Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.23

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 Em Subject Area Grade

ail Level
Meena Duguay mduguay@californiaops.org English 12

Mentor Em School/District Date

ail
Niki Ehrke nehrke@californiaops.org CalOPs 10/03/2023

Content Standard Lesson Objectives Unit Lesson

CCSS.ELA-
LITERACY.RL.11-12.2
• Determine two or more
themes or central ideas
of a text and analyze
their development over
the course of the text,
including how they
interact and build on
one another to produce
a complex account;
provide an objective
summary of the text.
CCSS.ELA-
LITERACY.RL.11-12.5
• Analyze how an
author's choices
concerning how to
structure specific parts
of a text (e.g., the
choice of where to
begin or end a story,
the choice to provide a
comedic or tragic
resolution) contribute
Topic Title
• The structure of Introduction to Elizabethan William Shakespeare’s Macbeth
Elizabethan Theater Theatre and Macbeth
including : the
actors, role of
audience, design and
technical elements.
• The Globe Theater
and Shakespeare.
• The concept of
patronage, and the
historical events
surrounding the
creation of
Shakespeare’s
Macbeth.
• Dramatic reading of
Act 1, Scene 1 of
Macbeth, the
Witches.
• Students will read
 to its overall structure summaries and
and meaning as well as excerpts from
its aesthetic impact. Shakespeare’s
CCSS.ELA- Macbeth Act 1.
LITERACY.RL.11-12.7
• Students will view
• Analyze multiple
and critique
interpretations of a
story, drama, or poem theatrical scenes
(e.g., recorded or live from Shakespeare’s
production of a play or Macbeth for clarity
recorded novel or and dramatic
poetry), evaluating how
each version interprets expression.
the source text. • Students will
(Include at least one
play by Shakespeare preview the options
and one play by an for the Unit 3
American dramatist.) Discussion
CCSS.ELA- assignment.
LITERACY.RL.11-12.10
Resource Links - Folgers
• By the end of grade 12,
read and comprehend • Scene Summaries:
literature, including All scene summaries
stories, dramas, and in this presentation
poems, at the high end are sourced from
of the grades 11-CCR
text complexity band Folgers Library
independently and Online.
proficiently.
• Easy to Read
Format

• Audio Version

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 Skills are Skills are applied Skills are refined as Skills are polished as
are newly formed and developing as NT as NT makes NT combines elements NT expands ability to
just coming into investigates and increased relevant into a cohesive and add new methods and
prominence examines and suitable use unified pedagogical strategies into
pedagogical of repertoire pedagogical
practices pedagogical repertoire
choices
CS Elemen Initial Rating Description (Identify both teacher and student rating for
T t Rating CSTP 1 and 2.)
P
ST: 2 ST: Skills are developing as NT investigates and examines pedagogical
1.4 Using a variety of instructional
practices
strategies, resources, and
technologies to meet students’ TE: 4
TE: Skills are refined as NT combines elements into a cohesive and unified
diverse learning needs pedagogical repertoire

