TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer: Hyeonseong (Daniel) Shin Observation # 9

Date

Observation Environment

Class
Teacher
Level/Number
(Beg./Int./Adv.)
7/30/2015 UCR Extension
Reading &
IEP 600
Matt Kutter
Writing
Advanced
Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
(include URL if the
class was online)

Class
Skill/Content

OBJECTIVE OF THE LESSON:

STUDENTS WILL BE ABLE TO SUMMARIZE WHAT THEY HAVE READ ON THE GIVEN ESSAY.
STUDENTS WILL BE ABLE TO ANALYZE THE INSISTENCES AND SUPPORTING DETAILS OF
PROPONENTS AND OPPONENTS.
STUDENTS WILL BE ABLE TO DISCUSS THE ISSUE ON THE ESSAY BASED ON THEIR NOTETAKING.
STUDENTS WILL BE ABLE TO DEMONSTRATE AND WRITE DOWN THEIR OPINION ABOUT
THE ISSUE.
Notes while observing:
Warm-up (3 minutes)
T began the class asking the question How was your presentation yesterday? Ss
spoke and shared about their presentation.
Review (35 minutes)
Students reviewed as a quiz what they have learned in the previous classes. In the
review sheet, Ss are asked to (1) list five types of organization patterns, (2) to write
the four parts that are typically found in a refutation paragraph, (3) to rewrite into
the more academic sentence, (4) to paraphrase, and (5) to differentiate a fact and
opinion. (10 minutes)
After Ss worked individually, they are divided into two groups (Group A/B).
Through a group discussion, Ss are asked to elicit and share the answers together.
T walks around and keeps his eyes on the each group, but he does not give
correction on the spot. (10 minutes)

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

T checks the answers with students. T tries to elicit the answers from the students so
that students can find and speak the answers. Sometimes, T gives more explanation
if Ss cannot figure out details. (15 minutes)

Reading to Writing
From now on, Ss are going to be given an essay. With the essay, they are going to read
and summarize. Through the group discussion, they are going to recall and find what the
authors insistence and supporting details. After that, they are going to write the
summary and their opinion.
Step 1: Reading (17minutes)
T passes out an essay. Topic is Separating the Sexes in the school. Ss are asked
to read the essay and then to write keywords and summary on their note.
Step 2: Summary (15 minutes)
After reading, T asks Ss to put away the essay. Ss are given the worksheet which
they need to answer to several questions: (1)What does the author discuss in the
introduction? (2)For each body paragraph, write the key words and phrases to
catch the opposing argument and the authors counter-arguments. (3) What are the
key ideas in the conclusion? Does the author restate or rephrase anything? Does
the author add any new information?
T has Ss work in groups helping each other to complete the worksheet. When they
answer to the questions, Ss are not allowed to look at the essay. They only can look
at their note. Based on their note, they are required to paraphrase and rewrite in
their way. T walks around and helps Ss when they do not understand the direction
or questions.
Step 3: Discussion (20 minutes)
Ss are asked to discuss the issue in the essay and to share their opinion in group:
o Which arguments in the essay do you agree or disagree with?
o What are your reasons?
Things that mentioned in the essay or things you know or have
experienced.
Step 4: Writing (15 minutes)
Ss are asked to takes out a note or paper. On the note, Ss begin to summarize the
essay based on their memory and their summary.

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
Wrap-up (2 minutes)
As homework, Ss are asked to write two paragraphs: one paragraph for summary
of the essay, the other paragraph for their opinion.
(continue on back)

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
This two hours class focused on Reading and Writing skills, so I was interested in
how the teacher combines and connects reading and writing in his class. The students
were studying the argumentative essay. For the review part, the students reminded the
structure of the argumentative essay. Reading the argumentative essay, they were asked
to figure out the opposite opinions of proponents and opponents about the issue. When
they read the essay, students should be reading with their attention on the meaning of the
text rather than on learning the language features of the text (I.S.P. Nation, 2008). For
this, the 98% of the words should be known because a few students gained adequate
comprehension but the majority did not when 90% or 95% of the words were known
(I.S.P. Nation, 2008). When students encountered an unknown word during the reading,
the teacher asked them to read to the end. This is because students might be able to guess
the meaning of the unknown word from the context. This guessing strategy from the
context is the most useful because it can be applied to thousands of words and can be
done incidentally while reading and listening.

What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
From this observation, I would like to keep the strategy that students recall what
they have read and write down the summary on their own words without looking at the
essay. The teacher said it was going to be helpful for students because they were expected
to develop the ability to paraphrase and rewrite. In particular, it was beneficial training
to avoid plagiarism when they will write the essay later.
In addition, I would like to learn how to make the student-centered class. During
the class, the role of the teacher was a facilitator, who created a classroom climate
conducive to language learning and provides opportunities for students to use and
practice the language (Richards, 2006) by having students analyze the essay individually
and discussing. This activity was designed for communication, interaction, and
negotiation of meaning through the use of activity (Richards, 2006). The issue that
students should learn how to communicate in English class has increased in Korea. In
order to give my future students more opportunities to practice English through speaking
and communication, I want to apply this approach in my future class in Korea.

Last Updated: 11/9/2015 10:52 PM

TESOL Certificate Programs

Observation Notebook
References
I.S.P. Nation. (2008). Teaching Vocabulary: Strategies and Techniques. HEINLE.
Richards, J. (2006). Communicative Language Teaching Today. 22-26.
New York: Cambridge University Press

Last Updated: 11/9/2015 10:52 PM