CEP Lesson Plan Form

Section 1: Setting and Context

The School Community

The overall learning climate at Webber Middle School is friendly, welcoming, and
upbeat. I got a feel for the climate the first day we were at Webber, when we were greeted by the
principle, Mr. Kieffer. Once I got into the classroom with my matchup teacher, Mr. Bono, the
climate continued, but with an air of respect in his classroom. An example of climate change in
the classroom is one I witnessed. One student, Tyler, offered an answer to a question of what
happened to the settlers at Roanoke, and he said that they could have assimilated with the Native
Americans, and his fellow peers laughed at him. Mr. Bono quickly squashed the laughing at a
fellow students expense, and said that his answer was insightful. He changed the climate of his
classroom quickly when a student was getting laughed at, back to the respectful and academic
climate it was before. I realized that classroom climate is not made overnight, but it can
disappear rather quickly.
The culture that the students learn in daily is one of mutual respect, encouragement,
critical thinking, and synthesizing. I find all four of those to be an important part of the culture I
have noticed so far in Mr. Bonos classroom, especially since they are pre AP eighth graders and
a lot is expected out of them.
The students have a plethora of programs, resources, and activities at their disposable.
They have a multitude of options for classes that they wish to take; for instance, Mr. Bono also
teaches Outdoor Living, which is a great option for students to get up out of their seats, and have

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a completely different experience. On their school calendar, they have a lot of after school
programs that they are encouraged to join, such as sports, the arts, or music.
It seems that parents are more than welcome, and encouraged to be involved with their
students at Webber. On the school calendar, there are multiple opportunities for parents to attend
either parent teacher conferences, or pto meetings.
The mission of the school is E3: Excellence, Everyday, Everyone. The mission statement
sets a culture and climate that expects only the best from its students every day. I think Webber
does a phenomenal job in upholding this slogan.
The demographics of the school are about 77% white, 13% Hispanic, 4.4% two races,
2.6% Asian, and 1.4% Black. Webber Middle School is roughly equal in distribution of genders.
About 70.9% of students are ineligible for free/reduced lunch and 19.5% eligible for free lunch.
These demographics certainly affect the school in its diversity, or lack of. I dont think the school
focuses enough on teaching the kids about diversity and people of different cultures, which
would really increase their understanding of the world around them.
Students and Classroom
I have taught a lesson on Jamestown to the entire class, but there is a specific group of
students I want to focus on this semester. Julian, Sean, and Andres. I have helped them directly in
class. This group of students is typically off task or can be easily distracted. They are a smart
group of students. This past week, the students have been split into groups, and they are all
assigned a colony. Each colony is supposed to come up with a slogan or jingle to put on their
banners. The group I am focusing on have New France. I finally made my way to their group and
asked how everything was going, and if they thought of anything to use for their slogan. They
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jokingly said Were New France, we have more land than you. Instead of just ending it there, I
asked what their main trade was and Julian answered fur. I then said to finish their slogan Were
New France, lets have a rendezvous. They loved it, especially Sean. He is musically inclined,
and I think he thought it awesome. They were more willing to give me more answers to my
questions after that, or if they asked me questions, I didnt directly answer them, because I want
them to figure it out for themselves. It isnt an easy group to communicate with, but I really want
to make it my goal to have a relationship with that particular group of easily off task students.
Julian is artistic, so he was using a calligraphy pen to do their banner, which was incredibly
impressive to watch. Andres, Im not too sure about yet. He didnt contribute anything to the
group but provide more distraction to Sean and Julian. I will need to have more time to try to
understand him more.
The demographics of the classroom are group oriented. Mr. Bono has the desks grouped
into fours. Julian is sitting by himself in the closest group to were Mr. Bono presents or lectures.
Mr. Bono, as far as I have seen so far, lectures most of the time, with little time for group/peer
discussion. Currently though, the students are now doing their colonial sales booths and working
in groups of their choosing. I think that they will be doing the colonial sales booths for a few
weeks, then they will test, and move onto a new unit.

