Justin Thompson

Observation
World Studies (17 Students)
3/8/23

This is a Co-Taught Classroom with a Special Education Teacher.

Time in 8:05 pm

Warm-up
Students have been given an opportunity to write down their answers to three questions
regarding breakfast.
The students are provided a chance to share aloud their answers.
Breakfast is the central focus theme.
After each answer Mr. Thompson reiterates the students' answers. He expands on the answers
and shows enthusiasm for student responses.

Mr. Thompson displays pictures of breakfasts around the world. He explains that this unit is
finding commonalities across our regions, he even takes the step to talk about it being Inclusion
Week at Silver Creek. He expands about the definition of inclusion and everyone having
opportunities.

He discusses about the day

Reading
Writing
Listening
And then making Kimchi
This is a prime time to share what objective you are wanting to accomplish today with the
students. It allows you come back to this objective throughout the lesson and determine if you
have accomplished it and if the students have as well.

10 Minutes for Reading (Use of Visual Timer on the Board)

9 Facts about Kimchi
Why are these facts interesting to you (Critical Thinking and Reasoning)
Article is linked on Schoology
Students are instructed to get out their iPad and go to Schoology

During this 10 minutes Mr. Thompson checks in with different students to assure their
understanding of the assignment. Are all students checked in with and are you satisfied with
each of their engagement levels?

Students are paired at the conclusion of the reading to share their answers. First person to go
is the one who longest ago got a haircut. Mr. Thompson pairs with a student and shares with
them the benefits of Kimchi (this student may not have the requisite level to have completed the
learning activity or did not complete it).

Transition back to seats and face forward. “What are some things we thought was interesting in
the article?”
JJ is an anchor student for answering questions. You utilize this opportunity of discussion to
incorporate other voices into the conversation, who have not yet provided input in the class
discussion. Your setup for students to read, write and then discuss lends itself to calling upon
students who are reluctant participants. Try this next time, work with a reluctant learner, prep
them to participate in the discussion (purposely), make sure they have a good answer, and let
them know you will call upon them. Provide praise. Try this a couple of times and you will
create more anchor students for discussions.

8:37
Slides depicting the origin and importance of Kimchi to the Korean culture are shared with
students.
Continuing inflection about the importance of Kimchi is provided.
Information is also provided as to how Kimchi has become distributed worldwide.

Discussion of experiencing the process of Kimchi. This way students may remember this. A
novel approach and hopefully it also allows you share other unique attributes of Asian culture
that have become ubiquitous in popular culture.

Time to complete the activity.

Mr. Thompson shares that he is going to model what is expected of the students during the
activity. He shows a recipe for a Hamburger and then asks students to look up a recipe for
Kimchi. When students find the recipe, students will answer how Kimchi helps us see diversity?

Consideration - Ask this question when they come and get ingredients: Does anyone have food
based allergies to the following and list ingredients. You do share this within the slide.

Highlights -
Strong connections with kids.
Great level of engagement with 16/17 students engaging throughout the lesson at all times.
Checks for understanding taking place.
Appropriately scaffolded for all levels of students.
Enthusiasm for subject matter.

Considerations -
When working with food, ask about the food allergy prior to sharing ingredients.
Come back to the objective as a cornerstone within the lesson and do so throughout the lesson.

Think Abouts -
How does this connect to past knowledge and future knowledge?
How is this lesson a part of a bigger picture of backwards design from the Unit Assessment
tasks?
These think abouts will help you to foster the teaching learning cycle in the class, unit, and
throughout curriculum from 9-12.

I enjoyed being in the class today and seeing you in action.

Time out 8:55 a.m.