Observation 2 Paper

Complete a 30 to 40-minute observation of a social studies lesson in a regular education classroom and NOT small group settings. Observing a preschool class must be approved by the instructor. Observations in a special needs class are NOT acceptable for this assignment. Observing in an inclusive classroom is advantageous, but it is not a requirement. If you are currently working in a classroom, please find another place to do your observations. The goal is to experience different grade level social studies lessons so observations can not be done more than once in a specific classroom.

This class requires a total of 1.0 hour of observations. Do NOT write an observation from your pre-practicum class.

For verification, please complete a Wilson verification form (please contact the Education Department) with your name, time in the classroom, lesson taught, grade level, and teacher signature. This must be attached to the assignment in Canvas.

Please include in your observation write up:

• Grade level, lesson topic, social studies discipline being covered, and instructional strategy utilized by teacher (see Chapter 3, page 64 for a list).
• Breakdown of teachers lesson… activating strategy, gradual release of information/instruction, summarizer. Please identify these in the breakdown.
• Ideas you would incorporate in your own future lessons/classroom
• Suggestion to improve this lesson (every lesson can be improved upon so do not skip this by saying there were none)
• Each observation should be at least 2-4 pages in length, double spaced

Complete the paper portion of the assignment. I have already taken the notes from the In-Person observation:

1. Basic Information (Record Immediately)

Date of Observation: February 24th, 2026

School Name: Pleasant View Elementary

Teachers Name: Mrs. Jennifer Kilgore

Grade Level: 3rd Grade

Time Observed (3040 minutes): 4 hours

Total Students Present:

Lesson Topic: The Tragedy of 1912 (Learning about the Titanic and other events)

Standards Used:

8.1.3.A – Identify the difference between past, present, and future using timelines and/or other graphic representations

8.1.3.B – Identify fact, opinion, multiple points of view, and primary sources as related to historical events

7.1.3.A – Identify how basic geographic tools are used to organize and interpret information about people, places, and environment

7.1.3.B – Identify and locate places and regions as defined by physical and human features.

RI.3.3 – Describe the relationship between a series of historical events scientific ideas or concepts, or steps in technical procedures in text, using language that pertains to time, sequence, and cause/effect

SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

RW.3.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons

RW.3.6 – With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

RI.3.7 – Use information gained from illustrations (e.g. maps, photos) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

Classroom Type: (General Education / Inclusive)

2. Instructional Strategy Used (Chapter 3, p. 64)

Identify the primary strategy the teacher used. Take notes on how it was implemented.

Examples (circle or identify which applies):

Direct Instruction

Cooperative Learning (Students work together in small groups to complete a task or achieve a shared learning goal.)

Inquiry-Based Learning (Asking questions/problem-solving through research)

Discussion/Socratic Seminar (Asking questions to strengthen understanding)

Problem-Based Learning (Using real-world problems to strengthen critical thinking and solutions)

Simulation/Role Play (Students act out real-life situations or historical events to better understand different perspectives.)

Graphic Organizers

Primary Source Analysis (Students examine original sources or artifacts to understand a historical meaning)

Project-Based Learning (Students complete an extended project that demonstrates their understanding of a topic through research and creation)

Notes on Strategy Implementation:

How did the teacher introduce the strategy?

Began by handing out papers regarding the information on the titanic and the number of people on the ship, as well as how many people survived and who did not.

Were students actively engaged?

Yes

Did the strategy support understanding of the content?

Yes

Did it allow for higher-order thinking (analysis, evaluation, synthesis)?

Yes

3. Breakdown of the Lesson

Organize your notes into the required components:

A. Activating Strategy (Beginning of Lesson)

(First 510 minutes)

How did the teacher gain students attention?

Rang a bell to gather their attention after switching topics

Was there a warm-up question, video clip, image, primary source, or review activity?

No

Did the teacher connect prior knowledge to the new lesson?

No

Were students asked to think critically or make predictions?

Yes

How did students respond (engaged, distracted, participatory)?

Some appeared to be distracted, but others were clearly engaged. They asked questions and responded to the teachers questions as well.

B. Gradual Release of Responsibility (Middle of Lesson)

(“I Do” “We Do” “You Do”)

1. I Do (Teacher Modeling)

What information did the teacher present?

