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Lewis, Emily
Title:
Live observation with NCTCS
Observation date:
Date Confirmed:
N/A
Subject:
N/A
Grade:
N/A
Focus:
Additional instructions:
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults
Hartman, Shana
Score: 3
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2b. Teachers embrace diversity in the school community and in the world.
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
2d. Teachers adapt their teaching for the benefit of students with special needs.
Hartman, Shana
Score: 3
2e. Teachers work collaboratively with the families and significant adults in the lives of their students.
Hartman, Shana
Score: 3
3a. Teachers align their instruction with the North Carolina Standard Course of Study.
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students.
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Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
4f. Teachers help students work in teams and develop leadership qualities.
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
4h. Teachers use a variety of methods to assess what each student has learned.
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Page 3 of 5
Hartman, Shana
Score: 3
Hartman, Shana
Score: 3
Notes
Hartman, Shana
Opening with talk about black out poetry (surprised students knew about this! cool!)
11:29 am
Introduces BO poetry through video
11:30 am
Observing students to make sure they are following along (good!)
11:30 am
Discussing video and what was created...asking students their thoughts on the chosen poem from the video
11:30 am
Review the term theme and how BO poems have a theme (good language demand/vocab!)
11:31 am
reviewing examples, students looking on computers
11:31 am
Brief technical glitch, easily resolved by using main screen
11:32 am
Asking "what do you think that means" as you walk through poems (I also struggle with this question, maybe try "how would you
respond?" to avoid implying a single "meaning" in the poem)
11:32 am
"What is the author trying to capture?" (better question!)
11:33 am
Reading article about BO and John (purpose here? do they need to write anything down? Good job circling and observing)
11:34 am
Reviews article and discusses content (I like how you are getting at the "what and why" behind the activity/poetry)
11:35 am
Reviewing more poems, 'what are they trying to say'?
11:36 am
Observation of Lewis, Emily: Live observation with NCTCS
Page 4 of 5
Hartman, Shana
Areas of Strength:
I really liked the intentional scaffolding of today's lesson...moving from a bit of history to Blackout Poetry, to examples, to potential
reasons behind the form, to students practicing and sharing their work.
Areas for Growth:
Think of ways you might use those moments that may appear to be "silly" (like the "girl in a bikini" poem) to point back to some of
the vocabulary and concepts you are teaching--theme, etc.
Recommendations:
Keep up the good work!
Additional Comments:
The simplicity of the lesson showed that you had done a lot of good planning to make it run smoothly. Great to see!
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