Pre Observation Reflection Form 

 
 
 
Candidate: P​ rabhu Dwaram ​School: F ​ urlow Charter School ​ Grade/Subject: 1​ 1/Algebra 2 
 
RESA Supervisor/Coach: M ​ rs. Angie Bell D ​ ate: ​September 23, 2020 
 
1. Describe the students in the class, including those with special needs:  
11th Grade Algebra course. 29 Students, 19 female, 10 male. 5 students are gifted. One 
student is on Tier 2 in ELA and Mathematics.. One student has Special Needs in the 
form of extended time, small group, and detailed step-by-step direction. 
 
2. What are the goals of the lesson? (Copy the plan):  
Use the AC method to factor a quadratic expression. 
 
3. Why are the goals suitable for your students?  
Students have spent a lot of time practicing Factoring where a>1. Since they are 
going to be diving into polynomials and calculating zeros of polynomials and other 
quadratics, it is essential for them to know how to factor a Non-monic quadratic. 
They have the foundation and they are ready for the next level. Thus, this goal is 
appropriate for this group of students.  
 
4. How do the goals support the district curriculum and/or the Georgia 
Standards of Excellence?  
The GSEs focused on this lesson requires students to know how to solve quadratics 
with real solutions which is the main goal I will focus on. Plus, our district has 
narrowed the scope of this year’s curriculum to five standards. One of the standards 
that I have deemed important is interpreting Polynomial functions. Solving 
quadratics is essential in understanding the ins and outs of Quadratic function 
which is why this lesson is important. 
 
5. How do you plan to engage the students in the learning?  
Since students will be at home on their computers, I have compiled an activity on 
Desmos that leads them through the step-by-step process of factoring using the AC 
method. Students will also stay engaged by participating in active discussion in the 
Chat box of Google Meets.  
 
 
 
 
 
6. How will you differentiate instruction?  
Students are provided with Step-by-Step instructions on how to factor on a platform 
called Desmos. Students are also given a choice of printing out notes which are 
made available before-hand. The completed notes are also posted online for them to 
refer back to.  
 
 
 
7. What instructional materials or other resources will you use? (Attach a 
sample):  
Learning Activity on Desmos and Notes on Solving Quadratics.  
 
 
 
 
 
8. How do you plan to assess student achievement of the goals? (Copy of 
assessment):  
Students are assessed on a platform called IXL which is a smart platform that adjusts 
itself to student progress. Students are expected to reach a Smart Score of 80 or 
more. 
 
 
 
9. How do you plan to use the results of the assessment?  
Students that are unable to reach a Smart Score or 80 will have a chance to schedule 
a one-on-one meeting with me before the next online meeting. I will go over some 
common problems students are prone to have; for example, finding the right factors 
of AC to use and grouping the terms in the right order. 
 
 
 
 
10. How are you ensuring the lesson meets the TKES/TAP standard for an 
academically challenging environment?  
 
I encourage the students to find factors on their own. They are also encouraged to 
answer their own questions or their peers’ questions. Students are allowed to build 
upon their prior knowledge of quadratics and factoring. All these provide for an 
academically challenging environment.