Teacher Evaluation Using the Danielson Framework 2. Building Evaluation Skills: Gathering Evidence from a Classroom Observation D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens
Assignment Introduction
CHARLOTTE DANIELSON: Now, you get to try this on your own. You've seen what I and my team did, with watching a video, and locating evidence of The Framework for Teaching, and now it's your turn to try it on your own with a new teacher, in a new lesson.
Watch the lesson. Take notes in whatever form you want, and then when you're finished, don't do it before, don’t cheat, when you're finished, you can compare the evidence you collected for the different components of the Framework against what we found, and see how you did. Now, you might find evidence that we didn't see. That's great. But just use it as a check on your own skill.
A Classroom Teacher in Action – Part 1
MARLENE GIVENS: We're gonna go ahead and get started with our bell word, hi- ho, hi-ho. Go ahead and put your textbooks away. I saw that some of you took those out to read after you were done with your bell work. Excellent job. Bell work out on your desk. Please first make sure that your name is on it.
Now, we have dealt with this before. We've worked with verbs before, especially in our writing. What craft have we done in writing that deal with verbs? I love the hands going up. Xavier?
XAVIER: Action, description.
MARLENE GIVENS: Action, description. But what pertaining to verbs? We don't usually say action verbs, but we call them something else. Ardashia?
ARDASHIA: Vivid verbs.
MARLENE GIVENS: Vivid verbs. And remember those vivid verbs, they really, really paint the rear picture. Well, with our bell work this morning, we're just dealing with our ordinary action verbs. And, basically, we already know what a verb is. Well, let me not assume that you already know. Tell me. What is a verb? This is your think time.
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This is your think time. Once you have your response, go ahead and raise your hand. All right. Israel?
ISRAEL: It's the action that you do.
MARLENE GIVENS: Exactly. It's an action word. It shows action. For example, run, hop. But a vivid verb for run might be, Jaylin?
JAYLIN: Zip.
MARLENE GIVENS: Zip.
STUDENT 1: Sprinted.
MARLENE GIVENS: Sprinted. All right. So let's go ahead and take a look at our bell work. It says action verb shows some kind of action. They are used to show what someone or something does, did or will do. Then they give us an example: We hike down the trail.
Underline the action verbs in each rule. Those are the directions, and we read the directions because the directions –
CLASS: Tells what to do.
MARLENE GIVENS: All right. So we have to underline the action verb. Hiking rules. No. 1, somebody help me identify the action verb in this sentence. Everyone should walk not run on the trails. All right. Got some good hands. Dionne?
DIONNE: Walk.
MARLENE GIVENS: Walk is one. Run. Are there anymore in that sentence? Excellent. I saw Miraydi shaking her head no. Let's look at No. 2. So you should have underlined "walk" and "run." Please throw away the trash. Alyssa?
ALYSSA: Throw.
MARLENE GIVENS: Throw. Excellent job. Throw is the correct answer. Good job, sweetheart. No. 3: Do not drop or throw rocks into the canyon. Clifford, what is it?
CLIFFORD: Drop.
MARLENE GIVENS: Drop is one. Lawrence?
LAWRENCE: Throw.
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MARLENE GIVENS: Throw is another. Good job. Thank you, sweetheart, come on back in. Let's look at No. 5 – I'm sorry, I skipped No. 4. I need a strong reader, maybe a few, to help me read this one. Clifford, I want you to help me. Jamayshia help me. Louis help me. I love those hands going up. Let's read No. 4 together. Ready? Go. When you hike down to the bottom, you may camp only in the campground. Action verb? I know what it is. I got it. To?
CLASS: No.
MARLENE GIVENS: I was just playing. I got it. I got it. Okay, wait. Camp?
CLASS: No.
MARLENE GIVENS: Okay. Help me understand. Valexia?
VALEXIA: Hike.
MARLENE GIVENS: Hike is one, absolutely. Are there anymore in that sentence?
STUDENT 2: Camp.
