Date: 6/15/23 Period: 2nd Block Subject: HSNFE

OBJECTIVE: Interpret the impact of the New Industrial Age on life in urban areas,
including: living conditions, political machines, Jane Addams and the Social
Gospel.

What Happened:
Bell Work
SET
Guided Notes
Primary Source Activity
Historical Dinner Party
Exit Ticket

Agenda + Lesson plans + Attendance +

At the door + LP in Drive - Student Work in Drive -

STRENGTHS IMPROVE

Management - Quiet and organized - When students are moving

start to class. around the classroom, you
- Use of tickets as a need to have clear behavior
positive behavior expectations for them.
encouragement
- Quick and firm
warning for phone
use.
- Reminder to _____ to
raise his hand and ask
before getting up to
blow his nose.
- Review of lunch line
procedures
- Good use of your
“noise level’
whiteboards–oftentime
s we forget to use
these! They provide a
nice visual cue.

Lesson - Solid bell work - No LP submitted

Planning/ question that checks
Content for understanding
from the previous
lesson. You did a
good job of pulling
electronically
- Your lesson plan indicated
that the lecture would last
about 20 minutes, but you
 what they knew out of
them
- Funny set! They really - I loved the check for
believed you for a
second. This is the
first time I have seen
the students alive all
day. - Why were there repeat
- Excellent exploration
of the images of city
life in the 1800s.
- Really great looking
slides with images to - Make sure you double-check
explore throughout
agreed–and
appropriate amount of
text/ideas on each one
- Consistently returning
to the theme of the set
to explain the lecture.
- The beard slide was a
good attention getter! I
love to break up
lectures with things
like that.
- Multiple choice check
for understanding.
Thank you for asking
why the answers are - This is a super tiny note, but
right or wrong
- I liked how your “I do”
example returned to
the themes of the
images you displayed
and discussed at the
beginning of the
lecture. It was quick
but effective modeling
for the primary source
activity.
- I love the idea for the
historical dinner party.
It covered most of the
important figures we
have discussed this
week. It was a large
handout (as expressed
by ______), but you
broke it into digestible
chunks
ran way over that (still a
great lecture though)
understanding after the
lecture, but make sure to
include CFUs in your lesson
plan.
sources during the gallery
walk activity? We’ll talk
about that during feedback
time.
for typos–maybe there were
supposed to be certain
capitalizations on your slides
but a couple looked like they
might have random
capitalization, which is
something many students
struggle with in their own
writing so it is always good
to model the correct way!
(coming from an ELA
perspective) ex. Immigrants
should be lower case, Gilded
Age should be capitalized,
etc.
I always try to number my
directions. It seems to help
kids chunk their own
work/self pace, and I also
differentiate work like this.
So I’ll go to a student and
have them set a goal to get
to a specific number on the
directions, especially ones
that are building in
complexity. So for
enrichment students, their
goal should be to get to 5
(the extension), and for
maybe my EL students or
students with severe
learning disabilities, they
might only be a 2, an
identification/comprehension
question instead of the
full-reach analysis. This is an
 - State test style exit easy way to individualize in
ticket. the classroom that doesn’t
- I appreciate the brief require printing out separate
but effective copies of assignments. I
conversation around always am able to then
vocabulary terms, like document these
“rigging elections” interventions easily (student
where you connect to x required to reach step 3,
students’ prior etc.).
knowledge.
- Timers. Always timers.
++++
- Nice set up for
historical dinner party.
Like the way your
steps chunked the
material. This activity
is AWESOME. And it is
extremely thoroughly
and thoughtfully
designed.
- Excellent job including
extension activities
throughout lesson

Student - Starting off the class

Interactions/ with great energy! The
Participation students really needed
that. Yes! Love this
energy. Huge
confidence boost from
last summer–love to
see it.
- Yes to directing
students to use
resources/notes when
greeted with crickets. I
appreciate giving them
access to finding
answers themselves.
- Encouraging all
students to participate
throughout the lecture.
- When assisting
students during the
primary source
activity, you did a
good job of steering
them in the right
direction without
 giving obvious right
answers.
- So encouraging to the
students when they
were sharing their
conversations
- Good questioning
through example on
primary source
analysis/ modeling
thinking

Best 3 things: Three things I want to see next lesson:

1. You brought so much energy to 1. Make sure your lesson plan is

this lesson, starting with the set!
The students need that so much.
2. Excellent lecture with great images
to explore throughout
3. The historical dinner party was
designed and executed well.
submitted on time
2. Be consistent in your lesson with
the timestamps indicated on your
lesson plan
3. Proofread your slides for typos

Three things I asked to see in this lesson: Changes:

1. If there are students tardy in the 1. N/A for this lesson

morning, make sure they get a slip
from the office
2. Attempt to stick closer to the
timestamps.
3. Include written instructions for all
activities on the board
2. You were still not consistent with the
timestamps from the lesson plan
3. All of the activities included detailed
instructions, giving both verbally and
displayed on the promethean board.