Wheelock Supervisor's Response to First Lesson

Lesson Observation

October 10, 2012 @ 11:40

Re: Catherine Schrager

Supervisor: Shoshy Collins

Writing Lesson

The students came in from recess and met at their desks. Catherine brainstormed with her SP re: whether to move the students to the rug, where she had originally planned to meet with them or to keep them at their desks to avoid another transition. They decided that keeping them at their desks was best so Catherine quickly organized the notes on the smart board for the writing lesson.  She was able to change her plan and regroup in a way that was not distracting to the students.

Catherine typed notes on the smart board reminding the students what strategies they’ve been using for personal narratives.   “Who remembers from yesterday?” The new strategy for the day was using a strong feeling to help you write your personal narratives.  Catherine shared a story about a time that she was embarrassed and asked the students to share a time when they were embarrassed or had a strong emotion or feeling. Students were asked to share with partners.  “What other feelings can you think of that are strong?”

A few students shared what they had talked about with partners and then students were asked to get started. Students wrote independently while Catherine met with a number of students 1:1. She listened intently to their ideas and often probed with further questions to get at the ‘seed’ story vs. the watermelon. 

The lesson concluded by having a few students share what they had written that particular day. The SP began to wrap the lesson, reminded everyone what the purpose of the lesson was---to use writing about a strong emotion to write personal narratives; adding to their growing bank of personal narrative strategies.

Commendations:

Ø  Catherine appeared to have command of the students’ attention.

Ø  She had an appropriate flow of the lesson: including a mini lesson, 1:1 conferencing, and sharing

Ø  She worked comfortably 1:1 and students appeared to respond to her feedback and attention

Ø  She was able to change midstream re: the placement of the students (rug or desks)

Ø  She was able to change her plan and regroup in a way that was not distracting to the students.

Recommendations:

Ø  Refer students to visuals on smartboard so they can be clear about the focus for the lesson

Ø  Tell students at the beginning of writing time exactly what you want them to do “while you’re writing today, I want you to try to use a strong emotion to help you write your personal narrative”, etc.

Ø  Make clear “a similar emotion to feeling embarrassed” vs. let’s brainstorm some strong emotions

Ø  Use specific feedback “I really liked how you…in your writing today”

Ø  Wrap up the lesson revisiting the original goal. Help students check in to see if they’ve met this goal.