MARLENE GIVENS: Camp. You guys told me I was wrong.
STUDENT 2: I didn't.
MARLENE GIVENS: Camp. What they're saying is not like you're going out, you're camping. It's something that you're actually doing. High-five, you got it. All right. Let's look at No. 5: Fires may be built only in marked areas. Action verb. I'm going back up to my T here. It says an action verb shows some kind of action. What someone or something does. So I'm going to say that that action verb is areas.
CLASS: No.
MARLENE GIVENS: Why are you guys looking at me?
CLASS: Because it's funny.
MARLENE GIVENS: Okay. Since I got it wrong, somebody help me identify the action verb in that sentence. Alyssa?
ALYSSA: Built.
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MARLENE GIVENS: Built. Good job, honey, built is the correct answer. Six. Let's go on down. We have three more left. Store your food in a nearby tree. Look at all these excellent hands.
STUDENT 3: Store.
MARLENE GIVENS: Store, high-five, that's right. All right. Let's look at the next one. Be polite to other hikers; stop to let them pass you. There are two action verbs in that sentence. All right, Joel, help me out with one.
JOEL: Stop.
MARLENE GIVENS: Very good. And the other one? Someone I haven't called on. Marquest?
MARQUEST: Hikers.
MARLENE GIVENS: Hikers, not hikers. Very close. What is hikers? What type of word is that?
ARDASIA: Noun.
MARLENE GIVENS: A noun. A person, place or thing. Remember those are nouns. We covered that last week. Good try, though. Thank you Marquest for trying. There's one more action word, action verb in that sentence. Janai?
JANAI: Pass.
MARLENE GIVENS: Pass. Very Good. And the last one. On hot days, take plenty of water and wear a hat. I'm showing some hands but not a lot. This is your think time. Jan and Dean have a response? No. All right. Well, let's take a look at it. On hot days take plenty of water and wear a hat. Remind me, sweetheart, what is an action verb?
STUDENT 4: It's a word that takes action.
MARLENE GIVENS: That shows action. Good job. You're absolutely right. Now let's take a look at this instance together. On hot days, take plenty of water and wear a hat. You have something underlined there. Absolutely. See. Have confidence.
A Classroom Teacher in Action – Part 2
MARLENE GIVENS: Take is one. And there's one more. Miraydi?
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MIRAYDI: Hot days.
MARLENE GIVENS: No, not hot days. Thank you for trying.
VALEXIA: Wear.
MARLENE GIVENS: Wear. Absolutely. So boys and girls, this was just a brief review over action verbs. Make sure your name and today's date is on it. It is May 6th. And pass your papers forward. Good job. I love the way Marquest has done that. He passed his paper forward. Excellent job. Valexia's in her LP position. You need a raffle ticket for that one. Good job, I didn't even have to say that. Good job. This whole table right here looks great. That table looks great.
All right. We're moving on into Readers Workshop. Who can make a prediction as to what our reading strategy is going to be about today? Got some good hands. Zion?
ZION: Main idea.
MARLENE GIVENS: How did you know main idea?
ZION: Because [inaudible].
MARLENE GIVENS: You looked at our objective. All right. Excellent. You know we always post our objective, so you know what we're gonna cover today, and we covered it this week, main idea. But I need somebody to help me, remind me what in the world is main idea? My goodness, look at all these hands. All right. Andretabia?
ANDRETABIA: The main idea is what something is mainly talking about.
MARLENE GIVENS: What something is mainly talking about. She is on point. That is correct. And if you look at our anchor chart that we did earlier in the year, it has it right up there, that main idea is what the writer wants to say about a subject. What is the passage or the text mainly talking about?
And so we're gonna work today a little bit more with main idea. And we have some creative things that we're gonna do in group work. I'm so excited. Are you excited?
CLASS: Yes.
MARLENE GIVENS: All right. Well, the first one, I'm gonna show you a passage. And I'm going to identify the main idea. And there's something else that goes along with main idea. And this something else is really, really important. Because if you don't have these things then you probably don't have the right main idea. I just can't remember what they're called. Gabrianna?