Promoting critical thinking though ST: 2 ST: Includes questions in single lessons or a sequence of lessons that
1.5 inquiry, problem solving, and require students to recall, interpret, and think critically.
reflection
TE: Supports students to initiate critical thinking through independently
TE: 4
developing questions, posing problems and reflecting on multiple
perspectives.
 Promoting social Development and
2.1 ST: 2
responsibility within a caring
community where each student is
treated fairly and respectfully.
TE: 3
Section 2: Pre-Observation Conference
Focus Students Focus Student 1: English Learner
Summarize critical
needs and how you
will address them
during this lesson.
Need for acquisition of
language and understanding
content. Accommodations for
EL students can be met by
using Google Slides and
images that represent words
or ideas. Teacher well read
aloud the discussion
comments from students in
the chat as a way to assist the
student in understanding the
language pronunciation. TE
will use slides while speaking
to provide visual aid. Video
clips with language options
will be used. Students with
accommodations, have
additional resources created
for them depending on levels
Part A: NT Reflection
Use questions to guide reflection on the lesson
plan.
Inquiry Focus/Special My main inquiry focus is to introduce students to
ST: Students participate in occasional community building activities,
designed to promote caring, fairness, and respect.
Reinforces positive, responsible, and respectful student interactions. Assists
students to resolve conflicts.
TE: Reinforces positive, responsible, and respectful student interactions.
Assists students to resolve conflicts.
Incorporates cultural awareness to develop a positive classroom
climate
Focus Student 2: Student Focus Student 3: Your Choice
w/IEP/504
A student who has had life
experience(s) either inside or
outside of school, that may
result in a need for
additional social- emotional
and/or academic support
Need to accommodate ST Students with unique life
with chunking, visual aids, experiences are offered the
bullet responses. Students option to participate in a Live
engage in discussions that or watch recorded session as
offer complex understanding best meets their needs. We
of concepts and ideas. Will understand the diversity in
provide opportunities to our student population. The
explore text and images and Power Point is tailored to be
take it to a higher level of comprehensive with details in
thinking. Students with order to be effective.
accommodations have
additional resources created
for them. Teacher uses Google
Slides, videos, audio
recordings to provide
alternative options for
understanding. Recordings are
added to the Message Board
for students to rewatch for
understanding. Chat is used
for students on a 504 to
accommodate social anxiety
to communicate and no
webcams are used.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
You have a solid inquiry focus by introducing a
Emphasis
 What is your inquiry focus and/or
special emphasis?  How will you
incorporate the inquiry focus and/or
special emphasis into the lesson?
 What specific feedback do you want
from your ME?
Inquiry Focus/Students
 What specific feedback regarding
your focus students do you want
from your ME?
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? 
Elizabethan theater in order to establish a foundation
to introduce Shakespeare's Macbeth. Establishing a
solid theatrical and historical background of the
current events of that time will ensure students are
able to understand the reason why Shakespeare
wrote Macbeth and how those events influenced his
development and creation of this particular play.
I will provide historical background of the events
that ultimately led to the development of the Globe
Theatre and Shakespeare's The Lord Chamberlain’s
Men.
Using documentation such as records kept by the
theater as well as providing historical information on
Guy Fawkes and King James who was a very
influential Shakespeare benefactor and how that
influence of power affected the creation of Macbeth.
Students will also examine scenes as well as
monologues that emphasize the main details and
events of those scenes. As an online school that
serves its students by teaching live lessons in a
Zoom setting, I must decide what specific tools to
use that best suit our online environment.
If I have covered everything and have, I included
too much?
Advisement on the best approach and practices to best
meet our IEP, 504 and EL learners. I would like
feedback to see if the tools I use are academically
sound and appropriate to meet their needs. For
instance, identifying an IEP learners’ accommodation
in their plan like a shorter essay. I created an
alternative essay assignment that primarily focuses
only on the first few scenes with the understanding
that this IEP student struggles to read the entire play.
The focus would be on a specific event, such as
Banquo’s death in the introductory scene and still
align with our original essay prompt about power.
I would want to see I was covering and providing
enough student engagement throughout my lesson.
The lesson is clearly organized and structured into
a beginning, middle and end by introducing
Elizabethan theater and the history and evolution
that came to be the Globe Theatre in Shakespeare's
time. Students are taught about specific theatrical
lot of background about theater and setting it up
to introduce Macbeth. Make sure that
information is clearly presented in your slides for
