Deborah Schaffer

Feedback from the teacher to observer
What did I do that was useful for you, and was there anything I did that got in the way of your learning or thinking?

I encouraged the teacher to give me any feedback on this that would help me.

PRE-OBSERVATION FORM


Teacher: Kristin Lansdell and Ann Navarro (Both are ESL teachers in an ESL classrooms working with multi-age students for language arts)
Observation Date/Time: 8:20-9:20 No. of students: 11
Grade and ELP level/s: 9 second grade intermediate
1 third grade beginner/1 fifth grade beginner Subject: Language Arts

1. 
   What “big idea” do you want students to understand in this lesson?
   

Timelines help us organize information about a person’s life.

2. 
   What critical content do you want students to know?
   

3. 
   What is the content objective? (How will they demonstrate what they know and understand?)
   

We will sequence the important events of Diego Rivera’s life.

4. 
   What is the language objective?
   

We will partner read Diego. We will work in a group to discuss and sequence important events in Diego’s life.

5. 
   What modifications will you use for the ELLs?
   

This lesson is a scaffolding lesson. Students will be creating their own timeline of Diego Rivera based on the biography we have been reading. The pictures, written sentences, chronology words, and vocabulary words are all scaffolds for these students. They are intended to give the students support and practice for creating a timeline. Multiple readings, pair groupings, and small groups are other ways the lesson is being modified for ELLS.

6.