Kerri Samson

Instructional Cycle
Assessment Task
Location: Seymour Community High School
Grade Level: 9th Mrs. Caldie
Subject: English 9, Literacy and Comprehension
Students are currently reading Fahrenheit 451 by: Ray Bradbury
Time observed: October 8, 2015 8:00-8:45am
Criteria. Each item is worth 5 points.

Lesson demonstrated a catchy anticipatory set. Yes or No. If yes, share what you observed.
If not, what anticipatory set would you recommend?
Lesson included an opening which reviews previous lessons, presents an overview and rationale
and activates background knowledge. Yes or No? If yes, explain. If no, what could the teacher
have done?
Mrs. Caldie started class out with a review of previous work that was done, and then
introduced the topic/lesson for today. To me she asked questions of the students as well as took
questions. She also allowed students to give their suggestions for the lesson. During the start of
class she also reviewed parts of speech, how they are used and gave examples. Today they were
adjectives, and participles. The students were encouraged to give feedback on how to use, when to
use, and ask any questions.
Lesson provided modeling of the skill being taught. Explain. What would you recommend?
Lesson provided direct lecture/instruction of skill being taught. Explain.
Lesson provided guided practice session or active participation of students with prompts, checking
for understanding, rephrasing, and additional examples and non examples. Describe/Reflect.
Mrs. Caldie used the work of one of the students to demonstrate the objective for class. She

also used this time to remind the students what not to be doing. They were peer editing reviews of
the current book they are reading. I really liked her reminders on how to critique.
Bless, how it is not needing any corrections and give encouraging words
Address, any issues the work may have, spelling, sentence structure, wording
Press, the need for more information in order to understand point
Lesson engaged students with questioning. Share an example
Wow, there was a lot of questioning going on. Not from teacher to student but from student to
student. During this time of peer editing there were many questions being asked of each other
over the writing. This was a time for peer questions as well as from/to the teacher. It was great to
see how well the students did. If they did not like the input given they would go and ask another
classmate their opinion.
Lesson provided evidence of feedback, corrective or acknowledgement of accuracy.
Describe/Reflect.
This time was used for teacher student conferencing. The topic being discussed was again
the writing that was done on the reading. If she did not get to all the students she reminded them
that she would pull them from study hall to do this. Sure enough during study hall she did request
students.
Lesson included a closing with a review of the learned skill, a preview of the next lesson, setting
performance expectations, engages students in self-evaluation. Describe/Reflect.
Lesson related independent work was introduced. How? If not, what would your recommend.
Expectations for class time were given as well as what was to be done if all work was done.
She reminded the students of the due date and offered Chromebook for them t do more work as
well as read her input. Many students got right to work and finished critiquing their peers work,
looking and reviewing what Mrs. Cladie had written about their work, and finally writing the final
draft of the assignment. Once all work was done and turned in the class was given the chance to
work on work form other classes.