LTHS Professional Appraisal System

Unannounced Observation Feedback Record

Certified Staff Member: Maddie Department: LAD

Administrator: Karen Raino Observation (Course, Event, etc.): English I Prep

Date: 9.19.22 Period: 2

Observation Narrative
Maddie started class, greeting students and asking them to turn in their work. She asked if they had their
Writers’ Notebooks and she asked how they felt their first assessment went. The class briefly chatted about
the story they read. We are going to continue our study of characterization. On the screen, Maddie had two
sections (To Do Now, To Do Later). Next slide, SLATE. Maddie helped students properly date their notebook
entries. She asked a student to review what SLATE stands for. Maddie asked students to write the definitions
of SLATE in their notebooks. Is it new to anybody or a refresher? This helps us understand indirect
characterization. Soft music played in the background. Aromatherapy was on. We are going to do a little
practice here.

Three minutes - Below your definitions for SLATE, pick one person in your life and write four personality traits
that you think accurately describe them. Maddie shared her example. Maddie set a timer and students
began to think and write (8:44). Maddie circulated as students wrote in their notebooks.

8:47 - Looks like you all have something. Turn and talk - Who did you pick and what are their personality
traits? Students immediately started talking to each other.

8:48 - Who did we talk about? Maddie called on students to share as a whole class. I’d like you to look at this
paragraph and try to identify the element of SLATE that this quote showcases. I want you to practice to see if
you can locate this in writing. Talk to your partner and try to identify what is being showcased. Conversation
is dying down - what do you think? Speech. Why speech? I think it may be more looks. Is it very descriptive?
Let’s try another one. Maddie read this one out loud. Talk to your partner and which element of SLATE do you
think it is? Students pondered. What do you think? I think Thinks. I like what Jack said, I think Thinks. They
tried a third. Speech. Why Speech? There are quotes. Think about what he is saying. Thinks.

8:53 - Before we get to our own people, I’d like you to read this paragraph. A female student read the
passage. Maddie helped her with some of the language. I want you to talk to the people around you. Maddie
informally made groups. How does the narrator describe his mom’s physical appearance? What can we infer
about her in terms of her complex character? Students began to talk. Maddie circulated. What do you think,
you guys? Why? Students engaged in the text.

8:56 - What do we say? How is she described? She is older. Her feet have seen a lot of wear and tear. She is
superhuman. What can we infer about her? Lee said something interesting. She was a hard-working woman.
Why did you say that? It doesn’t say she is hardworking. How did we get there? She has callouses on her
feet.
8:57 - I want you to write about your own character. Think about that person. You told me they had
personality traits. I’m going to read my paragraph. I want you to tell me about that person without telling me
about that person. Maddie read her paragraph. Look at my personality traits. How does this paragraph do
that? Where do I show that he is driven, etc. Students began to talk. I think you crushed this. Did you see all
the elements in there?

9:00 - I want you to write your own paragraph about your own character. Fill up the bottom half of the page.
You can’t use the personality traits words. How can you show that they were loving, fearless, etc. I will give
you seven minutes and I want you to write independently. The timer started. Students settled into writing.
One boy placed his hands on his head. Students thought. Many began to write immediately. Maddie
circulated.

9:05 - All students were writing but two. The boy with his hands on his head hadn’t started yet. Maddie
helped a male student. As Maddie walked by the boy who didn’t write, he began but as soon as she walked
away, he placed his pen on the notebook. A couple more seconds. What happened at the end of the
scenario? Maddie helped the student who was stuck. He yawned. I’m going to give you two more seconds to
wrap up your story.

9:07 - You are writing a lot. That’s good. I want you to share it with your little group we just created. Read
them out loud. Students turned and read. If you need to rock, paper, scissors, you can. Students began to
read. The boy who didn’t read, didn’t look at his group members but he sat and listened. You need to read
your story out loud. I know that this is the first time we’ve done this so it will be a little rocky. Are you reading
this or summarizing it? It would take too long to read it. A student got a Kleenex. Maddie circulated.
Some groups spent more time on the reading than others. How did this go? I was the only one who shared.
Maddie gave them more time and circulated.

