Observer: Wendy Schmiedeler

Teacher: Ms. Abby Hasebroock

Date: December 6, 2016
Class: Freshmen World Literature- D Period- F Day

Dear Abby,

Thank you for the opportunity to visit your D period World Literature class on Tuesday, 12/6. I
arrived a 9:11 and left at 9:28. Below is a summary, with comments, of what I observed:

I arrived at 9:11. The day's objectives and agenda were projected. You were reviewing
the "Day 10 Agenda" with students. You indicated students had completed the "Do
Now" and "Prayer" and were ready to share their "Creative Writing" assignment.

To prepare for this activity, you projected a new slide titled, "Character
Transformations." You revealed the first bullet point, "Nwoye's new Christian name is
Isaac," and asked students to share information about Nwoye. You called on five
different students who offered information on Nwoye's background. Many students
had their hands in the air, and you called on both boys and girls and students from
various parts of the room.

Once you had established context for Nwoye, you said, "Scripture scholars, who can tell me the
Biblical associations of Isaac?"
One student said, "He is Abraham's son. Abraham was asked to sacrifice his son to show his
loyalty to God." This student elaborated on the Abraham-Isaac story. You responded, "Superb.
Nwoye's name is an allusion to the Biblical story of Abraham. Can we draw a parallel to
Okonkwo?"
After a brief pause, you called on a student in the back of the room. This student made a
connection to Okonkwo's willingness to do anything to save his village. You asked, "Do you
think Okonkwo is willing to literally or figuratively kill his son?" The student said,
"Metaphorically, but based on what we have seen, I think he is physically capable of it, too."

You called on another student who explained the juxtaposition of Okonkwo's

attitudes/behaviors and Nwoye's. You responded, Thats a great description of the
juxtaposition.

At 9:16 you revealed the next bullet point on the slide: What is the Bilbilcal significance
of this name, and how does it relate to Nwoyes relationship with Okonkwo?

You reviewed the term allusion and then said, "Take two minutes, turn to a neighbor and share
your creative writing assignment from last class. You simultaneously revealed the next bullet
point on your PPT, which included the same instruction: Turn to a neighbor and share your
creative writing journal entry from class.

Students promptly turned to their partners and began to quietly share/talk. You circulated
around the room interacting with various pairs of students.

At 9:21, you said, Discuss the following 3 questions if you have not done so already: '.
Why did you choose this perspective? 2. Which emotions best describe this
characters feelings? 3. If you could do this assignment over again, what would you
 change about your piece? Talk to your same partner again. Ill give you 2-3
minutes. You simultaneously projected the same questions on your PPT slide: 1. Why
did you choose this perspective? 2. Which emotions best describe this characters
feelings? 3. If you could do this assignment over again, what would you change about
your piece?

At 9:23 you said, Alright, everybody. Thank you for your comments and reflections. At
this time, please put your desks back into rows." You instructed students to take out
their books and to prepare for a review of Part II. You indicated students should take
notes/summarize the events of the text.

To facilitate the review, you projected a new slide titled: Religious Conflict In Mbanta comes to
Umuofia. You then revealed the first summary point: In Mbanta, a British missionary and a
group of native African missionaries come to preach about Christianity. You said,
Write these notes in your books as we prepare to review and assess on Part II and
provided additional information verbally. Students took notes as you reviewed and added bullet
points to the slide.

At 9:28, you indicated that students would now track the differences between the
missionaries Mr. Brown and Mr. Smith; you projected the following: Pull TRA 4.10 In
Class- One Mission, Two Men Worksheet. You indicated that students would have 8
minutes to work with their current WOLFPACK cycle partner. You were giving
additional instruction as I got up to leave at 9:29.

What a productive 15 minutes of class, Abby! I was impressed by the variety of activities you
had planned, the thoughtful scaffolding, and the strong transitions. Your students were engaged
and working-- be it in small or large group-- throughout my entire visit. It was clear to me that
you have established (and your students understand) classroom procedures. Things Fall
Apart is a challenging text, both from a plot perspective and a thematic one. I suspect the review
activity, as well as the compare/contrast between Mr. Brown and Mr. Smith, will help students
understand the nuance and complexity of this important work. (Just a note: The gender make-
up caught my attention. This class is comprised of 5 female students and 16 male students.)

Thank you for your commitment to your students and our department, Abby. I enjoyed my time
with your frosh! If you have any questions or comments about my observation, please let me
know.

Best,

Wendy