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GABRIANNA: Supporting details.
MARLENE GIVENS: Supporting details. Were you gonna say that? Raise your hand if you were gonna say supporting details. And guess what, you are all correct. Supporting details.
Now, here's a really, really hard question, so please make sure that you're listening. What does a supporting detail do? Joel?
JOEL: It supports the main idea; it backs it up; it proves your answer. MARLENE GIVENS: I like the way he worded that. It backs it up to prove your answer. And you know when you're in here, and at school period, you have to be able to prove your answer. So it backs it up.
Can anyone else form another sentence that tells me what is supporting detail, and what they do? Tyson?
STUDENT 5: They support the main idea.
MARLENE GIVENS: They support the main idea. Anything else? Shaylin?
SHAYLIN: And to make sure the main idea is right.
MARLENE GIVENS: And make sure that you have the correct main idea. Zion
ZION: To make sure that the answer is correct.
MARLENE GIVENS: To make sure your answer is correct. That’s one way to check to see if you have the correct main idea. But not only that, supporting detail, they give more information about the main idea. So that's how you prove it. That's how you back it up. That's how you make sure your answer is correct. Because if your supporting details do not give more information about the main idea, you probably don't have the right main idea.
So look at this. "Yesterday, a huge tornado blew threw three small towns in Kansas. Even though the tornado wasn't very big, it caused a lot of destruction. Six homes were destroyed, and the roof was blown off a local shopping mall. Many trees were also uprooted and power lines fell down. It's amazing that nobody was seriously hurt." Now, looking at this, I can say that my main idea is that a tornado caused a lot of destruction in Kansas. I'd say that that's the main idea in this passage. Now, in order for me to say that, what do I need to be able to tell all of you. Ardashia?
ARDASIA: The supporting details.
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MARLENE GIVENS: The supporting details. Okay. So let me circle something here. I say that the main idea of this paragraph is that a huge tornado blew through three small towns in Kansas. That's my main idea.
Now, my supporting details are to prove that a tornado blew through three small towns in Kansas and caused some destruction is: Six homes were destroyed, that's one. A roof was blown off a local shopping mall. I'd say that's some destruction. Many trees were uprooted, and power lines fell down. All of those are supporting details that prove that our main idea is that a tornado blew through a small town in Kansas and caused some destruction. But like they did see, gladly, nobody was hurt.
Let me try another one, and now this time you are gonna help me. So I just modeled for you, now I need a little assistance. Okay?
A Classroom Teacher In-Action – Part 3
MARLENE GIVENS: Okay?
CLASS: Okay.
MARLENE GIVENS: I’ve just got to make sure you’re with me. I don’t want to be in school by myself. All right. Let’s try this one. Um, Tatiana just came through.
Here we go. Yesterday, firefighters visited Elm Elementary to talk about fire safety. The firefighters concentrated on safety at home and the students learned many important things. Students were taught that all electrical cords should be checked for fraying, and outlets should never be overloaded. They also learned that each family should have an escape plan for getting out of the house in case of a fire. It’s important isn’t it? In addition, the students learned that every house needs a fire alarm. So, what is the main idea of that paragraph?
This is your think time.
I love the way Jenia is really focused on the text, she’s looking at it. As soon as you know what the main idea is, raise your hand.
All right. Jannon, what do you believe the main idea is?
JANNON: [INNAUDIBLE]
MARLENE GIVENS: He said that he believes that the main idea of this paragraph is that firefighters visited Elm Elementary to talk about fire safety. Did I get
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that correct? Raise your hand if you agree with him. Okay, we have a lot of students disagreeing. I’m not saying it’s right, I’m not saying it’s wrong. You have to prove it to me.
FEMALE STUDENT: [INNAUDIBLE]
Okay. The fact that they learned many important things such as?