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Section 2: Case Study Interviews

I interviewed Ava and Anna, from Mr. Bonos Outdoor Living elective class. I didnt
necessarily have my choice in who I chose to interview of the class overall. The class was having
an assessment on rope making, and when I asked Mr. Bono who I should take, he suggested I
take one of the girls, since they already knew how to braid, so making a rope wont take them a
long time. There are only a handful of girls in Outdoor Living. I went over to their group and
asked who wanted to chat for a little bit, and Ava and Anna were the first to respond with
excitement.
I interviewed Ava first. She is such a delightful person with such a positive outlook on
life, and it amazed me that someone so young is so aware of everything around her. I spent 20
minutes with her, just because she was so sweet and intuitive. I asked her to describe her
personality for me, which I was most looking forward to, because I think that is one of the
hardest things to do: talk about yourself. She answered, kind, funny, and enduring. She noted that
she knows that if she is having a bad day, that she doesnt have the right to take it out on
someone else. I thought that was amazing to hear.. I was most interested in asking if she could
change the world, what would she change. She responded that she is afraid of the world ending
because of ISIS, and she doesnt understand why there is so much hatred, violence, and
intolerance in the world. Her answer really surprised me. It showed me that even someone as
young as a middle schooler, she was still able to recognize the crisis that is going on in the world,
and that that is the world and future she will be growing up in.
When discussing her middle school experience, she was indifferent about it. She doesnt
like how long the classes are or how early they begin classes. But she loves meeting new people

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and making friends with them. Friends are a huge part of her life in middle school, I got the
impression that it makes school more enjoyable overall. When I asked her about her favorite
teacher of all time, she mentioned a teacher by name, and when I asked her why that teacher, all
she said was Shes nice, and she tries to get to know me. So I get to class early. I noticed the
adjective nice a lot in both interviews from the girls when it was in regards to teachers
When I asked what advice she would give a new teacher she told me Its ok to mess up.
Everybody makes mistakes. You can get through it. I didnt expect a statement that was so
forgiving like that to come up as an answer.
I interviewed Anna after Ava. I asked her to describe her personality for me to start off
with. I loved the adjectives she picked out for herself: dramatic, goofy, talkative, and outgoing.
And she loved talking about her lizard, Oliver, who shes had for a year now. I asked her what
she would change about the world, to which she replied: I would give sloths to the world. Just
kidding. I would make all the political people be friends with each other, and then there would be
no wars, or terrorist attacks. Again, it just surprised me how much of an impact world events
have on these students, because when I was in 7th grade, all I paid attention to was Harry Potter.
When I asked her about what she thought of middle school, she told me that it starts too
early in the morning and that it is hard for her to wake up so early all the time. She does like how
she gets to move around and go to different classrooms and see different teachers, rather than be
in one space all day. She told me that her friends are a huge part of her life right now, and that
they can just be weirdos together, and they make school a lot more fun. I asked her about her
favorite teachers of all time, and she named two of them, just because they are so nice to the
students and they make their classes fun.

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When I asked Anna what advice she would give a new teacher was, Dont do a fourhour lecture. I want to do hands on activities sometimes too. Just make it interesting.
These girls taught me that the value of using interviews is important. Being able to be one
on one with students, I have noticed, is just to take interest in them, ask them questions, for
feedback, or advice. It doesnt make me less of a teacher for seeking out advice from students,
because they are the ones who will benefit most from taking the time to do these interviews and
learn what they think about things. I can see myself interviewing students here and there in my
future career as a teacher. It is the best advice, I think, coming from the students themselves.
They offer valuable information.

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Section 3: Teaching Experience: Lesson Plan
Teacher: Bono
2016
School:
Webber Middle School
Content Area: U.S. History

Date: October,
Grade Level: Pre AP 8

Title: The Salem Witch Trials

9:18-10:37

Content Standard(s) addressed by this lesson:

directly from the standard)

Meeting Time:

(Write Content Standards

Content Area: Social Studies

Standard 1: History
Analyze key historical periods and patterns of change over time within the
United States
Understandings: (Big Ideas)
The actions of one person affect the lives of many people.
Students will be able to understand how false accusations can lead to issues in the
community
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. Why did the Salem Witch Trials occur?
2. What constituted proof if a person was accused of witchcraft?
3. How did the ending of the Salem Witch Trials alter Americans way of
thinking?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
1. I will be able to understand and identify why women were the targets of
suspicion during the Salem Witch Trials.
2. I will be able to interpret how the Salem Witch Trials change the future of the
lives of those who were involved.
This means: 1. I can explain womens traditional roles in society in 17 th century in
Salem, Massachusetts.
2. I can determine and recognize how society as a who began to change after the
Salem Witch Trials, leading into the Enlightenment.

