.

4. What are some of the main themes in the social studies curriculum for your grade level
that might be a good tie in for your lesson?
a. The main focus for social studies in third grade is North America. The students
are learning about the different cultures in North American and the geography that
makes up this continent.

5. What social studies resources do you observe in the classroom (maps, texts, books, etc)?
a. There is one large map place in the back left corner of the classroom. Within the
classroom library, there are several books regarding social studies material.
WASHINGTON STATE UNIVERSITY TL330 2

6. Regarding ELL students, what is the first/home language? Are they receiving services in
the school? How many years? What strategies have teachers used that were helpful?
a. There are four ELL students in Mrs. Thompsons class. Two of the students are in
the developing stage and are pulled out of the classroom for ELD support two
times per week for 20 minutes. The other two ELL students are at the proficiency
stage and are not pulled out of the classroom for further support. The ELL
students have been receiving support since Kindergarten. Mrs. Thompson checks
in with them on a regular basis regarding their understanding of vocabulary. The
ELL students native language is Spanish and Chinese.

7. Regarding students with special needs, what accommodations do you need to consider for
reading, math, language arts, social studies? Think about students with documented IEPs
and 504 plans as well as those that do not have official plans on file. What strategies have
been successful?
a. Within the class of 22 students, two of the students have an IEP for math and
literacy. The teacher makes accommodations for them by reading the text aloud,
shortening assignments, modifying the text, and spelling words.