EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)

This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
extra copies to accommodate the handwritten reports.

Name: Jamie Hartley Date: 2/13/2017 School: Wildomar Elementary Grade: 4th
Teacher: Sanchez

Standards: Integration with other content areas: (ex. PE Framework p.

204)
Standard 2 2.1 Explain the importance of
open space in playing sport-related games.

3. Demonstrate how to warm up muscles N/A

and joints before running, jumping, kicking,
throwing, and striking

Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List

The teacher began by instructing the students to

start walking a warm up jog around the field Students walked and ran the field

The teacher blew her whistle and had the students Each student lined up in a group on the grass
line up in a group
The students followed the instruction of the student
The teacher had the student helper lead the warm helper, they did lunges, squats, jumping jacks, touching
up stretches toes, reaching for the opposite arm, stretching neck,
jogging in place.
The teacher monitored form of the students
stretching The students lined up in their team

The teacher then began to explain the directions
for the game. It was life size tic-tack-toe.
The teacher numbered the students into two
separate and equal groups. She set up 9 hula
hoops on the ground and gave each team a set of
colored cones (one team got green, and one blue).
The teacher blew her whistle to start the game.
She was the referee and monitored the points for
the teams
The teacher announced the winning team.
The students raced to place the first cone in the hula
hoop marking their place, they then raced back to their
team to tag the next player to run and place their
mark. Once 3 of each marks were placed by the
students, they were able to move the pieces around
until one team one.
The students continued until the winning team reached
points of 6 or more total
The students did the cool down exercises with the
teacher.

The teacher called the class together

The teacher began the cool down stretches that

were similar to the warm up
Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area)

The strategies used in this class were appropriate. The Physical education framework discusses how it is important to create a safe
environment for the students. The teacher was always within the immediate vicinity of the students and would constantly scan the
area. She discussed the whistle blows and what they meant to ensure the safety

This lesson was also developmentally appropriate because it took a game that these kids usually play on paper and transformed it into
a fun activity that got them physically involved. They worked as a team and had a fun time.

Her class management helped make this class effective and high quality. She had a student helper so she could help the other students
with proper form while monitoring the class.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.

As an observer, it would be hard for me to make changes to this lesson. I thought the lesson was a great way to fully engage
the students and have them learn the content standard. It was a fun and engaging game. One of the changes I would make is
to modify the game for students who need that accommodation. The main part of the lesson had students racing back and
forth, this would be a disadvantage to a student who had a disability where they could not run.

EDU 543 Lesson Plan Observation Reports (One for VAPA and One for PE)
This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
 extra copies to accommodate the handwritten reports.
Name: Jamie Hartley Date: 2/14/2017
Standards:
VAPA 2.5 Use accurate proportions to create
an expressive portrait or a figure or a
drawing or painting.
Instructional/Assessment Strategies: What did the teacher
do? List
The teacher handed out several sheets for
valentines day.
The teacher gave out candy hearts in a baggy
The teacher instructed the students to sort
through the candy hearts, separating them by
color.
The teacher instructed to match the candy hearts
with the colored hearts.
The teacher then told the students on the next
page to color in the hearts with the represented
color
The teacher then told the students to go to tally
the total amount of candy hearts.
The teacher asked the students to create a bar
graph with their represented colors. She
demonstrated on the board
The teacher asked the students to answer the
questions at the end of worksheet 3. She ran
through the question using her own candy heart
assortment to demonstrate for the students.
The teacher gave the students a demonstration of
School: Wildomar Elementary Grade: 4th
Teacher: Ramirez
Integration with other content areas: (ex. PE Framework p.
204)
Integration VAPA with Mathematics
Math 4.0A.2: Multiply or divide to solve word
problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from
additive comparison
Student Activities: What did the students do? List
The students had to put their name on each
assignment.
The students had to sort through each of the candy
hearts. They separated them by color.
The students then had to match the candy hearts with
the colored hearts on the first activity page.
The students had to tally the amount of colors they had
on the first page.
They then had to count how many hearts they had
total.
The students then created a colored candy heart bar
graph with the representation of the different colors
The students then had to answer specific questions on a
worksheet handout that pertained to their total tally of
candy hearts. Each students answer would be different.
The students they had to create another graph coloring
in a heart with the next color. They had to draw boxes
to represent the heart.
The last page the students did a probability and
graphing. They had to add all of the different colored
hearts together and to answer the questions about the
 probability and graphing. number.