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List of Assessments: (Write the number of the learning target associated with
each assessment)
Use a Kahoot! to assess whether the students grasped the big ideas from the
lecture about the Salem Witch Trials. There are 10 questions, multiple choice
answers.
Have students write a paragraph (essay style) to incorporate the people, dates,
places, events, and significance of the Salem Witch Trials. (They can use their Frayer
Models that they made during lecture to help them write their essays)

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Planned Lesson Activities

The Salem Witch Trials (tie it to bullying)
The purpose of this lesson is to introduce the Salem Witch Trials, why it
Should be a creative title for you and the
students to
associate with is important
to understand how it lead to the Enlightenment period.
the activity. Think of the purpose as the
Tie it to bullying in how the afflicted girls ruined the lives of people,
mini-rationale for what you are trying to
causing them
accomplish through this lesson.
to lose their money, property, loved ones, and reputations.

Name and Purpose of Lesson

Approx. Time and Materials

How long do you expect the activity to last
and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.

1 class period
Paper (x2) -Frayer models (Topic, who/when, significance, and symbols)
and pencils
KWL at the beginning of class to gauge their prior knowledge about the
Salem Witch
Trials
FIRST: Start a KWL- What do you know about the Trials?
Have you ever heard of them before?
THEN: Set the mood for the classroom: Imagine you are a Puritan living
in the
small town of Salem Village, Massachusetts. Your whole world revolves
around
hard work, piety, and serious relationships with your fellow villagers. In
January 1692,
two girls in your village starts accusing older and poorer women of
pinching them
invisibly and making them scream and have fits. The local doctor

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diagnoses
witchcraft... [Show brief video clip, until 1:26. Ask them to keep the
learning targets questions in mind as they are watching the video]
INQUIRY: As a villager, what do you make of this?
Why do you think the doctor diagnosed witchcraft, rather than any other
known
diseases?
Why do you think the girls were accusing these particular women of
abusing them?
How do you intend to engage your The strategy I intend to use is the KWL to gauge students knowledge on
students in thinking during the the subject
Anticipatory Set?
I am using this strategy here because: I want to access prior knowledge
Why are you using it at this point in they may
your lesson? know about the 17th century colonial America

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Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the minute
they leave your classroom. Indicate the length of each
segment of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

9:18: Get the students attention with the beginning of the hook (KWL)Have them
write out what they know in the first column. What do you know about
the SWT?
Have you ever heard of them before?
9:22: Set the mood in the classroom- do the small simulation mentioned
in the hook
9:26: Ask them to fill out the What You Want to Know section- Are there
people
you want to learn about? (Tituba? The afflicted girls?) Do you want to
know why the
girls acted the way they did? How do you think youll find out the truth?
(primary
sources- court hearings, testimonies, diaries? Secondary sources- The
Crucible [is
this a fictional/dramatized, or word for word truth?]) (Let them know
they have 5
minutes for this W)
9:31: Ask them to set their KWLs aside (Let them know they will turn it
in at the end
of the class as a ticket out the door) ---Take out a piece of new piece of
paper and
ask them to make a Frayer Model (They know what this is: Topic [SWT]

