Microteach II

Here is a space for you guys to comment on my lesson.

I appreciate the constructive criticism!

Observation Four

In this lesson, I observed the teacher discuss the powers of the legislative branch in a special education class. Below is the quiz I made centered around her objective for the day. Since I have yet to take my special education classes, I am not sure if this is too difficult. I tried to make it as fair as I could.

Objective: TSWBAT identify and explain the powers vested to the legislative branch.

Quiz

Answer the following multiple choice questions and respond to the short answer in 3-5 sentences.

1.       Which is NOT a power that congress possesses?

A.      Regulate commerce

B.      Coin money

C.      Tax citizens

D.      See the law be faithfully executed

2.       ____________ has the power to try Impeachments.

A.      Attorney General

B.      Senate

C.      House

D.      All of Congress

3.       A bill is proposed to the President when…

A.      The House passes the bill

B.      The Senate Passes the bill

C.      Both chambers of Congress pass the same bill.

D.      The Senate enacts a cloture

4.       Which clause gives Congress the power to act in areas outside the powers directly stated in the Constitution?

A.      Necessary and Proper Clause

B.      Contract Clause

C.      Exceptions Clause

D.      Supremacy Clause

5.       ____________ was a piece of legislation passed by Congress that allowed the President to use “all necessary measures” to repeal armed attacks against the United States and prevent further attacks.   

A.      Wars Power Act

B.      Patriot Act

C.      National Security Act

D.      Gulf of Tonkin Resolution

Give two reason as to how Congress under the Constitution is stronger than the legislative body under the Articles of Confederation?  

                                                                                                     Observation 3 

Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Mr. Scappini	Subject: Psychology	Grade(s): 9-11
Name of Lesson: Identity: Constructed Responses
Essential Question:  (Why are you teaching this?) So that the students can express themselves properly in written form. This includes the ability to use correct grammar and present a well analyzed argument.
Learning Objective(s): (include A, B, *C, *D) *assumed to be with pen and paper, individually, and 100% The students will be able to summarize the main points of three articles regarding identity and discuss their findings with the class by the end of the period, which will be incorporated into their constructed response papers to be turned in later.
Bloom’s Taxonomic level: Analyze and Synthesize
Student Standards: (Common Core or subject specific, write out the exact standard) “W–10–2.1 In response to literary or informational text, students show understanding of plot/ideas/concepts by selecting and summarizing key ideas to set context, appropriate to audience.” (Common Core, Writting)
Teacher Standards: (RIPTS or NETS or WIDA; write out the exact standard): “Standard 5: Teachers create instructional opportunities to encourage all students’ development of critical thinking, problem solving, performance skills, and literacy across content areas.” (RIPTS)
Materials/Resources needed, including technology: Computers, handouts, folders
Accommodations and Modifications: (special needs and learning styles) N/A
What content resources support this knowledge base? (list at least 2) ·         http://www.psychologytoday.com/basics/identity ·         http://www.mdk12.org/instruction/curriculum/hsa/government/ss_guidelines.html
How confident are you in this topic as you start this lesson? He seems to know his information

Lesson Plan Template part 2 = action
Phase	Time	Teacher action	Student action	Questions/Assessments
Anticipatory Set: (How will you engage students?)
Step One	2 minutes	Give handouts to the students; explain task for the day; and remind students of larger goal (constructed response).	Focus on the handouts with the teacher; ask any clarifying questions.	Ask students if they know what is expected of them. Watch students nonverbal language to ensure they know what is expected of them
Step Two	1 minute	Have students get a computer and open up to the articles	Do the task they were told	Watch to make sure they are on track
Step Three	27 minutes	Let students read articles and answer questions	Read articles and answer questions	Monitor the students; clarify any questions they may have; keep on track
Step Four
Assign/review HW
Closing How will you review the material, and draw conclusions?	10 minutes	Summarize findings with class through large group discussion. Remind students about overlying project.	Answer questions/ further conversation	Ask what they found out when reading. What did they think of the articles?
Review and Reflection: How will you review for students who are still having trouble?  Not Observed during this class, but based on the last observation he typically spends extra one on one time with the students obviously trying, but not getting it when he walks around the class.
Time Management: What can you eliminate if you run out of time? Not observed. My guess would be that the students would do less readings to leave time for discussion.
Extension: What will you offer to students who have mastered this? Not observed. Again my guess is that he would have the students start writing a rough draft of their constructed response paper.

*I never observed this lesson; so much of the above is speculation. Due to a mix up in the arrival time of the students I only spoke with the teacher about what he was going to do.

*I am also not sure how much longer the students had left in the classroom after returning from lunch.