Observation Form Self Assessment-2

ALVERNO COLLEGE
TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Shawna Hendrix
Supervisor: None (Video-Taped)
Cooperating Teacher: Kelly Hetzel
School: Wauwatosa West High School
Disability Categories Represented: N/A
Check One: 1st Observation _X__ 2nd Observation ___

Date: March 2, 2016
Number of Students: 26
Grade: 10th
Subject(s): Language Arts
Diverse Student Needs Represented:
Evidence (Candidate)
Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.
____Inadequate
____Emerging
_X__Proficient
___Distinctive
Respond to:
How did you determine the appropriate standards and objectives? As
I was planning my lesson, I was able to determine the appropriate
Common Core and ACT standards that would fit into the lesson. After
deciding on The Monkeys Paw to be the text that we would read, I knew
I wanted to do a character analysis activity and an observation of theme.
Day two was focused on a further, more in-depth analysis of
characterization, and theme. Thus, I was able to conclude that this lesson
would meet the following Common Core and ACT Standards:
Common Core Standards:
Literacy.RL.9-10.3: Analyze how complex characters develop over the
course of the text, interact with other characters, and advance the plot or
develop the theme.
Literacy.RL.9-10.2: Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
ACT Standards:
CLR 202: Draw simple logical conclusions about the main characters in
somewhat challenging literary narratives.
IDT 501: Infer a central idea or theme in somewhat challenging passages
or their paragraphs.
How did this lesson fit into the curriculum?
This lesson was the start of a new unit within the curriculum, in which
students will be learning elements of short fiction. Therefore, I was able to
present a lesson on the short story, The Monkeys Paw.
Why did you choose the materials? How effective were they?
I used a PowerPoint presentation that highlighted the learning target of the
day and reviewed characterization, which was the literary term we
discussed on Monday. After our brief review, we split into four groups and
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each group was assigned a character to analyze. They were required to

find several quotes from the character, draw a conclusion from each of
those quotes, and determine several traits that the character possessed.
They charted their analysis on butcher paper and then shared their work to
the class. Through this activity, they were able to explore how the
characters developed over the course of the text.
After they completed this activity, I presented on theme and thematic
statements, providing both definitions and examples. We discussed a few
brief examples of theme within the The Monkeys Paw. As an exit
ticket, I asked students to write down some themes from the story and
create their own thematic statements.
Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)
Shows respect for the diverse talents of all learners.

Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.
Evidence (Candidate and Student)

____Inadequate
___Emerging
_X__Proficient
___Distinctive
Respond to:
How did you create a positive learning environment?
I appeared friendly and tried to make the lesson fun. I started the class by
asking them how their day off was yesterday in a friendly manner. As the
students worked, I walked around the class and discussed each of the
characters with each of the groups, encouraging them to elaborate on their
analysis or revisit certain parts of the story. I believe the group project was
a fun way to work more closely with characterization.
How do you feel students felt during the lesson? What is your
evidence?
I walked around the room as they worked in their groups in order to ensure
that they were engaging in conversation and engaging with the text. The
students seemed to be working together well and participating in finding
different parts of the text that highlighted different traits of the characters.
For instance, in one group, a student said that a character was calm and
loving and another student said, well yeah, but only until they wished for
the money, then she became greedy. Then I asked, And how does she
act at the very end? to which they were able to determine that she
became frantic.
How did you demonstrate respect for, and rapport with the learners?
The students were very respectful towards me. I started class asking how
their day off was and concluded that it was a bummer that one student
had to do chores on their day off from school. They were quiet when I was
speaking and worked well in their groups. When I walked around and
asked questions, they responded to my questions and participated in
discussions.
How did you actively engage students? Who responded? Who did
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not? Why?
I actively engaged students by breaking them into groups to work together
to analyze a character in-depth. While there were a few students who did
not seem to be engaged with their group mates, the majority of students
jumped right into the assignment without prompting from my part. For the
students that were not actively engaging, I asked them to work with their
group and would ask them targeted, specific questions about their
character. For instance, I would ask, What does your character do when
they are playing chess? How does that action determine his character?
That student was then required to go back into their reading and find that
specific part in order to answer my question.
What kinds of responses did you give to students responses?
I said things like Great! or Good! to many of their responses. I also
showed excitement in their responses. For instance, one student noted
that a character was purposely trying to give the other characters the
monkeys paw, but was being sly about it. I asked him to find evidence
from the text that makes him think thats true, to which he found a passage
that argued his point. He then shared his analysis with his group (and
eventually with the class)
Evidence Code Definitions:

Inadequate = Unsatisfactory
Emerging = Needs Improvement
Proficient = Satisfactory
Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)
Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.
Distinctive = Exemplary

