Norridge District 80

Form 2: Formal Classroom Observation

To be reviewed by building principal and teacher during pre-conference meeting.

Teacher: Mary Mostyn School: Giles

Grade Level(s): 5th Subject(s): Language Arts
Observer: Ms. Stephanie Palmer Date: November 16, 2018

1. To which part of your curriculum does this lesson relate?

This lesson is part of a larger unit in which the students are reading Wonder. This book
lends itself well to teaching point of view and perspective. It is directly related to Common
Core Standard RL.5.6

2. How does this learning fit in the sequence of learning for this class?
Learning point of view is essential to understanding fiction texts. Once this standard has
been mastered, students will be ready to expand to the different types of third person
perspective.

3. Briefly describe the students in this class, including those with special needs.
This class is mostly a mix of average students. While there are no students with special
needs, there are a few students who are in the low average range. There are three students
who have issues with staying focused: Daniel, Samia, and Jacob. Each of these students
are seated strategically so that distractions are at a minimum.

4. What are your learning outcomes for this lesson? What do you want the students to
understand?

Students will take notes on and identify point of view and perspective in short excerpts.
Students will identify how the same event told from different perspectives can vary.

5. How will you engage the students in the learning? What will you do? What will the students
do? Will the students work in groups, or individually, or as a large group? Provide any
worksheets or other materials the students will be using.

I will engage the students by varying the format of the class. The class will begin as we
usually do with directions posted on the SmartBoard as students enter the room.
Students work as a team to complete the directions in a timely manner. The team who
successfully completes all directions are rewarded with lion paws.
I will set the purpose of the lesson with a short discussion on who is narrating sections of
Wonder.
As I teach from a slide presentation, students will take notes in their Interactive
Notebooks.
As a large group, students will identify the point of view of a few pieces of a few
excerpts.
 In small groups/partners, students will practice the skill using task cards.
Students will complete an exit slip.

6. How will you differentiate instruction for different individuals or groups of students in the
class?

For students who need extra help, I will:

Place them in heterogeneous groups so that more advanced students can model and
assist them.
For students who need more challenging material, I will give them Challenge Cards where
they will take the skill a step further.

7. How and when will you know whether the students have learned what you intend?
Formative: In addition to using the exit ticket to assess, I will assess students by watching
and listening to their small group work with the task cards. Students will also have two
homework assignments, one on point of view and another on perspective, that will enable
me to know if they understand.

Summative: After all of the above has been completed and students show understanding of
both point of view and perspective, students will each write one question that is similar to the
task card format. They will be expected to write a short story and include the questions,
Who is telling the story? And What clue words helped you? They will include answers as
well. I will choose the strongest questions and create a summative assessment with them.

8. Is there anything that you would like specifically observed during the lesson?
Procedures do students seem to know what is expected when they enter the room,
during transitional periods, etc.
Level of student engagement, especially Daniel, Samia, and Jacob.
Small group dynamics. We have been focusing on teamwork recently.
Are my directions clear?