The teacher had an aid working with the EL

students in a separate classroom, working on a
modified version of the assignment.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area)

This strategy was appropriate for this classroom because this assignment integrated a math lesson and combined it with a fun
assignment within the visual and performing arts. The framework describes grade four as a time where students recognize
the artist within them and the importance of arts in learning (56).

Page 156 of the Visual and performing arts framework also describes how the visual arts help human beings organize and
make sense of what they observe and experience. This also makes it developmentally appropriate because math is a
complicated subject for a lot of students to learn and understand. Combing a visual and performing arts lesson with a math
lesson will help the students organize the math problem and make more sense of their assignment. This will aid in their
learning of the subject.

This was also appropriate because by the students connecting, applying and observing the relationship between VAPA and
the other disciplines they realize that the arts do not exist alone and can be taught and integrated within a wide range of other
content areas.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.

Based on my insights ad an observer I would not have separated the EL students into a separate room. I would have had
them in a separate section of the classroom so I would still be able to observe the students. I know the aid was with them at all
times, however they are the students who I believe need more specialized attention and monitoring to help them succeed.
I would have also had a little more emphasis on the visual and performing arts, it did incorporate the VAPA standard,
however the primary lesson was math. The VAPA components were not held to the same standard as were the math
components. I would make the involvement equal and balanced. The frameworks on page 160 states that the teachers and
school districts should, base their instruction and design of instructional units on the visual arts content standards. In the
way students can begin to grasp the larger picture of what those engaged in the visual arts know and do.

edTPA 2016 : Handbook

1. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
2. Fill out the Literacy Context for Learning Information form found in the edTPA handbook (p.55) for
the class you are observing. The context for learning in for literacy which will apply to VAPA and PE.
Think about the vocabulary and other literacy needs for lessons in these subject areas as you
complete the task.

TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

Elementary Literacy Context for Learning Information

Use the Context for Learning Information to supply information about your school/classroom
context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: X
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description.)1

1
If you need guidance when making a selection, reference the NCES locale category definitions (https://nces.ed.gov/surveys/ruraled/definitions.asp) or
consult with your placement school administrator.
 City: X
Suburb: _____
Town: _____
Rural: _____

3. List any special features of your school or classroom setting (e.g., charter, coteaching,
themed magnet, intervention or other leveled small group instruction, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching in
this learning segment.
At the school, Wildomar Elementary, they do support co-teaching, intervention,
intervention, classroom aides and bilingual. In the classroom I observed, there
were two classroom aides who were all bilingual and well as the teacher being
bilingual.
4. Describe any district, school, or cooperating teacher requirements or expectations that
might affect your planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.

The new teachers at school are required to have a mentor teacher. They are
also required to meet weekly for an hour in the PLC groups to discuss the
lessons being taught and look for improvements. The principle and staff are in
and out of the classrooms looking for the standards being taught. There are
standardized tests that are coming up and STARR testing for the students. The
teachers are required and expected to teach Common Core State Standards and
integration of the Visual and Performing arts and Physical Education.

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom? Two hours
is devoted each day
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class. Yes, they use programs such as prodigy, nessy, and lexia for tracking
literacy
3. Identify any textbook or instructional program you primarily use for literacy instruction. If
a textbook, please provide the title, publisher, and date of publication. They use online
apps and game like learning systems such as prodigy, nessy and lexia.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets,
online professional resources) you use for literacy instruction in this class.
The classroom has a whiteboard, library, IPADs, microphone, overhead
projector, dvd player, and computers.

About the Students in the Class Featured in this Learning Segment

1. Grade level(s): 5th grade
2. Number of
students in the class: 22
males:8 females:14
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your literacy instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the charts. Some
rows have been completed in italics as examples. Use as many rows as you need.
 Consider the variety of learners in your class who may require
different strategies/supports or accommodations/modifications to
instruction or assessment. For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic
knowledge
For Literacy Assessment Task 3, you will choose work samples from 3
focus students. At least one of these students must have a specified
learning need. Note: California candidates must include one focus
student who is an English language learner. 2

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Dyslexia 2 Close Monitoring, Aids, Modified
lesson plans.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
With specific 4 Close Monitoring, Aids, Modified
language needs lesson plans, Accommodations
such as IPAD for language
Does not speak English translation, and Make connections
between the language

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
ADHD 2 They have separate desks so they
are not distracted. Monitored
closely.