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in the center,
who? In one square, when/where? In another square, significance? In
another square,
and symbols [jingles, drawings, to help them remember])
9:33: Start in on the lecture (Prezi) and reintroduce the Salem Witch
Trials.
9:35: Begin by introducing the understandings (2) and learning targets
(2)
9:38: Discuss the background of life in colonial AmericaExamine how
the supernatural was a part of daily life for the colonists- they have to
believe in demons, the devil, witches, etc., because if they denied the
existence of black magic, they then denied white magic and God and
angels. Discuss the SWT wasnt the only instance where towns and
villages hanged people (Europe was also experiencing hysteria and
hanging people for witchcraft [give examples]). Explain that the Puritans
were highly influenced by Calvinism (discuss how they lived their lives:
strict, hard work, piety) INQUIRY: What do you all know about
Calvinism?
9:48: What were the SWT (broad overview)? (Have them fill in the
WHEN on their Frayer model [1692]). They were a series of hearings and
prosecutions of people accused of witchcraft in colonial Massachusetts.
SWT was colonial Americas most notorious case of mass hysteria. Play
a short video clip of the SWT. Ask them to look for the WHOs. INQUIRY:
Do you think Calvinism played into peoples fears about witches?
9:55: Where. It is important to note that the SWT didnt happen in one
village; it happened in multiple villages around the area. The Court of

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Oyer and Terminer was established to help prosecute witches faster.

INQUIRY: If there were no telephones or internet, how do you think
neighboring villages all suffered from the same bewitchment?
9:59: Who: The Afflicted. Discuss Elizabeth Parris and Abigail Williams
as the instigators of the accusations and trials to come. Local Dr.
diagnoses the girls with bewitchment, and other young girls follow suit
and become bewitched. Discuss the theories historians believe lead to
this bewitchment, i.e. ergot, malice, spite, childish games, psychological
trauma from Indian attacks. INQUIRY: What do you all think made the
girls behave this way?
10:07: Who: The Accused. Discuss the first three who were accussed;
Tituba, Sarah Goode, and Sarah Osborne. Discuss the factors as to why
these women were targeted as being associated with the Devil. 19
people were hanged during the hysteria of the SWT, 85% were women
or young girls. INQUIRY: Why do you think women were the targets of
being accused as witches? Why not men?
10:15: Ending the Witch Hysteria: Quote by Increase Mather. Ending
of Spectral evidence, leading to waning public support for the trials,
which then dissolved the Court of Oyer and Terminer. Trials continued
until early 1693. Quote from Ann Putnam Jr, who was the only one to
confess to her wrong doings of accusing innocent people. Those people
didnt end up hanged lived out the rest of their lives in poverty, their
names soiled for generations, and they eventually had to move out of
those villages where the trials took place. INQUIRY: What do you think
lead to the decline of the trials? Why was spectral evidence so
important during the trials?
10:20: Rational Understandings Emerge: Rational understandings,

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human reason, and individualism

10:25: Kahoot!

How do you intend to engage your

students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?

The strategy I intend to use is inquiry questions after every side to ask
their thoughts, ideas, or opinions, to keep them engaged.
I am using this strategy here because: history is all about interpretation.
Every student might think of something different, and I want to expose
the class to different ideas other than their own.

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Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that they
have arrived at an important point
in the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during CLOSURE?
Why are you using it at this point in
your lesson?

10:25: Open the floor up to questions (group or individual), have them

finish up their KWLs as an exit ticket and their Frayer models, so they
can use them for the upcoming test.
10:30: Handout the scripts for the activity portion of the trials for next
class. Have them do research on the person they receive so they
understand the part they are playing for the next class. Go over every
historical figure and make sure the students know who they are playing.
Scaffold for student investment.
10:37: End of class

The strategy I intend to use is by introducing role playing for the next
class.
I am using this strategy here because: I want to take this time to
scaffold the role playing for the students to create individual and group
investment for the mock trials. Get them pumped and excited for a
change up in class routines.

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Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504

I would give group a of students a different or easier primary source to

read, and group b would get a more challenging source to read about
the Salem Witch Trials.

To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment

Assessment will in the form of a Kahoot! Candy will be given to the top 5

How will you know if students met the

learning targets? Write a description of
what you were looking for in each
assessment.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement) They were
achieved fairly well. I think I could have addressed the Kahoot!
questions more thoroughly and gone over the ones that kids got
confused on.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
I turned this in after I taught, so I already included what I would have
liked to change, such as inquiry questions.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
I would like to be able to reteach the content someday, so that way I
can try it again and have another chance.

