Principals’ Meeting: September 27, 2012
Activity 2
Classroom Observation Transcript
(Mr. Foster stands next to easel in front of the class and explains the next
activity.)
Mr. Foster: We’re going to shift gears now and we’re gonna work on a warm
up poem, that’s going to lead us into a couple other things that will lead us
into our book clubs. So I’m going to take this poem and we’re going to work
on the same stuff here. If under your Do Now, what I’d like you to do is draw
a line (Mr. Foster motions drawing a line with his arm). So this is a poem
called, “Mexican Market Woman.”
Chris: This ancient hag who sits upon the ground selling her scanty wares,
day in, day round, has known high wind …wind-swept in the … has made …
oh (says to Mr. Foster), read this first?
Mr. Foster: Yeah. So, you can start after this line.
Chris: Has known high wind-swept mountains,
Mr. Foster and Student: And the sun …
Chris: … has made her skin so brown.
Mr. Foster: Great. Thank you, Chris. What I want you to do is find the
EXPLICIT – that’s what’s going on. And I want you to find the implicit. It’s
okay if you’re wondering how you’re going to do this because we’re going to
do this together afterwards. But I want you to have a good shot at what do
you think this Langston Hughes getting at? What’s underneath this poem
that isn’t on the surface?
(A student begins writing.)
Mr. Foster: I see some people already writing so tell me what’s going on here
(Mr. Foster motions to the poem on easel) and what’s he really talking about.
I’ll give you guys three minutes to do this. Then we’re going to talk about it.
Then we’re going to talk about a new word and then we’re gonna get you into
book clubs.
(Mr. Foster is down on one knee talking with a pair of students.)
Mr. Foster: Yes, good. That’s exactly right. You’ve answered the explicit and
you’re implying … you’re on the way to get to the implicit because you’re
Coding by
Priority
Competency Areas
Principals’ Meeting: September 27, 2012
Activity 2
about to teach the lesson right here (Mr. Foster points to the student’s
writing in notebook) because why does it win?
Chris: (inaudible response)
Mr. Foster: Exactly right. So you told me what happened and you also told
me a little bit of the why. So now, what’s happening in this poem? (Mr. Foster
gets up and points to the poem on easel) It’s pretty … on the surface it’s a
pretty simple poem. You can almost see it in your mind. Remember we’re
trying to get you to visualize what’s going on. So what do you see in your
mind. Don’t look at this (Mr. Foster walks in front of the poem to cover it.)
Just tell me.
Student: A lady from the mill.
Mr. Foster: Good, thank you.
Student: Outside
Mr. Foster: Yes. And what is she doing?
Student: Walking around
Chris: Selling her scanty wares.
Possible feedback to teacher: Specific next steps and actionable examples that would
allow the teacher to move across the continuum