Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Rachael Hastings rhastings@calca.connectionsacademy.org English Language Arts 11
Mentor Email School/District Date
California Connections
zlopezfuentes@calca.connectionsacademy.
Zamequa Lopez-Fuentes Academy 3/6/2022
org
San Juan Capistrano
Content Standard Lesson Objectives Unit Topic Lesson Title
CCSS. RL. 11-12
7. Analyze multiple interpretations of
a story, drama, or poem (e.g.,
recorded or live production of a play
or recorded novel or poetry),
evaluating how each version
interprets the source text. (Include at
least one play by Shakespeare and
one play by an American dramatist.)

CCSS. W. 11-12
4. 4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience. (
Students will be able to define equality.
CCSS.SL.11-12 Students will be able to identify absurd and
1. Initiate and participate effectively
in a range of collaborative satirical devices used in opening paragraph
American
discussions (one-on- one, in groups, of “Harrison Bergeron”
Postmodernism
and teacher-led) with diverse partners Students will be able to list similarities and “Harrison Bergeron” vs.
on grades 11–12 topics, texts, and differences between “Harrison Bergeron” 2081
issues, building on others’ ideas and Compare and Contrast
and 2081.
expressing their own clearly and writing
Students will be able to complete a 3-5
persuasively. a. Come to discussions
prepared, having read and researched sentence paragraph comparing and
material under study; explicitly draw contrasting the story and the film.
on that preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, well-reasoned
exchange of ideas. b. Work with
peers to promote civil, democratic
discussions and decision-making, set
clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing
and responding to questions that
probe reasoning and evidence; ensure
a hearing for a full range of positions
on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and
promote divergent and creative
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 11
perspectives. d. Respond
thoughtfully to diverse perspectives;
synthesize comments, claims, and
evidence made on all sides of an
issue; resolve contradictions when
possible; and determine what
additional information or research is
required to deepen the investigation
or complete the task.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed Skills are developing as NT investigates and examines Skills are applied as NT makes increased Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence pedagogical practices relevant and suitable use of pedagogical elements into a cohesive and ability to add new methods and
choices unified pedagogical repertoire strategies into pedagogical
repertoire

CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1
and 2.)
While completing the discussion for this self-
assessment, I continued to reflect on my practice and
made changes to this category. I do meet with my PLC
Emerging: Is aware of the need to
and small team group to reflect on teaching practices
Reflecting on teaching reflect on teaching practice to support
and how to support student learning. Currently,
6.1 practice in support of student learning. Reflects individually
modifications and adjustments are provided on a
student learning. or with colleagues on immediate student
needed basis. Feedback is individualized to support the
learning needs.
full range of students. I want to incorporate supports
and activities in lessons that better support student
comprehension and learning needs.
Introduction lessons for the beginning of the school
year are planned in accordance with the school-
provided curriculum. As I am developing lessons and
receiving assessment data and additional information
about students, I am actively working to incorporate
results and student interests into lessons moving
Emerging: Plans daily lessons using
Using knowledge of forward.
available curriculum and information
students’ academic
from district and state-
readiness, language I am aware of CRP and work to mitigate bias in the
required assessments.
4.1 proficiency, cultural classroom. I incorporate various strategies and
background, and adjustments during lessons and contact with students
Exploring
individual development to to lessen the chance of bias in the classroom. I am still
Becomes aware of potential areas of
plan instruction. getting to know my students, and I do not always see
bias and seeks to learn about culturally
the person behind the camera (students are not required
to show their faces in class). This also helps me
navigate and identify where possible bias may occur
based on stigmatization and inherent biases based on
name or identifying factors that should not enter in
lesson planning or assessment.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
I am not able to identify a specific student Attendance at my Live Lessons is As attendance cannot be
because attendance at my Live Lessons or not mandatory. I identified FS2 required, I have selected
watching recordings is not mandatory. Also, I from past attendance records and FS3 based on the student’s
am not the EL English teacher – I have student confirmation that they level of need and my
reclassified English Learner students, but I do attend English Live Lessons every inquiry question based on
not have any currently identified EL students. week. student readiness.
