The University of Texas at ch-Liberal Arts: UTL 640/U 360/UTL 670 [Yreach-LA Students School Dis Lauren ¢ Geoniaba — Bai ndigack HS. /R2I1SD ‘operating pesson RZ An Lawrence [We Aching Twelve Angry Men 2: 1BR 4:07. and 2: Rate each observable beh: Advanced petency Competency Cluster 1: Learner-Centered Instruction Demonstrates knowledge of content * Demonstrates knowledge and understanding of the subject taught a = Integrates coniemt areas 3 = Brings in information and materials beyond what is found in-the text CS Demonstrates knowledge of students * Shows an awareness of students” varying skills, approaches to learning. and cultural and linguist |__ heritages 2 7 Uses developmentally appropiate praciices a + Varies activities to maintain student interest 4 Selects key knowledge and skills that lead to high levels of learning * Aligns lessons and instruction with TEI Ff + Identifies important background knowledge and vocabulary 4 Has knowledge of and makes use of materials, resources, and t + Uses technology as an im: 3] Designs activities that promote student learnt + Designs activities that suppor the stated instructional objectives xy Implements effective pedagogy + Shows enthusiasm and energy a * Gives directions clear q + Paces instruction appropriately a = Provides feedback and error correction as necessary 3] = Provides multiple opportunities to practice 3 * Uses questioning techniques and higher order thinking effectively cm + Uses visuals and/or graphic organizers = Summarizes the key points of lesson Gq Assesses student learning [+ Checks for understanding 1 Comments: - - Cluster 2: Classroom Environment: Equity, Excellence, and Learning Creates rapport with and among students in an environment of respect ‘+ Models and maintains a courteous climate 7 * Knows the names of students a * Builds rapport and trust with students uy Original: UTeach-LA Student Yellow: UTeach-LA Instructor Pink: Cooperating Teacher0 po climate [+ Provides clear expectations Redirects appropriate behavior + Provides positive reinto Manages routines and procedures t [+ Supports cle: for appropriate behav’ { enhance student lear rules, procedures, and consequences + Scans room consistently to den her awareness Offers equitable lear background, or disahi * Provides all students an equal opportunity to learn regardless of culture & language, economic 0, ethnicity. religion. physical & personal attributes, and disabilities __ status, gender, sexual orientat ing opportunities to all students regardless of race, gender, religion, cultural Comments: 2 Cluster 3: Communication Communicates with students + Communicates clearly and accurately i ora and writen communication NO ‘Avoids sarcasm or destructive criticism IWES_NO Communicates with cooperating teacher and university observer SE3_NO * Initiates and maintains communication with cooperating teacher/university observer. * Submits lesson plan to cooperating teacher for approval in advance ‘Comments: Cluster 4: Professionalism Demonstrates effective interpersonal relationships No | Fullills poli # Is receptive and accepting of suggestions from cooperating teacher/university observer Wes NO © Remains calm in dealing with conflict and disagreement Wis NO * Demonstrates an ability 10 get along with others (@y_No es and procedures + Follows Texas Code of Ethics NO [+ Follows required school dress code and is clean, well-groomed YES NO © Is present and prompt except for emergencies NO « Follows public schoo! policies ES NO’ Comments: _ Cooperating Teacher Yellow: UTeaeh-LA Instructor 2 ur LA Student Signature Pink: Cooperating TeacherLauren Gonzaba 10/34/2014 Subject: Introduction of “12 Angry Men” | Observations | Debriefing last reading. Asked students to laborate on answers Reminded students to focus on specific characters who exemplify the larger meanings of the play. During reading of the play, teacher rotated around | students. Redirected when necessary. “What's a moving elevated train?” Teacher clarified phrases and references that might not be familiar to student's particularly ELL. Teacher stops to clarify at important plot points. Asks students to paraphrase key moments before going on. Questions were specific, started with basics of the plot and then extended into more complex | questions. students were rowdy to start reading but you were able to casually control the excitement while Still maintaining a very positive atmosphere and connections to students. +4 couple of students having side conversations or comments during reading of play. Be sure to redirect | Nice work on being a constant presence during the | reading. This can be difficult when it’s the third, “fourth, or even fifth time of reading through & | play/book. You need to develop ways of keeping | yourself interested as well and walking around is | certainly one. The other way is by encouraging students to do small actions from the play ~ basic movements and stage directions help keep them interested and moving. You can deepen these moments by asking students to repeat back the definition in their own words. (not really necessary for this particular example, but for future reference with difficult vocabulary)