Ms.

Angel’s First Lesson

8:35 - Puts on the board what the students need to have on their desks

Starts with introducing herself to the students and reminds them she will not
speak if someone else is talking. Good volume and moves around the
classroom.

Reminds Cheryl of Rule #2

She explains where she is from. Reminds students to ask questions after she
finishes sharing.

Students are paying close attention to her and raising their hands to ask
questions. Gives them an incentive that if they behave, she’ll teach them
some words in her language.

8:45 - Asks them to introduce themselves and give their name.

Starts the lesson by telling them a story about what time she would wake up
for choir practice. She tells a story about waking up late. Lots of energy and
all the kids were attentive.

“Today I’m going to be teaching you about time.” She also gives an important
reason for learning to tell time.

Asks, “Who gives us time?” and then chooses a student to answer. She allows
a good amount of time for students to think about it. Explains what some of
the objectives are.

Projects a small student clock and gives the name of analog and digital.

Does APK, “What are these two sticks called?” points to the clock hands. “We
have the hour and minute hand.”

Shows the class her clapping attention getter. “Samuel, you’re not doing it.”
How can you rephrase this?

Uses the board to show the 5X table. Marker choice was difficult to see when
she was writing with it. Students are still attentive.

Remind students of Rule 2 regularly when they are speaking out of turn.
Lots of guiding questions directed to the students. Majority of the students
are raising their hands to answer questions. Good Teacher talk time and
student talk time balance

Introduces temperature at 9:05. What do you do if it’s hot or cold?

Suggestions: How can you incorporate different learning styles? Auditory and
visual are both used. How about kinesthetic? Try acknowledging when kids
are making good choices or are meeting your expectations

Angel’s Second Lesson

8:35 - Students entered the room and looked to see what they needed. They
quietly sat down and opened their materials. Angel acknowledged students
who were ready: “Thank you, Cheryl. Thank you, Theo”

8:40 - Said that she would teach them a new word because of their good
choices yesterday. “I will write the word first, and then I will say it for you.”
Students followed her instruction. “I will teach you more if you are listening
and attentive.”

8:42 - Does an APK to review what they did yesterday. Asked for a volunteer
to come up and show time on the clock. Angel seems relaxed, confident, and
cheerful. Students came up and showed the time on the clock and asked
others to answer what time it is. Angel stood watching and asked guiding
questions if necessary.

8:45 - Angel rephrases instructions to the students. Does a good job of

guiding learning instead of taking over the front of the room.

8:45 - “So today, we are going to learn about something else.” Page number
was wrong, so some students were confused and saying, “Are we learning
about fractions?” because the page number displayed was from the chapters
section.

- Displays the objective in PPT, “We are converting hours to minutes.” Also
gives an example of a word problem. Moves the SMART board over to write
on the whiteboard. Seems like she has practiced. No fillers in her
instruction. Very comfortable in the front of the classroom.
- Shows symbols for hours and minutes by writing on the board.

APK took 10 minutes like Angel had planned.

8:48 - Begins instruction for today’s lesson. Does example question and
students are mostly engaged in the activity. Next time, try having the
students on the carpet with whiteboards.

8:50 - “Now I want everyone to pick up their pencils.” Displays a new example
question on the board and says that she wants everyone to try this question
on their own and then raise their hands to get it checked. This is an effective
C4U to use before they move on in the lesson. How can you make the C4U go
faster? Could you say, please turn your notebook around and put your finger
on the answer before I check.

8:54 - Not all students got checked for the first question. What was your
thought process in cutting this off early? How would commit a full 5 min to
this help?

8:55 - Displays second objective of converting hours and minutes to minutes..

Displays an example question and guides the students through it. Asks
guiding questions.

8:56 - Displays one for them to try, “Now you can try with this one. Raise your
hand when you’re done and I’ll come check.” Could you have waited to do the
whole class check once they’ve finished all practice questions? With
whiteboards, they could sit on the carpet; hold up the board to display their
answers.

- Students are being quiet while they write, and they’re waiting patiently to
be checked. What will you do for follow up when you notice that some
students didn't get the practice questions correct?

9:00 - Starts third guided practice question. Where did you get the questions?
Are they from the textbook?