Focus Students
● Summarize critical needs and
how you will address them This student is a strong and independent FS2 has an active 504 for anxiety FS3 struggles with writing.
during this lesson. learner. They do not attend lessons live, but and panic disorder. The main FS3 rarely completes
they watch the recordings and have weekly concerns addressed in FS2’s 504 readings outside of class.
one-on-one calls with me for additional plan regard social-emotional This student has shared
support. learning and concentration. with me that they have not
completed a full 5-
FS1 demonstrates mastery of learning goals FS2 attends all lessons and has paragraph essay since 9th
but struggles with English grammatical weekly calls with me. We review grade. I work one-on-one
conventions and sentence structure. FS1 will the lesson content and discuss with this student outside of
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 11
 engage with independent outlines and
resources. Resources will be broken down into
small chunks with academic language
definitions and questions to consider (to help
guide thinking and mastery). These resources
are available to all students; they will
specifically address the written
organization/structure and academic language
needs of FS1.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
Inquiry focus: does collaborative discussion and
writing increase student understanding?
I will incorporate this into the lesson in the form of
Inquiry Focus/Special Emphasis collaborative writing on the question “What does
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
equality mean?” and writing of compare and contrast
special emphasis into the lesson? paragraph. Students will have their own writing
● What specific feedback do you want from your ME?
response space, but we will work together to discuss
our reactions and ideas to the film so students can
collaboratively write a paragraph response comparing
and contrasting 2081 and “Harrison Bergeron”.
Regarding my focus students, I would like feedback
on resources and strategies that will enhance the Live
Lesson attendance. I strongly suspect that FS3 will not
attend Live Lesson, and FS1 will watch the recording.
Since my focus is on collaborative writing to increase
written organization and structure, I am wondering if
there are other ways to entice and incentivize student
attendance. I am trying the strategy we discussed a
few weeks ago about opening the compare and
contrast of “Harrison Bergeron” and 2081 paragraph
Inquiry Focus/Students to be submitted for the 16-point essay question on the
● What specific feedback regarding your focus students
do you want from your ME? test. I do think this will increase participation and
engagement with the lesson; however, I do have
numerous students who do not attend Live Lesson and
do not use the resources on the Message Board. All
three Focus Students fall into the group of students
who use Message Board resources, but FS1 and FS3
rarely attend lessons live. This is a common question
in our environment. Offering extra credit and
participation for attendance help, but I do not want to
offer too much extra credit for attendance when it is
not the same to attend as it is to attend and participate.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
FS2’s assignment completion and class to encourage and
questions. FS2 demonstrates support writing
grade-level understanding and development and growth.
mostly completes work. However, Resources will be broken
work is commonly submitted down into small chunks
incomplete. We work one-on-one with academic language
in phone calls and in Zoom to definitions and questions
address FS2’s learning needs and to consider (to help guide
concentration challenges. thinking and mastery).
Resources will be broken down These resources are
into small chunks with academic available to all students;
language definitions and questions they will specifically
to consider (to help guide thinking support FS3 through the
and mastery). These resources are use of smaller steps that
available to all students; they will support the completion of
specifically address the structure the final assessment
and concentration needs of FS2. (completed 4-paragraph
Giving specific and small steps essay).
helps support concentration and
understanding of the task
Part B: ME Feedback
Provide feedback on lesson plan
reflection.
I personally know that 2081
always gets students to engage
(afterall, what student doesn’t like
to take time out of class to watch a
movie?). I think it is brilliant to
frame the viewing of the film and
the reading of “Harrison
Bergeron” around equality, as it
should be easy for students to find
similarities and differences
between the two to compare and
contrast.
Unfortunately, since Live Lessons
are not required within our
environment, it is difficult to
incentivize students to attend.
Maybe consider introducing the
film through a trailer the week
before, to excite students about
the upcoming lesson. You can
also send out a webmail prepping
students for the lesson (maybe
even send the trailer out via WM).
I agree that extra-credit should not
be given just for the sake of
attending the LL, so in contrast to
having the students submit their
completed paragraph as their
response to the 16-point essay
question, consider having them
submit the paragraph alongside
their actual compare-and-contrast
essay, so that they can earn extra
credit on the portfolio. This way,
the assignment is open to all
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Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
● How is the lesson structured (opening, body, and
closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used?
