Supervisor Observation 1
Supervisor Observation 1
Supervisor Observation 1
____________________________________
Grade Level Being Taught: Subject/Content:
Name:
Group
Size:
Date of Lesson:
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
LAFS.K.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.K.W.1.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
Name:
Group
Size:
Date of Lesson:
-I am teaching this objective because these are skills that each child will have to master
in order to live in the real-world.
- Once students master how to write sentences, they will be able to explore more aspects
of writing.
Formative assessment- would be the class discussions, the observations I make, and the
anchor chart which allows me to see what misconceptions students might have.
Summative assessment- the sentences in their journals can be used to evaluate
handwriting, finger space, and the use of capital letters and periods, and to make sure
they understand the power word.
Name:
Group
Size:
Date of Lesson:
What background
knowledge is necessary for
a student to successfully
meet these objectives?
The teacher needs to understand how to teach explicitly what a letter, word, and a
sentence are.
The anchor chart is a review and a way to assess previous knowledge, because
students have already been exposed to the differences between a letter, word, and
sentence.
The students have been practicing writing sentences, so they are familiar with this
routine and have had positive lessons using this routine.
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
Name:
Group
Size:
Date of Lesson:
Lesson Implementation
The lesson will begin as a directed instruction with class participation, and will then turn
into independent practice.
Time
5
mins
Who is
responsibl
e (Teacher
or
Students)?
15
mins
10
mins
Name:
Group
Size:
Date of Lesson:
Name:
Group
Size:
Date of Lesson:
look.
25.I will write I am a girl (draw girl), and I am a teacher
(draw teacher).
26.Students will be released to work independently while I circle
the room.
27.Once students complete the assignment, we will transition to
the next lesson.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
-
Students will be able to draw what they are, and hopefully these
drawings will include pictures of their cultures and backgrounds.
If applicable, how does this lesson connect to/reflect the local community?
- The students are writing about who they are, so I will be able to make
connections between the students and their community.
Name:
Group
Size:
Date of Lesson:
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
-
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
There are a few students that need to be by the teacher while they are on the
carpet. Those students have an assigned spot in order for the teacher to keep their
full attention.
One student tends to get distracted while working at his desk, so if I notice he is
not doing his work, he will receive a privacy folder while he is working.
Anchor chart
Glue
Composition books
Pencils
Name:
Group
Size:
Date of Lesson: