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I am at the National Science Conference. I just had sushi. I promise not to bring that to class. Conference takeaway today: these science peeps get wound up about lab safety!

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1. We need to add more information about how we are going to support the students who we know will have a difficult time with parts of our lesson as well as making the lesson harder for the students who will finish the activities quickly.
2. We reviewed Dave and Kelsey's lesson plans and we recommended that they add questions to learn specific information about the students wants and needs.
3.Our professor suggested that we add how we are going to differentiate the lessons for the different students.
4. We will be teaching the students about the history of schools. They will be comparing schools in the past and today. We will set up two stations throughout the room. The first, they will watch a video about how schools from the past are different from today and the second station the students will examine pictures and artifacts.  Students will complete one worksheet at each station and we will all do an activity reviewing what we learned in the lesson

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1. For our lesson, we want to add more information about supports and scaffolding for different students and their varying achievement levels, since we may have our special education students push into the lesson with their special educator.
2. For Dave and Kelsey who we evaluated, we like their lesson about wants vs. needs but said it would be good for them to bring in cultural aspects of their students and their backgrounds by asking them about their OWN wants and needs. This strategy could really give their lesson plan an extra boost and have students more engaged because it relates to them.
3. Our professor told us to maybe try and modeling for the writing prompt more, which is a great idea because our students sometimes have trouble generating ideas when writing, and this could give them a good starting point.
4. Our activity requires students to explore the difference between schools in the past and schools today, and lets them move between stations and look at pictures and artifacts and watch videos to gather their own information. Students will also help us complete a Venn diagram about schools today and in the past, and then complete a writing prompt about which school they would rather attend and why, a school in the past or a school today.

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Hi everyone! Greetings from atlanta :)

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1. We are going to add an exit ticket where the students use sticky notes to tell us characteristics about a particular community that they did not draw a picture of.
2. We need to include more clear teaching strategies.
3. Our professor suggested that for the students' drawing of each of the three communities, they should write three characteristics of that community and then draw them underneath in their full picture of their community.
4. In our lesson, we are teaching the students about the 3 different types of communities (urban, suburban, and rural). Our students will be split up into groups and asked to draw 3 characteristics of that community in their own community. Then, they will present their poster to the class. At the end, the students will write on a sticky note 2 characteristics of a community that they did not draw and put it onto a chart in the classroom.

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1. We need to cut out some things from our lesson, making it shorter for time purposes.
2. Our partners said that we should add more questions to engage our learners more.
3. Our professor said in order to make our lesson shorter we can cut out the map component, and have a discussion instead of having students record their answers.
4. Our lesson includes three main components. First we will be constructing a timeline of events that lead up to the Civil War. Then, we will color and label a map of the Union, Border, and Confederate states. After, we will be examining and answering questions of Lincoln's and Davis' inaugural addresses. At the end, we are giving our students an exit ticket that asks them how they thought the Americans felt going into the Civil war.

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Adrian Beatson (Rife)1. We need to organize our information all together and break down our information into more specific components.2. Deanna and Aly recommended that we prepare our lesson for different kind of learners and to be more prepared to encounter different students learning.3. Katy overall really liked our lesson plan and thought that we had really good ideas4. We are going to slipt students into groups and have each group learn about a different cultural component about the country Argentina. After the students learn the specific cultural component then we will make a culture map for Argentina as a whole class based on what the students learned.

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Adrian Beatson (Rife)1. We need to organize our information all together and break down our information into more specific components.2. Deanna and Aly recommended that we prepare our lesson for different kind of learners and to be more prepared to encounter different students learning.3. Katy overall really liked our lesson plan and thought that we had really good ideas4. We are going to slipt students into groups and have each group learn about a different cultural component about the country Argentina. After the students learn the specific cultural component then we will make a culture map for Argentina as a whole class based on what the students learned.

