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HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT

TEACHERS PRE-OBSERVATION FORM

NAMEMS. COURTNEY METELITZ

SCHOOL/ ADMINISTRATOR WEST HOLLOW MS /MS. LORI

CAMPBELL

DATE

OF

PRE-CONFERENCE: 2/23/16

DATE / TIME

OF

OBSERVATION: 2/25/16, PD. 5,

11:24-12:10
GRADE LEVEL /6
ENGLISH

C URRICULUM AREA OBSERVED

1.
B There are 22 students in this class. There are 10 males and 12
riefly describe the
females. Of the students enrolled in this particular class, 5 are
students in this class,
English Language Learners, 3 males and two females. One is a
including those with
first-year Commanding student, one Emerging student who has
special needs? How have been in West Hollow for less than two months, and three are
you used this information Expanding students.
to plan for this lesson?
(Component 1b)
2.
Why
are these goals suitable
for this group of
students? (Component
1c)

3.
How
does this lesson support
district priorities and
state standards?
4.
How
do these goals relate to
broader curriculum
goals in the discipline as
a whole or in other
disciplines?
(Component 1c)

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 the
previously learned grammar lessons on parts of speech
including subject, predicate, nouns, pronouns, adverbs etc as
well as learning the new part of speech, prepositions. 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
environment.
This lesson supports the district priorities and state standards.
It is specifically geared toward a grammar unit we have been
working on learning prepositions, conjunctions and
interjections.. Students will analyze sentences and label the
parts of speech based on previous grammar lessons from
Quarters 1 & 2 regarding the topic. Students will be able to
support their comprehension in their small groups.
One of our major focuses this quarter has been centered on the
novel, The Watsons go to Birmingham. Upon the completion of
the novel, we have begun our unit on grammar, which we do in
between short stories and novels We have completed two
units that focus on grammar, parts of speech and sentence
types. We have been working on a unit which is centered upon
conjunctions and prepositions. We will continue the unit with
interjections.

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 reflects
recommendations made
during prior
informal/formal
observations and
professional
conversations.

Both the ENL & Gen. Ed children tend to have difficulties with
labeling the parts of speech after they have not worked on
grammar in about a month or more. Therefore, I have taken
this into account when planning the lesson and plans to
scaffold and give visual cues as well as guidance to ensure
understanding of the topic. In addition, I will allow for the use
of translators for students who are new to the country. Lastly, I
will provide ENL students with a list of prepositions and
prepositional phrases in order for students to more readily
identify them in lessons. Students who need support are also
welcome to use their notes from class yesterday (PowerPoint
Prepositions)
To develop this lesson I used:
-PowerPoint Prepositions
-The Half Hollow Hills CSD Curriculum for ELA 6th grade
-my knowlege of prepositions

The planning of this lesson reflects multiple conversations with


colleagues, specifically my co-teacher, Ms. Marybeth Clark and
administrators, 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):

HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT


TEACHERS LESSON PLAN FORMAT
2

NAMEMS. COURTNEY METELITZ

SCHOOL/ ADMINISTRATOR WEST HOLLOW MS /MS. LORI

CAMPBELL
DATE / TIME

OF

OBSERVATION: 2/25/16, PD. 5, 12:-11:20-12:10PM

GRADE LEVEL/ 6

CURRICULUM AREA OBSERVED

ENGLISH

AS A

NEW LANGUAGE

LESSON / UNIT:
DESIRED RESULTS
What are the goals for the
lesson? What do you want
students to know, understand
and be able to do? How does
this lesson fit with a larger
unit?

The primary goal of this lesson is to continue to work on


understanding the role of prepositions and prepositional
phrases and the methods in which they are utilized in
the English language.
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]:
CCSS.ELA-LITERACY.RL.6.4

Determine the meaning of words and phrases as they


are used in a text, including figurative and
connotative meanings; analyze the impact of a
specific word choice on meaning and tone
CCSS.ELA-LITERACY.L.6.1

Demonstrate command of the conventions of


standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.SL.6.1

Engage effectively in a range of collaborative


discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their
own clearly.
CCSS.ELA-LITERACY.SL.6.4

Present claims and findings, sequencing ideas


logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear
pronunciation.
CCSS.ELA-LITERACY.CCRA.L.1

Demonstrate command of the conventions of


standard English grammar and usage when writing or
speaking.
The goals for this lesson fit with a larger unit as well as crosscurricular because students must be able to identify parts of speech as
well as write using more complex language on formative and
summative assignments. The goal of the sixth grade curriculum is to
understand, be able to identify, and use all 8 parts of speech within
their writing. Over the course of each quarter so far this year, we have
worked to break down the parts of speech into units. Currently, the
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students are in the process of acquiring and learning to utilize the last
three parts of speech. Developing and establishing proper grammar
helps improve reading as well as writing skills, and fosters an
individual's ability to effectively and clearly communicate ideas.
LEARNING PLAN
How do you plan to engage
students in the content? What
will you do? What will the
students do?

