ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: 10/25/17 Observation #
Mentor Teacher:Ben Bailey Time of Observation: Approx. time spent
planning this lesson:
Grade Level:5 Subject/ Topic:Informational Writing
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus:Explore mentor texts to develop a plan for writing
Brief Context:Writers are continuing to develop their topic for information writing.
Prerequisite Knowledge/Skills:
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.ELA-LITERACY.W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C

Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E

Provide a concluding statement or section related to the information or explanation

presented.
CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8

Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Assessment: [Formative and Summative] Formative--boxes & bullets worksheet, and table of
contents draft
Worldview Integration: What information do you want to share with others?
Instructional Resources: MAISA Info Writing Unit

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
Modeling (2 ways) action/interaction interest
Conferencing Personal topic

Teacher topic

Options for Options for Expression Options for Sustaining Effort
Language/Symbols Two forms for mapping & Persistence
thinking Fill in the blank worksheet


Options for Comprehension Options for Executive Options for Self-Regulation
Self-selected topic Function

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.]
Students offer ideas for teacher writing.
Conferencing with students to help generate ideas and organize content.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
123 eyes on me...12 eyes on you
Back to one conversation in 321...clap
Strategies you intend to use to redirect individual students: What are you supposed to be
doing? Tell me what you are working on.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
Students seated at desks in table groups.

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
1. Today we will be continuing our process in developing informational texts. We will take
our most important topics and organize them into subtopics or categories.
2. We will do this by used a tool called boxes & bullets as well as begin developing our
table of contents.

Development: [It may help to number your steps with corresponding times.]
1. When we first started this process I chose the topic trees. I have decided to narrow my
topic to apple trees.
2. Before I begin to think about my subtopics it will help to ask myself What do I know
about this topic? (which is what we did when we wrote long), What do I see? What does
this topic do?
3. As I think about this I can picture an apple tree on the hill in the fall, full of fresh
apples. I see families sitting under the tree, enjoying the cool shade. My mental image
just switched to winter! Now I see a bare apple tree waiting for spring.
4. Im going to start jotting down my ideas on the boxes and bullets document!
Apple trees
What they look like
Types
Why people like them
Why animals like them
How they change during the seasons
How to plant an apple tree
Places they grow
Caring for them
Apple blossoms
5. Wow thats a lot of ideas! These bullets will become my subtopics or my chapters.
6. But I want to narrow it down because I would rather have a few topics with a lot of detail
than a lot of topics with very little detail.

Demonstrate filling out the table of contents.

Lets try to choose 3-5 that I can use as my chapters.

Introduction
The Seasons of an Apple Tree
All Kinds of Apples
Where to Find Them!
Caring for an Apple Tree
Conclusion

7. Now its your turn! Using the box and bullets organization tool you will start writing your
table of contents.
8. Monitor as students write

Closure:
8. Great job today! Take a few minutes to share where you are in the organization process with
your partner.
Please place these papers in your purple folders and leave the folders on the table by the door
as you leave.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

your efforts as a professional.
Model expectations for the activity.
Preparation of materials- worksheet and folders
Assigned partners