your students that maybe don't have that theater
knowledge and make it understandable. Video is
great to incorporate as well as think about maybe
some audio tools that can play back some
professional readings of the scenes. Make sure
that it is clearly stated and don’t overdo that
portion in order to make it cohesive and
introduce the main thing you want them to
understand and make that content relatable.
Really focus on the needs of those specific types of
students because there could be more than one in your
class. I would say look through their plans for your
504 and IEP students and single out specific things
that would relate to the lesson that you're going to
teach. Look at the whole picture and consider how
you can apply it to your entire situation so those
students feel more inclusive in their environment. For
your English Language Learners, I would look at all
the different levels and choose things at those levels
that will support those students. Always have your
captions open and students can translate those as well
as students who are on an IEP/504 plan can have that
visual tool to be able to read and then go back to the
recordings as well and that caption be there. Visual
tools are great like short video clips, graphic, and rich
images that clearly identify your content and what
you're trying to focus on. When building on prior
knowledge I would also add links to additional
resources that any student can utilize but that clearly
targets the special populations.
You can definitely have checkpoints throughout your
presentation where you're checking for student
knowledge and understanding. You can use prompts
to create questions that are relevant to the content
you're teaching at that moment in your presentation
and students can engage in conversation in the chat.
You can choose to use an image or a video that you
show the students and ask them to respond to get their
feedback and their interpretation and how it relates to
the scene.
I really think you have a good clear opening body
and closing of your lesson. You have a lot in the
body area that can be something that can be carried
over into the next lesson which is good.
What progress monitoring strategies
will be used? How will results
inform instruction?
Student Engagement/Learning
 How will you make the
lesson relevant to all the
students?
 How will students show
progress towards master of
lesson objectives?
elements such as costuming, casting choices that I like the idea that you look for differentiated
include gender bias, stagecraft, etc. Historical instruction especially in our environment it can be
content that played a significant role in the difficult to decide what exactly to use. I would also
development that led to Macbeth's creation is look at gamifying the lesson to check for
closely examined by looking at King James and understanding and if your students are meeting the
Guy Fawkes and how those specific things affected lesson goals. You could use Quizlet or Kahoot
performances. Detailed examination and review of which can really engage your various learners. I
each scene with video clips to provide deeper think these types of assessments can really be
content comprehension and allowing students to valuable because you acquire tangible data that has
read aloud pivotal scenes and monologues in each instantaneous results.
one. I would close using an exit ticket. In an
online environment there are limitations to what
type of things we can use to differentiate
instruction so you have to get creative. I use
Google Slides while I teach. Each slide has all the
details including quotes and lots of visuals when
introducing scenes, specifically monologues or
important events in the play. A brief
summarization of that scene as well as a video that
has been researched and provides understandable
delivery by the actors to students. There are places
where students are asked questions that relate
specifically to the content as well as offering them
a chance to make connections to their personal
experiences.
Students are asked to embody the role of
Shakespeare and ask if they had to write to earn the
king's patronage how would they go about
attracting his attention and securing his approval?
Students respond in the chat and interact with one
another as well as getting on mic and talking about
their opinions.
I chose a lot of modern-day interpretations of Making that connection to things that students are
Macbeth allowing the student to find the relevance familiar with can often lead to recognition and
understanding of the content moving these students
and make that content relatable. I also used some
toward mastery of your lesson objectives.
things that the students were interested in such as
cooking and our culinary courses and created a
mini lesson within the lesson to teach students
about food that was popular during Macbeth's
time. Using the characters which are the witches to
create this type of cookbook that uses important
details and relevant information from the play
incorporated into this cookbook. It's a good way to
make it relatable to the students and something
that can be an additional element to their learning
because they can go and cook this bread or make a
delicious pudding and they get a sense of what it
was like back then. Students can show mastery of
lesson objectives by engaging in discussion.
There's a written discussion that occurs within this
unit and getting the students a heads up and having
them do some practice samples is going to allow
those students to already have that knowledge and