____Inadequate
____Emerging
_X_Proficient
____Distinctive
Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
I believe that my strategies effectively met the learning target and lesson
objectives. I wanted students to be able to analyze characters as they
develop throughout the course of a short story, which I believe was met as
a result of the lesson. On Monday, the students had to mark
passages/quotes from the text as we read and fill out the Character
Analysis handout that they were given. However, today, the students had
to break up into groups in order to analyze a character more extensively.
As a result, they were able to determine how a character changed
throughout the course of the story.
In addition, I presented on the element of theme and thematic
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statements and provided examples. We briefly discussed a few examples

from the text. As an exit ticket, the students had to write down some
themes from the story and create their own thematic statements.
What went well? What would you change? Why?
I think that overall my lesson went well. I think I did well in explaining what
target they needed to hit and how they would get there. I reviewed
characterization with them before having them split into groups to deeply
analyze a particular character. The students were able to work together to
determine several different character traits of each character and provide
textual evidence of their claims. They then shared their analysis with the
class, to which I further reiterated how characters change throughout the
course of the text (they are round character who have several different
character traits).
Unfortunately this class period was short (Wednesdays are a short
schedule for the Wauwatosa School District), so I did not have as much
time as I would have liked for my lesson. My presentation on theme and
thematic statements was brief, which was fine, but I would have liked for
students to have more time to discuss their themes instead of writing it as
an exit ticket. I also had planned to ask a few more comprehension
questions in order to enhance their understanding of the story. I also had
planned a different exit ticket, in which students would have answered one
of the following questions:
1. Would you use the monkeys paw? Why or why not?
2. Who do you believe is to blame for what resulted in using the
monkeys paw? Why?
Due to time constraints, I had to improvise and make the theme/thematic
statement quick write an exit ticket.
How effective were the leveled questions you used?
I asked students to thoroughly analyze the traits of the characters in the
story. I prompted them to consider whether the characters had multiple
character traits and asked them to deliberate on whether the characters
changed throughout the course of the story. They had to support their
findings with textual evidence.
After our character analyses, we shifted focus to theme and thematic
statements. Initially I asked them to consider the difference between the
two. Then, I prompted them to write down the themes they noticed in The
Monkeys Paw and to construct thematic statements based off of the
themes. All of the questions I asked were crucial to the learning target.
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?
Cite evidence.
We reviewed characterization and had the students consider character
analysis. Afterward, we dove into theme and thematic statement.
These were literary elements that the students have encountered in the
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past, so they understood the material well. I did not utilize any techniques
for ELL or SPE students since there were none in the class.
Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)
Evaluates the effect of class activities on both individuals and the

class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.
____Inadequate
____Emerging
_X_Proficient
____Distinctive
Respond to:
How well did your assessment measure students meeting the
objectives?
My lesson objectives were (1) for students to be able to analyze characters
by drawing from evidence from the text and (2) for students to be able to
identify theme in a short story and develop thematic statements. I believe
my assessments showed that students met the lesson objectives. The
students completed a character analysis chart and worked in groups to
develop a more in-depth analysis of the characters. Walking around to the
different groups helped me to get a better understanding of who was fully
immersed in understanding the different traits of the characters and who
struggled to think of how the characters developed. The students also had
to write a list of themes they found within the story and develop thematic
statements based off of the central themes.
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?
I walked around to assess that students finished their Character Analysis
handout as they worked in groups. I also used their group work as an
assessment to show that they were able to provide a more in-depth
analysis of their assigned character. (They plotted their character analysis
onto a piece of butcher paper and shared with the class). For the concept
of theme, I asked students to write down (on a notecard) a list of themes
they found in The Monkeys Paw and create a thematic statement from
one. I believe the students had a firm grasp on characterization. If I were
to teach a follow-up class, I would review the themes that they came up
with from The Monkeys Paw before moving onto new material.
What would you change about your teaching and/or assessment to
better support or extend students performance?
I would have liked to have had more time in the class period to work more
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closely with theme. Unfortunately, due to the shortened class, we could

only briefly discuss theme and thematic statements and I had them create
a list of the themes they noted in The Monkeys Paw as their exit ticket.
Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)
Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.
Overall Performance: ____Inadequate
____Emerging
__X__Proficient
____Inadequate
____Emerging
_X__Proficient
___Distinctive
Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
This lesson was an extension of the lesson I taught on Monday. My CT gave
me free range in my lesson planning. I decided that I wanted to do a lesson on
The Monkeys Paw and thus planned my lesson from there. On Monday we
discussed characterization and read through The Monkeys Paw. Students
began filling out their Character Analysis handouts. For this lesson, the
students got into groups and analyzed a particular character my in-depth.
Afterwards, I presented a PowerPoint on theme. My CT approved my
PowerPoint and added in a few additional details. She was very helpful in
answering any questions or concerns I had while planning.
How did you present yourself as a professional to the students?
I believe that I presented myself in a professional manner. I spoke loudly and
maintained emphasis while reading. I was enthusiastic and friendly throughout
my lesson, both in the large group setting and when working more individually
with students.
____Distinctive
See below.
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SUMMARY REFLECTION: Rationale

