T3 Walz

Action Plan:

4/11/2014 12:54:00 PM

4/11/2014 12:54:00 PM Coaching Observation Notes Observation Date: Tuesday, March 18, 14 Observation #: 28 Class Period: 5th (8C)

Observer: Wang Debrief Date:

Action Plan from last Debrief: Instructional Planning Balance between content and skills via pacing of class to allow for time to reflect and struggle with content Suggestion: consider an anchor question for each class that will elicit discussion around content Conferring Check in re: reading behaviors Look at 1-2 students and conferring notes on them Teacher Role Students Role 1:41pm - Students read independently - Darla at library

- T appreciates students quietly; passes back papers 1:46pm - T confers in with Javontae

- Students display reading behaviors: turn pages, jot down thoughts in response, show parts of book to other students

1:49pm - Timer goes off; T asks class to find stopping place - Who was able to get into that reading flow? T thanks class for creating reading conditions and asks students to touch base with her if they are struggling with getting into it (I love the framing of this which fosters reading as a lifestyle vs. task) - T reviews Final and what grades look - T reviews parent teach conferences info

- Students look over their finals

- T sets up students for T3 grades, calendar 1:58pm - The question that is going to drive our conversation today is how do speakers, authors persuade their audience?

2:03pm - T regroups class and writes share outs on board - T patiently plows through share outs while still calling students out on side conversations and respectfully listening. 2:07pm - T transitions into ML notes - T reviews rhetorical modes - T connects back to example problem

- India reads the problem aloud - Students T&T about possible pitches to respond to problem - Students share out

- Students copy down notes - Students connect modes to the responses that were elicited originally

Instructional Rubric Foci Notes: Teacher Talk Time Minilesson Very clear sequence of the information (gathering student input, explicit instruction of skill, connection of student input to skill) Problem content why trip to Brazil? Student Engagement Questioning Differentiation Assessment Cultural Connections Management Firm and fair Possibly more tangible consequences but its so complicated given circumstances Balanced Literacy Foci Notes:

Read Aloud Classroom Environment Conferring one conference with Javontae how was it?? Time for IR extend? Guided Reading/Writing Debrief Notes (completed during Debrief Session): Next Steps/Action Plan (determined collaboratively with teacher):

4/11/2014 12:54:00 PM Coaching Observation Notes Observation Date: Monday, March 10, 14 Observation #: 27 Class Period: 1st (8B) March 13, 14 Action Plan from last Debrief: Teacher Role 8:39am - T prompts class to begin IR 8:41am - T informs students at library that they have 2 more minutes 8:43am - T informs students at library to return to seats with books 8:44am 8:49/50 - T begins conferring with Zane; Zane describes book; T jumps in with push questions, Z responds; T pushes With things that we can see 8:50am - Please find a stopping place in your reading - T welcomes students into T3; T sets up class with frame of how to posture self within class - T affirms objective and asks class to take out notes 8:53am - T asks students to compare 2 images on screen - Keira reads objective aloud Students Role - Students take out books, put HW in center of table, at library to pick out new books 8:42am - 12 students display reading behaviors

Observer: Wang Debrief Date: Thursday,

8:47am - All students but Quintin and maybe Triniti and Kyra reading diligently

- Daquan explains one as basketball play - Cyrus explains street clothing critique

- Zane, Roy, Jessica, Jai and Cyrus share commonalities - T synthesizes: This is analysis taking something bigger and breaking it downthis is going to be our def for analysis

- Triniti reads the what and Cyrus reads the why (Lot of Cyrus talk) - Students write down definition

- T passes out paper to students 8:56am - Can someone explain how the basketball play is a form of analysis? - Jared explains: Youre breaking down the individual players so that they can as a whole make a play - Randall explains fashion critique.

