Observation # 4

Mini Quiz on Bullfighting

1.)   What is bull fighting called in Spain?

a.) rodeo    b.) tauromaquia     c.)  carnival   d.) el colacho

2.)   El picador is the person who?

a.) lets the bull out of the ring   b.)  taunts the bull   c.) stabs the bull in the back  

d.) fights the bull on horseback   

3.)   The matador’s suit is called el traje de luces. (True or False)

4.)   Which of the following books contains scenes where bullfighting takes place?

a.) The Sun also Rises    b.) Cantar de Mio Cid    c.)  La Celestina

d.) San Manuel Bueno Mártir

5.)   The bull is always killed in a bullfight. (True or False)

6.)   Bullfighting has become a controversial subject in Spain from the perspective of the younger generation. Do you believe that Bullfighting should be stopped or kept as a traditional sport? Explain your reasoning.

Questions:

1.)   I think that the objective of this activity is to see if the students could retain the basic information they learned about bullfighting.

2.)   The level of Bloom’s taxonomy that the first five questions fall under is the cognitive domain, because the students are just being asked to answer factual questions. The last question is more opinion based, so it is considered affective domain because it involves feelings and attitude.

3.)   I would set aside time at the end of class to give this mini quiz, and the students will not be able to leave without having completed it.

Observation # 3

When I went for my third observation, it was of a Spanish II level classroom and the activity for the day was to do activities on the computer on a website that was associated with the textbook. When the students entered the room, each of them sat at a computer and waited for further instructions from their teacher. The class began, and the teacher directed the students to the website they would be using. It is a website they have previously used, so they know what to expect. The problems that this class faced, is that right away the computers were slow and not able to upload the activities on the website. This problem ended up wasting a lot of time in the beginning of the class, when the students should have already been working on their own on the computer. This frustrated the teacher, but she is used to it and tells me that this school doesn’t value technology and doesn’t want to use their budget money for it. This lack of modern technology is the cause of these types of issues.

            Once the computers started to work and load the activities the students got started on the task at hand. They had to be quieted down quite a few times, because the noise level started to increase. The teacher walked around to see if anyone needed help and many students had trouble staying on task. I found that many of the students did not read the assignment sheet and were doing completely different activities, which were then corrected by the teacher. Overall half the class seemed to be on task and the other half seemed to be lost or not doing the assignment. The students who were doing the assignment correctly, were praised by the teacher. Then towards the end of the class the teacher gave them their homework for the next class and the students left when class ended.

            I think that the lack of classroom management was on the part of the students and computers, and not so much the teacher. The teacher had the assignment planned, but the problems with technology held the class back a little. It seemed that this group of children had trouble staying on task as well, and that puts them at a disadvantage because they are responsible for their own work and completing the activities online in the time they are given.

Observation # 2

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Mrs. Roberts	Subject: Spanish 1	Grade(s): 9
Name of Lesson: Audio Listening
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional The students must fill out a worksheet given information that they listen to from an audio recording in order to be prepared for a test.
Student Standards (GSE or/GLE or Common Core-in draft for math/science- list which): National Foreign Language Standards – 1.1, 1.2,
Teacher Standards (professional society and/or NETS  and RIPTS-list which): RIPTS -  Standards – 3, 6, 8, 9, 11
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 and worksheet activity, help the students to develop listening skills and prepare for similar questions they will see on their test. It fits into content and curriculum because it is created from the textbook and is related to the unit they are learning about. This is the conclusion of the unit of instruction in preparation for the upcoming test.
Materials/Resources needed, including technology:  Computer, Instructional CD , Worksheets, Speakers
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.  No accommodations or modifications are needed for this lesson.
What content resources support this knowledge base? (list at least 2) The content resources that support this knowledge base are basic vocabulary and grammar.
How confident are you in this topic as you start this lesson? I am confident in this topic because the students have previous knowledge of the vocabulary.

(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) The audio recording will be set up and the worksheets already passed out for the lesson.
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic? I will introduce the material by saying that it will be on the test.
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	- explanation of topic	-receive worksheets	-Why are we learning this?
Presentation or Open-ended/ 10 min	-play the audio recording	-students listen to audio recording -take notes	-What is the recording saying?
Guided Practice or Convergent/30 min	-replay audio recording for students	The students fill out worksheet while following along.	-What is difficult to understand from the audio recording?
Closing/5 min	-explanation that this activity will be on the test	-students ask questions	- Is anything unclear for this portion of the test?
HW/Application/	-give students outline of the test	- students must study activities for test	- Is all of the test information clear and specific?
Review and Reflection: How will you review for students who are still having trouble? I will offer the students the opportunity to stay after school to study the material before.
Extension: What will you offer to students who have mastered this? I will offer students extra time to study for their test.
*Closing: How will you review the material, and draw conclusions? (may be listed above) I will review the material by asking the students if they have any questions and I will briefly explain the key concepts again if it is needed.

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?   The students were attentive to the audio recording.
	What area of weakness needs addressing? The areas of weakness were about the worksheets and the students not being familiar with how fast Spanish is spoken and how much time they have to answer listening questions.
	Which objectives were met? What is the evidence? The objectives met were that the students did well on the worksheet and the worksheets are the evidence.
	Which students did not meet objectives? The students who did not meet objectives were the ones not paying attention to the audio recording.
	Was time managed appropriately? Time was not managed appropriately because not all of the exercises were able to be finished.
	Did any teacher mannerisms or actions detract from the lesson? No teacher mannerisms detracted from the lesson.
	*What were the strengths and weaknesses of classroom management? The strengths of classroom management were that most of the class, was focused on the activity. The weaknesses were that each activity took longer than it should have because there was confusion on some of the material.
SO WHAT?	Was the lesson engaging? The lesson was not very engaging but the students had to listen in order to answer the questions.
	*What did I learn from my peer observation (address at least one aspect)   I learned that it is easy to tell which students are engaged and understanding the material, and those students who are not, based on their behavior during the lesson.
NOW WHAT?	How will this experience influence your professional identity?  This experience will influence my professional identity, by showing me the skills needed to make sure the students are on task and focusing. If the students are not focusing I will then know how to get them back on track.
	How will it influence how you plan/teach/assess in the future? I will take these observed lessons into consideration when I plan lessons in the future because I have seen what works well with time management in a classroom, and what is not beneficial.