EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)

This report for !ill e"pand to a##oodate $o%r detailed reports if done on #op%ter& 'f done b$ hand( a)e
e"tra #opies to a##oodate the hand!ritten reports&
*ae+ Eli,abeth -os#aldo Date+ 5./0./124 3#hool+ Riversprin4s 5harter 3#hool 6rade+7 Tea#her+ 7ile$
3tandards+ 2&2 ( /&2( /&/( /&3( 4&/( 5&/ 'nte4ration !ith other #ontent areas+ Vis%al arts . Props
'nstr%#tional8Assessent 3trate4ies+ 9hat did the tea#her
do: List
The teacher started the practice of their performance off with a
description of different elements of a stage. She explained
how their stage has a riser and there will be 3 rows of
students. One row standing on the floor and two rows standing
on the riser. She then had the students practice standing in
their rows. First she placed then in their correct row, had them
fallow the first row out into the hallway, and practiced
walking them back in to their correct rows as if they were
entering onto the stage of their performance.
Next she introduced when the music will begin and what they
are expected to do. She explained to them that we will be
sitting right in front of them and conducting. She sang with
them, used hand moements, and incorporated cues. !fter
each song she directed the students who had a speaking part
on what to do and before the songs she explained how the
props would be used in that particular song. "astly, on their #
th
and last song, the teacher taught them when to take in deep
breaths between words as this song demanded longer note
holds.
For assessment the teacher asked $uestions before and after
she taught them something new.
%x. &efore $uestion' ()o you guys know what a rising stage
is*+
%x. !fter $uestion' (So remind me, what do you need to do
before you sing a long note*+
%x. (Show me your props,+
!ssessment is also passed on their performance.
3t%dent A#tivities+ 9hat did the st%dents do: List
The students participated in the discussion of what to expect in their
performance. They answered $uestions on the stage, rows, props,
and cues and also talked about their experiences with plays and
musical performances. !fter they were placed in their rows they
had to remember where they stood and who was on the right and
left of them. )uring their singing performance - obsered how they
portrayed the appropriate characters of each song' a flower, weed,
and.or farmer. /hen asked about their costumes they told the
teacher in unison (&oys wear plaid shirt and 0eans and girls can
wear a plaid or flower shirts or a flower dress.+ /hen told to get
their props from their backpacks they got their Flower.weed hats
and sunglasses and placed the hat on their head and the sunglasses
on their shirt. /hen the song re$uired those props, many were able
to take them out and put them on without being told. )uring the
songs, students attempted to work together and sway their body in
the same direction as the other students. /hen students got lost, -
obsered them looking at other classmates to figure out what to do
next.
Rationale+ 9h$ are these strate4ies appropriate for this #lass: Use -rae!or)s to 4%ide $o%r thin)in4&
2& Developentall$ appropriate (state !hat and !h$ for ea#h area)
-n this grade leel, students are capable of working towards the standards of theater by using strategies like creatie
dramatics, pantomime, storytelling, and acting out. The teacher used each of these strategies to help the students portray the
story that they are like flowers as they grow and blossom into beautiful first graders. Students were able to use express their
creatie personality through their dance moes and uni$ue poses. Students told the story through pantomime as they acted
out the song through body moement and facial expressions 12antomime planting a seed by pretending to hold a seed and
digging it in the ground, happy faces when they grow ect.3 %ach of these strategies helps the students tell a story through
personal creatiity and memori4ation of songs and body moement. 2g. 567 of 8!2! Framework
For students who are on the shy side or forget their words, the teacher has placed herself right in front of students and faced
towards them. She conducts and cues them on what to do. She also sings, dances, and acts with them so they can easily
fallow along if they get lost. The students who hae a speaking part will walk up right in front of her where the mic is and
the teacher will remind them of any lines they forget. These strategies help the students feel safe, encouraged, and confident
knowing that the teacher is right in front of them for help.
Lesson Refle#tion+ 9hat are soe #han4es $o% i4ht a)e to f%rther a##oodate learnin4 in this lesson based on $o%r
insi4hts as an observer: Provide referen#e to the -rae!or)8other reso%r#e do#%ents for $o%r ideas&
!s this was not the first day of practicing for the performance - was not able to see all the teachers9 instructional strategies and
materials. :uch of what - obsered was reiew but from what - was told, the teacher proided ideos related to theatre and of past
performances as well as ocabulary words, pictures, and the use of props.
&ased off the answers - got from the teacher, the performance is ery simple and does not include many traditional theatre resources
like background props or special lighting. /ith this being said, - would hae further accommodated earning by haing the students
be inoled in decorating the stage and creating isual props. Some of the art the students hae created throughout spring will be
used and placed on the walls but - would hae had all the students help draw.paint a garden or farm background that would coer the
entire wall behind them. Something so simple would help the students meet the standards as well as learn the basic elements of stage
crafting. 2g.5#6 of 8!2! Framework
EDU 543 Tea#her Aidin4 8-ield!or) A#tivities
"ist and proide a brief explanation.description of your Teacher !iding types of actiities that you may hae engaged in during your
fieldwork experience for this course. !ctiities that proide support for the Field Superisor Teacher as well as those actiities
dealing directly with students should be included.
