Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Cristobal Gomez crisg0mez@csu.fullerton.edu Spanish K-4th
Mentor Email School/District Date
St. Junipero Serra Catholic
Julie Radzai jradzai@serraschool.org 10-24-2018
School/Diocese of Orange
Content Standard Lesson Objectives Unit Topic Lesson Title
CA World Language Content
Standards Stage 1,
1.1 Students address discrete
elements of daily life, Have students reflect upon Expressing gratitude in relation
including: and write about and present to the upcoming Thanksgiving “Doy Gracias, I give thanks.”
e. Celebrations, holidays, and things they are grateful for. holiday.
rites of passage

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Explore using additional real-life connections to subject matter in
single lessons or sequence of lessons to support understanding.
Connecting subject matter to
1.3 2
meaningful, real-life contexts
Students make use of real-life connections provided in single lessons or
sequence of lessons to support understanding of subject matter.
Explores additional instructional strategies, resources, and
Using a variety of instructional technologies in single lessons or sequence of lessons to meet students’
strategies, resources, and diverse learning needs.
1.4 2
technologies to meet students’
diverse learning needs Students participate in single lessons or sequence of lessons related to
their interests and experiences.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus: Pre-assessment, goal-setting,
It is essential to use vocabulary in context to
differentiation
Inquiry Focus/Special Emphasis gain a stronger understanding. It will be

Inquiry Question: How will asking students to
What is your inquiry focus and/or special emphasis? interesting to see if it works in this particular
 How will you incorporate the inquiry focus and/or include key vocabulary in a technology project of
special emphasis into the lesson? assignment.
 What specific feedback do you want from your ME? their choosing using resources online or offline
Giving students choice should also have a
increase students’ comprehension of the
positive influence on their comprehension.
vocabulary?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
 Summarize critical needs and how N.M. – Generally well behaved and S.T.- low performing student J.H. - Frequently off-task,
you will address them during this diligent student. English learner placed in leveled small-groups in somewhat low performing in
lesson.
from Spanish-speaking household. other subjects other subjects
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 7

 What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
 How is the lesson structured (opening, body, and
closing)?
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used?
How will results inform instruction?
Student Engagement/Learning
 How will you make the lesson relevant to all the
students?
 How will students show progress towards master of
lesson objectives?
Classroom Management
 How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
 Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Are there any recommendations for what kind
of hand-made projects students with needs for
differentiation might be more successful in? By
experience, is the use of technology for these
students challenging?
How effective is a teacher-modeled
presentation for showing what a final-product
should look like?
Opening:
1. Open with routine Spanish vocabulary review
musical videos
-new song, “Gracias por..”
Main Lesson:
2. Teacher presentation on what I am thankful
for: “Doy Gracias por…”
-check for understanding, turn and pair-share
-Q&A with ‘muy bien’ incentive tickets
3. Explain Choice Board/Playlist projects for
expressing ‘Gracias’/Thanks (choice of 4 tasks)
-direct students to choose one project they will
be comfortable in creating
4. Share with a partner choice task project
- reflect on what they are thankful for
-review laptop-accessible resources (royalty-
free images site predetermined, Powerpoint,
Spanish notebook on Onenote, …)
5. Students create project using laptop-
accessible resources
Students will be asked to write about things that
they are thankful for after reflecting on their
everyday life. They will need to be sure to use
correct vocabulary in proper context for their
sentences to make sense, following sample
sentences provided to them.
For classroom management, pre-determined
seating arrangement is always used, low-noise
level is kept to ensure students are not
distracted while working. Names written on
whiteboard as warning, incentive ticket system
is used daily.
Have you considered asking the students
directly how they would like to present the
material? Each student and his/her needs are
unique and I am not sure there is a “generic”
project that would work for all of them.
Similarly, it is difficult to make a generic
statement regarding technology. It is a valuable
tool for some students, and more of a challenge
for others. Overall, learning about each student
and his/her needs will help you better meet their
needs. Giving them choices, and specifically
allowing them to design (with your approval) a
project should yield the best results.
Typically, this can be effective. However, you
do run the risk of students “copying” your
project and not be creative in their own right. It
is beneficial to give extremely clear
guidelines/rubric so the students know what you
are looking for, and should you decide, showing
a final product could be helpful.
Good opening to catch their attention with a
song.
Have you ever thought about meeting with the
students in small groups at some point in this
lesson? Everything is whole group/partner talk.
Could you have them rotate to see you in
pairs/small groups to share/discuss/ask questions
about their project. Maybe you could
incorporate that after this initial day of
decisions.
Great connection for vocabulary and use in real
world!
Be wary of writing names on the board as it can
have a negative tone (maybe write on a piece of
paper so you have it, but it is not projected onto
the board?).
Incentives are great…I am excited to see them
in action in your classroom
Page 2 of 7

Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Closure:
-Student projects/Items will be presented,
displayed depending on type of project chosen
during later class session
Assessment/Evaluation: How are closing this particular day’s class? I
understand the final outcome of the project, but
*Use 1-4 scale rubric to evaluate project based how will you wrap up this day’s class session?
on Spanish language use, clarity and neatness,
use of technology resources, inclusion of at least
5 things expressing appreciation/thanks for
*10 point quiz to check understanding/mastery
of target vocabulary
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
As I thought, most students would
opt for the higher-tech involved
project options.
The differentiated product approach My demo video was very useful both
was benefical. They appeared to be for showing what the end product
Students were engaged with the
excited to do the project in their own
differentiated product approach. should be, and also preventative
way.
They appeared to be excited to do discipline. In other classes where I
the project in their own way. previously did this lesson, students
Your video was an effective
example of what you would like to misused their time creating videos
see from that choice of product. that did not follow their given
directions at all. That was
eliminated with a short warning and
sample video to help them get
started.
Students were engaged in the
singing and when they were
Starting class in song got the I feel that during some class
working. However, they were not
students engaged and excited. You sessions, I ‘pre-load’ the students
as engaged (a lot of side
were supportive to all students – with a lot of information and repeat
conversation) during the whole
allowing for whole group questions often for emphasis before letting
group time of giving directions.
first, then meeting with individual them get started on an activity. I get
Students did contribute to their
students and finally by walking
learning when they were able to overly concerned about the
around the room to keep all students
work individually – then they were potential for discipline problems and
on task. You were able to check
excited and engaged to create their minimize them by doing so. But I do
each student’s progress and address
project. see that I lose those students already
individual needs as you went around
the room. eager to begin by keeping my
Students did (almost) complete a explanations long. I might have seen
Focus students were engaged and
project saying 5 things they are more finished products at the end of
interested in creating their
thankful for in Spanish. Students this session with less explaining.
individualized projects.
had options on how to create the
project.
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CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
 What actions of the NT
contributed to student
assimilation of subject
matter?
 How did students construct
knowledge of subject
matter?
 What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Your classroom is set up in a
conducive manner. Students are in
groups allowing them to work
collaboratively as well as
independently.
You allow students to ask questions
and are patient with them.
The lesson assumed students had a
vast knowledge of the subject matter
(they had to know how to say the
words they were thankful for in
Spanish). Could you have asked
students for examples and put them
on the board or supplied a list of
examples? You had to individually
help some students construct these
sentences, so it would have been
beneficial to provide whole group
instruction on this. A verbal
explanation was not as effective. As
you stated, Google translate is not
the best resource, but it appeared to
be their only one other than you.
Differentiation by product was
supported during the lesson. You
could have differentiated the lesson
more fully by giving different
students different projects based on
skill level. Students were supported
to complete the project of their
choice.
You walking the room and helping
students was beneficial. If you had
more time, it would have been good
to call 1-2 students back to you at a
time to discuss where they were in
their project. Another idea would be
to have them come up with their five
things they are thankful for, have
you approve it, then have them write
the sentences and show you before
finally creating the project using
those first 2 steps. When seeing it in
Students took advantage of the
group seating at times, but for the
majority of the class they were
focused. When working
independently, they were quietly
talking, but remained engaged in the
project.
Students had to do their own
learning of new terms to write what
they are thankful for during this
lesson. A more direct review of
vocabulary would have been
helpful.
Students were engaged and
participating in the completing of
the project.
Most students asked questions as
needed, but what about those that
did not? A check in process would
be beneficial.
One advantage of having my own
room to teach in now this year is
being able to change around my
student desks and assigned seating
arrangement as needed. For this
lesson, I used groups of 5 desks with
4 students in a group, leaving the
center desk in each group
unoccupied for me to easily switch
from group to group and student to
student. It is my most helpful
seating for differentiating and
assisting students.
Some students did seem to need
much more review that what we had
done in the previous lesson, mostly
the newest students to the school.
Even though I assured them that
following my sample sentence
pattern would help them with
grammatically correct sentences,
they still looked a little unsure. It is
why I gave them a sample finished
product for each choice on the
choiceboard, and the main sentence
pattern could be found in many
places in my lesson (including in one
song). I reminded them to use
vocabulary they already knew,
(found in their digital Spanish
notebook in OneNote) but also
provided them with a couple of word
lists online focused on the topic of
being thankful. For some students, it
was a question of self-confidence in
their writing ability. In looking
around at their work and checking it
afterward, they seemed to do really
well!
I will look into having such a check-in
process in similar future lessons.
Page 4 of 7