Facts, and pictures regarding the locations of the titanic. She presented the journey of where they traveled, expecting the students to label their own map.

Was there direct instruction?

Yes

Did the teacher model analyzing a map, document, chart, timeline, etc.?

She modeled a map where the titanic traveled, and told students what to label on their own maps to understand where it traveled.

Were key vocabulary terms introduced?

No

How was content explained (lecture, visuals, slides, textbook, board work)?

Slides regarding information about the titanic and maps expressing where the titanic was located were presented at the front of the class

2. We Do (Guided Practice)

Did students work with the teacher?

Yes

Were there discussion questions?

No

Did students answer questions as a class?

Yes

Were examples completed together?

Yes

Did teacher check for understanding?

Yes. Teacher had students describe what they had learned throughout the lesson.

3. You Do (Independent or Group Work)

Did students complete a worksheet, map, writing task, discussion, or project?

The students completed a map of where the titanic was found and the route it took before it sank

Were they working independently or in groups?

independently

Did the teacher circulate and provide feedback?

Yes. When the teacher walked around the classroom, she noticed when students were confused and helped them figure out here things were located.

Were accommodations visible (if inclusive classroom)?

Not an inclusive classroom

C. Summarizer (End of Lesson)

(Last 510 minutes)

How did the teacher close the lesson?

She simply asked the students to place their papers in the turn-in bin and moved onto the next subject

Did the teacher connect back to the objective?

No.

Notes:

4. Classroom Environment & Management

Seating arrangement (rows, groups, flexible seating)

Students were sat in groups of two across the classroom

Student engagement level

They answered questions when asked but were very quiet otherwise

Transitions between activities (smooth/disruptive)

Smooth and quick. Once the social studies activity was complete they moved right along to the math lesson.

Classroom expectations visible?

Yes, the class makes sure to follow PRIDE (Be Personal, Respectful, show Integrity, Be Dependable, and Engaged.

Use of positive reinforcement?

Yes.

Handling of disruptions?

Calmly reminded students to be quiet until they were called on, or find their seat if they were out of it.

Time management effectiveness?

Teacher was very efficient in managing the time to fit all of the parts of the lesson they intended to teach.

5. Student Engagement & Thinking

Were students asking questions?

Yes

Did students show critical thinking?

Yes

Were multiple perspectives discussed?

Yes

Were primary sources used?

Yes

Did students make real-world connections?

Yes

Evidence of higher-level questioning (Why? How? What if?)

No

6. Assessment Methods Observed

Informal checks for understanding?

Yes

Formal assessment?

No

Exit ticket?

No

Class discussion?

Yes

Written assignment?

Yes

Participation grading?

No

7. Ideas You Would Incorporate in Your Own Classroom

Be specific. Think as a future teacher.

Instructional strategy you liked and would use

Way the teacher introduced the topic

Engagement technique

Classroom management technique

Technology integration

Use of visuals or real-world connections

Notes:

8. Suggestions for Improvement

Remember: Every lesson can improve. THINK CRITICALLY

Could the lesson include more student discussion?

No

Could it incorporate more primary sources?

No

Was differentiation evident?

Yes

Could technology enhance understanding?

No

Was there enough higher-order questioning?

Yes

Could cultural perspectives be broadened?

Yes

Was the pacing appropriate?

The lesson could have been done slower

Write at least one thoughtful, professional suggestion.

9. Personal Reflection

What surprised you?

What challenged your thinking?

Did this change how you view teaching social studies?

What did you learn about instructional planning?

How did this lesson compare to how you were taught social studies?

Social Studies Discipline:

Civics/Government

Geography

History

Economics

Culture/Sociology

Did the teacher model analyzing a map, document, chart, timeline, etc.?

The instructor demonstrated the process of reading and interpreting the chart that illustrated the number of individuals on board, the survivors, the survival percentages, and the percentages lost categorized by passenger class. Students were encouraged to compare the different categories and derive conclusions from the presented data.

Were key vocabulary terms introduced?

Yes, vocabulary such as survivor, percentage, and tragedy were introduced to the class

How was content explained (lecture, visuals, slides, textbook, board work)?

The material was presented through a visual chart and a class discussion.

The instructor referred to the printed data table and probably utilized board work to emphasize key figures and comparisons.

The explanation was engaging and interactive, rather than being solely lecture-focused.