Pre-Observation Conference

Name of Teacher:
School:
Grade Level/Subject:
Observer:
Date of Pre-Observation Conference:
Date of Scheduled Classroom Observation:
Type of Lesson:
Learning Outcomes:

Nicole Schwartz
Oyster Bay High School
10th grade Honors English
ELA Supervisor: Valerie Vacchio
10/22/2013
10/25/2013
Teacher modeled; Student Centered
Students will apply close reading
skills to identify, analyze, support,
and further convey the authors
purpose(s) throughout William
Goldings, Lord of the Flies.

Students will learn the three steps to

successfully apply a close read of
a text, and apply these new skills to
their own close read of a scene
from Lord of the Flies.

Students will work collaboratively

to highlight important aspects from
the text, recognize and identify the
authors craft of that section, and
explain how and what this close
read taught them about the text.

Students will listen meticulously to

their classmates presentations and
record notes on each of the chosen
scenes.

Individual Assignment to follow Students will complete an

individual written assignment based
off of the new NYS English
Regents Task 3, in which students
must write a well-developed textbased response of two paragraphs
covering the authors intended
effect (authors purpose) and the

use of two literary elements or

techniques that advance this effect.

1. To which part of your curriculum does this lesson relate?

This lesson is part of the novel study curriculum for 10th grade. This lesson is focused on
having students apply close reading skills and recognizing and evaluating the significance
of re-visiting a passage for deeper understanding and analyzing an authors craft. By
utilizing close reading skills and applying their knowledge throughout close-reading
skills (re-reading a text, highlighting, jotting down notes, and writing text-based
responses) students are practicing skills that will be necessary when completing the NYS
English Regents exam.
This lesson covers multiple elements of the NYS Common Core in the following
elements:
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
RI.9-10.5. Analyze in detail how an authors ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section
or chapter).
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
L.9-10.1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.

2. How does this learning fit in the sequence of learning for this class?
The learning that takes place within this lesson fits the sequence of learning for this
class because it requires the engagement of their prior-knowledge and newly learned
knowledge. The prior-knowledge that will be utilized will touch on discussion
pertaining to the identification of authors purpose and craft, as well as literary
techniques in writing, including setting, imagery, characterization, conflict, etc. These
literary techniques should act as review from previous years, as well as from the
lessons the week prior to this one on Goldings Lord of the Flies. Now that students
are familiar with identifying and analyzing these literary techniques, they must
practice applying their skills. The newly learned knowledge will consist of the three
main steps to close reading. Students will learn the importance of re-visiting a text for
deeper meaning and understanding, as well as noticing aspects from the text they may
have never truly paid close attention to before. This includes identifying techniques
the author uses with sentence structure and literary elements to connote specific
rhythm and meaning within the text.
Students will be expected to apply these close reading skills during independent
reading and throughout the year. Applying these skills to non-fiction articles and
essays will be the next step. The text-based response based off of the new NYS
English Regents Exam, where students will be expected to identify the authors
purpose and write about two literary elements that are utilized in the text to help the
author get his/her point across to the reader, is a follow-up assignment that I will be
giving to my students once they have successfully utilized their new close reading
strategy. On their final exam for the Lord of the Flies unit, students will also be given
an excerpt to apply these close-reading steps to and will be expected to write a textbased response. Thus, along with the informal and formal assessments given
throughout this lesson, the summative assessments will also give insight into their
overall understanding of these skills.
3. Briefly describe the students in this class, including those with special needs?
This class consists of 26 Honors 10th grade students. This entire group of students is a joy
to teach. They walk into class with a positive attitude and an energy that combined with
my own enthusiasm for teaching creates a wonderful and welcoming environment. In
addition, the students often participate and conduct themselves in a polite and respectful
manner. There are only a couple of students who are shy and keep to themselves.
However, when these passive students are called on in class, they are willing to share
their responses without hesitation. Often times some of the students will have different
opinions, which leads to in-depth discussions and/or debates. This is always beneficial for
everyone present because we hear different viewpoints followed by direct support and
reasoning. This class is filled with intelligent and open-minded students.

The ability levels of these students range from average to above average in reading and
writing. In order to meet all of the students needs, I provide them with differentiated
lesson plans that include auditory, visual and kinesthetic approaches. I have one student
in this class who receives 1.5 extra time on assignments and a copy of class notes if
necessary due to poor eyesight and blurred vision. This student receives preferential
seating as well. In addition, I have placed specific students in preferential seats that I
noticed are either easily distracted or need to be prompted at times for understanding.

