Field Supervisor’s Follow-Up

Field Supervisor’s Name Professor Jo N. Rosicone Date February 23, 2021

How did you contact the teacher: ___ Phone XEmail ____ Text

What suggestions/comments have you made to the teacher regarding:

Lesson Plan

Your Lesson Plan was strong. My one suggestion dealt with identifying your assessments. You stated that
due to school policy, remote classwork will be used as an assessment and students will have until 11:59
pm to submit their work. Even though this is the case you need to specifically identify both the informal
and formal assessment for this lesson.

Instructional Materials & Instructional Delivery

You used
*Google Docs and Google Meet. You also used a Clip from the Smithosonian’s National Air and Space
Museum’s video, “The Attack on Pearl Harbor.” https://www.youtube.com/watch?v=DNV8enpVwok
*Pear Deck – an interactive slideshow presentation.

Assessment (i.e. worksheet, quiz)

The mini lesson will include a 2:02 clip from the Smithosonian’s National Air and Space Museum’s
video, “The Attack on Pearl Harbor.” During the video, students will be given the following questions:
1. What were Japan’s motives for attacking Pearl Harbor?
2. Was the United States prepared for the attack?
When the video was over, you asked the students for their responses to check for understanding that
related to the surprise attack on Pearl Harbor. They were able to respond through verbal responses or in
the Google Meet’s chat box. 
After the video, students were provided with a text including President Franklin D. Roosevelt’s,
“Infamy Speech.” They were too read the two paragraphs. Afterwards, they were to model and
annotate the text by highlighting and making notes of key concepts, vocabulary, and ideas that are
essential to understanding the United States’ decision to enter World War II and Roosevelt’s purpose
for writing the speech. 
While modeling the annotations, you asked students the following questions: 
1. What do you think President Roosevelt meant by “a day that will live in infamy?”
2. Why does President Roosevelt indicate the United States has been deceived by Japan?
3. What is Roosevelt’s purpose for writing this text? Support your answer from the text. 
 For the structured practice and application the students were to rean the remainder of FDR’s speech.
They were instructed to annotate the text and provide at least 5 annotations from the text on a
Google Doc. They were then instructed to respond to the s5 ELA/Assessment Prompts.

Homework

While there is no assigned homework, students in remote learning must complete the assignments by
11:59 the day of the lesson.

Academic/Best Practices Support

N/A

Other Discussions/General Comments

While I was able to determine what you did and the rationale you used for each lesson segment, W\with
no planning commentary and pre/post observation answers this evaluation could not give you an in
depth response to your teaching of this lesson. I can remark on the rationale that you used for each
segment of the lesson.

Launch- the purpose of your launch was to activate schema. Students were encouraged to reflect on
prior knowledge related to President Wilson’s decision to remain neutral during World War I because he
wanted to maintain peace and avoid involvement in international conflict. In comparison, students were
able to see that the United States adopted a similar belief which wound up delaying the United States’
entry into World War II.

Instructional Practice: The video you used aimed to provide students with content information
related to Pearl Harbor. In addition, from archival footage they were able to visualize how destructive the
event was, and why Japan planned this surprise attack to destroy the American naval fleet. When you
checked for student understanding to differentiate instruction, students were to have the option to respond
verbally or in a written response. The questions were constructed to assess understanding related to
objective #1. 
You stated that the “Infamy Speech” was selected for this lesson because it includes the United States’
decision to enter World War II. You modeled annotations from FDR’s speech that justified the reasons for
Congress to enter World War II. You mentioned the definitions of infamy and solicitation to reveal their
meaning and context within the historical text. 

The questions were constructed to help students understand vocabulary words and their context within the
speech. In addition, question #1 related to learning objective #1, and question #2 related to learning
objective #2. Both questions related to the standard, CCSS.ELA-LITERACY.RH.6-8.4 (as delineated
in your lesson plan). Question #3 related to standard, CCSS.ELA-LITERACY.RH.6-8.6

Structured Practice and Application: Students completed the work for structured practice
individually. Since this lesson was conducted remotely, it would be difficult to implement group work or
pair work. 

Students were to annotate the text independently to further their understanding of FDR’s purpose of
writing the speech, and the way he carefully chose specific words to fit into the context of his speech.
There are a total of 4 vocabulary terms highlighted in the text. Students were asked to provide annotations
for those specific terms.  

You assessed whether the learning objective has been met through annotations and answers from the
multiple choice questions listed in your plan which was the formal assessment for this lesson plan.  

You believed the lesson was very successful. Throughout the lesson, you periodically
checked for students’ understanding by asking questions. A variety of students accurately
answer the questions. In addition, you implemented the use of “Pear Deck” which is an
interactive slideshow presentation. By doing so, it provided you with the opportunity to view all
student responses as they were responding to questions.
You were able to determine that the students learned what you intended for them to learn
because of the lesson takeaway or exit-ticket that was administered at the end of the lesson. You
reviewed all of the Exit Tickets to check that each student met the learning target of the day. In
addition, you reviewed the independent task to review annotations and student assessment
multiple-choice answers. You found that the students provided key annotations, which revealed
their understanding of the topic. In addition, the majority of students responded accurately to the
assessment while you noted that some responses were inaccurate. You believed that this was
mainly due to a misunderstanding of a vocabulary term which wasn’t taught in the lesson
  This lesson had high levels of student engagement because you used Pear Deck because each
slide had the ability to be interactive and could boost student engagement levels. After speaking
with your cooperating teacher, she mentioned how engaged students were during the lesson. This
is an excellent use of your cooperating teacher who could give you information that you might
not ordinarily be able to identify yourself. The responses from their exit-ticket revealed that the
students were engaged because all students answered the questions correctly. 
  You had the opportunity to teach this lesson again when the students were in the classroom.
This time you incorporated use of the dry erase board. You drew the island of Pearl Harbor. The
purpose of this was to increase student understanding of how the geographical location for the
naval base was intentionally selected because of its ability to limit enemy fleets from attacking.
Also, this was a visual aid to support student understanding. Additionally, you used the dry erase
board to label the Allies and Axis Powers during World War II
The fact that I am unable to be present at your lesson delivery and the fact that the lesson is remote is a
challenge to us all. You are working very hard to get the most from your student teaching experience.

Final Comment: I am pleased with your positive attitude toward this unique teaching experience. I am
so happy that you are finally able to experience what it is like to teach students in a classroom. While it
is still not what you will be doing when you have your own class with a full class of students, you have
the opportunity of interacting with your students while delivering instruction. This lesson plan was well
done. Keep up the fine work!

Student Teacher Signature:____________________________________ Date:_________________

University Supervisor: Professor Jo N. Rossicone March 7, 2021