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1. We have good information in our activity it simply needs to be better organized and put into a lesson plan format. We need to complete making our resources and plan the groups that we plan to put students into.
2. Deanna and Aly recommended that we organize our information and make sure that we are prepared for students who may finish sooner. This means that they want to be sure we have differentiated activities for students who are at different levels.
3. When we met with Katy she said that we did a good job of connecting our lesson to the lesson that we did in our first week of field placement. She also liked how we related our activity to lessons and activities that the students have already done in their classroom with their teacher. We will be sure to connect the information to the students' personal lives.
4. Our activity will discuss the culture of a specific country, Argentina, we chose this country because we know we have Spanish speakers in the class with roots from South America. We used personal culture as our first activity and plan to discuss the culture of Argentina in our activity this week. We will split the students into groups and assign them aspects of the Argentine culture. After they complete a worksheet with information from readings that we will provide, they will gather as a group together to complete a culture map for the country of Argentina. This activity will be concluded with an exit ticket where the students will tell us one thing they would like to try or experience from Argentina and why.

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1. We are going to put a bigger emphasis on the vocabulary, and relate it back to the personal lives of students.
2. Our partners said that we need to add something about the students who are English Language Learners or Special Education students who may need more guidance.
3. We discussed another way to implement a formative assessment. As the students are discussing their similarities and differences during the closing circle, Jill and I will walk around and take notes on the conversations.
4. Our lesson involves students learning about the meaning and importance of culture. They will learn about the culture of their classmates, reflect on their own culture through the activity and worksheet, and learn about culture on a global scale (as a concept).

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1. We needed to add a cross-curricular standard, such as literacy standards as well as add a justification of why they are appropriate to the learners.
2. One thing we could approve would be to add more higher order thinking questions. We have a lot of fact recall, but do not really tests kids thinking. We are going to add comparison questions between the two branches.
3. When meeting with Katy, we decided that having the students work on an activity during the lesson would be helpful because there is so much new information for them to keep track of. We will be adding a chart for the students to fill out as we teach.
4. Our lesson is an introduction lesson to the branches of government. We will discuss the executive, legislative and judicial branch roles and the people that are associated with them. Checks and Balances will be discussed to explain the reasoning behind the three different branches. Students will participate in individual and interactive SmartBoard lessons and then fill out an exit ticket that focuses on fact recall as well as higher order thinking.

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1. We need to include a literacy standard into our list of standards, and explain how each standard aligns with our lesson.
2. We need to include more clear measurable outcomes into our chart.
3. We need to record our answers somehow during our formative assessment (one of us will read the story out loud, the other will record student answers for later reflection).
4. Our lesson activity will include us reading a book titled "Hooray for Antarctica!" to the class and then asking a few follow up questions in order to test out their understanding. Next, we will play human tic-tac-toe with questions from the reading. We will finish with an exit ticket with a question asking the students to compare the environment of Antarctica with the environment here.

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1. We are going to add more critical thinking questions to engage our students.
2. Dave and Kelsey recommend that we provide our students with support when they are working through the source packets. We will provide support by reminding our students of the guiding questions introduced at the beginning of the lesson and offering ourselves for support.
3. Katie recommended compiling our sources into one document, rather than having a packet of sources our students have to work through.
4. Our students will be 'traveling' to the different regions of the US to learn more about them. We will break our class into groups to examine the 5 regions of the US (NE, SE, SW, W, MW). We will provide our students with a compilation of sources and have the students classify information from their region according to physical, economic, and social criteria.  The students will group this info using a graphic organizer. We will conclude with a discussion about how classifying area into regions can help draw commonalities to gain a general understanding of a place. As an extension activity / the SS choice assignment, we will have our students create a poster to display what they learned about their assigned region to share with their classmates, so everybody gets to learn about each region.

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1. We need to incorporate more differentiation to fit the needs of the students in our class. We have about 8 students with IEP's so we want to accommodate to these students learning needs. We also need to add a cross-cutting literacy standard to our lesson plan.
2. Becca and Adrian reviewed our lesson and they gave us "an A+" and just recommended that we see what we can do to differentiate for our students.
3.  Katie suggested that we write up a worksheet that students can fill out DURING the lesson to keep their thoughts organized.
4. Our lesson is focusing on the three branches of government and is following NCSS standard 6. We want to first compare the branches of government to that of the school (the principal, the superintendent and the teacher) and show the students how they connect. We'll then teach them the various roles of the government by using interactive SMARTboard slides to keep the lesson engaging.