How will results inform instruction?
Key:
Structure is in bold font
Strategies are underlined and italic font
Progress monitoring strategies are underlined
Results informing instruction is in italic fonts
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
students, and not just those that
attended the LL.
More preparation is always better,
so I would absolutely recommend
providing the prompt questions,
background, and all expectations
beforehand, so that the students
I currently have the collaborative writing prompt after
are completely aware of what they
the film. I have a review of the differences before the
are being asked to do. This will
film. Would you recommend giving students the
also allow students to ask any
prompt before the film, too?
questions, as time may run out at
the end of your lesson. This way,
they are still able to complete your
assignment, even after they have
left your LL room.
Opening: Celebrations. This is a tool that we have
used all year. Students engage in a collaborative board
where they are asked to note something positive,
exciting, or a success that they had since our last class.
This increases engagement, positivity, and community
in our classroom.
Body: We will begin by looking at the post-
assessment final goal: a 4-paragraph compare and
contrast essay. I will guide students through the rough
draft and directions to show how the in-lesson activity
I don’t always suggest sending LL
connects to their final assessment.
reminders to students, because
Progress monitoring: Students will have time to ask
they are bombarded by webmail
questions about the directions for this essay. We will
every day, but in this case it might
look more closely at the rough draft document in the
help to stir up some excitement
next lesson; this is their first in-class viewing of this
about your lesson, and provides
work.
you with an opportunity to
Students will answer the question: In your own words,
encourage students to complete
what does equality mean? Included in this
the reading of “Harrison
collaborative board is the equality vs equity image.
Bergeron” before the LL.
Results: students' verbal and written responses. This
Focusing on excerpts during the
is used as a visual cue to address only equality.
LL, especially those that for sure
Because Vonnegut is looking at what does it cost to
have a similarity or difference to
make everyone equal, students will write their own
the film, will help students easily
definition of “equal”.
find details to discuss within their
Progress monitoring: Short answers and student-
paragraphs. Everything you have
created definitions of equality. Two students will have
planned seems to set the students
time to share their ideas on the mic for discussion and
up for success. I am excited to see
co-creation of a definition we will use for the next
how this all goes.
activity. I will share the dictionary definition of both
equality and equity before we move into the next
activity.
We will do a close reading of the opening paragraph
of “Harrison Bergeron”. Students will review this
paragraph (which is used almost word-for-word for
the film) to identify key definitions of “handicaps”
and what some common handicaps are in the text,
explore who George and Hazel are in the text, and
review what they know (reading comprehension)
about the text. Results: written and verbal responses
Page 4 of 11

Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
to demonstrate reading comprehension and use of
evidence to support understanding.
Watch film: I will send reminders and hints to
students of the differences we will discuss in the chat.
Compare and Contrast collaborative time: on the
microphone and in the chat, students will share their
ideas - what similarities did we see, what differences
we saw, and whether this was more or less impactful
than the other medium. Students will have their own
space to write responses, but we will collaboratively
build our understanding and ideas together.
Closing: review understanding of compare and
contrast requirements and connect learning to the final
assessment.
Students are experiencing a conversation in their real If time allows, not only ask
life about equality vs. equity. In my classroom, students for the definition of
students have been vocal about wanting a safe and “equality” but ask them what
inclusive space. Because Vonnegut is looking at an “equality” truly means for them.
extreme example of what equality without equity In the past, I have used “Harrison
could look like, we will explore what equality means. Bergeron” as a segue into a
To increase the relevance, students will be given the discussion on utopia vs dystopia.
equality vs. equity image of three people standing on Ask students to think about what a
the same boxes where only two can see over a fence utopian world would look like to
vs. three people standing on different numbers of them. What would it take to
boxes so that all can see over the fence. achieve that utopia?
