1. Final Presentation: School Observation and Lesson Planning
Yi Ko
EDCU 200
Wednesday 2pm

2. Class Observation: 32nd Street USC Performing Art School

3. Demographic 22% of the students are English Language Learners
The ethnicity of the students are mostly Hispanic (54.9%).

4. Class Ms. Robinson’s 8th grade class Course Titles:
English Literature 8A and 8B
United States History 8A and 8B

5. Ms. Robinson Identifies the Objectives by…
Writing them on the board, including
Reading: Irony in a short story
Language: Proofreading and editing
Social Studies: interpreting graph and data
Putting the objectives of the assignment on the header of the homework sheet
“Create original graph and charts using current data”

6. The children know what is expected from them by….
The teacher shows the standard on the board.
Go over the calendar before class start
Write down homework due day
Class activities of the days
Given clear instruction:
“You will need a sheet of paper to take notes.”
“This should be in your notes. If I were you, I will be drawing down each of this (graph) with heading.”

7. Ms. Robinson gives the rationale by…
Giving instruction in a very clear way and answering any questions that student raised.
Drawing each types of graphs to show the children how to collect the data.
Explaining each categories of survey by giving examples and sketch a graph by using the hypothetical data.

8. Ms. Robinson checks for understanding…
Each student has a sheet of paper before the class start. The students are required to:
Edit and rewrite the paragraph.
Check for capitals, commas, and punctuation marks.
After the exercise, the entire class exchanged paper for grading and went over the paragraph together.
Ms. Robinson called on students to correct sentence aloud and then recited the answers clearly.
Asking questions:
“Can you give me an example of pictographs?”
“Does everyone understand that?”

9. Group Activities
During my visit, there were no group activities conducted by the teacher.

10. Ms. Robinson assess the children at the end of the lesson…
Open classroom during Nutrition and Lunch everyday:
Allows the children to make use of the classroom facilities and computer to do class related work, homework, or to sit and study.
After schools:
Ms. Robinson remains on campus in the classroom till 4:15. Students may make use of that time to study as well.

11. Lesson Plans: 8th Grade English Class

12. Lesson Plan #1 Standard: Use correct punctuation and capitalization
Objective: TSSBAT correct any mistaken usage of punctuation and capitalization

13. Syntax of the Model of Teaching Description of the Lesson
Motivation
Providing a paragraph without any punctuation marks or capitalization and ask the student to read it aloud in class and ask them: “Is it easy to read without punctuation?” “Do you understand what the writer is trying to tell you?”
Technological Enhancement
Input of Information
(how and why, what mode and with what kind of aides)
Go over the rules for different punctuation marks and capitalization.
At this lesson the rules for comma, period, question mark, and capitalization will be covered.
In order to make the “taking notes” process faster, I will distribute a pre-made note, which already has the general topic on it. However, the students still need to copy down the rules themselves.
Providing overhead projector and make sure the children are taking notes (a great way to help them learn better).
Checking Comprehension
(did they understand, do you need to input in a new way?)
Go back the paragraph provided above and ask each student to correct one sentence by applying the rules that we just discuss.

14. (in a structured way to insure success)
Structured Practice
(in a structured way to insure success)
Giving them worksheet that is related to the lesson. The worksheet contains sentences with incorrect punctuation/ capitalization. The students need to correct each sentence. The worksheet will also help them recapture all the rules and apply the rules.
Allowing them to finish answering and going over the answers with them.
Worksheet
Guided Practice
(in a more difficult way to really show you they are grasping the concept)
Divide the students into small group and play a jeopardy game, which will include correcting sentences and punctuation marks. The group who wins the game can get 2 extra points on the test.
Note cards with questions or using overhead projector to show the questions to the entire class.
Closure
( how do you bring to a close and sum up what learning was to take place)
Clean up
Recaps on the rules
Answer any questions students may have.
Formal/Informal Assessment (reflection of degree some students reached the objective.)
Worksheets (similar to the worksheet in structure activities) for homework
Students should be able correctly answer questions that will be asked during next class (oral quiz)

15. Feedback- Lesson #1 Courtney Kristin Melanie
“I like your plan of having them correct a paragraph. They will learn better because they are actually using the skills you teach them. The Jeopardy game will keep them involved. How will you be imputing information? Will you just be lecturing while putting an outline on an overhead, or will you be using the textbook with concepts on the overhead?”
Kristin
“I think your lesson plan is very organized, but how will you cover all the punctuation rules in one lesson? Maybe you should break it up into reviewing a few rules every lesson.”
Melanie
“I like your introduction by providing them with the paragraph. I think you should be more specific a to what you will teach them that day, or what grammar rules you will be reviewing.”

16. Lesson Plan #2
Standard: Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.
Objective: TSSBAT revise their own writing for consistent point of view with appropriate organization.

