Professional Documents
Culture Documents
Teacher
Building
1/18/2017
3.68
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2e: The classroom was designed to integrate the ENL students into the class. The group formation of the desks
provided the opportunity for the ENL students to be seated with other students. Appropriate for the lesson
observed.
The classroom was visually appealing with resources all over the walls.
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Domain 3: Instruction
3a: Expectations were communicated clearly verbally with additional support available in visual form. Review of key
terms started the lesson. Segregation was one of the vocabulary words displayed on the SMARTboard. The visual
provided on the slide was an additional connection available to the students when reviewing the term.
As two videos were displayed on the SMARTboard, students were expected to take notes of their thoughts. Ms.
Freer worked with the ENL Students.
3b:As soon as the bell rang, students were asked to turn and talk to the students in their seating group. This
discussion prompt provided a warm up session for ENL students to use their voices in a collaborative nature.
During the group task, Ms. Freer incorporated additional thought questions to add clarity to the lyrics of the song.
Students discussed as both teachers walked around the room. Ms. Freer encouraged the groups to work together
to create responses. This reminded the group to participate. This also reminded the ENL students to use their
voice.
The handout provided to the ENL students was differentiated to provide the additional prompts necessary to
complete the task. The additional steps to bold the text was provided for support necessary.
3c: Students were expected to discuss the concept of the slang word, chick. Students spoke to the peers at their
group of desks to create a list of alternative slang words for women, for example chick. Students were working
together to create a list. Students were completely engaged as Ms. Freer and the classroom teacher (Ms. Clark)
circulated the room to ensure all groups were on tasks. The students remained on task and were sharing
responses with Ms. Freer as they monitored each group.
The closure of explanation of the true meaning was captivating to the students. After completing the analysis,
students learn the facts of the meaning of the song, Blackbird.
3d:Assessment was discussion based during most of the observed lesson. Students were expected to take notes
and engage in conversations amongst groups. After watching the videos of the song, students were expected to
read the lyrics, analyze the poem/song. During the analysis, students were asked to see the relationship to
modern civil rights movements and record the responses in bullet form.
For the ENL students (and other students in the class), one suggestion was to design assessment during the
lesson with additional writing expectations. This will provide the ENL students the opportunity to share their
understanding, in their own words to provide their voices to be heard.
Comments
Observer Comments
Teacher Comments
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2/1/2017 9:49:46 AM
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Date
Courtney Freer
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Teacher Signature
2/1/2017 9:42:39 AM
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Date
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