TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer: Nicholas Dotson Observation # 1

Date Observation Class Skill/Content Level Teacher

Environment*
04/04/2017 Online ESOL Writing/CALPS Intermediate/Advanced Tanya
Class Conover

URL: http://www.youtube.com/watch?v=aQusQWPjdMo8

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDETNS WILL BE ABLE TO IDENTIFY THE ELEMENTS OF A PARAGRAPH. TOPIC

SETNACE, SUPPORTING DETAILS AND CONCLUDING SENTENCE. STUDENTS WILL ALSO BE
ABLE TO CONSTRUCT A PARAGRAPH OF THEIR OWN USING THESE WRITING ELEMENTS.

Notes while observing:

Presentation:
S/T review a list of previous S responses to the question: What is writing?
T asks S to explain the difference between saving and voicing written word.
T asks S about the use of codes/symbols in their own native languages.
T points to list, emphasizes and repeats words to promote understanding.
T: ideas out of the head and on organized on paper
T uses hamburger visual to represent a paragraph.
S: Cookies and spaghetti dont belong on a hamburger (stay on topic).
T reads aloud while S read and follow along.
T stops to check for comprehension of the paragraph.
Practice:
T tells S to pick up the blue strips under their chair and models the activity.
S are given ample time to work with a partner and rearrange the sentence strips so
that they are organized in the form of a coherent paragraph.

Last Updated: 5/28/2017 10:16 PM

 TESOL Certificate Programs
Observation Notebook
Two S are selected to do the same activity using larger materials.
T goes around the room and observes/monitors S and helps only when asked.
The S group who completed the activity using the larger materials come up and
present their answers to the class. The S compare answers with them.
New Activity: T assigns the S to three groups and each group gets an envelope of
which contains a paragraph and the S must identify the topic sentence, supporting
details and concluding sentence of their paragraph in addition to identifying any
sentence that doesnt belong in the paragraph.
T gives clear instructions and models the activity for the S before they start.
T assigns a leader for each group and asks the S if they have any questions.
S asks T what the word stuck means as it used in the activity instructions.
S are called upon by the T to summarize the paragraph and identify the elements
of their paragraph.
Production:
T leads class in a review of the elements of a paragraph.
T tells a group pf S to come up to the front of the class/ One S is told to read a
paragraph aloud and the other S must label each sentence as either the topic
sentence, supporting details or concluding sentence based on the class responses.
Each label is part of a hamburger and creates a visual (Ex. bun-topic sentence).
S return to their seats once the hamburger visual is complete and correct.
New Activity: T provides a topic sentence and the S provide the supporting
details and concluding sentence until they have constructed a paragraph.
Wrap Up:
T asks S to explain to her why writing is important to each of them.
GOAL: To complete and publish writings they can be proud of.

Last Updated: 5/28/2017 10:16 PM

 TESOL Certificate Programs
Observation Notebook
What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

This was the exemplary PPP lesson plan from start to finish. It taught me the

importance of keeping a lesson plan succinct and well organized. I also walked away

having a newfound understanding of the ability of the teacher to convey a seemingly

complex concept using a simple visual (the hamburger). Her use of a popular American

food to represent the structure of a paragraph is worth stealing. Here in America,

nothing is as simple and ubiquitous as the humble hamburger and so it was quite easy for

her students to comprehend the lesson in this way as opposed to mere lecturing.

In the beginning of the lesson, the teacher was the center of focus during the

presentation aspect of the lesson but as the class session progressed, it quickly evolved

into an environment centered on the learner. It should also be said that the lesson and

classroom itself were very much communicative as well. Students had to communicate

with not only the teacher, but also each other to complete the assigned tasks. This gave

them the opportunity to produce meaningful output in response to the input they received

during the lesson. Her approach, then, was very much communicative ad task based.

Taken together as a whole, her lesson was also to aid the mastery BICS and CALPS.1

In this English class, her goal was clearly to enhance and improve her students

use of English in their everyday lives, which is the very essence of BICS. Under the

surface, however, in having taught them the importance of a well-crafted paragraph, she

also taught them essential writing skills that they could apply in both classroom and

professional settingswhich will help them develop CALPS in addition to BICS.

1
Judie Haynes. 1998-2007. Explaining BICS and CALPS. www.everythingesl.net.

Last Updated: 5/28/2017 10:16 PM