SED 406:  Observation Assignment #2

In this observation assignment, your goal is to reverse-engineer a lesson plan. Watch the class, and write the lesson plan that teacher is using.

Do this by OBSERVATION, even if the teacher is willing to share their lesson plan with you. This is about improving your observation skills, not getting ‘the answer’.

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Bryan D’Amico	Subject: Algebra 2	Grade(s): 10
Name of Lesson: Relations and Functions
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional Students will identify the domain and range of a relation using only the set of points given. Students will determine if a relation is a function by representing the relation as a mapping. Students will decide if a relation is one-to-one, onto, both, or neither using either a graph, a mapping, or a set of points.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): HSF-IF.A.1 Understand that a function from one set to another set assigns to each element of the domain exactly one element of the range.
Teacher Standards (professional society and/or NETS  and RIPTS-list which): Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach. Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
Rationale: Why this lesson? How does it fit into the curriculum and context?  Is this the introduction, conclusion, or somewhere in the middle of the unit of instruction? This lesson is very important since every subsequent math course uses functions and the concepts of domain and range.  This is the introduction to a new unit.
Materials/Resources needed, including technology: Smart board, notebooks, textbooks.
Accommodations and Modifications (special needs and learning styles) For example:  Dr. Kraus has poor vision and needs written material to be at least 12 pt. font.  He also reads two grade levels higher and needs appropriate reading material.   N/A
What content resources support this knowledge base? (list at least 2)
How confident are you in this topic as you start this lesson? Teacher was confident in the subject matter.

(Boxes expand as you type)   Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice) Students get textbooks and are provided with note sheets with examples to fill in.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? Introduced as a refresher for the purpose of building up to new concepts.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
Intro/5 min.	Ask students to find answers to questions in the textbook	Students use the textbook to provide answers then volunteer their answers	What’s a relation? What’s a function? What is the domain of a relation? What is the range of a relation?
First Example/10min	Give first example on the   smartboard using a set of ordered pairs	Students raise hands and answer questions.	What is the domain of this relation? What is the range? Is this relation a function?
Second Example/10min	Give first example on the   smartboard using a set of ordered pairs	Students raise hands and answer questions.	What is the mapping that represents this relation? What is the domain? What is the range? Is this relation a function?
Next Topic/5min	Explain the concept and definition of one-to-one, onto, and being both	Students take notes and can ask questions.	Why can functions be onto?
Third Example/6min	Set of ordered pairs and points on coordinate plane as an example on the board.  Show out the mapping	Students raise hands and answer questions.	Is this relation one-to-one, onto, both, or neither? What is the domain? What is the range? Is this relation a function?
Fourth Example/3min	Place a set of ordered pairs on the board.		What is the domain? What is the range? Is this a function? Is this one-to-one, onto, both, neither?
Closing/2min		Put away books
HW/Application/	Exercises from section 2.1 in textbook #1-3,11-13
Review and Reflection: How will you review for students who are still having trouble?  Provide more examples
Extension: What will you offer to students who have mastered this? N/A
*Closing: How will you review the material, and draw conclusions? (may be listed above) There was no concrete closing.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?    Good examples and student participation was high.
	What area of weakness needs addressing? Need a stronger introduction and conclusion.  More differentiation of material.
	Which objectives were met? What is the evidence? Most of the students met all 3 of the objectives.  They did well answering the question during verbal informal assessments.
	Which students did not meet objectives? Possibly the students who stayed quiet.
	Was time managed appropriately? Yes everything that was planned was gotten to by the end of the class period.
	Did any teacher mannerisms or actions detract from the lesson? Some hiccups with the smart board distracted the students a bit.
	*What were the strengths and weaknesses of classroom management? The lesson was engaging enough to gain control of student behavior.  Need to call on a more varied sample of students.
SO WHAT?	Was the lesson engaging? The lesson was engaging.  All the students worked on the examples when prompted and a majority offered their answers verbally when called upon.
	*What did I learn from my peer observation (address at least one aspect)   I learned that while direct instruction works well for most lessons such as this, that I might want to try more indirect methods as an introduction to capture the students’ interest.
NOW WHAT?	How will this experience influence your professional identity?   This experience makes me believe that the focus in the classroom should not be placed on lecturing and individual practice.
	How will it influence how you plan/teach/assess in the future?  This will influence me to come up with more indirect instruction lessons for as many topics as I feel comfortable with and then push myself to create indirect lessons for topics I didn’t think could work in that way before.