EDU 543 Teacher Aiding /Fieldwork Activities

List and provide a brief explanation/description of your Teacher Aiding types of activities that you may have engaged in during your
fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those activities dealing
directly with students should be included.

2
California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.
Examples:
-Teach all/part of a lesson prepared/supervised by Field Supervisor
-Prepare materials for a lesson taught by Field Supervisor
-Work with a small group on developing particular skills

Teacher Aiding Grade level Description of Activity

Activity Type Teacher/School

Distributed and 4th grade/Ramirez/ Aided in preparing the materials of the lesson to hand out to the students. Helped
handed out Wildomar monitor the classroom progress on the activity sheets. Assisted the students in
activity sheets Elementary determining how to create a bar graph, aided in giving directions of assignments to
students. Aided in completion of the assembly of the worksheets to create a valentine
robot.

Valentine 4th grade/ Worked in small groups with students to aid in the worksheet completion. The
worksheets Ramirez/ worksheets had questions at the bottom, I assisted the teacher in monitoring the
Wildomar students work and progress on the assignments.
Elementary

Distribution of 5th grade/ Assisted in distributing the pieces for the game, assisted the teacher in explaining the
Supplies and tally Sanchez/ rules of the game, assisted the teacher in monitoring the students for proper form,
counter Wildomar and that they were playing the game right and worked as a team. Also assisted in
Elementary collecting all the materials at the end of the lesson.

Getting to know your students

First: Read edTPA task 1 and 2 and look for ways to know your students.

Next Practice: Use the sample below to practice gathering information.

Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and
provide a source (person) you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.

Question 1: How old is Chan? Who would you ask? Or what source would you
check?
2. What grade is Chan in? His mother
3 Who lives with Chan? His mother
4 What grade is his younger brother in? Chan
5 Who helps Chan with homework? His mother
6 What grade level does Chan read at? Records
7 What subjects does Chan like? Chan
8 What subjects does Chan dislike? Chan
9 What difficulties does Chan have in school? Chan
9 What difficulties does Chan have in school? Chan
10. When does Chan use his first language? Chan, Parent, Teacher

Next: Do the following.

Use this method and describe a student you have observed during your fieldwork observation time. Use the questions you generated above and
now describe a student in your observation class.
Describe ELD student (or other student with a different learning challenge).

Alex is a student from Mexico City. He does not speak English very well at all, he has other classmates who also speak Spanish as their primary
language so he talks only to them in the classroom. He has only been in the United States for four months and is reading at an Kinder grade
level. He cannot write in English and has difficulty following directions.
Question 1: How old is Alex? Interest survey, school files, Alex or family.
2. What grade is Alex in? Interest survey, school files, Alex or family.
3. What is Alexs favorite subject Alex
4. Can Alex read in Spanish? School files, Alex or family.
5. What is Alexs least favorite subject? Alex
6. Is this his first school in America? Interest survey, school files, Alex or family.
7. Does he have any siblings who speak English? Alex or Family
8. Do his parents speak English? Alex or Family
9. Does he have any other learning challenges? Interest survey, school files, Alex or family.
10. Was he doing good in his last school? Interest survey, school files, Alex or family.

Finally: Help yourself become proficient at this task.

Download several Interest Surveys: Google interest surveys for elementary students and get ideas. Arts and PE are great
areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area
lessons.
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with this
section of the fieldwork:

Interest Survey

1. How old are you?

2. What is your favorite subject?

3. Do you like to draw, paint or color?

4. What do you like to draw, paint or color?

5. Do you like to favorite sport to play?

6. What is your favorite play sports?

7. What kind of movies do you like to watch?

8. What is your favorite food?

9. What is your favorite drink?

10. Do you have any siblings?

11. What do you do for fun?

12. What do you do with your family?