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Section 4: Narrative Reflection

In my formal lessons, I think that the presentation of my lectures went well. I think that I
had it laid out in a way that made sense to the students (i.e. who, what, when, where, why). I
think that for the future, I need to be more confident with myself while Im in front of the class. I
can tell that I was afraid to circulate around the room while I was giving my lesson. If I could
reteach my lesson on the Salem Witch Trials again, I would take time and stop to ask students to
check their understanding of the material throughout my lesson. I would like to check for
understanding after each question of the Kahoot!, even if the majority of the class got the answer
correct. I would like to do that for reinforcement. If I had another chance, I would like to
implement a primary source of some documents from the Salem Witch Trials, then I would get
the opportunity to practice differentiating. Lastly, I would like to do a strategy of leaving a blank
slide in between lecture slides, so that way the kids have an opportunity to catch up. I learned
that I love teaching kids about historical events, but I just need to be more comfortable and
confident. I want to be able to go up in front of the room and not be self-conscious.
My strengths are the relationships that I am able to form with students. I like getting to
know them and interesting things about them. I think every student has something valuable to
offer me as a teacher, and to the classroom overall. I think my weaknesses are self-consciousness
and try to work on my strong voice, which will hopefully get better with practice and time. I am
hoping to try to overcome that in Educ450.
I think I did well with classroom management, but I also think that has something to do
with the climate and culture that Bono cultivated. The kids were overall very respectful and
good. While giving my lesson, I had the kids eyes up front or on me.

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EDUC 350 Field Notes- Chapter 2 Acting on the Data and the Culture of Error
In the chart below give one concrete example of when you saw each technique in action. If you
did not see it then describe a situation where you believe it may have been helpful.
Plan for Error

Mr. Bono was playing The War that made America and he
encountered technology problems. So, in lieu of playing the video
Increase the likelihood that
when it was buffering, he would lecture that part of the video, later
youll recognize and respond
using the video as reinforcement of the material he covered while the
to errors by planning for
common mistakes in advance video was buffering. He told us technological issues tend to happen
at the most inconvenient times, so be prepared.

Culture of Error

Mr. Bono does a good job of this. In one instance, he was discussing
the reasons and theories behind the Roanoke disappearance. One
Create an environment
student, Tyler, asked if it would be plausible for the colonists to
where your students feel safe
integrate themselves in with the local Native Americans living in that
making and discussing
mistakes, so you can spend area. The kids began to laugh because maybe they thought that was
less time hunting for errors highly unlikely. Mr. Bono corrected the laughing and discussed why
and more time fixing them Tylers answer could actually be correct. They then spent a good part
of the class discussing this type of theory.
Excavate Error
Dig into errors, studying
them efficiently and
effectively, to better
understand where students
struggle and how you can
best address those points

When Mr. Bono was teaching the American Revolution, the students
continuously made the mistake of thinking the reason behind the war
was that colonists were just overtaxed and they didnt like it. Bono,
seeing their misconceptions, kept expanding on that idea, saying it is
partially correct, but the real reason was colonists had no
representation back in England. He would dig farther into their
misunderstandings about the war and make it go further.

Own and Track

If Bono calls on a student, and they dont get the right answer, he
prompts them by asking deeper questions, because he knows they
Have students correct or
have the answer, but they arent able to get all the way there. He
revise their own work,
wont stop until the student has the right answer or the correct
fostering an environment of
accountability for the correct understanding that they lacked in the beginning.
answer

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Below, please explain your example(s) of 1-2 techniques and how they helped set high
expectations for the classroom?
i.

ii.

Own and Track- set high expectations in the classroom because the other students
know that Bono will only take the right answer, not a partially correct one, but only
the full, explained answer, especially after watching him ask multiple questions to
one students, slowly drawing out the answer.
Culture of Error- Bono knows mistakes will happen, and tries to make the students
feel confident in expressing their thoughts, even if they arent 100% correct. He just
tries to correct the misunderstandings and doesnt let it be until the correct answer is
known throughout the classroom.

