Department of Teacher Education & Learning Sciences

Elementary Education Program

Pre-Observation Form

Directions: This form is to be completed prior to every lesson that will be observed by the mentor
teacher or university supervisor. It is to be submitted no later than 3 business days prior to the actual
observation along with your lesson plans.

Name: Steven Lemmons Date:4/6/17

1. What is the topic of your lesson?

The topic of my lesson was about motivation and persistence. I will be reading Oh the Places
Youll Go by Dr. Seuss.

2. Why are you teaching this lesson? What is your rationale for teaching it?
For this lesson I wanted students to be able to use an illustration from a story and understand the
mood and what is going on. I also wanted students to be able to relate an illustration to an event
that occurred in their lives.

3. What is your Teaching Behavior Focus? Why did you choose this?
My teaching behavior focus is classroom management and student discourse. This lesson
requires students to share their ideas and drawings after analyzing and relating an illustration
from the story to an event that occurred in their life. Since the students will also be talking and
explain illustrations to their classmates, I need to keep them on task and focused during this time.

4. Why did you design your instruction in this lesson the way that you did? Why did
you choose this way of teaching the lesson (e.g., Was the idea from a methods
course? From your mentor teacher? Another source?)
I noticed that some students in the class struggle to stay motivated while learning. I noticed this
during my re-envisioning the day lesson when some students were worried about the lighting in
the class when they were supposed to be working on an activity. Talking to my partner and
mentor, this was a good focus to base my lesson on. I also realized that the students really enjoy
read alounds and talking about themselves. Connecting ELA content to these observations would
motivate the students more and continue to strengthen their ability to make connections.
5. As you are thinking through this lesson, what do you believe will be the most
challenging part of this lesson for you when you teach it? Why?
The most challenging part of this lesson will be clearly giving instructions so that every child
understands that they need to relate the illustration from Oh the Places Youll Go to an event that
occurred in their lives. I am showing the photo where the main character is stuck on a birch and
everyone is leaving him behind. I want the students to understand that the illustration shows that
sometimes we will get stuck and left behind but we cannot give up. I hope that I help the students
understand this and not just draw and explain what is going on in the illustration.
6. How will you know if your learning outcomes for the students are met
successfully?
If the students are focused and able to make connections, my lesson will be successful. I really
want the students to be able to explain to others how their lives related to the story. Also I want
 the students to use this lesson as a reminder that if they are persistent and motivated, they will
reach new heights and see success in whatever they put effort into.

7. How will your classroom management support the learning outcomes?

If I use good time management and class calls, this lesson will be successful. I need to give
students time to think, discuss and explain their ideas. Therefore, I need to plan around the
amount of time I have. Also, giving clear instructions allows the students to dive right into the
assignment and produce quality ideas. Finally, I need to use a strategy to get the classes
attention quickly and effectively. These things will help students stay on task and produce quality
work.

8. List 1-3 areas which you would like for your observer to pay particular attention.
Why do you want your observer to focus on these areas?
1. My language and speaking: Sometimes I feel like my instruction and speech makes sense to
me but to students it does not. I want to improve my clarity when talking and giving instruction to
students.
2. How I circulate the room while students are working: Am I asking good questions? Creating
conversations?
9. Is there anything else you would like your observer to know before the
observation?
Let me know how I do! Would you use something like this to promote persistence and motivation?