4. What do you want the students to understand?

I would like the students to understand and recognize the benefits that close reading
will offer to their understanding of a text. I want the students to feel comfortable
applying each of the three steps that they will be introduced to during this lesson, and
I hope that their minds open to the many efforts Golding (or any author in this case)
places into writing a meaningful and effective text. Through focusing on specific
portions of the text, students will not only receive a better understanding of the
authors intended effect for that section, but also be able to pin-point specific literary
techniques and structural crafts that they may not have noticed the first time reading
this text.
5. How will you engage students in the learning? What will you do? What will the
students do? Will the students work in groups, individually or as a large group?
Provide any worksheets or other materials the students will be using.
Background Information for Lord of the Flies Unit: Survivor Teams: At the beginning
of this unit I separated the students into two heterogeneous teams. Each team is capable
of gaining points due to punctuality, preparedness, attentiveness, group work pace and
production, and averaged quiz grades. Teams never lose points. Instead, if a student on
one team does not do his/her homework, a point is added to the opposing team.
Whichever team has the most points at the end of this unit wins the grand prize.
In order to ignite the students interest in the beginning of the lesson, I will begin with a
Do Now that has the students think about somebody or something (pet) that they love the
most. Then I will pose questions such as, How do you know if that person/pet is in a
good mood or a bad mood? And, As someone who is close to them, what are you able
to do better than just any other random person? Students will state responses that are
geared to the ability to read that someone or something that they love the most. I will
quickly give a personal example, and explain how the better we know a person, the easier
it is to read and understand them. I will transition using this point, by stating that it is the
same with a text! The closer we look into details of a text, the better we understand its
meaning.

Next, I will state my teaching point: Good readers apply the three steps of close reading
in order to get a better look and understand the deeper meaning of the text. Today I am
going to teach you these three steps, demonstrate the steps using a passage from Lord of
the Flies, and then assign each of you a portion of the text to apply these skills to.
Students will be introduced to the three steps of a successful and meaningful close
read. I will then demonstrate a think-aloud and have students follow closely as I
model each step of close reading.
Once I have finished my think-aloud and students feel confident with this practice, I
will send them off into their teacher-made groups to practice this newly learned closereading skill. Students will be given all the resources necessary and will have a ten
minute time limit to work together.
Once the time for group work is complete, each group will present their close read
findings. Some groups will have the same excerpt but a different Lens to look through
while re-visiting the text, so it will be interesting to hear what these groups identified in
their close read.
As closure, we will reflect, question and respond as a full class. Students will be given an
exit slip to answer two essential questions pertaining to this lesson. I will also hand out
their homework assignment, which is to practice the same skills but complete the task
individually.
6. How will you differentiate instruction for different individuals or groups of
students in the class?
Most of the students in this class are capable of retaining information that they learn
through auditory, visual and kinesthetic approaches. Therefore, this lesson will
incorporate each approach, and students will begin to apply prior knowledge to newly
learned knowledge. Throughout this lesson, directions will be stated orally to the
students, and placed visually in front of the students in the form of worksheets or on the
SmartBoard.
Students are already divided into two heterogeneous Survival Teams for this unit.
Within this activity, the students will be arranged into teacher-made homogenous groups.
Each group, depending on their ability levels and interests, will be assigned a specific
category. For example, the average ability-level students from each Survival Team will
be assigned the text in Group A. The Lens and the excerpt they are given are challenging,
but not as complex as Group B and Group Cs texts and lenses. The students who are
assigned to Group B, will be given a similar length of text as group A, but will have a
more challenging close read and lens to delve into. Finally, students placed into
Group C will have the lengthiest text, as well as a more complex Lens to work with. The
students in each group will be applying the same steps; however, each group will have a
slightly different ability level and text-complexity challenge to work with. Since each

group is working with the same novel and the same steps, students will not notice the
ability-level homogenous groupings that have been made.
7. How and when will you know whether the students have learned what you
intend?
read a person and a text closely. I will be able to best pace this lesson through the use
of informal and formal assessment throughout each activity.
I will informally assess the students by observing their participation in class beginning
with the Do Now activity, and continuing with their engagement in the think-aloud, and
participation during group work. I will also randomly choose students to read or respond
to questions. While I walk around from group to group, I will check the effort they have
put forth in their individual and collaborative work.
I will formally assess the students by checking and collecting their completed group
work, as well as assessing the groups presentations of their close-read.
Formative Assessments will include the students group work, and their individual work
in the form of Exit Slips and homework (due the following class).
Summative Assessment: The homework that is due the following class period will cover
close reading skills that students will need to know for the NYS Regents Exam: authors
purpose, literary terms, textual evidence. In addition, the follow-up written assignment is
also based off of the Regents Exam, and will be on their overall Unit Exam for the Lord
of the Flies Unit.