Supervisor Observation #2
Grade Level Being Taught: 1st
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 4/11/19
Whole
Yu8iPart 1: Lesson Content
LAFS.1.W.1.2 - Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately write informational text on the butterfly life cycle.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understand
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking? Because the student has to use the information provide
to sequence the events of the Butterfly Life Cycle and write in into an informational text piece.
Describe your assessment plan:
I will be collecting the students writing and using it for a formative assessment for my writing
lesson the following day. I will be assessing their writing for sequencing words such as; First,
Next, Then, Finally. Then adapting my instruction based on their writing.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative because I will use it to plan my instruction in the future. The
students are also just beginning their writing unit on informational writing.
How does it align with your objective?
This aligns with my objective because the students are writing an informational piece on the
butterfly life cycle that I will be analyzing after the lesson.
Supervisor Observation #2
Grade Level Being Taught: 1st
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards
over time
What misconceptions might
students have about this
content?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 4/11/19
Whole
 I will be assessing students work but evaluating their use of sequencing words such as; First,
Next, Then, and Finally.
 I will also be assessing the students writing on the evidence/facts that they write about. To
ensure they sequence the butterfly life cycle in the proper order.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
LAFS.K.W.1.2 -Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.2.W.1.2 - Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
 Butterfly life cycle
 The vocabulary of the sequence words (first, then, next, last)
 The writing conventions that are still being practiced (capitalization, punctuation, and finger
spacing)
Part 2: Lesson Implementation
 The students will be arranged in their assigned carpet seats when learning the butterfly life cycle.
They will be on the carpet throughout the entire lesson until it is time for their individual writing
time, then they will go back to their individual seats, and I will have a small group at the back
table.
 I will set my expectations for my students at the beginning and during my lesson. I will be using
the behavior clip chart as well as bobcat bucks when needed. I will give students reminders if
they are getting too loud or talking without raising their hands.
 I will be using our classroom rules which means during instruction students must ask to move
from seat.
 I will use positive reinforcement, especially if students are not behaving… I will reward the ones
that are behaving.
Supervisor Observation #2
Grade Level Being Taught: 1st
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 4/11/19
Whole
 J.M. requires special attention in our classroom, and the clip system does not work for him. We
allow him to sit where he wants during instruction as long as he is productive. We also give J.M.
teacher helper jobs in-between transitions.
 Writing paper
 Projector
 Pencils
 Vocabulary Dictionaries
 The butterfly life cycle book
 White board
 Expo markers
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will be differentiating the writing process for my ELL students. I will have them at the small table in the
back and I will be prompting them in their thinking and assisting them in their writing.
Which specific students will benefit, and why?
My ELL students will be benefiting from the additional help in writing, as well as some of my students
that struggle with focusing. I will be assisting them with their writing in a small group at the back table.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
Supervisor Observation #2
Grade Level Being Taught: 1st
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 4/11/19
Whole
 Pre-Production Level: Draw pictures of the sequence of the butterfly life cycle
 Early Production Level: Draw pictures and write key words of each of the butterfly’s stages
of the life cycle
 Speech Emergence Level: Write key words in the sequence of the butterfly life cycle
 Intermediate Fluency Level: Write sentences describing the butterfly life cycle with writing
paper with sentence starters; First, Next, Then, Last
What accommodations will you make for students who have an IEP or 504 plan?
Students that write their sentences and at least try get to do a craft with the butterfly lifecycle after
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Students will be challenged to write the butterfly lifecycle into a narrative story
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Many of my 1st graders are very excited about our caterpillars we have in the classroom and are
interested in nature and insects.
If applicable, how does this lesson connect to/reflect the local community?
This is the butterfly life cycle connects to our planet
1. What is the content area for this lesson? Writing
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Gradual Release
3. Step-by-step plan:
Time: Action Steps:
0-2 min: I will be transitioning onto the carpet with my students and positively recognizing students that
come to the carpet with a bubble in their mouth, hands in their lap, and sit in their assigned seat.
These students will be moving their clip up.
2-5min: I will then go over the expectations for the lesson; I will ask students to please be respectful
during the read aloud and to raise their hand if their have a comment. I will be telling the students what
book we are reading, and I will ask them “show me you are ready” I will also be connecting the story to
the fact that we have caterpillars in our classroom that are growing.
5-10min: I will be reading the book “From Caterpillar to Butterfly” aloud to the whole class on the carpet.
I will be stopping at points within the book to ask students “what did that word mean?” or “who can
Supervisor Observation #2
Grade Level Being Taught: 1st
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Hannah Bishop
Subject/Content: Writing Group Size: Date of Lesson: 4/11/19
Whole
explain what stage the butterfly is at on this page?” This questions will range from page to page and will
also depend on the student’s responses. I will also be asking the students after most pages if they have
any questions because I want to answer these throughout the lesson.
10-15min: We will have a class discussion about the book, and I will be writing key words onto the
white board for the students to refer to when writing. (EX: metamorphosis, molting, chrysalis) I will also
prompt the students into telling the 4 stages to me to write and draw on the board. (Egg, Caterpillar,
Chrysalis, Butterfly) These will stay on the front board for the students to refer to when they are writing
their sentences. (this will still be on the carpet) I will have first, next, then, and last written on the board
and I will be drawing sticks for students to place the visual of the egg, caterpillar, chrysalis, and butterfly
into the correct column.
15-17min: I will then explain the writing assignment to the students; they will be writing an
informational writing piece about the butterfly life cycle. I will connect this to the star chart and tell the
students we will be practicing our informational writing. They need to include all 4 stages of the butterfly
life cycle, at this point I will write 4 connecting words on the board (first, next, then, last) and then I will
explain how they can use those words. I will call 6 students to the back table because I will be working
with them in their writing. (Jackson, Minh Chau, Angely, Jediah, Yosniell, Jeremiah) I will ask someone to
explain what I do not want to see in their writing, such as opinions or “I like butterflies”
I will hand on the papers to one student and then rest will follow back to their individual tables.
I will remind the students that we are at a level 0 for noise, and normal classroom procedures apply.
17-27min: Students will be individually writing silently. (they may use their vocabulary dictionaries as
resources) I will have a small group of 6 at the back table during this time. I will be assisting them in their
writing.
27-30min: I will check on the student’s as far as time goes and see if they need more time, or if they are
finished. If they are finished and we have extra time we will share on the carpet. If they need more time, I
will remind them to double check their work and check for capitals and punctuation.
30-35min: We will have a group discussion about what stage our caterpillar is at and where it is going
next and I will allow them to look at our caterpillar in groups before they leave to go to SOS at 9:35am
My CT will be co teaching with me, and will be managing the whole group when I assist the small writing
group.