We begin with celebrations. This creates a positive
mindset and community in the classroom as an
opening activity. Many students discuss personal
successes, both academic and in personal life, during
this time. We review class expectations and norms at
This routine not only creates a
the beginning of each class (before recording starts
positive mindset and community,
since we are in second semester and those watching
but allowing students the
the recording are not physically with us).
opportunity to write on a
Direct questions to support teachers - specific
collaborative board about things
questions on their work. For general questions,
that are important to them, should
students are instructed to raise their hand. Sometimes
foster more willingness to
students forget this (not often) and positive
participate in your collaborative
reinforcement of getting teachers' attention is given
boards throughout your lesson.
with the reminder to raise their hand or direct
questions to teachers via chat is given. Most
challenging behaviors are mitigated and handled
privately as students are not required to attend lessons
live.
In closer, we will look at how this learning connects
to their final assessment. This is discussed throughout
This introduction of Dr. King’s “I
the lesson.
Have a Dream” speech will allow
Compare and contrast paragraphs will be used as an
for the compare and contrast
assessment tool. Verbal responses will also be used as
conversation to continue. Since
an informal assessment tool.
you usually have the same
To connect to the next lesson, we are beginning to
students attending LLs, it should
look at the rough draft outline. In this outline,
be pretty easy for you to have a
“Harrison Bergeron” and “I Have a Dream” speech
discussion about how Vonnegut’s
are used as a model. We will be looking at Dr. King’s
and Dr. King’s ideas of equality
“I Have a Dream” speech in the next lesson in
differed.
addition to expanding our review of the final
assessment.
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Part 3A: ME Observation of Lesson Delivery
Teacher Actions
EXAMPLE
When teacher reviewed worksheet, she asked additional questions of analysis and
CSTP 1: Engaging All Students
evaluation (“which problem-solving strategy do you prefer? How could you create a math
● In what ways were
problem that could be solved with this strategy?”)
students engaged?
Original feedback request: I currently have
the collaborative writing prompt after the
film. I have a review of the differences
before the film. Would you recommend
giving students the prompt before the film,
too?
Observation: New Teacher provided
students with the prompt immediately before
viewing the video, so that students had time
to think about the notes they would be
expected to take during the viewing. After
the viewing, New Teacher reviewed the
Specific Feedback
questions with students and then gave them a
● What information can
you provide the NT chance to discuss the notes they had taken.
regarding requested
special feedback?
Feedback: I wish I had thought of this as we
were planning this lesson, but I think a
graphic organizer, similar to the outline
provided for the actual compare-and-contrast
essay would have been helpful to the
students. It could have helped them take
focused notes, and then the organizer could
have showed them how to put everything
into a paragraph. The organizer could have
been shared out via webmail prior to the
lesson, as well as at the beginning of the
lesson when you were discussing the final
essay.
New Teacher provided multiple
opportunities throughout the lesson for the students participated in a
students to share thoughts or ask questions discussion about the meaning
via a collaborate board embedded in the
Nearpod or over the microphone.
CSTP 1: Engaging All
Students
● In what ways were
Since the focus of the lesson was a compare- thoughts, and seemed excited
students engaged?
How were students not
and-contrast practice, the New Teacher
engaged? provided students with a hint as to what
● How did students
contribute to their similarities and differences they would
learning?
● How did teacher and/or
notice during the viewing of the film. She
students monitor also provided them with a question that
learning?
● How were the focus would help guide their note-taking during
students engaged and
supported throughout the film and provided a few excerpts that
the lesson? students could easily compare to the film.
As the film was playing, the New Teacher
sent reminders out to the students via the
chat, so that they didn’t forget about the
notes they were expected to take.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Section 3: Observation of Lesson Delivery
Part 3B: NT Reflection on
Student Actions Lesson Delivery
Student groups answered worksheet questions that included Students completed the worksheets and were able
all levels of Bloom’s (“Identify 6 problem-solving strategies; to ask questions. Most groups needed revisions for
pick two strategies and identify at least one similarity and one their questions; comparison/contrast was the most
difference between them”). Groups then selected a strategy common analysis question. I need to give them a
and created two math problems to exchange tomorrow. Bloom’s question stems handout next time.