DESCRIBE AND PROVIDE EVIDENCE FOR EACH OF THE FOLLOWING in a short narrative:
On March 2, 2016, I taught a suburban 10th grade Language Arts lesson on characterization within a fictional short story. I demonstrated the
following two of the Wisconsin Teacher Standards for Licensure and Development: Teachers communicate well and Teachers know how to
teach. In my lesson, I used effective verbal and nonverbal communication. I spoke authoritatively, with a loud and clear voice. I also utilized a
clear PowerPoint presentation to assist me in some of the lesson. As I walked around to the different groups, I communicated with all of the students
to gather an understanding of their analysis of the character they were assigned. I believe I effectively instructed the whole class as well as
facilitated group collaboration. I believe I demonstrated the standard of Teachers know how to teach by utilizing a variety of instructional
strategies to encourage students development. I used a PowerPoint presentation in my lesson, a Character Analysis handout for during reading,
small group discussion and analysis, and whole class discussion to target all learners. I carefully judged how I would achieve the learning goals I
hoped to accomplish and chose my materials to meet those standards.
Two of the Alverno Graduate Advanced Education Abilities that I demonstrated in my lesson are Conceptualization and Integrative
Interaction. I believe I demonstrated conceptualization by showing command of the subject matter and using appropriate depth of the subject
matter. I had read The Monkeys Paw a few times through and analyzed the characters thoroughly myself before asking that the students
participate in that assignment. I made sure that I was also well versed on theme and thematic statements prior to teaching it. I also planned the
material to meet both the learners needs and lead to the next level of development. In this lesson, I introduced the concept of analyzing characters
and theme in short story fiction. I used The Monkeys Paw, as it is a lighter text and would provide them an opportunity to focus solely on
characterization and theme before they transition to more difficult texts. Finally, I demonstrated the ability of conceptualization by being able to
change plans appropriately in response to the unexpected. Since the class was shortened, I did not have enough time to complete my planned lesson.
Originally, I had an exit ticket that asked students to answer whether or not they would use the monkeys paw and who is ultimately to blame for
what resulted in the use of the monkeys paw in the story. However, since my time was short, I improvised and made the exit ticket their list of
themes and thematic statement.
I also believe that I demonstrated Integrative Interaction by showing a rapport with my students as well as an interest in their ideas.
Coupled with my expressed interest, I showed a respect for the varied perspectives of my students. The class appeared to be split as to whether or
not Sergeant Major Morris intended to give the monkeys paw to the Whites, or whether he genuinely did not want the family to have it. This was a
very interesting point to focus on (briefly) and I valued the input of the students, who argued each of their perspectives. In addition, I encouraged all
students to participate in their group activity and posed questions to the students as they analyzed the character. For instance, one student argued
that Sergeant Major Morris did not change in the story because he was only in the beginning of it. However, I asked if Sergeant Major Morris only
had one character trait or if he had many. This question got the students thinking, and they went back to the text to determine if he had more than
one trait. Finally, I believe I remained confident and calm throughout my lesson and was able to assess my own performance for improvement.
I believe that I successfully demonstrated Common Core Standard Literacy.RL.9-10.2: Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it emerges and is shaped and refined by specific details and Literacy. RL.9-10.3:
Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme. I
also believe this lesson demonstrated ACT Standard CLR 202: Draw simple logical conclusions about the main characters in somewhat challenging
literary narratives and IDT 501: Infer a central idea or theme in somewhat challenging passages or their paragraphs. This lesson was an
extension of my previous lesson. For both days, I required that students focus on analyzing quotes/passages within the story to analyze specific
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character traits. On Monday, February 29th, 2016, students were required to complete a Character Analysis handout while we read through The
Monkeys Paw. For this lesson, I required that students delve deeper into characterization by getting into groups and focusing on one character and
how he/she develops over the course of the text. After working with characterization, I introduced students to theme and thematic statements. I
provided several examples in my lesson and then asked that students come up with themes and thematic statements found in The Monkeys Paw.
This lesson fit into the curriculum by working as an introduction to the new fiction short story unit they are starting. I utilized several Depth
of Knowledge questions. Level one questions included: What is theme? How do you identify theme? and How would you write a thematic
statement? Level three questions included: What facts would you select to support your analysis of the character? and What would happen if
one of your wishes came true but went horribly wrong?
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ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Check One: 1st Observation _X__ 2nd Observation ___

Planning and Preparation (AEA: Conceptualization/Diagnosis

Uses teaching resources and curriculum materials that are

Planning and Preparation (AEA: Conceptualization/Diagnosis

each group was assigned a character to analyze. They were required to

Classroom Environment (AEA: Coordination/Integrative Interaction

Shows respect for the diverse talents of all learners.

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

Evidence Code Definitions:

Emerging = Needs Improvement

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Planning and Preparation (AEA: Conceptualization/Diagnosis

statements and provided examples. We briefly discussed a few examples

Planning and Preparation (AEA: Conceptualization/Diagnosis

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

Evaluates the effect of class activities on both individuals and the

Planning and Preparation (AEA: Conceptualization/Diagnosis

closely with theme. Unfortunately, due to the shortened class, we could

Professional Responsibilities (AEA: Communication/Integrative

Relates professionally and effectively with the cooperating teacher

Overall Performance: ____Inadequate

SUMMARY REFLECTION: Rationale

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Check One: 1st Observation _X 2nd Observation _