Coaching Observation Notes Observation Date: Thursday, December 12, 13 Observation #: 13 Class Period:1st (8B) Debrief Date: Thursday,

December 11, 13

Observer: Wang

Action Plan from last Debrief: Planning: Be intentional about assessing in writing project the skills/strategies that were explicitly taught; make time for it as needed Be intentional to make time for discussion about text as you wrap it up part of that should be a comprehension check of some sort to ensure students understand what is happening Next unit: Wang will provide assessment of past units; begin to think about what sort of units you WANT to teach (for remainder of school year) Teacher Role 8:39am - T reviews general agenda for the day regarding students writing projects - T asks students to pass back papers 8:42am - T asks students to read through story mountains with her feedback on them 8:43am - T celebrates students work around having resolution to story - T talks through how students can aim for a 3 - You do not need my approval to start drafting but you need to have answers to my questions.. (This is great explicit instruction and allowing students to be autonomous.) - If I was in your position heres what I would do Students Role

- Cyrus, Roy, and Michael pass things out

- Roy asks question around due date of final paper 8:49am - Students turn and talk about their story mountains; Tia and Kiara clearly off track but for the most part, everyone else is talking about their stories and making revisions. - 3 groups share out what they discussed regarding POV and their stories

8:50am

- T reviews what students should be doing; draft for about 20 minutes and then class will check in re: revision 8:55am - T checks in with students who want to confer about their story mountains - T compliments who swiftly class got on track with writing

- Students share out reminders about drafting skipping lines - Students immediately quiet down and begin drafting

Instructional Rubric Foci Notes: Teacher Talk Time Very explicit re: how students can move through writing process Pacing: got to a lot of quick teaching points and then right to the drafting process Minilesson Student Engagement HIGH!! Again, what allows for this work time to be so productive? Questioning Differentiation Great to see conferring happening! Assessment Cultural Connections Management Balanced Literacy Foci Notes: Read Aloud Classroom Environment Conferring Guided Reading/Writing Debrief Notes (completed during Debrief Session): Positives Excited about pre-writing Story mountain was a good tool lent itself to showing teacher what was/wasnt working Feels pacing is good enough; doesnt feel like its unfair Use rubric to support students to determine which area student wants T to look at Large amounts of planning has led to good writing; folder keeps students organized Pushes

Off day with 8C on Monday

Next Steps/Action Plan (determined collaboratively with teacher): Planning: Tie up loose ends o Book collection o Paper submission o Wrapping up SB - manipulating setting elements to impact outcome o Differentiate lesson depending on where class is at with novel o Celebration o Break work re: independent reading novel