Teacher:

Lewis, Emily

Title:
Live observation with NCTCS

Observation date:

Apr 18, 2016 - 11:21 AM

Submitted by: Hartman,

Shana

Apr 18, 2016 - 11:48 AM

Date Confirmed:

N/A

Subject:
N/A

Grade:
N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms

Hartman, Shana

Score: 3

1b. Teachers demonstrate leadership in the school.

Hartman, Shana

Score: 3

1c. Teachers lead the teaching profession.

Hartman, Shana

Score: 3

1d. Teachers advocate for schools and students

Hartman, Shana

Score: 3

1e. Teachers demonstrate high ethical standards.

Hartman, Shana

Score: 3

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

Hartman, Shana

Observation of Lewis, Emily: Live observation with NCTCS

Score: 3

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2b. Teachers embrace diversity in the school community and in the world.

Hartman, Shana

Score: 3

2c. Teachers treat students as individuals.

Hartman, Shana

Score: 3

2d. Teachers adapt their teaching for the benefit of students with special needs.

Hartman, Shana

Score: 3

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.

Hartman, Shana

Score: 3

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

Hartman, Shana

Score: 3

3b. Teachers know the content appropriate to their teaching specialty.

Hartman, Shana

Score: 3

3c. Teachers recognize the interconnectedness of content areas/disciplines.

Hartman, Shana

Score: 3

3d. Teachers make instruction relevant to students.

Hartman, Shana

Score: 3

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students.

Observation of Lewis, Emily: Live observation with NCTCS

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Hartman, Shana

Score: 3

4b. Teachers plan instruction appropriate for their students

Hartman, Shana

Score: 3

4c. Teachers use a variety of instructional methods.

Hartman, Shana

Score: 3

4d. Teachers integrate and utilize technology in their instruction.

Hartman, Shana

Score: 3

4e. Teachers help students develop critical-thinking and problem-solving skills.

Hartman, Shana

Score: 3

4f. Teachers help students work in teams and develop leadership qualities.

Hartman, Shana

Score: 3

4g. Teachers communicate effectively.

Hartman, Shana

Score: 3

4h. Teachers use a variety of methods to assess what each student has learned.

Hartman, Shana

Score: 3

5a. Teachers analyze student learning.

Hartman, Shana

Observation of Lewis, Emily: Live observation with NCTCS

Score: 3

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5b. Teachers link professional growth to their professional goals.

Hartman, Shana

Score: 3

5c. Teachers function effectively in a complex, dynamic environment.

Hartman, Shana

Score: 3

Notes
Hartman, Shana
Opening with talk about black out poetry (surprised students knew about this! cool!)
11:29 am
Introduces BO poetry through video
11:30 am
Observing students to make sure they are following along (good!)
11:30 am
Discussing video and what was created...asking students their thoughts on the chosen poem from the video
11:30 am
Review the term theme and how BO poems have a theme (good language demand/vocab!)
11:31 am
reviewing examples, students looking on computers
11:31 am
Brief technical glitch, easily resolved by using main screen
11:32 am
Asking "what do you think that means" as you walk through poems (I also struggle with this question, maybe try "how would you
respond?" to avoid implying a single "meaning" in the poem)
11:32 am
"What is the author trying to capture?" (better question!)
11:33 am
Reading article about BO and John (purpose here? do they need to write anything down? Good job circling and observing)
11:34 am
Reviews article and discusses content (I like how you are getting at the "what and why" behind the activity/poetry)
11:35 am
Reviewing more poems, 'what are they trying to say'?
11:36 am
Observation of Lewis, Emily: Live observation with NCTCS

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Moving to prepping for activity; NY Times activity, ask students to read

11:37 am
models for students how the activity works making online BO poetry (great tool!)
11:38 am
Walking through the first article together, asks students to practice creating a poem with this one first (wonder if you will/could
discuss how you might make the choices on what to click/select to include/not include in the poem)
11:39 am
Students read through their examples, and asks what they were trying to say (did you notice similar students responding)
11:40 am
Students work through a few more articles and make poems (walking through to monitor)
11:41 am
Students share and must explain what they were trying to say (what are the goals here for their explanations?)
11:42 am
Talking about cultural implications of the some of the word choices ("to model is recognition...")
11:42 am

Hartman, Shana
Areas of Strength:
I really liked the intentional scaffolding of today's lesson...moving from a bit of history to Blackout Poetry, to examples, to potential
reasons behind the form, to students practicing and sharing their work.
Areas for Growth:
Think of ways you might use those moments that may appear to be "silly" (like the "girl in a bikini" poem) to point back to some of
the vocabulary and concepts you are teaching--theme, etc.
Recommendations:
Keep up the good work!
Additional Comments:
The simplicity of the lesson showed that you had done a lot of good planning to make it run smoothly. Great to see!

Report exported on Apr 24, 2016 - 7:43 PM

Observation of Lewis, Emily: Live observation with NCTCS

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