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What do you think worked?

Watch this video of a short segment of a lesson and then imagine a post-observation coaching conversation with the teacher. Keep in mind the need to give feedback in a way that will encourage growth.

Recognizing that each coach-teacher combination will be unique, compare your imagined conversation and observations with what a team of coaches noticed that might warrant the student teacher's attention – both for reinforcement and with an eye to improvement.

The expectation is that the teacher herself would bring up these topics during the conference. If needed, the coaches would introduce one thing to consider changing.

Middle School: Writing a Poem

Background Information:

This 7th grade class is studying genres of poetry and the teacher is helping the students to focus on the lyrical form. This English lesson is taking place at the very end of the year and the segment assumes that the students have learned elements of poetry and have previously read sample poems of the lyrical form. The lesson concentrates on the following learning standard (SOL):

SOL: The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry and will be able to:

  1. Describe the impact of word choice, imagery, and poetic devices.
  2. Explain how form, including rhyme, rhythm, repetition, line structure, and punctuation, conveys the mood and meaning of a poem.
Students are sitting in groups but are expected to work as a whole class on the common activity seen in the segment and then to individually write a lyrical poem to share with the class.

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Funding for this website came from the Virginia Department of Education Award #879-SY08 CFG to Dr. Sandi Cohen and Dr. Ruth Ferree at the Curry School of Education. Questions should be sent to Dr. Ferree at TeacherEd@virginia.edu.