- And whats the whole? 8:58am - Our purpose because we dont just break it down but we have purposewhat is our purpose? - Kiara shares but referencing back to objective. - Marlon reads directions for marking the text. - Students take a few minutes to number paragraphs. 9:01am - T preps class by informing students they will circle words and underline 9:03am - T begins to read; stops after paragraph 1 and asks students to underline what they think are central ideas - T continues to read - Simone and Cyrus attempt to share what melting pot and congealing pot means - Daquan and Randall share what they underlined; students nod in agreement or verbally agree

- T references to anchor chart about how were analyzing text and references where class is according to those steps.

- Whats the point of this paragraph whats he getting at?

- Kristian people want to stay in their comfort zones 9:05am - Roy picks up paragraph 3 - Michael is cold called

- T asks for gist or main idea of this paragraph - At this point, you see where he is goingin your gut, what are you feeling? Are you agreeing or are you like, this guy is crazy - Youre tracking his ideas but also tracing your reactions 9:08am - T picks up reading - T asks class for meaning of homogenous

- Cyrus shares his thoughts

- Roy shares definition and what tools he used to figure out meaning - Kiara also shares a word that helps unpack the meaning of the word

9:11am - T pauses and asks students to underline in paragraphs 5 and 6 - T asks Quintin share underlined sentence - After each student shares, T asks for hands of students who also underlined that

- Quintin shares - Jessica shares - Jared shares; T asks Jared to unpack the idea in his own words - Roy reads aloud again (Why not get other students to read? Or is this an agreement

- T emphasizes that first and last sentences are good places to look 9:17am - Why is he talking about buying things? All these things that people are buying in different cities?

that was made with him specifically?) - Jai shares, Daquan agrees, Kiara shares - Roy continues to read

- Kyra shares, Zane, Jessica

- Why does it matter that people in the same places buy the same things?

- T continues to read

- Tia shares - Roy reads paragraph 9 - Terrell shares but shares from wrong paragraph - Kristian shares underlined - Triniti shares - All students following reading and underlining

9:24am - T acknowledges that paragraph 13 is tedious; asks students to T&T about the main idea of that paragraph 9:27am - Roy shares what they talked about in their group Roy, Michael, Zane - Kiara shares - Jared shares - Tia shares - Cyrus shares - Jai shares (Suggestion: balance share outs and balance plowing through and just reminding students to underline) - Roy picks up paragraph 14 - Roy continues to read

9:28am - T affirms class for working hard and lowing through the text; continues to read

- T explains they will plow through the next few paragraphs 9:33am - T wraps up text; asks students to wrap up by underlining central idea in each paragraph - T passes out papers - T reviews HW Instructional Rubric Foci Notes: Teacher Talk Time

9:36am - Students share out with table partners

Minilesson Student Engagement Great pacing and balance of students interaction with text and T leading Balance share outs and balance plowing through and just reminding students to underline (this pushes students accountability vs. waiting for someone to share and then underlining what they sayand it helps with pacing for this class) Have other students read?? Questioning Great follow ups to students share outs to push thinking Differentiation Assessment Cultural Connections Management Balanced Literacy Foci Notes: Read Aloud Classroom Environment Conferring How was it?? How are you feeling about finding a teaching point? Guided Reading/Writing Debrief Notes (completed during Debrief Session): Positives Clarity for students around what they were doing allowed for higher level thinking Developing rituals and routines for students to use Love the students; sharing interesting info that relates to the content of the text Content complex but students are making sense of it. Sees importance of pacing as it relates to being attuned to the content.

