EXAMPLE OF RESPONSES

T-TESS Pre-Conference Date:

Example to use – 5th Grade Science Class
What objectives will be addressed in the lesson?
Science - Light Energy (ext: Sound) TEKS: 5.1AB, 5.2 DF, 5.6AC

What are the prerequisite skills that the students have to know in order to be successful?
Students will need to have an understanding of basic scientific processes, and know how to use observation
to reach conclusions. They can also pull from past experiences using experiment stations around the
classroom. They will have already completed a lesson on sound waves which shares many of the same
concepts and vocabulary as light energy.
Are there any particular grouping structures in place? If so, how will you hold students accountable for group
work?
Students will be placed in small groups for a portion of the lesson. Groups will submit written observations
via an activity rubric, and will be allowed to offer verbal comments as the lesson proceeds and as a closer.

What do you expect the students to know and be able to do after the lesson?
Students should have a more personal, experienced-based understanding of light and the properties of light
energy that the lesson covers. They will also have common points of interest to share with their fellow
classmates.

Briefly describe the varied learning needs of students in the class, including those with disabilities and ELLs and
how you plan and prepare to meet their needs.
Students requiring extra time, oral assessment, or SIOP interventions as per their documented
modifications and accommodations will be provided for according to their needs.

How will you assess whether or not students met the objectives for the lesson?
Assessment will be a two-part process: 1) through teacher observations and impromptu questioning of
groups during the course of the activities, and 2) through review of student observation rubrics containing
directives and goals for the groups. The following day, students will have a formal assessment.

Where in this lesson in the context of your unit plan?

We are in the second half of Unit #6 in the science textbook which covers sound waves and light energy and
their properties. This lesson precedes an assessment covering the entire unit.
How will you differentiate your instruction in order to address a variety of learning styles?
I will begin with a preview presented visually and verbally, before moving on to the hands-on, tactile
sessions at the various experiment stations. Students will share their experience with other group members
and will have input into the recording of the groups findings.

Is there anything in particular you want me to be observing with regard to your areas of reinforcement and
refinement?
I will be circulating around the room and will at times be commenting on, redirecting or offering guiding
suggestions as I see fit. I will have to leave some groups unattended at times while my focus is on other
groups.

What are your plans for the lesson closure?

I plan to revisit with the conclusion using directed student input regarding their observations and
conclusions about what they have experienced.

Are there any other special circumstances that I should be aware of before the announced observation?
This observation will be only two days after Thanksgiving holiday. After such holidays, sometimes students
forget previously known concepts and often require re-teaching. They can also forget previously practiced,
standard classroom procedures.

Is there anything else you would like to discuss before the observation?