25 min in their seats. Around this time, could you give them a brain break? A
movement breaks of some kind? Every 15 min, providing an opportunity to
move is ideal.

9:04 - Starts game

- Puts the students into groups for the game. Starts to explain the game by
holding up the cards and explaining what they’ll do with the cards.
9:05 - Has a student explain the instructions to the class. “Do we get it?” It
might be good to also ask a student that probably doesn’t get it to try and
explain to the class. Could you explain where you want each group to go?

9:07 - Reminds students what order to play in once they're seated. Some
students are sounding a little frazzled or confused. “If you are confused
about the game, the instructions are on the board.” Some students seemed to
like the game once they understood, but there still seemed to be a few that
were confused about what to do.

9:13 - Angel circulates from group to group to subtly check on students’

understanding. Students’ tones sounded less confused or bothered after this.
How could you avoid this from the beginning?

9:15 - Rafa gets worked up because he got hurt within his group and blames
Theo. Angel checked on it, but then didn’t talk to him further about the issue.
At the same time, Scarlett, Cheryl, Maxie, and Jacqueline’s group were
getting upset with one another. How could you address these two issues
better so that students aren’t distracted during instruction? Try to keep your
ears open for hints of frustration. If you can’t address it in the moment,
explain to the students that once they’ve started independent work, you’ll
discuss the conflict with the members involved.

9:18 - Rafa is walking around from group to group with Angel while she is
checking the group answers and is rewarding gold tags.

9:20 - “1,2,3 eyes on me”… “Everyone go back to your seats, please.” Took
them 1 minute to go back to their seats.

9:21 - Displays next objective, “Adding minutes and hours.” Explains what this
is. Because there was conflict, it might be affecting some students’
attention. Maxie has his head down the whole time, Rafa is frowning. When
Maxie comes to my desk, he’s crying. When he goes back, Seoah pats his
back to try make him feel better.

- Asks students to read the question aloud with her. Explains how to add the
times together.
- Students are told to do the next practice in their notebooks. Displays the
steps on the board for students to refer to. This is helpful. (This is a time
when you could check in on the conflict.)

9:25 - Students are listening to instruction about this next objective. Checks
questions
9:30 - Were you able to check all practice questions? Do you know which
students got it and which ones did not?

- Puts kids into pairs and asks, “Are you ready for the game?”.. “Maybe we go
back again?”… “Nooo!” They said. Try not to give an empty warning, instead
make it a real warning. Instead, could you say, “I didn’t see most of you
follow rule #1 correctly, so let’s try again. Go back to your desks, please.”

- “Who understood the instructions?” Several did not. “Who can explain to
the class?” Emily explains. You could even use two that clearly understand
to demonstrate. “What are your questions before we start?” Angel tells Ben
she will go and explain more to him after. This is good so that no activity
time is wasted. Could do this for others: Close your eyes and show me 1 on
your hand for not understanding at all, 2 for some understanding, 3 for
mostly understanding, and 4 for completely understanding.

9:40 - Goes to Ben to explain more in detail how to play.

9:46 - Game is going well, students are enjoying it and are enthusiastic. Some
students are playing with the dice inappropriately. After Rafa left his group
twice, what could you do to enforce your expectation that he stay in the
group? Give a warning and then write in the binder? Reward with a gold tag
when he is staying with his group the whole time?

9:53 - Tells students they have 3 more minutes to play

9:55 - Got their attention and waited until there was complete silence before
checking their game scores. But once Franco shared, there were a few others
sort of chit-chatting quietly.

10:00 - Gets their workbooks and goes to their desks as instructed. It was on
the board before so they should’ve already had it. Could you address this with
them?

Students only have 5 minutes left according to Angel’s plan.

- Tells students which page to start on.. says “Listen, please listen.” Use your
attention getters. Next time, wait for a silent room and explain page
number, write it on the board and write the questions they need to do on
that page. “We are doing our work quietly.” Students start but they aren’t
completely quiet.
- Says, “Next time I talk to this corner, you have to write in the binder.” The
boys in the corner start their work. Because Rafa doesn’t listen, Angel
sends him to write in the binder. Could you also touch base with him about
his choices?

10:08 - Wraps up by telling students to put away materials and says that is
the end of the lesson.