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Observation Form Student Teacher Rebecca Walz Section I - Pre-lesson conversation Focus and goals of observation: Peer review

Section II Observation notes Record of events - continue on separate sheet if necessary. Please attach all additional sheets. Date: 3/2/12 Class (Subject & Period) English 4th Period Penn Mentor: Andy Danilchick Date 3/2/12

Students enter the room with lots of energy. One student takes out his ukulele and strings a bit before the bell rings (and for a short time after. It doesnt seem that students are aware of an immediate do now activity even though a do now is posted on the whiteboard: Do Now: Look at The Onion article and Put Poor Kids to Work. What works well in the conclusions of these essays? Write short analysis. Students continue to talk to each other. You are moving around the room and you chat with a few students. You say ladies and gentleman to get attention and after a while you direct students to the do now assignment. You also ask students to take out their satire essays. Students seem to working well and you move around the room checking student work. You get students attention and ask for student responses about the conclusion. You take several student responses. You make the point of looking at the conclusion of this satire (The Onion) and thinking about some choices they can make as they construct their conclusions. You then give instructions to students about how to do peer reviewing. You tell them those who share their essay with the entire class will get 5 extra credit points. At the beginning of the peer review process, students are quiet as they are reading each others essays. As they read and after they read students complete the peer review document. Afterwards, they discuss the essays. The energy of the room intensifies as student laugh as some of the elements of satire and their enthusiasm for each others essay. After a while you pause the peer reviewing process and debrief. You ask students to brainstorm aspects of grammar that can be looked for during editing. You share run-on sentences as an issue in writing. Other students share ideas and you write on the board: passive voice, transitions, commas, shifting tenses. You direct students to look at the back of the peer review sheet and write editing/ grammar comments there. You also tell students that they will get an extra day for their essays. Students cheer. They reengage in peer editing and the class works, for the most part, intensely and on task. After awhile, you stop the collaboration and have a few students share their satires with the large group. Two students read their essays. You wish students a wonderful weekend.

Section III Post-lesson conversation

Date: 3/2/12

Notes Goal In what ways was the goal achieved? Students were very engaged in the peer reviewing and seemed to enjoy reading and commenting on peer work. You moved around the room offering needed support. Its interesting to note that a few students experienced a clarity about satire that they had previously not had during the activity.

Recommendations for future practice: (1) Strengthen the beginning of the do now. Students should be independently engaged in it when the bell rings (or before!) Areas of demonstrated improvement and success: (1) Pithy, clear instructions (2) Student-centered learning (Peer review process went very well) (3) Pacing