CSTP 5: Assessing Student
Learning
 How did students
demonstrate achievement
of lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
action, it appears they needed steps
to be approved as they went along.
Your individual attention to students
allowed you to gauge student
learning.
Their final projects will allow For the closing activity, I usually use
Providing an example was also students to demonstrate incentive-tickets to encourage
beneficial in allowing students to achievement of the objectives. responses.
learn the material. Your written Asking questions allowed them to
instructions gave them a resource to self-reflect on this process.
Microsoft OneNote and their online
use to help guide their learning. Students only seem to struggle with
vocabulary they may not have been sharepoint folder make it easy to
Your lesson closure of having familiar with in regards to what they look at the students’ work even
individuals say one thing they are are thankful for. before ‘turning it in.’
thankful for in Spanish was a good
way for them to demonstrate their
knowledge.
Section 4: Post Observation Conference
Most students were able to select an activity from the available choices and complete them within reasonable
time between two class sessions. Most students were able to completely address all requirements in the
assignment for a complete grade. Few students needed some assistance in understanding some of the
requirements.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
S.T.- Was very eager to try the
N.M.- Was able to complete the J.H- Showed little confidence
assignment. Needed some
assignment with minimal completing the assignment and
clarification with the assignment
assistance, although he asked many needed constant re-direction,
requirements and help following
questions about the requirements. monitoring and encouragement.
them for a complete full grade.
Students may have benefited from more review prior to the main lesson activity to remind them of the
vocabulary they have mastered, to include in their writing.
Engaging student interest early in the lesson, provided a small variety of student-choice activities that were
interesting and accessible to students with their language and technology skill set and confidence-level, pre-
determined seating that facilitated differentiated instruction and assistance to students
Ample review prior to main lesson activity, minimizing over-explanation of lesson requirements leaving less
time to complete activity, a process for checking progress or for students to self-check their own progress in
completing the activity
After evaluating their final products, checking student mastery of reviewed vocabulary and related learning
material through a short online re-assessment.
Other Comments/Notes
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
Page 5 of 7
 Instructional Lesson Plan
Content Area(s)/Course/Grade: Unit: Week 3+4 November
Spanish K-4th
Lesson Topic: ‘Doy Gracias’, I give thanks Date: Nov. 13, 2018

Teacher: Cris Gomez

Outcome(s)/Expectation(s): Students will learn about and understand/be able to use expressions
and vocabulary related to gratitude, thanks, and appreciation (variation/extension of expressions of
greeting)
according to the situation, relating to Thanksgiving holiday.

Student Indicator(s):
Be able to correctly say or write expressions of thanks in a greeting card, presentation or prayer of
their own creation

Standards addressed:
CA World Language Content Standards Stage 1,
1.1 Students address discrete elements of daily life, including:
e. Celebrations, holidays, and rites of passage

ISTE Standards
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and others.
Students:
c. curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.

Instructional Delivery
Opening Activities/Motivation:

1. Open with routine Spanish vocabulary review musical videos

-new song, “Gracias por..” (3 min)

Procedures:

2. Teacher presentation on what I am thankful for: “Doy Gracias por…”

-check for understanding, turn and pair-share
-Q&A with ‘muy bien’ incentive tickets (2 min)

3. Explain Choice Board/Playlist projects for expressing ‘Gracias’/Thanks (choice of 4 tasks)

-direct students to choose one project they will be comfortable in creating (5 min)

4. Share with a partner choice task project, laptop-accessible resources (Powerpoint, royalty-free
images, Onenote, …) (5 min)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 7
 5. Students create project using laptop-accessible resources (20 min over two sessions)
6. Teacher will visit students in pairs to ask about project they have chosen, advise/assist if needed

Assessment/Evaluation (Formative/Summative)

Use 1-4 scale rubric to evaluate project based on Spanish language use, clarity and neatness, use of
technology resources, inclusion of at least 5 things expressing appreciation/thanks for

Closure:
Items will be presented, displayed depending on type of project chosen during later class session.
Students will be able to say/list what they are thankful for in Spanish. (10 min over 2 sessions)

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 7 of 7