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EDUC 350 Field Notes- Chapter 3 Setting and Maintaining High Expectations
In the chart below give one concrete example of when you saw each technique in action. If you
did not see it then describe a situation where you believe it may have been helpful.
No Opt Out

Bono calls on Spencer frequently, and Spencer frequently says I

dont know. Bono responds with Spencer, you know what I dont
Turn I dont know into
know means in this class? Spencer then replies, homework. Bono
success by ensuring that
then rephrases the initial question, and Spencer usually comes up with
students who wont try or
cant answer practice getting a half correct answer.
it right

Right is Right
When you respond to
answers in class, hold out
for answers that are all the
way right or all the way to
your standards of rigor

[Continued from above] Since Spencer only got the question

half right, Bono goes around the room to the raised hands who
think they have the right answer. He calls on them, and if they
dont have the right answer, he will move onto the next student.
And if the students dont get it right, he will explain the answer
with a drawn out explanation and he makes sure they write it
down. He then goes back to Spencer and asks Spencer the
initial question again, and Spencer then repeats it back to him.

Stretch It
Reward right answers
with harder questions

Usually, Bono takes the correct answer one step farther with a more
challenging question, which the students dont have the correct
response. He answers the more difficult question. (the question is
usually something they will learn down the road)

Format Matters

Bono helps them outline their essays for tests, making sure they are
aware of how essays are to be written. I am imagining it is a quick,
Help your students practice
and one-time instruction, because I have graded their essays, and the
responding in a format that
essays could use some practice. I think Bono should instruct them on
communicates the
how to take notes as well. I think this would make it easier for them
worthiness of their ideas
down the road when they need to take notes at a fast pace. They
typically try to right word for word.
Without Apology
Embrace-rather than
apologize for-rigorous
content, academic challenge,

Bono ALWAYS embraces the more rigorous content, and he most

certainly never apologizes for it. I think the Revolutionary War is
difficult for some students to grasp, and he explains it with

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and the hard work necessary excitement and in depth examples.
to scholarship

Below, please explain two of your examples and how they were utilized to maintain high
expectations of the students work, answers, etc.
i.

ii.

Right is right- this for sure maintains high expectations. Wrong answers are not
welcome in the classroom and wrong answers are quickly fixed with right
explanations. Only fully right answers will get a 4 on assessments.
Stretch it- Bono is constantly challenging the students with more difficult concepts,
ideas, thoughts, popular opinions, and such of the times.

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EDUC 350 Field Notes- Chapter 4 Planning for Success

In the chart below give one concrete example of when you saw each technique in action. If you
did not see it then describe a situation where you believe it may have been helpful.
Begin with the End
Progress from unit
planning to lesson
planning. Define the
objective, decide how
youll assess it, and then
choose appropriate lesson
activities

Bono begins the unit this way after the test. The students know what is
going on every step of the way, or at least he informs them, and he
hopes they remember what he said or where listening. i.e. They know
when their test is at the beginning of a unit.

4 Ms

Manageable: can be obtained in one class session.

Use four criteria to write

an effective lesson plan
objective, making it
manageable, measurable,
made first, and most
important

Measurable: objectives are easily measurable and change daily,

and later assessed in the chapter exam.
Made First: his learning targets[below] outline what they will be
learning for the day.
Most Important: Bonos assessments are preparing the kids for
college. His tests have IDs they can pick form (at least 5 out of
10-12), then they have two short answers, then one essay
question that incorporates the ids and gsas.

Post It

Example:

Display your lesson

LT: I will understand how the French and Indian War drove Britain and
objective where everyone her colonies apart.
can see it and identify your
SC: I will identify major events, people, and ideas from the war.
purpose

Double Plan

During this particular lesson, Bono played The War that made
America. It was for the entire duration of the class. Bono frequently
As you plan a lesson, plan
stopped the video to further describe and incident or important event
what students will be
and made sure the kids knew what was going on in the video. The
doing at each point in
students were writing in their Frayer models looking for who, what,
class
when, and significance of a certain ID

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Below, please explain your examples of 2 of the planning techniques above and how you saw the
planning help with the teaching
i.
ii.

Post It- the kids know what they are doing on the daily, and Bono even reads it to them (in
Outdoor Living, he makes them write them in their wilderness journals)
Double Plan- Bono knows what his kids will be doing the entire class period. There is no
single second left unaccounted for.

