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    Planning Question - (Pre-Observation Form)

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    kronski210
    The teacher wants students to: 1) Know which subgroup they are assigned to for posting and critiquing flash fiction pieces 2) Know how to correctly post their flash fiction pieces by Friday 3) Understand basic rules for writing fiction. The goals are appropriate because students need to turn in their assignments correctly and provide feedback to each other in their assigned groups. The teacher will assess understanding through the number of comments on each subgroup's blog posts and by seeing how many students can edit photos for another assignment. Lessons will be delivered through multiple media like videos and group work, with modifications for individual student needs.

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    Planning Question - (Pre-Observation Form)

    Uploaded by

    kronski210
    31 views2 pages
    The teacher wants students to: 1) Know which subgroup they are assigned to for posting and critiquing flash fiction pieces 2) Know how to correctly post their flash fiction pieces by Friday 3) Understand basic rules for writing fiction. The goals are appropriate because students need to turn in their assignments correctly and provide feedback to each other in their assigned groups. The teacher will assess understanding through the number of comments on each subgroup's blog posts and by seeing how many students can edit photos for another assignment. Lessons will be delivered through multiple media like videos and group work, with modifications for individual student needs.

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    The teacher wants students to: 1) Know which subgroup they are assigned to for posting and critiquing flash fiction pieces 2) Know how to correctly post their flash fiction pieces by Friday 3) Understand basic rules for writing fiction. The goals are appropriate because students need to turn in their assignments correctly and provide feedback to each other in their assigned groups. The teacher will assess understanding through the number of comments on each subgroup's blog posts and by seeing how many students can edit photos for another assignment. Lessons will be delivered through multiple media like videos and group work, with modifications for individual student needs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    31 views2 pages

    Planning Question - (Pre-Observation Form)

    Uploaded by

    kronski210
    The teacher wants students to: 1) Know which subgroup they are assigned to for posting and critiquing flash fiction pieces 2) Know how to correctly post their flash fiction pieces by Friday 3) Understand basic rules for writing fiction. The goals are appropriate because students need to turn in their assignments correctly and provide feedback to each other in their assigned groups. The teacher will assess understanding through the number of comments on each subgroup's blog posts and by seeing how many students can edit photos for another assignment. Lessons will be delivered through multiple media like videos and group work, with modifications for individual student needs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Planning Question ( Pre-observation form)

    Please complete this form for the pre-observation meeting. (Email or bring a hard copy) 1a. What are the goals or objectives for this lesson? In other words, what do you intend for the students to learn and be able to demonstrate?

    I want students to be able to know which sub group they are posting their flash fiction pieces to. To know how to post their flash fiction pieces, and to know a few rules when writing a fictional piece and know that rules of fiction writing are open to interpretation. Students need to know which subgroup they are in for the online critique portion of the Flash Fiction assignment. I also want students to have time to shoot/edit their cloned photos, which are due on Wednesday.
    1b. Why are these goals or objectives appropriate for these students at this time?

    Students need to be able to turn in their flash fiction pieces correctly on Friday. Students need to be broken up into groups and know which group they are in to facilitate the critique portion of this assignment. They need to know the rules, to create a starting point that is different from the starting point they had before. I want to start them off with the bar quite high as far as the quality I expect for this assignment. By this point students have received mini lessons on voice and what it is, different examples of voice and students have written a voicey paragraph so that they know how to create specific voices for a character.
    2a. How will you assess student achievement of these goals or objectives?

    On how many comments I get to each sub group, and how many students are able to shoot/edit for the Cloning assignment.

    2b. Why have you chosen the above approach(es) to formative and summative assessment, and how will you make use of the results?

    Blog comments are an easy informal way of assessing how many students are getting it, and how many are not. Often times I can step in and clarify a students misunderstanding of a topic or concept.
    Are there any special circumstances or factors about your classroom or student of which an observer should be aware? 3. Describe your plan for instructional delivery. Address each of the following and provide a rationale for each of your choices:

    Instructional strategies. Teaching using multiple mediums for multiple learning styles. Voice lesson delivered online, spoken by me, and a video clip from Fight Club, that illustrates how voice is used by the protagonist in the novel and how the novel translated to the big screen. Grouping of students: Students sit in the same seat every day, to save their work to the same computer. Activities: Students log into the blog, howlheritage.com/strongphoto and see what is on the To-do list for that day. The To-do list contains links to assignments, tutorials, rubrics and expectations. They usually have something to comment on daily. After the students are done leaving comments, students use the rest of the period to work on projects: Take pictures, edit photos in Photoshop, catch up on comments, work on Extra Credit Tutorials.
    .

    Instructional materials, resources, and technology: DSLR Still cameras, computers, adobe premiere, wordpress blog software. Modifications for students with behavioral, physical, and/or learning needs: Work one on one with students, modifying curriculum as per individual IEPs and 504s. Accommodations for different levels of learners and different approaches to learning: See above.

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