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OBSERVATION: 2/10/16, PD. 7, 12:-1:04-1:50PM






1. Briefly
describe the students in
this class, including those
with special needs? How
have you used this
information to plan for
this lesson? (Component

2. Why are
these goals suitable for
this group of students?
(Component 1c)

3. How does this

lesson support district
priorities and state

4. How do these
goals relate to broader
curriculum goals in the
discipline as a whole or
in other disciplines?
(Component 1c)

There are 6 students in this class. There are five males and one
female. Of the students enrolled in this particular class, all are
English Language Learners. One is a first-year Commanding
student, one Entering student, and four are Emerging students.
One of the Emerging students is classified as Learning Disabled
with a Speech & Language Delay and has a para. His individual
needs have been taken into account with regard to the
development of this lesson, especially when working in small
groups and independently for effectiveness and comfort level.
The para assists in this & helps the student, specifically with
writing & spelling unknown words.
The goals for the lesson are suitable for this group because
they support both district and state expectations as well as
standards. Students will be using their knowledge of the
English language expanding their vocabulary utilizing suffixes
and base words. In addition, we will be continuing our unit on
Legends and students will use prior knowledge & prior legends
read throughout the unit to assist in understanding the story.
The outcomes are clear & rigorous, that take into account each
childs specific learning style and stage of language
development while making a strong connection to the
curriculum and standards posed by both the district as well as
the State of New York. It is imperative to the hold the children
accountable to a high standard, but at the same time support
for each child in order to provide for success in such a rigorous
This lesson supports the district priorities and state standards.
It is specifically geared toward a mini-lesson unit we have been
working on learning about prefixes and base words. Our core
lesson is based on a Legends Unit which connects with Social
Studies, specifically, Native American history. Students will
analyze & draw conclusions based on the Legend & class
discussions regarding the topic. Students will be able to
support their comprehension and analysis through writing.
One of our major focuses this quarter has been centered on
Legends from different parts of the world, specifically, North,
South & Central America. We have been learning about the
history of legends and their common characteristics. We began
the unit by reading The Ant & The Grasshopper followed by
How the Owl Got Big Eyes. In addition, we have completed
two units that focus on grammar, parts of speech and sentence

5. What
difficulties do students
typically experience in
this area, and how do
you plan to anticipate
these difficulties?
(Component 1a)

6. What
instructional materials
or other resources, if
any, will you use?
(Attach sample
materials you will be
using in the lesson.)
(Component 1d) -7. If applicable,
describe how the
planning of this lesson
recommendations made
during prior
observations and

types. We have been just completed a prefixes unit which is

centered upon base words and their meanings. We are
continuing by beginning our part of the unit on suffixes.
The children tend to have difficulties with certain vocabulary
words & historical information because they are not Americanborn or because they dont have the background knowledge.
Therefore, throughout the reading I chose target words and
information to talk about either before, during or after the
reading. Students know to underline any unknown words or
material and ask about them for clarification. I have taken this
into account when planning the lesson. Additionally, the
students have difficulty writing, specifically introductory
paragraphs. This lesson will work to improve those difficulties.
To develop this lesson I used:
-Scholastic Extra Practice for Struggling Readers Word Study
for Grades 3-6
-The Half Hollow Hills CSD Curriculum for ELA & Social Studies
for 6th-8th grade
-The Hummingbird King PowerPoint
-Story Map Graphic Organizer & Multi-Problem organizer
The planning of this lesson reflects multiple conversations with
colleagues, principals, as well as the Director of ENL, Lori
Campbell, to align with our individual lessons to be more
rigorous and in tune with the NYS Common Core Standards.