Pushes Independent Reading issue of fake reading Grading

Student Engagement level of enthusiasm o Consider thinking of questions as it relates to content to support engagement Management: has spent more time on redirection but understands ways personal style plays into that; understands role of time of day in that situation as well (i.e. 8C)

Conferring Ritual Next Steps/Action Plan (determined collaboratively with teacher): Instructional Planning Balance between content and skills via pacing of class to allow for time to reflect and struggle with content Suggestion: consider an anchor question for each class that will elicit discussion around content Conferring Check in re: reading behaviors Look at 1-2 students and conferring notes on them

Management Assessment - Go into 8C and track behaviors

4/11/2014 12:54:00 PM Coaching Observation Notes Observation Date: Thursday, March 27, 14 Observation #: 29 Class Period: 5th (8C) Thursday, March 27, 14

Observer: Wang Debrief Date:

Action Plan from last Debrief: Instructional Planning Balance between content and skills via pacing of class to allow for time to reflect and struggle with content Suggestion: consider an anchor question for each class that will elicit discussion around content Conferring Check in re: reading behaviors Look at 1-2 students and conferring notes on them Strengths: - Really clear delivery of expectations and directives - Set up for workshop was strong students are held accountable both for the work they need to do and their behavior - Strategic positioning at table - Great group conferring with first group awesome scaffolding questions and bringing in all voices and actively checking students for understanding - Great insistence with Table 2s focus & decision to not tolerate their behavior - Great movement around Table 3 and individuals to check in and support - Amazing positive conversation at Group 1led by Darla and Zhane how could we strategically group so by default other students benefit from collaborative nature of students? Zhane says: Yall wanna do number 3 now? What did you get? Me too because Pushes: - I know time is limited but maybe doing a quick walk around before setting up camp with first group

- Obs: 2nd table is the most talkative maybe if thats something you can anticipate, breaking up table into two groups and assigning seats? Questions: - How would you rate class behavior today? Similar to other days. - Decisions to address behaviors? Not address behaviors? - Table 2 as whole vs. individuals? - Keshawn? Next Steps: For Management Get on the front end of class set up to decrease level of distractedness Issue consequences to behavior

4/11/2014 12:54:00 PM Thursday, April 3, 2014 Positives With 8B able to group and work with students with similar struggles and students were able to see how things need to be worked on while using one students work as a case study Second half of unit: precisely focused with concrete skills that they should have (argument writing, analysis of NF) Skills framing for rhetorical analysis Finding structures that can be used in a repetitive manner so students can use that structure in a routine like manner Assessment T was able to return work more quickly and students were able to see their progress through skills practice Unit where there feels like smallest gap between understanding for T of what is expected and student understanding of what is being expected More workshop style routine has been helpful In love with 8B been really awesome, more focused 8A Elajah was able to confer with other students Moments of celebration working through struggle with Charish and Jhana Pushes Feels a little messy with working towards completing an entire essay in one week Might just have students submit a well-organized outline Felt rushed through last text, planning, the outcome of this has been: misusing content, logically structuring argument Management with 8C shifting to run a tighter ship and addressing things on the front end; trying to figure out best solution for seating Keshawn: finding opportunities to find re-entry with him into the work Book Talks: need to think about how to frame these differently next year to make it more interesting

T3 Units Meet to unpack details around day by days

Feedback Approach for Wang: Look at plans with lens of whether learning activity is getting at abstract concepts

4/11/2014 12:54:00 PM Coaching Observation Notes Observation Date: Observation #: Class Period: Action Plan from last Debrief: Teacher Role Students Role

Observer: Wang Debrief Date:

Instructional Rubric Foci Notes: Teacher Talk Time Minilesson Student Engagement Questioning Differentiation Assessment Cultural Connections Management Balanced Literacy Foci Notes: Read Aloud Classroom Environment Conferring Guided Reading/Writing Debrief Notes (completed during Debrief Session): Next Steps/Action Plan (determined collaboratively with teacher):

4/11/2014 12:54:00 PM Coaching Observation Notes Observation Date: Observation #: Class Period: Action Plan from last Debrief: Teacher Role Students Role

Observer: Wang Debrief Date:

Instructional Rubric Foci Notes: Teacher Talk Time Minilesson Student Engagement Questioning Differentiation Assessment Cultural Connections Management Balanced Literacy Foci Notes: Read Aloud Classroom Environment Conferring Guided Reading/Writing Debrief Notes (completed during Debrief Session): Next Steps/Action Plan (determined collaboratively with teacher):