%xamples'
;Teach all.part of a lesson prepared.superised by Field Superisor
;2repare materials for a lesson taught by Field Superisor
;/ork with a small group on deeloping particular skills
Tea#her Aidin4
A#tivit$ T$pe
6rade level
Tea#her83#hool
Des#ription of A#tivit$
<reation of props 7inder4arten
;s&7'LE<
River 3prin4s
5harter 3#hool
' helped the tea#her !ith the #reation of the props the st%dents !o%ld be !earin4&
9or)ed !ith
st%dents d%rin4
and after
rehearsal
7inder4arten
;s&7'LE<
River 3prin4s
5harter 3#hool
As the st%dents pra#ti#ed their perforan#e for the se#ond tie ' !as able to help
the st%dents pra#ti#e linin4 %p( #orre#tl$ !al)in4 into their ro!s( and standin4 'n
their #orre#t spots& D%rin4 ea#h son4 ' assisted the st%dents on !here to 4et their
props( !here to p%t it !hen the$ !ere finished( and dire#ted the st%dents on !hat to
do d%rin4 their spea)in4 part& After their rehearsal !as finished ' assisted the
st%dents !ho needed help !ith the l$ri#s b$ slo!l$ sin4in4 !ith the in a sall
4ro%p&
6ettin4 to )no! $o%r st%dents
-irst+ Read TPA 2 and / and loo) for #ase st%dies and the t$pes of inforation the$ 4athered or e"pe#ted
$o% %se& 9or) ba#)!ards and %npa#) the eleents needed for s%ffi#ient and detailed inforation needed&
*e"t Pra#ti#e+ =se the sample below to practice gathering information.
6ettin4 to )no! $o%r st%dents+ 9hat =%estions #an $o% as) to 4et the inforation in this #ase st%d$: T%rn ea#h stateent into a =%estion and
provide a so%r#e (person) $o% #o%ld as) to 4et this inforation&
<han is a 21.$ear.old fo%rth.4rade %nglish learner. >e is from <ambodia and lies with a single mother, two younger brothers, and a baby sister. >is
mother works long hours and is often not home when he returns from school. >is extended family in the =nited States includes one aunt and two grown
cousins and his grandparents. <han9s family immigrated to the =nited States two years ago. >is written <ambodian language is mostly forgotten, but he
is to communicate with his family orally.
<han reads %nglish two years below grade leel. >e has difficulty using correct grammar when writing or speaking. <han is a happy and social boy who
en0oys friends. >e is well liked and works well in small groups. >e is seldom or neer absent from school. The <%")T results indicate an oerall score
in the beginner to early intermediate range, and he has been identified as an %nglish learner.
Question 1: How old is Chan? Pg42 Who would you ask? Or what source would you check?
2. What grade is Chan in? I would ask Chan
How !any "eo"le li#e in your ho!e? I would ask Chan and his $a!ily
4 Where are you $ro!? I would ask Chan and his $a!ily
% &o you ha#e other $a!ily !e!'ers who li#e in (!erica? How
long?
I would ask Chan and his $a!ily
) What languages can you s"eak and write in? I would ask Chan and his $a!ily
* What do you like to do with your $riends? I would ask Chan and his $a!ily
+ &o you like working alone or in a grou"? I would ask Chan
*e"t+ Do the follo!in4&
Use this ethod and des#ribe a st%dent $o% have observed d%rin4 $o%r field!or) observation tie& Use the =%estions $o% 4enerated above and
no! des#ribe a st%dent in $o%r observation #lass&
Des#ribe 3t%dent 2 is in 7inder4arten and tested into the ;s&7ile$s #lass as an EL st%dent& 3he !as born in the United states and so !ere her
parents b%t her 4randparents !ere born in ;e"i#o and )no! ver$ little En4lish after bein4 her for over /1> $ears& This st%dent spea)s both
En4lish and 3panish at hoe and her parents are fl%ent in En4lish& 3he did attend pres#hool !hi#h is !here she pra#ti#ed her En4lish s)ills&
3he has an$ a%nts and %n#les as !ell as #o%sins !ho live near her and spea) both lan4%a4es&
3t%dents 2 is eetin4 4rade level standards& ?er penanship( readin4( and !ritin4 s)ills are at the )inder4arten and 2
st
4rade level and her
#o%ni#ation s)ills are at the developental level as !ell& 3he li)es !or)in4 in 4ro%ps and is involved d%rin4 instr%#tion& 3he is not afraid to
raise her hand to ans!er =%estions and has a spea)in4 part in the #lass perforan#e&
@%estion 2+ ?o! old is 3t%dent 2: 9ho !o%ld $o% as): Or !hat so%r#e !o%ld $o% #he#):
/& 9hat 4rade is st%dent 2 in: Tea#her( Parents
3 ?o! do $o% )no! she is an EL st%dent: Tea#her( Parents
4 9here !as she born: 3t%dent( Tea#her( Parent
5 Does she )no! an$ En4lish: 3t%dent( Tea#her
A Do her parents spea) En4lish: Tea#her( 3t%dent( Parent
B 9hat lan4%a4e does she ainl$ spea) at hoe: 3t%dent( Parents
0 9ho ta%4ht her En4lish: Parents( 3t%dent( Tea#her
C Does she have other relatives !ho spea) to her in En4lish: Parents( 3t%dent
21 Does she li)e !or)in4 alone or in a 4ro%p: 3t%dents( Tea#her
22& Does she parti#ipate: Tea#her
-inall$+ ?elp $o%rself be#oe profi#ient at this tas)&
Do!nload several 'nterest 3%rve$s: 6oo4le interest surveys for elementary students and 4et ideas& Arts and PE are 4reat
areas of the #%rri#%l% to learn ore abo%t the interests and attit%des of $o%r st%dents and helps $o% plan other #ontent area
lessons&
Develop $o% o!n interest s%rve$ 4eared for the #ontent areas of VAPA and PE& 'n#l%de $o%r s%rve$ !ith
this se#tion of the field!or)+
Add s%rve$DDDDDDD&&