Classroom Management
 How will you maintain a
positive learning environment
with a welcoming climate of
caring, respect, and fairness?
write it.
Maintaining a positive learning environment starts
with the development and implementation of
meeting norms. I will introduce this as one of the
first slides and review the expectations with
students. I will use a type of opening exercise that
allows students a moment to reflect and relax such
as using the Calm app and using a breathing
exercise.
It's always good to start a lesson off with positivity
and creating that welcoming and nurturing
environment. It lowers students' fear and they'll be
more inclined to engage in the actual lesson. When
you create that supportive community and remind
them what the expectations are to maintain a positive
environment it allows for students to absorb learning
material because there are fewer behavioral
interruptions.

In order for students to stay on track and consider

• Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.
possible challenging behaviors, I like to limit the
chat to only when the discussion involves engaging
in conversations to respond to prompts or asking
questions. They are integrated throughout the
lesson. In English 12 we team teach so that means
that all teachers are present in the live lesson. We
have teachers consistently viewing the chat for any
type of negative or off topic comments. Contact is
made with the student and caretaker during and
after the lesson.

I will close my lesson with a reflection and present an Exit tickets are a great way to review and quickly
Closure
exit ticket that can be utilized later for students not in wrap up a lesson as well as letting students know
 How will you close your attendance. I will give a preview of what is to come what's ahead for the next one so they can prepare.
lesson? and review the scenes they need to read before the
 How will you assess next one.
student learning and
prepare them for the next
lesson?

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 3
Section 3: Observation of Lesson Delivery
 Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Lesson Delivery
Teacher Actions Student Actions
NT provided several opportunities
EXAMPLE Students actively engaged in It was really exciting to see the
for students to engage in the lesson
CSTP 1: responding by visiting websites response from the students when
by offering various options:
Engaging All to view pictures and videos they engaged in the lesson. They
Students 1. Using visual aids such as
that prepared them to respond consistently utilized the chat which
 In what ways pictures of the Globe
appropriately. They responded is the preferred method of
were students Theater and links to
with detailed and thoughtful communication during our live
engaged? provide students with an
chat responses using a high- lessons in our school. We believe it
interactive experience to
level thought process. They use promotes an exclusive environment
take the tours around the
their prior knowledge of that meets the needs of our diverse
Globe Theater.
current events or societal learner population. We have
2. Video clips highlighting
behavior and norms in order to students who come from a variety of
important and relevant
formulate opinions accurately backgrounds and some particularly
scenes and monologues
or encourage further discussion come here because they experience
from Macbeth from
among their classmates. personal challenges such as social
respected and high-
anxiety and giving them the option
quality theatrical
to engage with their peers and
productions.
respond to questions using chat,
The students were asked to reflect
enables them to feel confident and
on these specific performances and
acquire the skills upon the ones they
how well the actor conveyed their
already have. I really don't feel
emotions and objectives primarily
many of these students would
of specific themes such as power.
necessarily be able to express
Students use the chat option in the
themselves at such high levels of
classroom to engage in the
thinking with this elevated academic
reflection as well as discuss with
language if they had been asked to
their peers. Questions with cultural
verbally express their opinions. If
and societal relevance to students
they want to they do have that
ask students to embody the
option where they can get on the
playwright's frame of mind in
microphone and they can answer
order to imagine how it would feel
that way. Providing unique
to write plays in order to earn the
opportunities for students to read
king's patronage at the time. They
aloud without a webcam further
were asked how they would go
allows the student a comfort zone.
about attracting his attention and
Where they can feel that they can
securing approval. It allowed the
express themselves creatively by
student to use their knowledge in
using their voice to express tone and
order to better respond. That
emotion to convey the meaning of
connection allowed the student to
the content that they're reading.
think at a higher level using prior
knowledge.

