Lesson 5

ED 345 Calvin College Teacher Intern Formal Observation Report R.
Posthumus,
Supervisor
Teacher Intern:Natalie Vander Laan Date: 10/23/17 Observation #
Mentor Teacher:Ben Bailey Time of Observation: Approx. time spent
planning this lesson:
Grade Level:5 Subject/ Topic:Informational Writing
[*Sections denoted with * are for supervisors use only.]
DOMAIN 1: PLANNING & PREPARATION

Main Focus:Narrowing topic selections
Brief Context:In the previous lesson, students began writing long about everything they know
about a specific topic. In this lesson students will begin to narrow their focus.
Prerequisite Knowledge/Skills: What is the definition and purpose of informational writing?
Students should have a general topic in mind for their writing.
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.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Assessment: [Formative and Summative]

Evidence of notes in LA notebook
Worldview Integration: We can use our knowledge to inform others.
Instructional Resources: MAISA Literary Nonfiction
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
Discussion-large group and action/interaction interest
partner Self selected topic
Writing specific topics Offering topic suggestions
Using writing long as a
resource
Options for Options for Expression Options for Sustaining Effort
Language/Symbols Writing & Persistence
Talking

Options for Comprehension Options for Executive Options for Self-Regulation
Writing expectations Function
modeled
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
Partner discussion
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
Back to one in 3,2,1
Strategies you intend to use to redirect individual students:
Do you understand the directions? How can I help you get on the right track? Do you need a
break?
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to
contribute to the learning.
Students seated in table groupings and next to their assigned partner for quick collaboration.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into the
content.]
1. Last time we wrote long about our topics to see how well we knew them. But the
purpose of our informational writing pieces is not to write All About a topic but to be
very specific and inform our readers as experts.
2. This kind of writing is more sophisticated than the All About writing you may have
done before.
Development: [It may help to number your steps with corresponding times.]
1. How do you narrow your topic? Ask yourself, what is really important for my reader to
know?
2. For example, an informational writing piece on animals would be a very broad topic.
There are endless amounts of information on animals. If animals interest you, choose a
specific animal that you want to discuss.
3. Today, we are going to zoom in to the list of topics we created.
4. I wrote about trees, but I might choose to zoom in on benefits of trees, or apple trees, or
life cycles of trees.
5. For example, think about the energy chains we are learning about in science. What are
some narrow topics within that unit that relate to the bigger topic?
6. Turn and talk to your neighbor about a specific topic you could write about if we wanted
to choose a topic related to energy chains.
7. Share ideas with the large group.
8. As you write today, see if you can make your topic more detailed and specific, so the
focus of your writing is identifiable to your reader.
9. Allow students to brainstorm ideas independently.
10. Mid- Workshop teaching point- It is helpful to remember one topic may have many
smaller topics--so write them all down. These are known as subtopics.
Closure:
1. After workshop share-share with your LA partner how you narrowed your topic today. Do
you have any ideas of subtopics. Give your partner some feedback on how they could
focus their topic even further.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

your efforts as a professional.
Assigned partners.
Modeled a teacher and class example.
Allow collaboration among students.

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ED 345 Calvin College Teacher Intern Formal Observation Report R.

DOMAIN 1: PLANNING & PREPARATION

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

Assessment: [Formative and Summative]

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

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONTENT MANAGEMENT: THE LESSON

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of

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