9:10 - My friends - I heard a lot of summarizing what you wrote. I want you to read what you wrote. Now,
Swap your paragraph. I want you to box in one of the lines or sections that highlight the personality trait.
Students swapped and identified a section. Students finished and began to chat. Maddie waited until all the
students finished. Does anyone want to share with the class? No one shared. Maddie asked a female student
to share. She read it out loud. The fan of the vent made it difficult to hear her. Students snapped when she
finished reading. Can you tell us the personality traits? Did you hear any of those in there? Did Jack say any
of those things outright? Please close your Writers’ Notebooks for me. I am hearing some talking over me
and you know how I feel about that. Did you like creative writing? If I have a topic. Students returned the
notebooks. I want to walk you through the exercise. I have a question - Are we going to write any big essays
this year?

Maddie shared a slide - Where have we been? We have looked at characters. What do we mean by complex?
A student answered. Maddie reviewed what they had read related to character. This week (Where are we
now), we are going to be doing a lot more writing. In the future, you will write an analysis of character
(Where are we going?). What I want you to do is pass the notebooks to the back. Pass it please. Students in
the back returned the notebooks. Maddie projected a slide - Don’t Forget If you didn’t complete your
assessment, get it to Mrs. Morris asap. We will do two notecards as long as you do IR well. I want you to
have success in here. Take out your IR books. A student said it was at home. One had one in their locker. I
have a whole library. Remember our deal? Reading first and then the notecards. Students started to read. If
we can control ourselves, we will do some notecards. A student left for the washroom. A few boys had a hard
time settling in to the reading (9:21). Maddie’s clock was broken. There were five female students in the
room and 13 male students.
9:22 - All students were reading but two. Maddie stood at her desk and got the notecards. Maddie moved to
the back, near some boys to review the notecards she would read. All students but two were reading. They
immediately focused on their books when they noticed I was looking. A student returned from the
washroom.

9:26 - This is the end of IR. Silently stand up. Maddie started reading statements and students sat down. A
female student remained standing and she shared a story of how she broke her fingers. The bell rang. Have a
great day! Students left.

Positive Observations
1d. Designing Coherent Instruction - This lesson had several layers that built on each other seamlessly. In
addition, you built on prior learning. The learning activities were varied and allowed for students to engage
in cognitively challenging work.
2a. Creating a Climate of Respect and Rapport - You have established an environment of calm with the music
and steam as well as your warm and caring interactions with students. You handled redirection patiently and
your presence in the room is strong, yet not authoritative. You are student-centered. Students responded
well to your facilitation of the lesson, and your intervention with Leo at the end of class was handled very
well.
2c. Organizing Physical Space - I love that you change the classroom arrangement for different classes and
different purposes. I especially liked the paired seating you created for this lesson.
3a. Communicating with Students - Your lesson was crystal clear, from the establishment of the purpose of
the lesson to the explanations of all the moving parts. Students weren’t ever confused. I particularly
appreciated the slide on which you shared where the students were and where they were going.
3b. Using Questioning and Discussion Techniques - Your questions were open-ended and led to students
making greater meaning. Your questioning about the students’ application of the SLATE elements was
particularly effective. You caused students to look at the examples in a deeper way. Students had numerous
opportunities to share their ideas through the paired sharing, small group sharing, and whole class sharing.
3c. Engaging Students in Learning - With the exception of the one student we discussed, all students were
engaged in all aspects of the learning. I love the Writer’s Notebook and am so happy you are incorporating
daily (or near daily) writing.
3d. Using Assessment in Instruction - This lesson was a great example of the formative process at work.
Students knew where they were, where they had been, and where they were going. By incorporating clear
learning targets, focused practice and revision, and accountable talk, you are well on your way to developing
assessment capable and independent learners.

Suggestions for Improvement

The lesson was really excellent and effective. You are helping students learn about character while finding
their voice as writers at the same time. I don’t know how much I would change in the lesson, but you may
want to give more time to the drafting. Some of the boys took a bit to settle in but they got there and didn’t
have a lot of time to develop their ideas in their pieces. During the analysis of the quote examples, several of
the students were off-base but you let them off the hook a little too easily. Are you sure that the students
were able to accurately identify the SLATE element? Try to incorporate a little formative assessment for that
so you know for sure whether they have it or not.

I’m so happy to have you in the division! You’re a natural.

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Signature of Certified Staff Member Date

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Signature of Division Administrator Date

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Signature of Building Administrator Date

The signature of the staff member indicates their awareness of this document and feedback, not necessarily
their agreement.

CC:
● Certified Staff Member
● Division Administrator
● Human Resources File (original)