Fotip Pop Cycle Form - Sem 3

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Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)


Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Angelica Carton Angiecarton2@gmail.com Spanish 9th – 12th
Mentor Email School/District Date
Fullerton Joint Union
Rosario Arriaga rarriaga@fjuhsd.org 10/20/2021
High School District
Content Standard Lesson Objectives Unit Topic Lesson Title
Communication
Standard 1:
Interpretive
Communication

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

The 504 Student performs below My focus student is performing


average in the class. The student below average. They have sporatic
EL can understand some
requires a front seating area with attendance and currently struggling
English and have small
print out of notes upon request. academically. I am working with the
conversations. The student
The student is very social and student, their counselor and an
Focus Students understands 95% of the lesson
seems to really enjoy the class. Assistant Principal to get the student
• Summarize critical needs and how you as I do my best to make it
will address them during this lesson. Though the student sits in front to come to class. In discussions with
comprehensible for the entire
of the class this does not seem to the student it is apparent that they
class. The student has no
help with him being social in have problems at home. They have
problem raising their hand in
class. They submit all their work ran away but this week they showed
class to ask me for additional
that is completed in class but if it up to class twice. The student seems
support.
is homework the odd of it being to like the class and I am working on
submitted on time go down. providing positive reinforcement.
Part A: NT Reflection
Part B: ME Feedback
Use questions to guide reflection on the
Provide feedback on lesson plan reflection.
lesson plan.
The lesson that I will be focusing on
for this CSTP is a week lesson series
three week lesson series in which I will
introduce body parts to my students
by reading a story. I will then have the
students create a class monster before
having them create their own monster
Inquiry Focus/Special Emphasis and record a short video describing
Teaching though music is a great way for students to acquire
• What is your inquiry focus and/or special
their monster. Before we create a
emphasis? the language. I would suggest writing a story about the
• How will you incorporate the inquiry focus class monster I will review the body
and/or special emphasis into the lesson? monster you create in the class with the students. It will help
• What specific feedback do you want from parts through singing. Currently they
with engagement.
your ME? are learning the body parts through
the song “head and shoulders, knees
and toes” but in Spanish. They sing
this at the start of every class during
this unit. I want to know if there are
any specific stories my mentor has
taught with the body part unit that
would enhance my lesson.
This year I have over 15 students who
First, highlight the students names on your roster as I have
are either on an IEP or on a 504 Plan.
Inquiry Focus/Students mentioned before. This year there are more 504 Plans in
• What specific feedback regarding your focus It is double or triple what I have had in
students do you want from your ME? place then there have been before. Do your best to
the past. How do we adapt lessons to
accommodate seating and testing and follow modifications.
each student?
Due to the students being out of
school for so long, I am struggling with
Specific Feedback classroom management during my 6th Depending on what the issue is in 6th period, you might need
• What additional specific feedback do you
want from your ME regarding lesson period. My call and response does not to start calling home. Keep reminding them of your
implementation? work. I talk over them and are expectations at the start of class time as well.
beginning to lose my voice. Any
suggestions?
Instructional Planning 1. At the start of the lesson I will have
• How is the lesson structured (opening, body, the students complete their warm This is a really good idea. At the start of the lesson you can
and closing)?
• What varied teaching strategies and up which I call “Chispa”. I will ask also ask the students related to “El Cucuy” maybe ask them
differentiated instruction will help students
meet lesson goals?
them match four sentences with questions about whether or not their family has heard of “El
• What progress monitoring strategies will be their corresponding translations in Cucuy” and let them tell their stories before continuing.
used? How will results inform instruction?
English. The sentences all include

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.