The NT really focuses on the needs of The students of special populations That was intended for special
Specific
special population. They utilized their were able to use captions as a way to populations, it also benefited all students
Feedback
plans and adapted the lesson. For better understand what the teacher in the class. Many times, students have
 What
English Language Learners,NT had was explaining. Using visual and not been identified as needing that extra
information captions open and students can audio tools such as video and audio support such as visual aids to understand
can you translate those as well as students who recordings of scenes and monologues content. This creates a diverse
provide the are on an IEP/504 plan can have that from the text types of students and environment that allows students to learn
NT visual tool to be able to read and then equitable environment. They were at their own pace.
regarding go back to the recordings as well and able to understand the content.
requested that caption be there. Visual tools
special were great: short video clips, graphic,
feedback? and rich images. When building on
prior knowledge NT gave links to
additional resources that any student
can utilize but that clearly targets the
special populations.
 The NT provided multiple The students were able to watch Students are continually being allowed to
CSTP 1: opportunities as previously mentioned video clips and hear and see scenes take ownership over their own learning. I
Engaging All for students to engage in the lesson and monologues from Macbeth. This provided prompts and opportunities for
Students such as using the chat to reflect on the really allowed students to hear that them to engage in the content but they
 In what ways video clips that highlighted scenes or tone, intonation and a wide range of made personal choices to contribute
were students monologues from Macbeth that were emotions from the actors that made a during the live lesson. I could tell they
engaged? How relevant to the lesson. There were complex text understandable. were focused and engaged simply by
were several opportunities for students to Students were made to feel engaged reading the chat and seeing all the
students not read aloud these particular scenes and by feeling at ease by being allowed to comments in real time and they answered
engaged? monologues and after the teacher provide responses using the chat. and responded to one another. This
 How did would discuss specific lines and how particular group of students which is
students contribute their tone and emotion were more about 100 plus kids that continually come
to their learning? relevant to the scene or the play as a to our lessons are very active and
 How did whole. What role did this specific responsive. All the teachers are able to
teacher and/or body of text play in the outcome of the monitor students' learning and respond to
play? Some students do not always them if they have questions. If there's
students monitor
engage in the chat due to an additional concerns or questions, we
learning?  How
intolerance or social anxiety that always offer the opportunity for them to
were the focus
prevents them from feeling book a call with us and meet at another
students engaged and comfortable. It's a very open time so they get that one-on-one support
supported environment and very inclusive of all from us.
throughout the levels of learning. They demonstrate
lesson? their understanding and their
knowledge through using the chat or
often can get on the mic and ask
questions to further assist them in
developing their responses. The
teacher provided limitless possibilities
for engagement by using diverse
learning tools such as videos and
audio clips to read aloud and
constructively respond to prompts that
didn't necessarily involve students
having a complete understanding of
the text. But more of the actual themes
that were going to be important in
developing their persuasive essay later
on in the unit. Teachers encouraged
students by praising or following
questions that could be adopted to
meet the needs of our diverse learners.
The teacher provides a really safe Students are very receptive to the I really feel providing a safe
CSTP 2: learning community by establishing classroom Norms that were environment based on a mutual
Effective communal norms that were developed established in a collaborative effort. collaboration of norms that were
Learning with the students to best meet their They understand the needs of their established at the very beginning have
Environment needs. It's addressed before every classmates and how to be better and really contributed to the student’s ability
 How did lesson encouraging students to value how to be supportive and to contribute successfully. I'm seeing a
students and each other's opinions and provide a lot encouraging. For example, there are continuous growth of knowledge as well
Teacher contribute of positive feedback or constructive opportunities to read aloud and those as the individual student. A very positive
to an effective questions. The teacher also does not not reading aloud will offer words of environment by using encouraging
learning use webcams in order to protect praise and acknowledge their words, acknowledging the individual
students' privacy including those classmates with very positive student (using their names) when they
students from special populations so feedback. Students participate and respond or when they read aloud really
there is a whole feeling of inclusion complete engagement activities by energizes them to constantly engage in
rather than adopting to one particular responding to questions in the chat in the material.
type of student. The NT creates a our online learning platform. They
virtual learning environment that is are able to do so without time
very flexible by utilizing different restrictions. Students do provide
resources that include the online positive and encouraging words in an
curriculum and additional platforms appropriate behavior. This highlights
like Ed puzzle or Quizlet or any type positivity and inclusiveness.
of interactive opportunities. There are
opportunities to analyze and look at
the text critically by using the video or
audio tools that appropriately present
the text in a way that makes it
inclusive to all types of learners.
 environment?
NT provided extensive subject matter
CSTP 3:
content that was enhanced, by offering
Organizing
updated video and real-life experience
Subject examples that were related to social
Matter issues and current trends in our society.
 What There was a lot of additional background