Teacher comments pertaining to observation setting. List any items you might want to call to the
attention of the Administrator.
In my opinion, while teaching, I strive to teach the 4 pillars of ENL instruction which is listening,
speaking, reading and writing of the English Language. However, my lessons also center upon the
journey and life lessons inter-weaved with historical significance and ELA curriculum as it applies to
their other core classes and their daily lives. I have worked hard to create a comfortable risk-free
environment in which students feel safe to learn and make mistakes. I scaffold all of my lessons and
review our overall ongoing ideas daily.
Observational Focus (optional):






OBSERVATION: 2/10/16, PD. 7, 12:-1:04-1:50PM







The primary goal of this lesson is to continue to work on
understanding the role and lesson behind Legends.
What are the goals for the
The secondary goal is the mini grammar lesson in which
lesson? What do you want
students will be introduced to the topic suffixes which
students to know, understand
continues our Word Study unit.
and be able to do? How does
this lesson fit with a larger
Common Core Standards for this unit that apply to this
lesson as well as the unit goals: {specific to this lesson
as well as scaffolded lessons]:

SL.7.1, 8.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, & teacher-led) with
diverse partners on Grades 7 & 8 topics, texts & issues,
building on others ideas & expressing their own clearly
SL 7.2, 8.2: Analyze the main ideas & supporting details
presented in diverse media & formats (e.g. visually,
quantitatively, orally) & explain how the ideas clarify a topic,
text or issue under study.
W.7.3, 8.3: Write narratives to develop real or imagined
experiences or events using effective techniques, well-chosen
details & well-structured event sequences.
W.7.4, 8.4: Produce clear, coherent writing in which the
development, organization & style are appropriate to task,
purpose & audience.
RI.7.4, 8.4: Determine the meaning of words & phrases as
they are used in a text, including figurative & connotative &
technical meanings; analyze the impact of specific word

choice on meaning & tone.

The goals for this lesson fit with a larger unit as well as crosscurricular because students must be able to analyze texts in
their English classes and write multi-paragraph essays.
Additionally, students must be able to make real-life
connections and gain a better understanding of ancient
history & culture. Secondly, the Word Study unit gives
students a better understanding of the complexities of the
English language and new vocabulary. Lastly, this unit &
lesson gives students the opportunity to listen and share their
thoughts and ideas orally, which is often something they do
not feel comfortable doing in their other classes throughout
the day. After the stories and the graphic organizers are
completed, teacher will review the entire story with a Prezi on
The Hummingbird King, to reinforce the ideas and theme of
the story. In the coming days, students will begin drafting a 12 paragraph essay which answers the question, What is the
theme of the Hummingbird King? What message did the
Ancient Mayans want people to take away from this legend?
How do you plan to engage
students in the content? What
will you do? What will the
students do?

How do you plan to assess
student achievement of the
goals? What procedures will
you use? (Attach any tests or
performance tasks, with
rubrics or scoring guides.) How
do you plan to use the results
of the assessment?

I have developed Prezis, activities and mini-lessons in class

for this unit on Legends. Students have been working on an
Word Study Unit which began with prefixes in which students
completed a quiz last week. They continue the unit today
with an introduction to suffixes. First the teacher will begin by
introducing suffixes and their definition in contrast to
prefixes. Students will take notes. Then students will then be
introduced to a series of suffixes (-er/-or, -ful/-ly, -ness,
-able/ible) in which the students will engage in guided
practice, (part A) and independent practice (part B)-teacher
will review.
The lesson will continue with the Guatemalan Legend, The
Hummingbird King, which the students have been working
with for approximately one week. Throughout the reading,
students are expected to underline unknown vocabulary
words, take notes on the Legend as well as the Graphic
Organizers provided (story map and multi-problem G.O.s), ask
questions and engage in discussion led by the teacher.
Student achievement of goals will be assessed via discussion,
observation of students understanding and student work. The
1-2 paragraph essay will be assigned & graded on a teachercreated rubric. The final product of the student work will be
helpful in designing future lessons on grammar as well as