JANNON: [INNAUDIBLE]
MARLENE GIVENS: Okay, excellent. That is a supporting detail to what you claim the main idea is that firefighters visited Elm Elementary to talk about fire safety. One of the supporting details Jannon just said that students were taught that all electrical cords should be checked for fraying and outlets should never be overloaded. So, I’m with you so far. But guess what? We’ve got to have more than just one supporting detail. Help me out, I want to get some more. Louis?
LOUIS: We also learned that each family should have their escape plan out of their house in case of a fire.
MARLENE GIVENS: Yes! I agree, that is another supporting details. You guys are on fire! Let me get another one. Jaquan?
JAQUAN: In addition, the students learned that every house needs a fire alarm.
MARLENE GIVENS: I think everybody in here got the main idea correct. As a matter of fact, I’m positive because you all were able to prove the supporting details. Now, this is when you guys are going to do some things on your own in groups, without me. I’ll be circulating to help out, but what I would like for you to do is I’m going to give each group a paragraph, just like what we had, but it’s a different one.
I’m going to give you one minute, one minute to read the paragraph. After that minute, I’m going to give you three minutes to turn and talk to your neighbors to discuss 1) the main idea, and 2) the supporting details. Because you know I’m going to challenge you. If you tell me the main idea of something, you have to be able to prove it to me. I need somebody to repeat that because I just said a mouthful. What is it that I want you to do? Joell?
JOELL: You said that you’ll give us one minute to read the passage that we’re about to [inaudible], after that, you’ll give us thee minutes to discuss one main idea and two supporting details.
MARLENE GIVENS: Good. Very good. He hit everything. That memory is fabulous, honey. One minute to read it, three minutes to turn and talk and discuss within
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your group what the main idea is and the supporting details. All right. As you all just restated exactly what I want you to do is to read the passage, go ahead and share, pass them around, make sure everybody has their own passage. You all have the same passage within your group.
What you’re going to do is read for one minute. I’m going to time you. After that one minute, I’m going to ask you guys to turn and talk and discuss what the main idea is and the supporting details because that’s what proves what the main idea is. Okay. Starting now. All right. Excellent job. Now, that was one minute. Now, you’re going to have three minutes to turn and talk with your neighbor to discuss the main idea and make sure that you’re able to prove with supporting details what the main idea is. Starting now.
Make sure you let everybody talk. Okay, that could be one depending on what you main idea is. Go ahead and share. First of all, what did you guys decide on what was the main idea.
STUDENT: A [inaudible] eats burgers.
MARLENE GIVENS: A man who loves to eat burgers. Okay. So, you were saying that one of the supporting details was –
STUDENT: He especially likes burgers with cheese, bacon and onions, but he also likes [inaudible].
MARLENE GIVENS: Okay. That does show that he likes burgers. That might be a supporting detail. Do you have any more supporting details in there?
STUDENT: The man even likes a good veggie burger when he wants something healthier.
MARLENE GIVENS: He even likes veggie burgers when he wants something a little healthier? Ms. Givens doesn’t eat veggie burgers, I’m sorry.
STUDENT: He [inaudible].
MARLENE GIVENS: Okay. All right. It looks like you guys are on the ball. I want you to go ahead and continue to talk as a group because get ready to share out; I’m going to have you come up and tell me the main idea and supporting details. All right. Did you guys decide on the main idea? What did you say it was Clifford?
CLIFFORD: She said it was the poison frog, dart frog, is one of the [inaudible], it protects itself.
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MARLENE GIVENS: You were kind of whispering there, baby, it was hard for me to hear you, so let me repeat what I think you said. You correct me if I have it wrong. But did you say that the main idea was about a dart frog that’s poisonous?
CLIFFORD: Yes.
MARLENE GIVENS: Is that what you said? Okay, is that what your group agrees upon? All right. What are the supporting details? Prove it.
STUDENT: The supporting details are one of the things [inaudible] poison, it shoots poison out of its skin to protect itself.
MARLENE GIVENS: Okay. Now, how are you going to prove that it’s poisonous?