I included the prompt and
reviewed the questions with
STs before and after the
I was really amazed by the
film. Students greatly
student participation. Even enjoyed and engaged in the
before the lesson transitioned conversation of equality vs
into the “more engaging” equity, so we used this as a
portion, students were willing foundation for our
to jump on the mic and share comparison and contrast. In
reflection, I think the
their celebrations, their
prompt should have focused
thoughts on equality, and more.
more on the similarities and
If there was ever confusion
differences between
about expectations, students
Harrison’s speech in the text
felt comfortable enough to
vs in the film. Students did
speak up and ask for discuss and write about the
clarification. differences in the portrayal
of his handicaps, but there
When it came time to reflect on was more engagement with
similarities and differences the thematic relevance and
absurdist techniques than
between “Harrison Bergeron”
the media differences. Many
and “2081” students could
students collaboratively
barely withhold their
agreed that the film
excitement and immediately
adaptation was more
began asking to share their
engaging, but we ran out of
notes. time to look at the different
approaches between written
and visual literature.
Before the viewing of the film, Collaborative conversation -
good. Written collaboration
- okay. Because STs are not
equality and compare it to the required to attend and
participate in class, I used a
meaning of equity. Students
full-class collaborative
were eager to share their writing activity. The STs
who participated in the
to explore Vonnegut’s conversation did build upon
absurdist critique on the topic. each other’s ideas; however,
many collaborated in the
During the film, the students “equality” discussion but
were busily taking notes on the not the compare and
similarities and differences the contrast writing.
noticed between the excerpts
Focus student 1 worked
shared before and the film. as
independently and with the
before, students were eager to new teacher one-on-one for
share their notes and their additional support. FS1
thoughts on the film, many enjoyed the text, but due to
admitting that they were a lot outside factors in home-life,
more engaged with the film did not fully complete the
Page 6 of 11

CSTP 2: Effective
Learning Environment
● How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
than they were with the short assessment. ST is currently
story. revising (more data soon).
FS2 acknowledged they did
not contribute to the
discussion or complete the
paragraph during class. This
student struggles with
attention during lessons -
FS2 attended and listened,
but was off-topic during the
collaborative work. During
our one-on-one call, FS2
acknowledged that they
were distracted by hunger.
FS2 did complete the
activity after class, but
struggled to connect their
understanding of the
similarities and differences
to both texts.
FS3 did not complete any
portions of the activity. I am
working with this student
one-on-one for additional
clarification and support. I
am using “I Do, We Do,
You Do” with this ST
currently.
Students engaged in both
The New Teacher allowed eager students to verbal and written activities.
ask questions or share over the mic, During discussions, students
especially when responding to questions had the opportunity to
embedded in the lesson. It is common for the identify and discuss their
same students to share over the microphone, understanding and include
and this can sometimes deter other students cultural and personal
from sharing, however, the New Teacher contexts in the collaborative
conversation.
was able to celebrate the students that were
willing to share, while also encouraging new
Students took notes during the When looking at the final
students to share even if it was only via the assessment for the unit, I
viewing of the film, and shared
chat. This allowed her to get an initial left time for questions on
their notes out afterward. When
response that could then be responded to by the portfolio rough draft.
students were asked to share
the remainder of the class. For example, at Students understand that our
about similarities and
the end of the lesson, one of the students lessons follow a pattern:
differences, there was a little introduction, reading, rough
suggested that the wearing of the masks for
bit of confusion, but with the draft, quiz and/or test, and
the dancers was something that the
help of the New Teacher, the final draft. In previewing
filmmakers added, which wasn’t completely
students were able to figure it and detailing the rough draft
correct. Instead of telling the student that she
out together. before this work is assigned,
was wrong, the New Teacher asked the class I connected the skills
if they thought this was a similarity or needed for the rough and
difference. The class responded that it was a final draft to the current
similarity to the short story, and then the activity.
New Teacher was able to connect it to the
difference in how the masks looked, so that Celebrations: students
the original student wasn’t completely mostly completed their
wrong. Not only was this an effective literary analysis by this
strategy, but it helped her foster a safe space lesson. New teacher
emphasized and celebrated
Page 7 of 11
 for the students so that they know it is ok to this accomplishment, and
share, even if they are wrong. encouraged students to
share celebrations of
personal success. This led
into the rest of the lesson.
Students were invited into
the conversation in class
with a positive attitude and
outlook on their personal
achievements to better
consider and address what a
world with extreme equality
would look like - students
spoke about how important
our differences and
strengths are in our
classroom and shared
community, and transferred
this understanding to the
collaborative discussion.