actions of the information given to students such as a
NT contributed comprehensive and eclectic array of
to Elizabethan theater knowledge. The
student introduction of important theatrical
assimilation of elements such as design, actors and
subject historical relevance that influenced
matter? Shakespeare's development of Macbeth
 How did added to the students' learning
students experience. I believe this is what helps
construct students acquire knowledge that is
knowledge of difficult to comprehend which is the
language of Shakespearean plays. I
subject
believe students come in with a
matter? distinctive opinion about understanding
 What the actual language of Shakespeare and
Misconcepti believing it's going to be difficult to
on did understand. But the teacher made it
students understandable by finding these materials
have and that related to the student personally as
how were well as using students to read and
they perform out loud text that made it
addressed understandable to the individual students.
by the
teacher?
The plan was differentiated based on the
CSTP 4:
teacher's knowledge of particular
Learning
students. It was appropriate and
Experience accessible to all students. Having a
s Google slide presentation offers students
 How the visual aid along NT walking through
were each slide and discussing everything in
students them. The live lesson is an additional
supported support with added content that doesn't
through appear in the online curriculum
differentiat customized for those students to make it
ed inclusive and applicable. The students
instruction participated in the lesson through chat as
? well as talking on the microphone. The
 How did NT was very engaged and adapted the
students lesson in real time to each student's
participate? learning or styles. There were discussion
 How did prompts and they created engaging
the NT discussion amongst students. Measurable
contribute goals were established when discussing
discussion option prompts by introducing
to student
them and providing a deep dive into each
learning? one.
The students were guided by receiving
CSTP 5:
the lesson that was divided up into
Assessing sections for each scene. Followed by a
Student prompt that was not only customized to
Learning meet the needs of students by using
 How did modern content that was associated with
students content that reflected the students'
demonstrat societal and cultural backgrounds. That
e core knowledge could then be applied to
achieveme responding to specific thoughts. The
nt of lesson conversation demonstrated the
achievement of those lesson objectives.
objectives?
Sometimes students were a little unclear
 In what
Students did construct knowledge of the
subject matter because the opportunities
of engagements were so diverse that
took in consideration many different
students' needs. The online learning
tools really allowed for not just students
with accommodations but students who
struggle to understand complex text and
ideas. They could use the videos to
further understand the content. If a
student had questions or was struggling
the expectation to understand content
immediately is not required. There is no
time frame so the student had access to
the whole presentation that was created
as well as a recording of the live lesson
after the class session was done. The
student can return and review that
material and further receive assistance
by the teacher by meeting with them
one-on-one at a later time. There were
also options for portfolios. We were just
for students to choose exactly how
much they wanted to complete and what
grade they would want to earn. It was a
way for the students to take ownership
over their own grade as they are
allowed to choose prompts that best
meet their needs.
Students were supported during the
lesson by using differentiated
instruction such as having a Google
slide presentation as a teacher taught the
lesson. They were able to use the chat
or respond by using the microphone.
The discussion would often prompt
additional responses by the NT and
would elevate the chat.
The students on their cultural and
societal backgrounds that aligned with
the discussion prompts. They were able
to make connections which allowed
them to better understand the content
and the themes. They felt comfortable
expressing any type of confusion
because they knew they would receive
support from not only a teacher but all
the other teachers.
Offering the students multiple learning
tools that are differentiated either by
visual, audio or written form, for our
community of diverse learners to relieve
their strengths and use those to contribute
to the lesson. When you are not limiting
student's choices to participate and
understand that they have individual
needs, they are successful. They feel
empowered because they now have
opportunities to participate and to be
engaged with the content and with their
classmates. If the student was not
understanding something that was
discussed in the lesson, they were able to
ask questions and were provided those
answers immediately.
I offer a differentiated instruction by
providing visual, audio and written
learning tools that effectively meet the
needs of our diverse learner population.
But the benefits to all students are there.
It keeps them engaged and interested in
the topic. It is relevant to their cultural or
social background and also assists the
whole class because it makes the lesson
interesting. There was engagement by
watching videos and responding and I
was able to respond to those students
when they had some new ideas or
questions and that would cause a chain
reaction of other questions and respect
that would bring the lesson to a higher
level of engagement.
My students demonstrated
achievement of lesson objectives by
engaging in discussion by
responding to prompts. They
elevated the discussion by asking
higher order questions.
Students struggled with understanding
some of the concepts, in particular the
meaning of the language of
Shakespeare. Their unfamiliarity with
some of the vocabulary shows their
limited understanding. I explored
 ways did and so they would vocalize that in the different ways to help them
students chat or they would come off mute and understand by using videos or audio
struggle or they would ask them. Teachers would or their own voices that would offer
demonstrate guide them to the appropriate website or them a chance to hear and see the
limited provide them with a document as well as language of Shakespeare in a way that
understandin the option to book calls so they can better was understandable.
support them.
g?
 What
teacher

