Ayuri and Javier 2/3/14

O. Navarro UCLA SVAH History 10 Period 1

Observations/Commentary/Scripting

A – AyuriJ – JavierT – Ms. HernandezS – Student

About 28 students present.

Quick write is written on the board:“What is reason to get into a street fight?”“Why do you think MS and 18th St have a rivalry?”

8:10

Some students are talking during the activity.

J and A are walking around the class.

Most students seem to be working on the assignment.

A – This is worth points …- Take the next 30 seconds to …

Some students are joking about the gang element in the warm up. S – What is MS … is that a gang?

A - Now we are going to do a pair share … turn to the person next to you and share what you wrote down in the quickwrite.

Students are sharing their answers.

J – We are going to start to wrap it up … we’re going to share out- who would like to share out … what

S – to earn a sense of respect- to record it and put it on facebook- you could talk it outJ – I cant hear jerry from hereS – it just hurts the family

J - The reason we asked this question … start to getting us to think about it

Slide: WWI and the Great War J – We are going to be doing a KWL chart - I need everyone’s attention, what do you all know about WWI

Questions/Suggestions

While this may not have been as successful as you wanted it to be. It was good to be intentional about your essential question.

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Observations/Commentary/Scripting

T tells student to put something away.

A – I’m recording (the answers on the computer) and I can’t hear.S – people died

- it was a world war- Germany lost

J – Everybody knows how long it lasted?S – Four yearsS – Do we write it down?J – No … we are going to post it upS – Hitler was in it … he was a soldierJ – Anybody know what kind of weapons were being usedS – spearsJ - … what do you want to knowS – Nothing

- Was their women involved?- Did they have a wonder …- Did they have drugs?

J – ok, what drugs were used to calm soldiers down?S – was their an atomic bombS – was their womenJ – We will be covering these (pointing at students answers)

A – Ok, so, we just talked about general knowledge we have about WWI? … We will be thinking about the causes of the war? … we will return to the “learned” column

PPT slide: Causalities: Killed and Wounded

A asks students to read off the data from the slideA- Daisy can you read the wounded? S- Was Micho in the war?

There is a lot of talking going on.A- I’m going to wait until it’s quietS – The super bowl was boring

A – Ok, to give context – imagine that you wake up and the entire city of Los Angeles is gone?- Out everyone that involved in the war, half were wounded or died- Ok, electronic devices put awayS – yeah, nobody’s texting youA & J are talking at the front of the class

Students are talking loudly.

A – We are going to be using this handout to help you with the notesA lot of you are familiar with Cornell notes …

Shows a video of Chris Farley (MANIAC)“A” mentions that they will be using Mania as an acronym for the causes of WWIStudents are writing in a packet, which includes title and essential questions

Questions/Suggestions

Are you ok for there to be more than one person talking at the same time? If not, you need some type of procedure in place to make sure that only one person speaks at a time.

Make sure you test the audio before

Students get quiet when they begin the notes

A – In your notes you have to write each of those down.Class is quiet.

Student reads the definition of militarismA-This is a definition that you want to write down in your Cornell notesS – Miss do we write it where it says that one wordJ – yes, where it says militarismA – We are on the second question A – so they are beefing up their army, shipsA – expenditures is moneyS – where do we copy that?

J – the next word is alliance … can someone read this for me- if you go to war, I’ll back you uStudents are quietly writingA – alright we’re going to move on to the next slide

Map of 1914J is explaining the Alliances

J – The two alliances are …S – and the US?J – the us will join later onS – the alliances are …J – the alliances are …

Think write pair shareBased on the map of alliances, how do you think European nations felt about their neighbors?Students write their response on the same page of their warm up

Slide: Alliance of WWIS- that looks cool (referring to flags)Students seem to enjoy the visuals

Slide: Causes of WWI – (Nationalism)A – lets quite down so we can here charmaneCharmane – I already read itA – no you didn’t

J – this one is on the second pageCharmane reads the slide

A explains that there is a lot of ethnic groups in a nationA – how many ethnicities are their among Latinos?

J pulls out two female students

Slide: Ethnic groups in Austria Hungary (MAP)Student walks up to the front of the class and write from the board.

Slide changes to include a clearer vision

Questions/Suggestions

There is some confusion about the activity. Do they write notes in the questions or notes section. Need to be more clear.

I like how you broke up the notes to include a TWPS

Why didn’t you have students explain their answers

A – In your Cornell notes you need to include all of these ethnic groups

Students are writing down the information

J – (in small group) you know how in LA there is a salvadorean area, Korea Town, Little Armenia …- (Whole class) A question that arise, are these different groups … in the Unitied States, we have Latinos, Asians … they are still considered part of the country.

Slide: Nationalism in GermanyJ – This is the next slide, I need everyone’s attention.

For this slide, there is a questions: what is nationalism in Germany

J is walking students through the answers of the C-Notes packetStudents yawns out loud.

J – The question is if we are going to war now will Britain back us up?He explains the United Nations

J – we are going to stop right here. I will give back notebooks tomorrow … S – the papers?J – I need everyone to quite down … you will keep the papers- quite down- have a seat- homework, the same from last week

A – Michael and Carla!J – For homework tonight, if you did not finish your paragraph for teacher expectations … do it tonight.

J – Alright you are dismissed.

Debrief:

Javier indicated that today was a “better day.” He ovserved students writing, listening, and developing questions about the subject matter. Ayuri was happy with the effort although had concerns about the “execution.” She did acknowlege that putting students in pair-shares and breaking up the lecture was positive. They anticipated that today would be a “tougher” day because they were lecturing.

I commented that sharing the essential questions with the students was positive. It solidified the purpose of the lesson. Additionally, students enjoyed the images that were included in the powerpoint. At different time of the lesson, their was a high level of engagement on the subject matter. I also like the TWPS during the lecture. However, I recommend that the sharing out portion in not skipped.

Ayuri and Javier share concerns about the noise level and student engagement. They are in the process of trying to figure out an attention getter or procedure to keep students attention. There was some chatter throughout the class, which impacted the delivery of the lesson. They both agree that they are not okay with so much chatter. I recommended to have more structured, rather than loose activities. For

Questions/Suggestions

example, The TWPS should be structured to focus the conversation. Also, I recommended that they spend more time reviewing the instructions of an activity. A couple times during the lesson (C-Notes & TWPS), students were confused and did not know what to do. This leads to more student chatter and disengagement. We discussed that instruction should be clear and posted to assist students.

Overall, there are a lot of positive things occurring during the lesson. Once all these elements come together, their “execution” will be a lot more effective.