WASHINGTON STATE UNIVERSITY TL330 1

Hannah Eudy
25 October 2018

Classroom Observation (for your Final Integrated Social Justice Lesson Plan)
To help prepare you for your group Final Integrated Social Justice Lesson Plan, please engage in
a targeted observation of the classroom, and engage in discussions with your teacher around the
following areas. Remember, these are things for you to consider so that you can ensure, to the
best of your ability, that your lesson plan is culturally responsive and accessible to all of the
students in your classroom. Some of these questions can be answered via your observations, but
many will require some discussions with your teacher. Please remember, each individual in
your group needs to submit a classroom observation sheet on Blackboard.
1. What is the general layout of the classroom and resources available for you to use for
your lesson and stations? Whiteboard, projector, laptop, document camera, smartboard,
Chromebooks, etc.? What supplies do the children generally have in their desks that they
can use?

The layout of the classroom is the general classroom instruction was happening at the
front, where students were sitting on the carpet as the teacher demonstrated the lesson on
the document camera, that displayed on the white board for the students to see. Because
the class was for a younger grade (1st grade), the classroom was designed with bright
colors and organized into sections with headings on the wall for students to understand.
The resources that are available for us to use are computer, video, document camera,
whiteboard, and clipboards and manipulatives for the students for math. The supplies the
children generally have in their desks are utensils for drawing and writing for students to
use on their desks.

2. What are some of the classroom dynamics to consider? Number of boys and girls in the
class? What grouping strategies might you consider for your stations?

The total class has 18 students, 11 boys and 7 girls. The grouping strategies that the
teacher uses for the students was mixing the level of student’s learning, so that there is at
least one “leader” in the group that they can go to to ask questions or some extra help.

3. What are some of the general mathematics concepts that all of the students in your grade
level can understand/use, regardless of their math grouping? Are there particular
mathematical concepts that the teacher thinks would be useful for your lesson to use?

Some of the general mathematic concepts that all the students in the class that the teacher
wants us to use are addition and subtraction. The teacher told us since the students are
below grade level, they have been focusing on repeating the lesson and helping students
to comprehend math facts and patterns. By the time we come in November and
December, the students will be able to add and subtract facts within 12.

4. What are some of the main themes in the social studies curriculum for your grade level
that might be a good tie in for your lesson?
WASHINGTON STATE UNIVERSITY TL330 2

There is not an official social studies curriculum for the school, however, she does have
some books about social studies and have the geography of the world’s continent on one
of her walls. The theme we will focus on will be families, communities, and people
around the world.

5. What social studies resources do you observe in the classroom (maps, texts, books, etc)?

The social studies resource we observed in the classroom are books in the shelves and
maps that help students understand the continents in our world and the concept of world
explorers along with it. From our observation, we believe we will use a lot of visual
representation, along with the book we will use for the instruction.

6. Regarding ELL students, what is the first/home language? Are they receiving services in
the school? How many years? What strategies have teachers used that were helpful?

There is one student who speaks Spanish, the students need additional support to help
understand what they need to do and comprehend what is happening in class. On certain
days there is a paraprofessional or volunteer that comes in to help the students.

7. Regarding students with special needs, what accommodations do you need to consider for
reading, math, language arts, social studies? Think about students with documented IEPs
and 504 plans as well as those that do not have official plans on file. What strategies have
been successful?

There are not students with 504 plans, but there are about 3 students with IEPs. One has
speech, the other one has for behavior, and finally, the last student has IEP for all areas.
The teacher mentioned that the students has an IEP for academic, speech, and behavior.
The teacher also mentioned that some of the strategies that has been successful was
changing the number of problems or amount of work before the extreme behavior occurs.
Also, one-to-one instruction where the teacher comes and ask questions to help students
to comprehend their writing from their thoughts.