Final Presentation:
School Observation
and Lesson Planning
Yi Ko
EDCU 200
Wednesday 2pm
Class Observation:
32nd Street USC Performing Art
School
Demographic
•
•
22% of the students are English Language Learners
The ethnicity of the students are mostly Hispanic
(54.9%).
Class


Ms. Robinson’s 8th
grade class
Course Titles:
 English
Literature 8A
and 8B
 United States History
8A and 8B
Ms. Robinson Identifies the
Objectives by…

Writing them on the board, including
 Reading: Irony in a short story
 Language: Proofreading and editing
 Social Studies: interpreting graph and

data
Putting the objectives of the assignment on
the header of the homework sheet

“Create original graph and charts using current data”
The children know what is
expected from them by….

The teacher shows the standard on the board.
 Go over the calendar before class start

Write down homework due day
 Class activities of the days
Given clear instruction:
 “You will need a sheet of paper to take notes.”
 “This should be in your notes. If I were you, I will be drawing down
each of this (graph) with heading.”
Ms. Robinson gives the rationale
by…



Giving instruction in a very clear way and
answering any questions that student raised.
Drawing each types of graphs to show the
children how to collect the data.
Explaining each categories of survey by giving
examples and sketch a graph by using the
hypothetical data.
Ms. Robinson checks for
understanding…

Each student has a sheet of paper before the class start. The
students are required to:





Edit and rewrite the paragraph.
Check for capitals, commas, and punctuation marks.
After the exercise, the entire class exchanged paper for grading
and went over the paragraph together.
Ms. Robinson called on students to correct sentence aloud and then
recited the answers clearly.
Asking questions:


“Can you give me an example of pictographs?”
“Does everyone understand that?”
Group Activities

During my visit, there were no group
activities conducted by the teacher.
Ms. Robinson assess the children at
the end of the lesson…

Open classroom during
Nutrition and Lunch
everyday:


Allows the children to
make use of the classroom
facilities and computer to
do class related work,
homework, or to sit and
study.
After schools:

Ms. Robinson remains on
campus in the classroom
till 4:15. Students may
make use of that time to
study as well.
Lesson Plans:
th
8
Grade English Class
Lesson Plan #1
Standard: Use correct punctuation and
capitalization
 Objective: TSSBAT correct any
mistaken usage of punctuation and
capitalization

Syntax of the Model of
Teaching
Description of the Lesson
Motivation
•
Providing a paragraph without
any punctuation marks or
capitalization and ask the student
to read it aloud in class and ask
them: “Is it easy to read without
punctuation?” “Do you
understand what the writer is
trying to tell you?”
Technological Enhancement
Input of Information
(how and why, what mode and
with what kind of aides)
•
Go over the rules for different
punctuation marks and
capitalization.
At this lesson the rules for
comma, period, question mark,
and capitalization will be
covered.
In order to make the “taking
notes” process faster, I will
distribute a pre-made note,
which already has the general
topic on it. However, the
students still need to copy down
the rules themselves.
•
•
•
Checking Comprehension
(did they understand, do you
need to input in a new
way?)
•
Go back the paragraph provided
above and ask each student to
correct one sentence by applying
the rules that we just discuss.
Providing overhead
projector and make sure the
children are taking notes (a
great way to help them
learn better).
Structured Practice
(in a structured way to insure
success)
•
•
Giving them worksheet that is
related to the lesson. The
worksheet contains sentences with
incorrect punctuation/
capitalization. The students need to
correct each sentence. The
worksheet will also help them
recapture all the rules and apply
the rules.
Allowing them to finish answering
and going over the answers with
them.
•
Worksheet
•
Note cards with questions or
using overhead projector to
show the questions to the
entire class.
Guided Practice
(in a more difficult way to really
show you they are grasping the
concept)
•
Divide the students into small group
and play a jeopardy game, which
will include correcting sentences
and punctuation marks. The group
who wins the game can get 2 extra
points on the test.
Closure
( how do you bring to a close
and sum up what learning was
to take place)
•
•
•
Clean up
Recaps on the rules
Answer any questions students may
have.
Formal/Informal Assessment (reflection of degree some students reached the objective.)
•
•
Worksheets (similar to the worksheet in structure activities) for homework
Students should be able correctly answer questions that will be asked during next class (oral quiz)
Feedback- Lesson #1

Courtney


Kristin


“I like your plan of having them correct a paragraph. They will
learn better because they are actually using the skills you teach
them. The Jeopardy game will keep them involved. How will
you be imputing information? Will you just be lecturing while
putting an outline on an overhead, or will you be using the
textbook with concepts on the overhead?”
“I think your lesson plan is very organized, but how will you
cover all the punctuation rules in one lesson? Maybe you should
break it up into reviewing a few rules every lesson.”
Melanie

“I like your introduction by providing them with the paragraph.
I think you should be more specific a to what you will teach
them that day, or what grammar rules you will be reviewing.”
Lesson Plan #2
Standard: Revise writing for word
choice; appropriate organization;
consistent point of view; and
transitions between paragraphs,
passages, and ideas.
 Objective: TSSBAT revise their own
writing for consistent point of view
with appropriate organization.