I provided numerous
opportunities for students
to speak on the mic in the
class. Before, during, and
after students’ shared, I
repeated student ideas and
emphasized key phrasing.
This helped students see
discussion etiquette and
effective collaborative
discussion.

When students had

misunderstandings, I
Students were a little confused addressed
about the difference between misunderstandings and
The entire lesson was created so that asked all to help us
CSTP 3: Organizing equality and equity. Even after
Subject Matter students could practice with compare-and- construct a deeper
● What actions of the NT the discussion was over, the
contrast writing in preparation for their unit understanding - addressing
contributed to student
idea came up again, so the New
assimilation of subject 2 essay. The new teacher provided an where STs were actually
matter? Teacher had to clarify the
● How did students overview of the final assignment, led looking at equity instead of
construct knowledge of difference for the students once equality. I find this a good
subject matter? students through a discussion about equality
more. The students then used strategy to keep students
● What misconceptions did
vs equity, and provided students with guided
students have and how
this knowledge to help them engaged and participating in
were they addressed by questions before watching the film, so that
the teacher? take notes during the viewing class. Students who
they knew exactly what to take notes on.
of the film and in a discussion consistently share in class
post-film. than to have a strong
understanding of the
content, but there are
always moments where a
misunderstanding is shared
in class. Because attendance
in live lessons cannot be
required, I strongly feel that
redirecting misconceptions
to a collaborative discussion
for building correct
understanding is effective.
Addressing where
additional clarification and
support from the text are
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 11

CSTP 4: Learning
Experiences
● How were students
supported through
differentiated
instruction?
● How did students
participate?
● How did the NT
contribute to student
learning?
CSTP 5: Assessing
Student Learning
● How did students
demonstrate
achievement of lesson
objectives?
● In what ways did
students struggle or
demonstrate limited
understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
needed when comparing
and contrasting the text and
film.
The New Teacher was quick to correct any Breaking down the
misconceptions about equality, equity, and questions supported student
the similarities or differences between the understanding and helped
short story and the film. Instead of assuming me better adjust and correct
that all students read “Harrison Bergeron” any misunderstandings.
Students responded to Throughout the lesson, I
the New Teacher provided excerpts from the
questions from the New repeated student ideas and
short story and went through them with the
Teacher either over the mic, in provided support verbal and
students before the film. The excerpts were
the chat, or in a collaborate in the chat. During
strategically selected so that students would
board. There were also time discussion, phrasing from
be able to find similarities or difference student responses and
when open-ended questions
easily. This strategy ensure that every connections clarified and
were embedded directly into
student was able to participate in the lesson, built authentic learning for
the Nearpod for students to
even if they had not completed the reading additional support on the
respond to there.
beforehand. It should also be noted that the mic, in chat, in collaborate
New Teacher kept reminding students that boards.
the skills they practiced during the lesson, Connecting the current
would come in handy as they completed the activity to the final
Unit 2 assessment. assessment and rough draft.
Given the nature and
limitations of non-required
live lessons, many students
did not participate in the
The New Teacher and her team have created lesson. Of those that did
attend: a handful submitted
a community where these students feel Students were able to
quality work and
comfortable sharing with each other without demonstrate understanding demonstrated a masterful
fear of judgment. All of the work that went through discussions, notes, and understanding of compare
in at the beginning of the school year, made responses to open-ended and contrast writing. Most
it so that students were willing to actively questions. Struggle was often students demonstrated a
participate during the lesson. When students revealed during discussions, grade-level understanding -
displayed a misconception, the New Teacher especially when a student was the focus was mostly on the
was able to gently redirect so that students brave enough to speak over the last portion of the prompt
could understand the content. This occurred mic. The New Teacher and with notes of finding the
when there was confusion about think time, remaining students were film more engaging and
understandable because they
the difference between equality and equity, usually able to redirect for
could actually see the story
and similarities between “Harrison clarification. unfold. Seeing the
Bergeron” and “2081.” handicaps on-screen helped
students understand the
danger that Vonnegut is
cautioning society of in the
film.