17. Syntax of the Model of Teaching Description of the Lesson
Motivation
Providing an example 3-4 paragraphs essay that does not show consistency in thoughts. Ask one student to read one paragraph in front of the class.
Ask student if they can understand the thoughts of the writer.
Technological Enhancement
Input of Information
(how and why, what mode and with what kind of aides)
Address the importance of writing for consistency.
Introduce the idea of brainstorm/outline.
Overhead projector or black board
Checking Comprehension
(did they understand, do you need to input in a new way?)
Asking the students questions: “Can someone tell me what is brainstorming?” “Why does brainstorming before writing the paper help us write in consistency?”
Simply use 3-4 sentences (instead of the entire essay) and ask the students to put in to an order.

18. (in a structured way to insure success)
Structured Practice
(in a structured way to insure success)
Using the sample essay and ask the students to help brainstorm ideas in order to make the essay flow well.
Using the blackboard
Guided Practice
(in a more difficult way to really show you they are grasping the concept)
Dividing them into group and each group is assigned with a paragraph that does not show a consistency of writing.
Ask the student to brainstorm and organize the ideas in a structured way.
More examples; transparencies for each group.
Closure
( how do you bring to a close and sum up what learning was to take place)
Allow each group to share their notes.
Answering questions
Clean up
Formal/Informal Assessment (reflection of degree some students reached the objective.)
Giving out a paragraph in the beginning of the next class and ask the student to brainstorm and rewrite.

19. Feedback- Lesson #2 Courtney Melanie Rocio
“I like how you are using a sample essay to demonstrate bad writing, then having the kids correct the essay to make it better. Having the kid read an unorganized paragraph will help them understand the importance of organization. I remember that is what my teacher did, and it helped me understand good writing from bad writing. I also like that you have the kids brainstorm and work in groups because sometimes you kids will have writers block, but the student can work together to form ideas. However, like the last lesson plan, I would like to know how you will teach them the fundamental concepts while inputting information.”
Melanie
“I think this [is] an interesting concept, maybe you should have the students do the work wit their own work by cutting off their names and fixing them.”
Rocio
“I think that this lesson plan can work because you identify the problem right at the beginning. Applying the skill to rewrite a bad paragraph can help them in the future to revise their own work.”

20. Feedback- Lesson #2 Courtney Melanie Rocio
“I like how you are using a sample essay to demonstrate bad writing, then having the kids correct the essay to make it better. Having the kid read an unorganized paragraph will help them understand the importance of organization. I remember that is what my teacher did, and it helped me understand good writing from bad writing. I also like that you have the kids brainstorm and work in groups because sometimes you kids will have writers block, but the student can work together to form ideas. However, like the last lesson plan, I would like to know how you will teach them the fundamental concepts while inputting information.”
Melanie
“I think this [is] an interesting concept, maybe you should have the students do the work wit their own work by cutting off their names and fixing them.”
Rocio
“I think that this lesson plan can work because you identify the problem right at the beginning. Applying the skill to rewrite a bad paragraph can help them in the future to revise their own work.”

21. Lesson Plan #3
Standard: Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.
Objective: TSSBAT write a paper with proper transitions between ideas.

22. Syntax of the Model of Teaching Description of the Lesson
Motivation
Starting the class with a game that ask the students to identify transitions from a word bank
Student will take the paper that has transition and post it on the board
Technological Enhancement
Work bank that includes transitions and non-transitions
Input of Information
(how and why, what mode and with what kind of aides)
Check if the students get all the transition or if there is any non-transition words on the board.
Introduce different types of transitions and their usage
Explain the importance of having transitions between ideas
Blackboard
Overhead projector to write down notes (students should copy the notes)
Checking Comprehension
(did they understand, do you need to input in a new way?)
Giving examples with sentences that require transition to connect the idea and ask the student to pick the right transitions.
Overhead projector and transparency with sentences on it allow the entire class to read and work together

23. (in a structured way to insure success)
Structured Practice
(in a structured way to insure success)
Organize the different types of transitions into categories by asking the students to participate
Students should take notes
Guided Practice
(in a more difficult way to really show you they are grasping the concept)
Divide students into group and assign each group with one type of transition. Ask them to use the transition in sentences and present in front of the class
Transparency for each group
Closure
( how do you bring to a close and sum up what learning was to take place)
Answer questions
Check each student’s notes and make sure they have all and the correct information
Formal/Informal Assessment (reflection of degree some students reached the objective.)
Worksheet for them to practice more at home
A quiz that includes the lessons from previous weeks during next class

24. Feedback- Lesson #3 Courtney Melanie Rocio
“I like you have the kid work together and present to be the class because it will keep kids interested. It is more exciting to hear your friends speak than the teacher. I also like that you are assigning worksheets to make the students practice.”
Melanie
“I like your lesson plans. Maybe you could consider adding more forms of technology besides written words on a board or overhead.”
Rocio
“I really like your lesson plan because it is something! I wish my old teachers should have used. I had plenty of trouble with transition sentences and in your lesson you spend a good amount of time identifying them, which is very important.”

25. The End!