Syntax of the Model of
Teaching
Motivation
Description of the Lesson
•
•
Input of Information
(how and why, what mode and with
what kind of aides)
•
Checking Comprehension
(did they understand, do you need
to input in a new way?)
•
•
•
Providing an example 3-4
paragraphs essay that does not show
consistency in thoughts. Ask one
student to read one paragraph in
front of the class.
Ask student if they can understand
the thoughts of the writer.
Technological Enhancement
Address the importance of writing
for consistency.
Introduce the idea of
brainstorm/outline.
•
Asking the students questions: “Can
someone tell me what is
brainstorming?” “Why does
brainstorming before writing the
paper help us write in consistency?”
Simply use 3-4 sentences (instead of
the entire essay) and ask the
students to put in to an order.
Overhead projector or black
board
Structured Practice
(in a structured way to insure
success)
•
Using the sample essay and ask
the students to help brainstorm
ideas in order to make the essay
flow well.
•
Using the blackboard
Guided Practice
(in a more difficult way to really
show you they are grasping the
concept)
•
Dividing them into group and
each group is assigned with a
paragraph that does not show a
consistency of writing.
Ask the student to brainstorm and
organize the ideas in a structured
way.
•
More examples;
transparencies for each
group.
•
Closure
( how do you bring to a close
and sum up what learning was to
take place)
•
•
•
Allow each group to share their
notes.
Answering questions
Clean up
Formal/Informal Assessment (reflection of degree some students reached the objective.)
•
Giving out a paragraph in the beginning of the next class and ask the student to brainstorm and
rewrite.
Feedback- Lesson #2

Courtney


Melanie


“I like how you are using a sample essay to demonstrate bad writing, then
having the kids correct the essay to make it better. Having the kid read an
unorganized paragraph will help them understand the importance of
organization. I remember that is what my teacher did, and it helped me
understand good writing from bad writing. I also like that you have the kids
brainstorm and work in groups because sometimes you kids will have writers
block, but the student can work together to form ideas. However, like the last
lesson plan, I would like to know how you will teach them the fundamental
concepts while inputting information.”
“I think this [is] an interesting concept, maybe you should have the students do
the work wit their own work by cutting off their names and fixing them.”
Rocio

“I think that this lesson plan can work because you identify the problem right
at the beginning. Applying the skill to rewrite a bad paragraph can help them
in the future to revise their own work.”
Feedback- Lesson #2

Courtney


Melanie


“I like how you are using a sample essay to demonstrate bad writing, then
having the kids correct the essay to make it better. Having the kid read an
unorganized paragraph will help them understand the importance of
organization. I remember that is what my teacher did, and it helped me
understand good writing from bad writing. I also like that you have the kids
brainstorm and work in groups because sometimes you kids will have writers
block, but the student can work together to form ideas. However, like the last
lesson plan, I would like to know how you will teach them the fundamental
concepts while inputting information.”
“I think this [is] an interesting concept, maybe you should have the students do
the work wit their own work by cutting off their names and fixing them.”
Rocio

“I think that this lesson plan can work because you identify the problem right
at the beginning. Applying the skill to rewrite a bad paragraph can help them
in the future to revise their own work.”
Lesson Plan #3
Standard: Revise writing for word
choice; appropriate organization;
consistent point of view; and
transitions between paragraphs,
passages, and ideas.
 Objective: TSSBAT write a paper with
proper transitions between ideas.

Syntax of the Model of
Teaching
Motivation
Description of the Lesson
•
•
Input of Information
(how and why, what mode and
with what kind of aides)
•
•
•
Checking Comprehension
(did they understand, do you
need to input in a new way?)
•
Starting the class with a game that
ask the students to identify
transitions from a word bank
Student will take the paper that
has transition and post it on the
board
Technological Enhancement
•
Work bank that includes
transitions and nontransitions
Check if the students get all the
transition or if there is any nontransition words on the board.
Introduce different types of
transitions and their usage
Explain the importance of having
transitions between ideas
•
•
Blackboard
Overhead projector to write
down notes (students should
copy the notes)
Giving examples with sentences
that require transition to connect
the idea and ask the student to
pick the right transitions.
•
Overhead projector and
transparency with sentences
on it allow the entire class
to read and work together
Structured Practice
(in a structured way to insure
success)
•
Organize the different types of
transitions into categories by
asking the students to
participate
•
Students should take notes
Guided Practice
(in a more difficult way to really
show you they are grasping the
concept)
•
Divide students into group and
assign each group with one type
of transition. Ask them to use
the transition in sentences and
present in front of the class
•
Transparency for each
group
Closure
( how do you bring to a close
and sum up what learning was
to take place)
•
•
Answer questions
Check each student’s notes and
make sure they have all and the
correct information
Formal/Informal Assessment (reflection of degree some students reached the objective.)
•
•
Worksheet for them to practice more at home
A quiz that includes the lessons from previous weeks during next class
Feedback- Lesson #3

Courtney


Melanie


“I like you have the kid work together and present to be the class
because it will keep kids interested. It is more exciting to hear your
friends speak than the teacher. I also like that you are assigning
worksheets to make the students practice.”
“I like your lesson plans. Maybe you could consider adding more forms
of technology besides written words on a board or overhead.”
Rocio

“I really like your lesson plan because it is something! I wish my old
teachers should have used. I had plenty of trouble with transition
sentences and in your lesson you spend a good amount of time
identifying them, which is very important.”
The End!