Section 4: Post Observation Conference
Most students achieved the learning goal for the lesson. In looking at the lesson goals and the unit goals,
this lesson was a successful stepping stone toward the unit goal of reading postmodern American
literature and completing the final Compare and Contrast four-paragraph essay.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus student 1 reviewed the recording of Focus Student 2 struggled Focus student three
the lesson. FS1 prefers independent and during the lesson. FS2 was completed the rough
one-on-one learning to attending lessons disengaged during the live draft for this unit;
live. As I cannot require lesson attendance, lesson but did participate however, they did not
this is a valid and understandable choice during the social time and attend the lesson or
for a student with language barriers. FS1 collaborative conversation complete the compare
needed an additional one-on-one review of about equality vs. equity. FS2 and contrast paragraph. I
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What would you do
differently next time?
What were three top Lesson
Strengths?
What were three top areas
for improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
the academic language used in the lesson; did respond to classmates' ideas am proud of the work
however, they submitted a well-written on the collaborate board, but that FS3 completed on
and critical compare and contrast they did not produce an the rough draft - this
paragraph. FS1 could identify two original response. FS2 took additional one-on-
similarities and two differences between completed the pre-assessment one calls and
the story and film, evaluate how after class. They completed encouragement for
absurdism techniques are used in both half of the paragraph, focusing successful completion.
presentations of the text and used on the difference in FS3 read 2 texts from
appropriate evidence to support their presentation. this unit (a great
understanding. FS2 could correctly define improvement from past
“compare” and “contrast” but work) and could
struggled to demonstrate successfully summarize
understanding of compare and the texts, identify two
contrast writing. FS2 could similarities and two
correctly evaluate the film and differences, and drafted
the differences between the a solid outline for their
film and the story with peer essay.
support (successful
collaborative speaking and
listening skills)
Include an additional trailer and send information beforehand to prompt excitement and engagement
with the story and film.
Create a worksheet for students to use that emulates the rough draft outline for this unit to use during the
film viewing.
Additional time and space to build an understanding of equality and absurdism before this lesson - many
students did well and understood what Vonnegut was doing in the text, but there were some that
struggled to fully understand absurdist literature.
1. Equity vs equality collaborative discussion: Students greatly responded and engaged with this
activity. While there was some confusion about the differences between the two terms, this
prompted continued natural and authentic learning during the lesson.
2. Providing the prompt before and after the film: This advice and suggestion worked well.
Students knew what to look for while we watched the film and created a space for me to send
reminders in the chat. Students also sent messages to the teacher asking for clarification of the
short story and film based on what they were expected to do for the paragraph.
3. Collaborative speaking and writing elements: students responded enthusiastically to the
collaborative elements of this lesson. Because attendance is not required, those that traditionally
attend live are willing to share their ideas in written format. Those that did participate verbally
were met with additional reinforcement of participation. Students responded to each other in the
chat and built upon understanding shared verbally.
1. Additional time must be afforded to the collaborative writing. Many students stayed and
completed the collaborative discussion; however, many did not finish the writing portion.
Offering extra credit on the portfolio final draft increased student completion, but not as much
as I would have liked to see.
2. Increasing student reading before the lesson. This is difficult to guarantee and encourage in our
setting, but I hope that sending the trailer and additional information about the extra credit
opportunity before the lesson will increase student reading completion before attending the
lesson.
3. Students needed an additional resource for note-taking during the film. While students were
encouraged to take notes, many did not as they wanted to focus on the film. This makes sense
given that I rarely show longer films during LiveLesson. I think that creating a private
document where students can take notes and make connections would have improved their
engagement in the collaborative writing activity.
Students are progressing to postmodernist speech next and then Beat poetry. For next week, students
will engage in a discussion and close reading of Dr. King’s “I Have a Dream Speech” and review the
unit portfolio rough draft. This lesson will directly tie the summative assessment to learning from this
lesson.
Page 10 of 11
 Students will begin working on the final essay - compare and contrast two texts from either the
Modernism or Postmodernism literary movements. As students continue to practice their compare and
contrast writing skills, students will engage with critical reading (as done in this lesson) and critical
writing (as practiced in this lesson).
Other Comments/Notes

No additional notes or comments past the POP Cycle sections at this time.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 11 of 11