Department of Teacher Education & Learning Sciences

Elementary Education Program

Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor
teacher or university supervisor. It is to be submitted no later than 3 business days prior to the actual
observation along with your lesson plans.

Name: Tyra Kornegay Date: 4/5/17

1. What is the topic of your lesson?

a. The topic of my lesson is comparing fractions with the same numerator
and equal treatment with diverse traits seen in people.

2. Why are you teaching this lesson? What is your rationale for teaching it?
a. I am teaching this lesson to provide an opportunity for students to evaluate
the fairness in the treatment in the Dr.Seuss book The Sneetches while
also using the book as a reference to create fractions representing the
number of Sneetches without stars on their bellies from a total population.
I wanted to incorporate a culturally relevant topic of diversity into a math
lesson.

3. What is your Teaching Behavior Focus? Why did you choose this?
a. I chose the topic of Assessing Prior Knowledge. I chose this focus
because the lesson I am teaching will stem off of the lesson the teacher
previously has done a day before me so I want to make use the prior
knowledge that they know as a way for them to review the information
they learned in previous lessons. This way they can apply it to the lesson I
will be teaching on the same topic and build on it.

4. Why did you design your instruction in this lesson the way that you did? Why did
you choose this way of teaching the lesson (e.g., Was the idea from a methods
course? From your mentor teacher? Another source?)
a. I decided for my math lesson to keep the students as a whole group rather
than their usual routine of being separated into smaller groups and rotate
around the room to different stations. I wanted to keep the students
together so that they could easily work with a partner on the assignment in
using fraction strips which was going to be compared to another groups
fraction strip representation.

5. As you are thinking through this lesson, what do you believe will be the most
challenging part of this lesson for you when you teach it? Why?

a. The challenging part of the lesson will probably managing the progress of
all 22 students throughout the lesson. If it was with a small group, I would
 have more one on one time with a struggling student. Since it is a whole
group though, I will have to manage my time to make sure it is used
efficiently.
6. How will you know if your learning outcomes for the students are met
successfully?
a. I will know the learning outcomes have been achieved once students have
represented their fraction (based on the random story problem they have
chosen) correctly with their fraction strips, make a comparison with
another set of students to see which fraction is bigger in value, and
organize them correctly on their number line.
7. How will your classroom management support the learning outcomes?
a. I will make sure that the classroom management skills I implement will
support the learning outcomes by walking around the classroom and
checking in on the progress of the students as they are working with their
partners and their groups of partners when creating their fractions using
fraction strips.

8. List 1-3 areas which you would like for your observer to pay particular attention.
Why do you want your observer to focus on these areas?
a. One area that I want my observer to pay particular attention on is the way
that I balance including diversity into my math lesson. I want my observer
to focus on this because I feel that this is a unique component to my math
lesson and I would like to know what I did well and what I can improve on
for future lessons.

9. Is there anything else you would like your observer to know before the
observation?
a. I look forward to hearing the feedback on what I did well and how I can be
better!