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Department of Teacher Education & Learning Sciences

Elementary Education Program

Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor teacher
or university supervisor. It is to be submitted no later than 3 business days prior to the actual observation
along with your lesson plans.

Name: Maddie Weidner Date: October 23, 2017

1. What is the topic of your lesson?

The topic of my lesson is needs and wants. Students will demonstrate if they know the
difference between needs and wants by creating two class collages. One collage will be
Needs while the other will demonstrate Wants. Students should make use of space when
gluing down the images to create the collage.

2. Why are you teaching this lesson? What is your rationale for teaching it?

I am teaching this lesson so students are able to understand the difference between a want and
a need. I want students to understand that sometimes we are not always able to get what we
want because we need to save our money for items that we need to survive.

Additionally, items that we do not use anymore can be donated to those that need these items.
Even though this is a broad overall topic, this specifically will not be addressed in this particular
lesson because students will just be introduced to the difference between a want and a need.

I integrated art into this lesson by having students create class collages to represent needs and
wants. I want students to make use of the space that is given to them to create an artistic piece
that demonstrates what they have learned during this lesson.

3. What is your Teaching Behavior Focus? Why did you choose this?

Lesson planning and presentation is my teaching behavior focus. I chose this focus because it
is important to plan out each lesson carefully and to ensure that everyones needs are met by
planning how instruction can be differentiated. It is also important to anticipate anything that
may go wrong.
My learning outcomes are measurable because students will be able to have a chance to
identify a need and a want when they are working on the collage. I also provide guided
instruction by modeling to students what they will be doing. This is to ensure that every student
will be able to perform the activity with minimal help. I also hope this helps my student who is an
English Language Learner because I will be visually showing her what she will be doing. I will
also be monitoring the students while they are working on the collage to check progress,
understanding, and behavior. After asking questions, I will implement wait time so enough time
is given to all students to think about the question and think of an answer. Lastly, I want to
provide clear directions by speaking slowly and clearly.

4. Why did you design your instruction in this lesson the way that you did? Why did you
choose this way of teaching the lesson (e.g., Was the idea from a methods course?
From your mentor teacher? Another source?)

I utilized the Gradual Release of Responsibility model that I have learned throughout most of my
method courses. During the I Do, I model with students on how I sort an item either as a want
or a need. During the we do, I have a volunteer sort items while the rest of the class show me
a body movement that lets me know where the item should go. During the you do, students
find images in magazines independently to practice determining if an item is a want or a need. I
organized the lesson this way so students will be able to gradually determine a want or need
independently.

5. As you are thinking through this lesson, what do you believe will be the most challenging
part of this lesson for you when you teach it? Why?

I think the time constraint will be the most challenging. This is because I am worried that
students will not be given enough time to work and finish the collages. I will have to make sure
that I manage my time effectively and do not spend too much time on one activity.

6. How will you know if your learning outcomes for the students are met successfully?

I will know that students met my learning outcomes successfully if they are able to determine if
an item in a picture is a need or want. This will be demonstrated by students cutting out an item
and putting it on the corresponding poster. I will observe as many students as I can or have a
discussion with students to hear their reasoning behind their classifications.

7. How will your classroom management support the learning outcomes?

I will use popsicle sticks to ensure that every student has an equal chance of participating.
Additionally, I will utilize Class Dojo as a positive reinforcement system to reward those that are
on task, listening, and following the rules. If I notice that there are any students not following the
rules, I will remind students to refer to our classroom promises. If I notice any student showing
their ARMOR, I will also award a citation to that student.
8. List 1-3 areas which you would like for your observer to pay particular attention. Why do
you want your observer to focus on these areas?

Higher Order Thinking Questions: I want to naturally get better at asking students higher order
thinking questions.

Modeling: I want to make sure that I can model as much as possible to avoid confusion among
the students. For example, I want to model how to use the scissors carefully and how much glue
students will need to use.

Monitoring Student Work: I want to make sure that I am able to monitor all students while they
are working on the collage. Additionally, I want to keep the classroom in as much order as
possible.
9. Is there anything else you would like your observer to know before the observation?

I am worried about the time constraints because the students need to finish as much as the
collage as possible.

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