The NT was very engaging and And we'll get them $96 and not only
actions knowledgeable about the topic and will we send you this cute Doc Martin
contributed provided a variety of diverse resources and bug but you'll also follow me
to that utilized visual, audio, and written
student materials. There was a lot of discussion
achievement? feedback and a chance to clarify any
information that seems confusing.
Section 4: Post Observation Conference

POP Cycle, Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 3
The students effectively have reached a high level of learning of the lesson objective. They provided responses that
To what degree
demonstrated their knowledge of the content as well as formulating sentence structure that used elevated academic language.
did students There was deep insight and found knowledge of the main objectives of the lesson which was to understand Elizabethan
achieve lesson theater, including theatrical elements such as playwriting, set construction, actors and other design elements. They
objectives? understood the historical relevance to Shakespeare's time and how it was influential in creating and writing Macbeth. They
understood the summary of each scene and were able to conceptualize ideas and perspectives that Shakespeare presents in
Macbeth such as the idea of prophecy versus thirst for power in the specific characters of Macbeth that leads to dire
circumstances for some of the characters. They were able to obtain this knowledge by viewing video clips, listening to
classmates read aloud important scenes and monologues and engaged in discussion that allowed them to further expand on
their knowledge of the story.
To what degree did Focus Student 1: English Learner Focus Student 2: Student Focus Student 3: Your Choice
focus w/ILP/504
students
The EL Learner was able to acquire Students with IEPs or 504 plants My student who finds it difficult to
achieve lesson
language familiarity with a language achieved lesson objectives with the use their voice because they are
objectives?
that often presents difficulties with any offerings of a variety of diverse concerned with how they may sound,
student. Usage of video clips provided learning tools that include visual, audio was able to use the chat to express
the EL learner with a visual aid to watch and written response. There is no their opinions. They were able to
actors act out specific scenes or requirement to write or engage in engage in conversations with their
monologues that properly demonstrated discussion at a particular level or use a peers where they would not normally
emotional range that provided relevance particular academic language. All are have been comfortable with. They
to the text. The EL learner is also provided continuous encouragement to even felt they were able to volunteer
provided with translation tools for the contribute. There's the opportunity for and read aloud because there was so
presentation as well as a translation of students to use their own voice instead much support from their classmates
the actual text in their native language. of engaging in the chat and having to and teachers.
write out a response. This often makes
it easier for students to engage in
discussion opportunities.
It is difficult to teach specific units such as Macbeth. The material is so complex and necessitates a need to provide
What would you do
extensive information. I would like to offer more offline learning tools like asynchronous recorded lessons that can be posted
differently next
on our English 12 message board to further assist them in acquiring additional resources. An additional writing workshop
time? that would offer support to students for their Persuasive essay. This could be held in my Live lesson room on a different day
so it doesn't interfere here with the lessons.
1. Diverse learning tools including video, audio, and written ones for all students to utilize in order to best meet their
What were
specific needs.
three top
2. Relating content to students' cultural and social backgrounds encourages additional opportunities for engagement.
Lesson The discussion about Shakespeare's actors only being all males at the time and the introduction of gender choices
Strengths? played an active role in the discussion. Content that connects to students allows them to retain the material and
enhance their learning experience.
3. The opportunity to read aloud important scenes and monologues give students a chance to engage in the content
and to better understand what the meaning is.
 1. More offline engagement opportunities for our focus students to better assist them with understanding the material.
What were
2. Breakdowns before important scenes or monologues that really make things clear.
three top areas
3. More reading opportunities offering more opportunities for students.
for
improvement?
The next steps will be updating the lesson the following year based on my students' needs and discovering ways that would
What are next steps?
better accommodate their learning style. Our students change every year and I always like to customize it as well as update
any videos or introduce modern content that the students can find you relatable.
Other Comments/Notes
Creating an inclusive environment that allows the student to feel unrestricted provides opportunities for our diverse learners. This contributes to their
growth not only in the classroom but as an individual as well. There must be a variety of learning tools to meet the needs of every student and not just one
type of instruction. Students benefit from audio, video and written resources.

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 3 of
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