Observation #2 - Repost

I first posted this observation on November 22nd, but I couldn't see it very well in the blog so I posted it again.

The first post is still on the blog though!

Lesson Plan Template for SED 406 part 1 = planning
Teacher Candidate: Laura Jacques	Subject: World Literature +Reading Intervention	Grade(s): 10th grade
Name of Lesson: Similes and Metaphors in Popular Music
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Students will be able to identify similes and metaphors within pop songs. - Knowledge
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): CCSS.ELA-Literacy.SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): RIPTS Standard 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live.
Rationale: Why this lesson? How does it fit into the curriculum and context? Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This lesson was in the middle of the unit. I don’t know what the unit is called because the teacher never commented on it. It helped the students understand the concepts of similes and metaphors by showing how you can find these elements in common pop songs.
Materials/Resources needed, including technology: Computer with access to YouTube Copies of pop songs including – Wrecking Ball, Free, and Just Give Me a Reason
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.  I didn’t observe any accommodations
What content resources support this knowledge base? (list at least 2) Textbooks
How confident are you in this topic as you start this lesson? Seemed confident because she helped the students a lot when they had questions.

Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Students must get their binders and complete the DO NOW before the class begins.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? 2nd day of lesson – review what they did the previous day
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/ 15 min.	Review the Do Now	Read their responses to the prompt	Prompt - “I was going to finish my homework, but…”
15 min	Play Similes and Metaphors in Pop Songs video from YouTube	Listen and watch video
Presentation or Open-ended/ 5 min.	Present songs that could be used for their group time	Get into groups of 5 and listen to the teacher explain the songs
Guided Practice or Convergent/ 35 min.	Observe and help students find the similes and metaphors	Work in groups to find the similes and metaphors in the assigned pop songs	Why would this be considered a simile? A metaphor?
Closing/ 20min.	Guide the presentations so that each group presents all similes and metaphors they found	Present similes and metaphors that they found in the songs
HW/Application/	None	No homework
Review and Reflection: How will you review for students who are still having trouble? Provide one-on-one help when looking for similes and metaphors in the songs before the presenations
Extension: What will you offer to students who have mastered this? Offer harder songs for them to look for similes and metaphors – But this didn’t happen in the class
*Closing: How will you review the material, and draw conclusions? (may be listed above) Each group presents their findings to the class after they had discussed in their groups

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The students worked well together to find the similes and metaphors and then explaining to the others why they thought it was a simile or metaphor.
	What area of weakness needs addressing? Getting the students to sit down in the beginning of the class and to actually start the Do Now. A few students listened to the teacher, but others were focused on socializing. Also, not every student was helpful in the presentations.
	Which objectives were met? What is the evidence? The objective was met. This is proved because the students presented their results from their group discussion and thus demonstrating that they knew what they were looking for.
	Which students did not meet objectives? Some students were too busy socializing and messing around to contribute in the discussion and presentation.
	Was time managed appropriately? No – a lot of time was used for getting the students to cooperate in the beginning of class and getting them to actively participate.
	Did any teacher mannerisms or actions detract from the lesson? The teacher never really corrected the students for breaking class rules and so the students never stopped disrespecting others and the teacher.
	*What were the strengths and weaknesses of classroom management? Strengths: When the teacher did step in, the students responded quickly to her. Weaknesses: The students did whatever they wanted and the teacher and TA had a hard time corralling all the students to the same things.
SO WHAT?	Was the lesson engaging? I thought so – if the students took the time to participate then they could get a lot out of it. The songs that were used are still playing on the radio and also songs that the students previously knew.
	*What did I learn from my peer observation (address at least one aspect)   I learned that by bringing in things that the students already know about or they experience in their daily lives, it helps some students connect to the material and have a better understanding.
NOW WHAT?	How will this experience influence your professional identity?  This experience will influence my professional identity because it showed me that there are all different reading levels and that lessons must be adjusted to where the students are in their abilities. Not all of the classes that I will have in the future will be able to do the same kind of work and I will have to adjust the lessons accordingly.
	How will it influence how you plan/teach/assess in the future? I know now that I have to flexible with my lessons and being able to adjust them to the different levels of the students. Also, I know that I need to be more proactive in the classroom management so that the students do not walk all over me as a teacher.