ED 345 Calvin College Teacher Intern Formal Observation Report R.

Posthumus,
Supervisor
Teacher Intern: Natalie Vander Laan Date: 10/13/17 Observation #
Mentor Teacher:Bailey Time of Observation: Approx. time spent planning this
lesson: 1
Grade Level:5 Subject/ Topic: Informational Writing
[*Sections denoted with * are for supervisors use only.]

DOMAIN 1: PLANNING & PREPARATION

Main Focus:
Brief Context: (Immersion Phase Part 1) This lesson is the introduction for a unit on
informational writing. During this lesson students will learn in general what informational
writing is, characteristics of informational writing, and the basic organization. It will help
students create a vision of how their text may be written and possible items to include.
Prerequisite Knowledge/Skills: Noticing text features and organization of text.
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.ELA-LITERACY.W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C

Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E

Provide a concluding statement or section related to the information or explanation

presented.
CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8

Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Assessment: Formative Assessment- Participation in class discussion, marking mentor text,

notes in LA notebook
Worldview Integration: Writing nonfiction allows us to teach others about a topic that you are
knowledgeable about. You can use your knowledge to help and teach others.
Instructional Resources: Literary nonfiction Unit from MAISA

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
Verbal action/interaction interest
Written on powerpoint Participation in group Discussion
Anchor Chart discussion Note taking
Modeling and identifying Writing in notebook Partner work
within text Interaction with partner
Identifying on your own (collaborative thinking and
Hand example for working)
remembering format of
information writing
Options for Options for Expression Options for Sustaining Effort
Language/Symbols Marking text features on & Persistence
Introduction/Lead individual copy of mentor
Body/Juice/Bulk text
Conclusion/Ending
Options for Comprehension Options for Executive Options for Self-Regulation
Function

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in
which you plan to build or strengthen relationships and community student-student & teacher -
student.]
Large group discussion
Students work collaboratively with partners
Students share their thinking with the class
I will walk around to ask questions and support learners as needed

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self

regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
1,2,3 eyes on me 1,2 eyes on you
Alright alright okay okay

Strategies you intend to use to redirect individual students:

Proximity
What are you supposed to be doing?

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
Students will work at their desks for note taking and during modeling of identifying features
of informational text.
(Desks are arranged in table groups of 3-6)
Students may move around the room and find a spot in the classroom to work with their
partner.

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
Recep what we have spent our last writing unit on. Discuss narratives and the basic bones of
lead, body, and ending. Discuss the purpose of a narrative.

Talk about the format of a narrative in relation to the foundation for a house. We need the
foundation to be strong and well planned in order to build a house that will stand. The same
goes for our writing. The lead, body, and ending are the foundation of our writing and they will
determine if our writing is strong and effective.

Today we will discuss informational writing and learn about the foundation required in this
kind of writing.

Development: [It may help to number your steps with corresponding times.]

1. Pose the question: What is informational writing? What does it look like?
2. Provide the definition and purpose of informational writing. Students record this
information in their LA notebooks.
3. Discuss what the differences may be in the format of informational writing compared to
narrative writing based on what we know about the definition and purpose.
4. Display the foundation for informational writing and narrative writing side by side in
order to compare and contrast.
5. Use students hands to help them remember the basic format and organization for
informational writing. (Thumb= Introduction, Hook reader/introduce topic. Three middle
fingers= Body, subtopics/categories. Pinky= Conclusion, restate topic)
6. As a class, use a mentor text (sample of a fifth grade informational writing piece) to
identify the introduction, body, subtopics, and conclusion of the text.
7. Begin by reading through the entire text.
8. Discuss together and model how you identify the introduction, body, subtopics, and
conclusion. (Use different colors to differentiate eat different part, and use narrow
sticky notes to identify and label subtopics).
 9. In partners, (determined by MAP results) students will work together to identify the
introduction, body, subtopics, and conclusion of another mentor text.
10. Monitor and ask questions as students work.

Closure:

Bring the class together and allow student volunteers to share the work they did.

What did you notice about the introduction hooked you?

What did the author do to restate the introduction in their conclusion?

Now that we have identified these aspects of informational writing we will be ready to look at
some nonfiction books next week and learn about more text features of informational writing.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

your efforts as a professional.
MAISA units as source for lesson material
Preparation of materials
Instructions for students posted as they enter the classroom regarding materials needed
Assigned partners based on MAP scores and reading level