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1. We could increase the extent to which we paid attention to learners' prior knowledge and incorporated that into our lesson. We focused the lesson on geography because a lot of them mentioned that they liked to travel. However, we could add more information.
2. We could add some more higher order questions to enhance our lesson.
3. Katy suggested that we compile all of our information from different resources onto one page to make it easier for student to sort through and analyze.
4. We will be teaching a lesson on the regions of the US by asking students to find information in sources we provide them with. They will use information to summarize their findings about their specific region.

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1. We had to add a literacy standard to our lesson.
2. One thing that our partners told us to improve was to include more measurable outcomes for our learning objective.
3. We were told that we need to edit our learning goal slightly and write our data on the board during the reading.
4. We are going to read a geography book to the students, Hooray for Antarctica!, then we are going to ask the students questions about the book. After the questions, we are going to initiate a tic-tac-toe game with the whole class. We are going to separate the students into two different groups and display a series of questions on the board based on the book. If the groups get the question right, they will be able to move onto the tic-tac-toe board on the floor. The two groups will be competing to see who can win the games first by answering the most questions.

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1) We have to add a literacy standard to our lesson.
2) One thing that we have to make sure we do is that we ask the student to make connections to their own wants and needs.
3) Sarah and Erin reviewed our lesson and said that we should ask more specific questions. Questions such as asking the students about wants and needs of their own.
4) Katie also said that we should ask questions about the students own wants and needs. She also said that we should add a literacy standard.
5) Our lesson is about wants and needs. We will start off with an introductory activity that has the students sorting pictures into the categories, wants and needs. Then the students are going to watch a video on happiness. The video is about kids in a toy store. They are able to get as many toys as they want. But the girl who only gets one toy seems to be the happiest. After the video, the students will reflect on what the video was about.

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1)  We will add a literacy standard and improve our justification of standards to make sure we fully explain how they align with our lesson.

2) We need to ask the students their own wants and needs in order to better use the students' background knowledge and experience on the topic.

3) Katie agreed with our peer reviewers, Erin and Sarah, and said that we should include questions specific to our students. She liked the overall idea of our lesson and felt that our assessments matched the standards. We can also model an example for the assessment at the end of the lesson just to ensure students know what to do.

4) Our lesson focuses on economics and specifically covers the difference between wants and needs. We are giving our second graders a picture sort at the beginning of the lesson to get an idea of what they know. We have a video and a discussion that will focus on the differences between wants and needs. We will ask students to compare the two in the form of a venn diagram. We will then segue into an assessment where students define items as a want or a need and write a justification for their answer.

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1. We added more questions to ask students in the beginning of our lesson after reading the story to them to engage the students in critical thinking.
2. We were advised by Anna and Nicole to label our standards so we fixed that. Overall, they enjoyed our lesson and thought the kids would enjoy it.
3. Katy loved our idea and lesson plan! She thought we would have enough time to complete it!
4. Our lesson will teach students about culture. We will start by reading them a story, and we will periodically stop and ask questions to check their understanding. After, students will complete their own culture booklet, answering and drawing based off a few questions we will ask them. Students will have the chance to share with their classmates, and at the end, we will have a chart that asks students what they learned about culture and what they still want to learn about culture.

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1.  We need to incorporate personal geographical experiences by asking students who have lived in other places to compare it to Delaware.
2. Amanda and Kristen reviewed our lesson and they liked our matching activity.
3. Have a back up plan in case hangman takes too long or we don't like how it is incorporated.
4. Our lesson is an introduction to the five themes of geography. Our goal is to provide students with an appropriate understanding for the weeks to come with our clinical educator for this unit. Students will create a concept web to demonstrate their understanding of the themes.

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1.We had to add questions that engaged students in critical thinking/problem solving.
2. We were by Anna and Nicole advised us to label standards better. Recommended adding another approach.
3. Katy loved our lesson and told us that the timing of our lesson would be okay.
4. In our lesson we are going to read a story about culture to the class. Throughout the story we will be asking questions to check their understanding. After, students will complete their own culture booklet based off questions about their own culture, some students will then share to the class. Lately, we will have a chart that goes over what they have learned and what they still want to know.