ASSIGNED EVIDENCE
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?

Along with the co-teacher, we have developed PowerPoints


and engaging activities for the Grammar unit. Students have
been working on a Unit which began with conjunctions and an
introduction to prepositions yesterday. Today, the teacher will
begin by reviewing the definition of a preposition as a class.
Next, co-teacher will review how to label a sentence. First, the
sentence should be divided into subject and predicate, next
the nouns and pronouns are labeled. Then, the verbs are
labeled. Adjectives are labeled using nouns as guides.
Adverbs are labeled by carefully examining verbs, adjectives,
and other adverbs. Then other teacher will continue by
labeling a sentence utilizing the same method. Next, the
teacher will call on a volunteer to label a sentence.
Next, the teachers will introduce the YouTube sensation, The
Preposition Dance. The teachers will complete the dance,
the students will likely laugh and dance along from their
seats. Next, the teachers will have the students dance along
with the teachers.
Next, the students will be divided into small, heterogeneous
groups which were well thought out. Each group contains an
ELL student, and the ability levels were taken into
consideration pairing weaker skilled students with stronger
skilled students, as well as male/female ratios were taken into
consideration, as well as student personalities and ability to
work with each other based on prior lessons.
Student achievement of goals will be assessed via discussion,
observation of students during the Preposition dance as well
as during group time and review of the material. Ultimately,
the students will be assessed with a written grammar test.

HALF HOLLOW HILLS CENTRAL SCHOOL DISTRICT


TEACHERS POST-OBSERVATION REFLECTION SHEET

NAME OF TEACHER MS. COURTNEY METELITZ

NAME OF OBSERVER

MRS. LORI CAMPBELL

DATE OF CONFERENCE: 2/25/15

SCHOOL: WEST HOLLOW MIDDLE SCHOOL

GRADE LEVEL: 6

SUBJECT: ENGLISH

1. Did the students learn what you intended for them to learn? What evidence do you have
to support this?
The students learned what was intended. As part of an ongoing grammar unit, focusing on
conjunctions and prepositions, the lessons focus was on identifying a preposition, a
prepositional phrase, and the object of a preposition within the context of a sentence.
Students were in the process of acquiring skills in which each child would be able to identify
all 8 parts of speech. This particular lesson, focused on the prepositions. Students worked
in small groups after guided instruction and modeling, and were able to work
interdependently in order to support one another achieving this goal. Students read 8
examples, and identified and labeled the 7 of 8 parts of speech that they have already
mastered after reviewing. Students then completed a visual chart in which they charted
the prepositions, phrases, and objects after identifying the parts of speech within the
sentences in order to solidify the concept. We reviewed the packet and group work the next
day in class to check for understanding and all packets were collected to be checked for
additional understanding to be returned and used as a study guide for the quiz on Tuesday,
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.
2. To what extent were your goals and objectives appropriate for your students?
The goals for this lesson fit with a larger unit as well as cross-curricular because students were able to
identify parts of speech as well identify the preposition and prepositional phrases in the sentence. In
accordance with the goals of the sixth grade curriculum, to understand, be able to identify, and use all 8
parts of speech within their writing. Over the course of each quarter so far this year, we have worked to
break down the parts of speech into units. The goal of this lesson was for the students are process of
beginning to utilize the last three parts of speech. Through this process, the students are developing and
establishing proper grammar which helps improve reading skills as well as writing skills, and fosters an
individual's ability to effectively and clearly communicate ideas.
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 arrived and were quickly
focused with the review of prepositions and labeling the eight parts of speech. They
were able to have some time to think & review the eight parts of speech before it was
time for them to do it independently/in their groups. It was a good review of the topic,
which the students were introduced to and took notes on the day before in class The
Preposition Dance song was highly engaging and students were were able to achieve a
better understanding of the purpose of prepositions in their daily lives. An unexpected
change to scheduling affected the timing of the lesson. If this was not the case, I believe
we would have had more time for group work and circulating to assist students and
check for understanding, as well as review.
Materials and Resources: The projector screen was recently fixed. This was helpful in
students taking notes the day before as well as viewing the YouTube video. The projector
was also used for modeling. This was used the following day to review the lesson.
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Grouping of Students: The students were divided into small, heterogeneous groups
which were well thought out. Each group contained an ENL student, and the ability levels
were taken into consideration pairing weaker skilled students with stronger skilled students,
as well as male/female ratios were taken into consideration, as well as student personalities
and ability to work with each other based on prior lessons.
4. Please comment on your classroom procedures, student conduct, and your use of
physical space. To what extent did these contribute to student learning?
The desks were broken up into groups. The students were engaged in their groupwork and
there were no apparent behaviors taking place. The students were focused, working
together and helping one another when needed. The teachers circulated to provide support.
5. Did you alter your plan? If so, how, and why?
The only thing I altered about my plan was that we did not have as much time as usual to
teach because of extended advisory.