Fotip Pop Cycle Form - Sem 3
Fotip Pop Cycle Form - Sem 3
Fotip Pop Cycle Form - Sem 3
WL.CM1.I Demonstrate
understanding of the
main idea and some Students will be able to demonstrate
details on some understanding of body parts, numbers and
Las Partes del Cuerpo
informal topics related colors by creating a class monster and by
El Verbo Tener
to self and the submitting an Instagram Activity with their El Monstruo de la Clase
own monsters. (Body Parts & the
immediate
verb “to have”)
environment.
Demonstrate
understanding of
sentences and strings
of sentences in
authentic texts that are
spoken, written, or
signed.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates and Skills are applied as NT Skills are refined as NT combines Skills are polished as NT expands ability to add
just coming into prominence examines pedagogical practices makes increased elements into a cohesive and unified new methods and strategies into pedagogical
relevant and suitable use pedagogical repertoire repertoire
of pedagogical choices
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1
and 2.)
T- tests students using online platforms like GoFormative to be able to
Using assessment information provide students and parents with 48 hour feedback on assessment
to share timely and T- exploring results.
5.7
comprehensible feedback with S- Emerging
students and family. S- The student uses their school Chromebook to log on to the Edtech
platform and complete their assessment
Organizing curriculum to
T – Teacher plans curriculum on a week basis by units so that there is
facilitate student T-Exploring
3.3 cohesion amongst the lessons.
understanding of the subject S-Emerging
matter.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
S- Student uses the resources and lessons provided by the teacher to
follow along with the lesson.
Section 2: Pre-Observation Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6
vocabulary we are studying that
week.
2. The main focus of this lesson will
be to focus on listening
comprehension and vocabulary
identification. The reason for this
is because students need to
continue to recycle body parts
vocabulary while also learning
these new verbs. In addition, we
have focused on reading
comprehension but now I feel it is
necessary to also focus on
listening comprehension in the
target language.
3. The creating a class monster
activity is one that I have done in
the past. I day before I begin this
unit I will introduce it by talking
about “el cucuy” (the monster that
exist in Latin America) and then I
will have them create a class cucuy
in order to review body parts. I will
start by asking what color it is,
then ask how many heads the
monster hands, how many eyes
and so on and so forth until we
have created a class monster while
reviewing all the body parts. I will
then post the class monster on the
back of the wall.
4. After they create a class monster I
will give the students an
assessment about our monster by
asking true/false questions. I will
then give them the Instagram
activity print – out. They will
create their own class monster
and have to label at least 10 body
parts in Spanish and answer four
questions in the target language:
What is the monsters name? What
is the monster like? What is the
monster not like? Where does the
monster live?
While one student is drawing on the
big poster I will have the rest of the
class also drawing the monster on a
piece of paper. This will ensure
Student Engagement/Learning everyone is on task while still This is a good idea. Make sure you find ways to control
• How will you make the lesson relevant to all participating and answering questions, students blurting out answers during the moment. I would
the students?
• How will students show progress towards rather than sitting there not doing maybe pull names out of a jar and have that student decide.
master of lesson objectives?
anything. If a majority of the students
draw something wrong it also gives
me the opportunity to explain
something in the moment versus the
next day and allows me the
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 6
opportunity to adjust my teaching as
needed and review topics that I need.
Specific Feedback
• What information can
you provide the NT
regarding requested
special feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 6
The students had to call out
the number and colors they
CSTP 3: Organizing
wanted each body part to
Subject Matter be. There was one student
The teacher scaffolded the
• What actions of the NT who was drawing the class
contributed to student lesson very well. She had the
assimilation of subject monster on the Viewsonic I think having the students draw their own monster
matter? lesson divided into three
• How did students TV. The students also had to as we decide the body parts is a good idea. In the
parts: Review body parts,
construct knowledge create their own monster future, I need to find a way to better vote without
of subject matter? then create a class monster
• What misconceptions on their piece of paper with them shouting over each other.
did students have and before having students create
the descriptions so that no
how were they
their own monsters.
addressed by the
teacher?
one was bored. They also
had to start creating their
own monsters on an
Instagram post.
CSTP 4: Learning
The teacher had instructions
Experiences for each activity on the TV The students participated in
• How were students Students had the opportunity to participate in all
and explained each activity group activities and
supported through activities. I think I might make the Instagram activity
differentiated before commencing. The independent activities. They
instruction? digital next year so students can use online images
• How did students teacher also had an array of had to sing together and
for their monsters and maybe make them write more
participate?
activities from reading, create a monster out loud
• How did the NT than 3 sentences.
contribute to student speaking, listening to help before creating their own.
learning?
engage an array of learners.
CSTP 5: Assessing
Student Learning
• How did students Students answered yes/no
demonstrate The teacher constantly asked
questions and had to draw
achievement of lesson yes/no questions and made One area I need to work on is students responses so
objectives? their own monsters with the
• In what ways did sure the instructions were that not only certain students are blurting answers
students struggle or class which allowed the
clear before moving on to the out and yelling over each other.
demonstrate limited
teacher to see if they
understanding? next activity.
• What teacher actions understand it.
contributed to student
achievement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 6
In the next lesson, the students will be participating in a Movie Talk activity. The movie consists of a
What are next steps?
monster and a boy who is blind. Before watching the video with them I will review body parts and ask them
questions about the characters to review Vocab #4 beforehand. Then they will have a reading and answer
comprehension questions.
Other Comments/Notes
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 6