STUDENT: It’s poison is extremely [inaudible], it has been known to [inaudible].
MARLENE GIVENS: Sound it out right here.
STUDENT: Paralyze – known to paralyze [inaudible].
MARLENE GIVENS: Okay. Now, that is a very strong supporting detail for what you all said the main idea is. So, I want you to continue to talk as a group and be ready to come up and share what the main idea and the supporting details are. So, continue to talk. Okay, let me stop you right there, what’s the main idea?
STUDENT: The main idea is about [inaudible].
MARLENE GIVENS: Okay. And do you all have the supporting details that prove that he loves to read the mystery stories? All right. Be ready to share out in about a minute and a half, the supporting details that go along with that main idea. You’re going to come up and share it with the class, okay?
STUDENT: Right now, I’m thinking the main idea is where it says more importantly, he learned that Siberian tigers are endangered. You might think it’s that one because it’s more importantly or it might be and he learned many interesting facts about Siberian tigers.
MARLENE GIVENS: As a group, what do you all think that the main idea is?
STUDENT: think that more importantly, he learned that Siberian tigers are endangered.
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MARLENE GIVENS: Is that what the group thinks? What do you think Janesha?
JANESHA: I think it’s that the Siberian tigers and he had learned so many interesting facts about them.
MARLENE GIVENS: Okay. I agree with that, you guys are going to have to prove your answer in just a minute. I’m going to call each group up and you’re going to have to tell me what is the main idea, which you have that correct, Jenesha, but you have to be able to prove that. I’m going to challenge you, and I like what you said about that. I think you should share that with the class, that’s very good.
All right, boys and girls, go ahead and stop. LP position for me. All right, each of you have now become experts on your own paragraphs, and what I’m going to do is I’m going to have you all, as a group, the entire group is going to stand up right where you are and you’re going to share out with all of us, the rest of the class what the main idea of your paragraph is and I’m going to have some questions, so get ready.
All right. Let’s start with this group. Go ahead and stand up for me. And while they stand up, I’m going to take one of the passages, just so we can see it up here as a visual, for all my visual learners. Here’s the passage that they had. All right, honeys what is the main idea of this paragraph?
STUDENT: The main idea is that [inaudible].
MARLENE GIVENS: Okay. She said that the main idea of this paragraph is that Theo loves to read mystery books. I don’t believe it. Prove it to me. Jaquan, I need a supporting detail, okay?
JAQUAN: One of the supporting details are the last time he read the Case of the Missing Cat and the Lost Shoe, and fits in the missing pieces [inaudible].
MARLENE GIVENS: Okay, so let me repeat. You said that he read the Case of the Missing Cat and the Lost Shoe, and the entire Missing Pieces series, is that correct?
JAQUAN: Yes.
MARLENE GIVENS: Okay, so it sounds like, based on the titles that they have here, the Case of the Missing Cat, the Lost Shoe, the Missing Pieces, we talked about that genre last week and it was the genre of? Raise your hand and tell me what genre did we work with last week?
STDUENT: Mysteries.
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MARLENE GIVENS: Mysteries. So, based on these titles, it sounds like they’re mystery books, so that’s a supporting detail. Any more supporting details from this group? All right, Jenia.
JENIA: [Inaudible] he loved mystery books; Theo had no problems [inaudible].
MARLENE GIVENS: Okay. Let me make sure I heard what you said. You said Theo had no problems selecting a book for his class book report, knowing how much he loves mystery books, but what book did he select for his class book report?
STUDENT: Student Detectives.
MARLENE GIVENS: Student Detectives. Okay. Any other supporting detail?
STUDENT: report was rich, but the best part was when he said to the class [inaudible].
MARLENE GIVENS: Did you guys hear that? He took the class on a hunt around the schoolyard. That sounds fun. Mysterious. All right. Guess what? You hit it on the money, honeys. Your main idea was correct, and your supporting details backed it up. Wrap it up sweeties, I love the way you did that. Go ahead and have a seat. All right, let’s get another one.
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