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EDUC 350 Field Notes- Chapter 6 Pacing

In the chart below give one concrete example of when you saw each technique in action. If you
did not see it then describe a situation where you believe it may have been helpful.
Bono typically paces the class around his lectures, more often than not.
He begins the class with some housekeeping things or upcoming
Establish a productive pace in deadlines, and then rolls right into lecture, whether it is a new lecture, or a
your classroom. Create fast continuation of a previous one. He usually allows for one or two
or slow moments in a lesson comments/questions/aspirations before moving on to material.
by shifting activity types or
formats

Change the Pace

He will transition pretty clearly. After he was done teaching about the 13
colonies, he stated alright guys, we are now leaving the 13 colonies and
Ensure that changes in
will now begin the Enlightenment Era. So take out a new sheet of paper
activities and other mileposts for your Frayer models That is usually the way he transitions activity to
are perceived clearly by
activity.
making beginnings and
endings of activities visible
and crisp

Brighten Lines

All Hands
Leverage hand raising to
positively impact pacing.
Manage and vary the ways
that students raise their hands,
as well as the methods you use
to call on them

Bono will stop every now and again to check on how well the students are
keeping up with the lecture. During this time, the students ask questions if
they missed dates, people, or other important IDs for their Frayer model.
Students might interject at inappropriate times, but Bono usually ignores
it, or calls the student out for their behavior.

A specific example of this is when students were presenting important

people, themes, or events prior to the American Revolution. Bono would
Measure time-your greatest
monitor the pacing of the students presentations. He made sure the class
resource as a teacherhad ample time (approx. 30 seconds) to write down what was on the
intentionally, strategically, and slides. And depending hon how time was going, he might let them come
often visibly to shape both
up with their own questions for the Patriot Candy Party (i.e. were you the
your and your students
one who warned the colonists that the British were coming [Paul
experience in the classroom
Revere])

Work the Clock

Every Minute Matters

Respect students time by
spending every minute
productively

Bono does not stop lecturing until about the ending of class. In the last
few seconds, he usually reminds students of what they need to turn in next
class or what to be prepared for. He maximizes his time during class
periods to make sure the students get the fullest of his knowledge.

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Below, please explain your example(s) of 1-2 techniques and your reaction to their use on both
the teacher and students (i.e. did it force students to move on too quickly?)
i.

His brighten lines, I think, works well, he has the students well trained to know their
expectations from lecture to lecture, and they know to expect to always make a Frayer model.
It doesnt take up time, the students dont get of track or become unfocused, and it is fast and
precise. Then he moves on.

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EDUC 350 Field Notes- Chapter 7 Building Ratio Through Questioning

In the chart below give one concrete example of when you saw each technique in action. If you
did not see it then describe a situation where you believe it may have been helpful.
Wait Time
Allow students time to think
before answering. If they
arent productive with that
time, narrate them toward
being more productive

If the students are not being productive, Bono then threatens them
with the essay, which none of them are all that thrilled about
doing. That will get them back on topic and someone attempt to
answer his original question.

Cold Call

Bono does this only if he thinks specific students are not paying
attention. Example: Andres, how are the colonists separating?
Call on students regardless of
Andres did not know the answer because he was not paying
whether they have raised
attention, so he got moved. Example: DAnthony, what are we
their hands
talking about? DAnthony got moved. Most of the time he only
calls on students who have their hands raised.
Call and Response

example: CALL Why were the colonists upset at the British?

Ask your class to answer

RESPONSE They had no representation
questions in unison from time
Bono will do this when he wants to hammer home an important
to time to build energetic,
concept of idea.
positive engagement.

Break it Down
When a student makes an
error, provide just enough
help to allow them to solve
as mush of the original
problem as she can

I have seen Bono do this to help prompt students to finally getting

the right answer. If they dont get it all the way, he will then
complete the correct answer for them.

Pepper

[same example as call and response] After the group responds, Bono
will ask the same question to some students individually, and when
Use Pepper as a fast-paced,
they respond, he moves on to the next individual. Example:
vocal review to build energy
Spencer, why were the colonists upset at the British?
and actively engage your
class

Nate, why were the colonists upset at the British?

Below, please explain which of the above techniques is the best for increased student learning
and why you chose it.

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I would probably say that the call and response one really helps the students remember, because
it is a usually a precise answer with an important meaning that will probably be on the test. I
think this strategy makes recalling this so much easier because it is really memorable.

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