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1. We are going to expand on our objective to ensure that the objective is measurable.
2. Marissa reviewed our lesson. She likes that our social studies lesson also ties in with what our students are learning during ela instruction.
3. We should create guiding questions and categories to place under the sections of the flip book.
4. Our lesson allows for our students to expand what they are learning about Jamestown by doing research in groups to create an informational flip book about Jamestown which can help the students to make connections to the work they are going during reading instruction.

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1. We need to adjust our objectives and explain them more
2. We should maybe specify specific student needs in out supports section
3. We should add a rubric to the worksheet so students know exactly what we are looking for
4. We have 5 groups of students, each group will research an alaskan tribe and students will individually fill out a GO. Then the groups wil come together and create a movie poster for their specific tribe.

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1. We need to expand on our objective and justification of standards.
2. We should ask more questions and expand on our assessment approaches and evidence.
3. We should add more guiding questions and be sure to take notes with our closing questions.
4. Our lesson allows for students to do their own research on Jamestown in groups to make their own flip book on background information which they will share with partners.

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1. We might have students each get a picture and then come up to the board and put their picture into the category.
2.  Rationale for standards
3.
4. Our lesson is for our students to see where a new country is on a map and be able to learn about its history, culture, and activities. Our students will make a travel ad that shows something representative of the country that could make people want to visit.

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1. We may change the region we are using for our lesson to give students a better idea of where their ELL classmate is from
2. Need rationale for standards
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4. Lesson entails us presenting a specific region to students and describing the culture, history, and attractions of the region. Students will participate in a picture/word sort of things mentioned in the presentation.

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1. The objective of our individual lesson is for students to utilize sources in composing research based articles. In specific regards to our lesson, students will compose an article about the background of Ruby Bridges. Our learning activity first asks students to fill out a graphic organizer synthesizing information from assigned sources. Students will then compose their articles citing the sources. One revision we need to make is to make our objective more measurable. We originally stated that SWBAT simply use resources. We changed this to SWBAT to compose a writing piece utilizing these sources. As well, we need to articulate more the specific supports to accommodate individual learner's needs. There are many features of our lesson that do this, but we need to highlight these.
2. The objective of our partner's lesson is for students to understand their own cultures, as well as that of their peers. They utilized a book which was extremely engaging for the students! The lesson activity was for students to create a culture booklet describing their own culture. One of our suggestions was to revise their objectives to focus more on their activities. Instead of saying understand cultures around the world, say their own cultures, as well as that of their peers or communities.
3. The professor advised us to specifically identify which areas were critical thinking (label them). As well, she guided us to include reflection questions in our ending discussion. For example, "Do you have any qualities similar to those of Ruby Bridges?"
4. Our lesson activity asks students to synthesize information from assigned sources on Ruby Bridges. The sources include primary, secondary, and visual sources. The students will fill out a worksheet, entitled Super Sleuths to record facts and what source they extracted the facts from.

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1. We are going to emphasize the supports used in our lesson more and making them specific. We will discuss them in detail within the "Teaching Strategies" component.
2. Maria and Paige have lots of great activities within their lesson and they do a good job discussing an important topic (culture, ethnicity, etc) in an engaging and meaningful way! We suggested that they specifically state what each standard is in their lesson plan (NCSS and DE) and possibly even include some of the general ideas within the "Early Learners" section of their NCSS standard.
3.For our lesson, the professor advised us to explicitly label our different prompts for the students as critical thinking. For our closing, we will also ask students to consider what qualities they have that are similar to Ruby Bridges, in order to make the learning even more relevant to them.
4. Our lesson enables students to explore information about Ruby Bridges, and the context of her educational experience, using different sources and documents (like books, a video, images, etc).

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1. I realized we need to make our objective was not measurable
2. Learned that you need to justify the standards
3.  Help with connecting objectives and increasing our specificity in the rubric of the Movie Poster.
4. Our lesson includes the 5 groups having a different alaskan tribe and using a paper we made to find information about the tribe. The students will use that information to create a Movie poster about their tribe and share with the class.

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Name
Write down one comment/suggestion from each lesson analysis graphic organizer & summarize overall lesson activity/goal:

1. Individual Lesson Analysis
2. Partner Lesson Analysis
3. Professor Feedback
4. Summarize lesson activity