In order to maintain a positive


working environment, I always greet
the students at the door with a
Classroom Management password. Before entering they have
• How will you maintain a positive learning
to answer the question on the mini
environment with a welcoming climate of If there is any way to personalize warm-ups do that to help
caring, respect, and fairness? whiteboard. I also will maintain my
• Identify specific classroom procedures and build community with all your classes.
strategies for preventing/redirecting classroom routines. They work on
challenging behaviors. their warm-up, we go over
announcements and we sing a song at
the start of class related to our
themes.
At the end of the lesson some
students will present their monsters
Closure to the class. Those who have not Good idea. It gives some students the opportunity to share out
• How will you close your lesson?
• How will you assess student learning and
finished will finish for homework. as loud and share their creativity with everyone.
prepare them for the next lesson? they work on this assignment I will
give individual feedback so that they
are prepared for the next lesson.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that
EXAMPLE When teacher reviewed worksheet, she asked
included all levels of Bloom’s (“Identify 6 problem-
CSTP 1: Engaging All additional questions of analysis and evaluation Students completed the worksheets and were able to ask questions. Most groups needed revisions
solving strategies; pick two strategies and identify
Students (“which problem-solving strategy do you prefer? How for their questions; comparison/contrast was the most common analysis question. I need to give
at least one similarity and one difference between
• In what ways were could you create a math problem that could be solved
them”). Groups then selected a strategy and
them a Bloom’s question stems handout next time.
students engaged? with this strategy?”)
created two math problems to exchange tomorrow.

Specific Feedback
• What information can
you provide the NT
regarding requested
special feedback?

CSTP 1: Engaging All


Students At the start of the lesson the
• In what ways were
teacher had the warmup on
students engaged?
The students were
How were students the board and facilited the
not engaged? answering personalized
• How did students lesson by calling on students
questions and participated
contribute to their
and personalizing the warm- In the future it might be good to have the students
learning? in the song “cabeza,
• How did teacher and/or up by asking students stand up and sing the song so that it gives them an
students monitor hombros, rodillas y pies” to
learning? questions about “El Cucuy” opportunity to be out of their seats.
review body parts.
• How were the focus
students engaged and
and whether or not they had
supported throughout seen it in the past.
the lesson?

The teacher had an array of


The students were engaged
activities. The warm up, song,
CSTP 2: Effective participated in all of her The students know the routines and know what is
Learning Environment CI, guided practice and
• How did students and activities and because it was expected of them and it helps the class run smoothly.
independent practice of the
teacher contribute to personalized, they In the future I want to incorporate common Spanish
an effective learning Instagram Monster. She
environment? responded to questions phrases to keep the lesson even more engaging.
followed a 5 step lesson plan
when promted to.
in her delivery.

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?

Section 4: Post Observation Conference


To what degree did students achieve Students did achieve the lesson objective. They reviewed body parts at each point of the lesson and had the
lesson objectives? opportunity to begin drawing their own Instagram monsters.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
FS1 was able to create their FS2 was able to complete the
Instagram monster and label 8 Instagram Activity perfectly. They FS3 did not complete this
To what degree did focus students body parts correctly. They drew a monster and labeled 10 assignment. The student was absent
achieve lesson objectives? misspelled a lot of the body parts and answered the 4 the day we did this lesson and to this
vocabulary but I was able to questions in the target language day has not submitted their
make out what they were and using correct sentence Instagram Monster for partial credit.
saying. structure.
I would keep the lesson the same minus the Independent practice. Overall, it was a good lesson but I would
What would you do differently next
time? like to rethink my independent practice to maybe tie into the FlipGrid assignment I am having the students
work on. I might have them answer questions for their FlipGrid rather than just describe a random monster.
1. Lesson delivery and organization à Warm-up, CI, Guided Practice, Independent practice,
closure
What were three top Lesson
Strengths? 2. Drawing the class monster and having students be creative and draw their own
3. The warm-up is well thought out and designed to be an intro to what the students should
expect
1. Improve the song to review body parts to incorporate movement
What were three top areas for 2. Control how the students respond to my questions while creating a class monster
improvement? 3. Change the independent practice to be digital and make improvements to the sentence
output requirements

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

MT liked the lesson overall.

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

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