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ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: Observation #
Mentor Teacher: Ben Bailey Time of Observation: Approx. time spent
planning this lesson: 1
Grade Level: 5 Subject/ Topic: Informational Writing
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION


Main Focus:Generate Possible Writing Ideas
Brief Context:This lesson is part 3 of the immersion phase of the unit. In the first two lessons
we have introduced the definition and purpose of informational writing as well as identified
features of informational text. During this lesson students will begin to generate possible
topics for their own writing.
Prerequisite Knowledge/Skills: What is informational text? What is the purpose? What are
the features of informational text?
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.ELA-LITERACY.W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C

Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E

Provide a concluding statement or section related to the information or explanation


presented.
CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8

Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Assessment: [Formative and Summative]


Participation in group discussion
Discussion with partners
Recording topic ideas
Worldview Integration: Informational texts allow writers to share information and teach their
readers.
Instructional Resources:MAISA Literary Nonfiction

Universal Design for Learning Networks/Domains (see UDL Guidelines )


RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
Discussion action/interaction interest
Modeled chart Recording topic ideas Students choose topics of
Discussing topic ideas interest

Options for Options for Expression Options for Sustaining Effort
Language/Symbols Writing/speaking & Persistence

Options for Comprehension Options for Executive Options for Self-Regulation
Function

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.]
Large group discussion
Partner discussion
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self
regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Strategies you intend to use to redirect individual students:
1,2,3 eyes on me 1,2, eyes on you
Back to one conversation in 3,2,1
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
Students are seated in groups, making collaboration convenient for students

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON


Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
Review:
Definition of Informational Text
Purpose of Informational Text
Characteristics Anchor Chart

Now that we know what informational text is and what it looks like, we can start thinking
about potential topics for your writing pieces.

Development: [It may help to number your steps with corresponding times.]
Explain to students that topics should be something students have an interest in and have
some background knowledge on.

Pose the question: Why might it be a good idea to choose a topic that intrigues you and
something you have some knowledge about?

This is essential to keep stamina as students write, and informational writers are like teachers
so they need to come into their writing as knowledgeable authors.

Today is all about generating topic ideas.

Pass out the writing territories worksheet.

Writing territories are broad categories. For example, animals would be a territory. A specific
topic in that territory might be pandas, dogs, or horses. Another territory is sports. A specific
topic within that territory is Justin Verlander, soccer, or bowling.

Allow students time to write down potential topic ideas on their chart.

Students should try to come up with at least 5 topic ideas.


Closure:
Thank you for your great work today. I hope you are excited about some of the ideas you have
generated today. Take a moment now to share a couple of your favorite topics with your
neighbor.

Ask students to put their charts in their writing portfolio (purple folder).

Collect portfolios

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of


your efforts as a professional.

Preparation of worksheets
Modeling of use of materials
Sample topics