GRADE LEVEL: 6, 7, 8








1.To what extent were your goals and objectives appropriate for your students?
The students learned what was intended. As part of an ongoing Word Study unit, first focusing on
prefixes and suffiex, the lessons focus was on identifying a suffix as a word part, its meaning, and its
meaning when attached to a root word. Students were in the process of acquiring skills in which
each child will in the end, be able to words with both a suffix and a prefix. This particular lesson,
focused on the suffixes. Students worked independently following guided instruction and modeling,
and were able to work interdependently in order to support one another achieving this goal.
Students read 5 examples, and identified and filled in words with suffixes based on their new
understanding. Students then completed an independent section in which they charted the suffixes
in context in order to solidify the concept. We reviewed the work and continued the unit the next
week in class to check for understanding. Upon completion, all packets will be collected to be
checked for additional understanding to be returned and used as a study guide for an upcoming quiz,
which will follow the same format as the group activity. The quiz will be collected and graded to be
used as evidence of understanding, and extra help will be given to those who require further support
grasping and solidifying this concept.
Secondly, as part of an ongoing Legends unit, first focusing on more basic Native American Legends,
such as The Ant & the Grasshopper, the lessons focus was on identifying the different parts of the
Legend, The Hummingbird King. Students are in the process of acquiring skills in which each child,
in the end, will be able to identify the different parts of the story, including the moral or the message,
independently. Students worked together, following guided instruction & modeling throughout the
unit and were instructed to take notes during the Prezi, which outlined the different specific elements
of the Legend. Again, students were able to work interdependently, to support one another and their
varying language levels. We then reviewed the work and charted the Story Map together in order to
check for understanding. Upon completion, all maps were collected and checked for additional
understanding to be returned.

1.To what extent were your goals and objectives appropriate for your students?
My students are immigrants to the United States, all have came within the last 3 years or so. They
are still creating a life here in America. Often times, in their Social Studies & English classes, teachers
may think that students have this background knowledge & glaze over certain ideas and concepts
that are unfamiliar to ENL Students. One of the main goals of my class is to engage the students in
collaborative discussion. Another goal is to increase their vocabulary. I did this through the utilization
of questioning throughout the lesson.

3.Please comment on different aspects of your instructional delivery. To what extent were they
effective? What would you do differently to improve the lesson?
I believe the instructional delivery was effective. Students came in and were quickly focused with
a Do Now. They were able to have some time to think & reflect before they responded. It was a
good introduction to the topic. The lesson was meant to bring about a discussion & some
conversation among the students through questioning as well as the Prezi which solidified
understanding of the Legend and all its different elements.
Materials and Resources: Next, I believe that my Prezi was engaging. The photos were clear &
students were able to gain an indepth understanding about what life was like during this time.
The use of Graphic Organizers is strategic for the ENL population. This helps English Language
Learners to summarize and interpret text.
Grouping of Students: It is a small group. The students are emerging in their development of the
English language & they often help each other or work in pairs. For this lesson, it was whole group
and individual. Though the work is deemed independent students are encouraged to talk and work
together to help one another. This encourages conversation both academic as well as social.
To improve this lesson, I would have possibly used a program other than Prezi. Though I find it is
very engaging, as seen today, it can be a bit unpredictable. Though I tested the Prezi multiple times

both on my laptop and on the Smar tBoard in the classroom, I seemed to still have some difficulty
with it. This was frustrating.

4.Please comment on your classroom procedures, student conduct, and your use of physical
space. To what extent did these contribute to student learning?
I am only in this room one period a day, so I do not have much of a say in the decor or set up of the
room. I ensure that students sit close up front so they can be close to the board, myself and interact
with one another. Brad, my IEP student, sits a bit off to the side which helps to keep him focused.
This also allows for his para to have access to him and help him without distracting others. Students
are generally well-behaved and interested in learning. They are often a bit more excited about
learning but I believe they were a bit nervous. They are generally a lively bunch.

5.Did you alter your plan? If so, how, and why?

The only thing I altered about my plan was that I felt I had to rushed the review a bit. I felt I was
running out of time, as students often take a little longer to complete things than a general
population, and wanted to make sure I reviewed the Story Map before the bell rang.