WASHINGTON STATE UNIVERSITY TL330 1

Classroom Observation (for your Final Integrated Social Justice Lesson Plan)
DUE: March 26th 2017 on Blackboard
1. What is the general layout of the classroom and resources available for you to use for
your lesson and stations? Whiteboard, projector, laptop, document camera, smartboard,
Chromebooks, etc.? What supplies do the children generally have in their desks that they
can use?
-The students have a smartboard, a document camera and Chromebooks that we could
use for our lesson. The students do not have desks they work at tables and on top of their
tables they have a bucket that hold scissors, glue, pens, and crayons. All the resources and
manipulatives the students will need are at the back of the room organized by picture and
name.

2. What are some of the classroom dynamics to consider? Number of boys and girls in the
class? What grouping strategies might you consider for your stations?
-The students are grouped in tables of 6. There are 10 girls and 13 boys. I would consider
whole group, small group and ability grouping. Classroom dynamics to consider are
behavior during the lesson including shouting out and two students who have behavior
issues in the classroom. Also, there is a girl student who wants to be a boy and we will
consider that when using language for our SJ lesson.

3. What are some of the general mathematics concepts that all of the students in your grade
level can understand/use, regardless of their math grouping? Are there particular
mathematical concepts that the teacher thinks would be useful for your lesson to use?
-All the students can write to 20, count to 100 and add to 5.

4. What are some of the main themes in the social studies curriculum for your grade level
that might be a good tie in for your lesson?
-She teaches social skills in the class and how to be a part of a community (your school is
a community, your town is a community, your class is a community)

5. What social studies resources do you observe in the classroom (maps, texts, books, etc)?
-Globe, world maps, and a lot of different books we could use in our lesson.

6. Regarding ELL students, what is the first/home language? Are they receiving services in
the school? How many years? What strategies have teachers used that were helpful?
-There are three level two ELL students in the classroom. Two of them speak Spanish and
one of them speaks Arabic. They will be transitioning out of needing services. The
teacher has used repetition to help them with words.

7. Regarding students with special needs, what accommodations do you need to consider for
reading, math, language arts, social studies? Think about students with documented IEPs
and 504 plans as well as those that do not have official plans on file. What strategies have
been successful?
-They get a + for good behavior and if they get enough +s during the day they get free
play. They have behavior charts on their desk. They get to sit at their desks instead of on
the carpet because they have sensory issues.
WASHINGTON STATE UNIVERSITY TL330 2