Pre-Observation Form

Teacher Name: PIPPIN

Date of Observation: 10/26/15

Setting Instructional Outcomes1c
SS-H-HP-U-WC1: Students will understand that: world civilizations
(e.g., African, Asian, European, Latin American, Middle Eastern) can
be analyzed by examining significant eras (Renaissance,
Reformation, Age of Exploration, Age of Revolution, Nationalism and
Imperialism, Technological Age, 21st Century) to develop
chronological understanding and recognize cause-effect
relationships and multiple causation.

List the standards or learning

targets for the lesson.

SS-H-HP-U-WC3: Students will: each era in the history of the world

has social, political and economic characteristics.
SS-HS-5.3.2: Students will explain and give examples of how new
ideas and technologies led to an Age of Exploration by Europeans
that brought great wealth to the absolute monarchies and caused
significant political, economic and social changes (disease, religious
ideas, technologies, new plants/animals, forms of government) to
the other regions of the world.

Demonstrating Knowledge of Content and Pedagogy1a

Explain how this lesson fits
into your sequence of learning
for this class.
Are there any key
concepts that are
prerequisite?
How are the concepts
being taught central to
your discipline?

In order to have a foundational understanding of the causes and build up to the

French Revolution, students have been studying the ideas of the
Enlightenment, including individual philosophers like Locke, Rousseau,
Montesquieu, etc.
Students have also just finished studying the American Revolution and the
Enlightenment influence on the foundations of the American system. They
have looked at the Declaration of Independence and other founding documents
and primary sources.
Students have also studied Absolutism. They know the concepts of divine
right, absolute power, and absolute monarchy.

Demonstrating Knowledge of Students1b

Describe your students.
Are there students with
special needs?
Did your students
background, interest,
readiness or needs
influence your planning?
What formative
assessment information

There are no students in this class with special needs. However, there are
students with varying levels of knowledge. As with every class, it is the
respsonivility of the teacher to find ways to meet every student at their level.
As a result, I try to take these student ability levels into account when I plan.
I used a pre-test to identify whether or not students had a deep understanding
of the content prior to this lesson. Overall, they did not. As a result, my
questioning and discussion techniques are utilized in order to engage some

Pre-Observation Form
impacted your planning?

students on deeper level understanding and other students on more basic

understanding.

Demonstrating Knowledge of Resources1d

List the resources you will use
for this lesson.

We will be using Nearpod for this lesson. Nearpod is an interactive tool that
allows students to be engaged and involved in class lecture and discussion.
Students access it on their laptops.

List the learning activities you

will use.

As mentioned in 1D, we will be using Nearpod for this lesson. Nearpod is an

interactive tool that allows students to be engaged and involved in class lecture
and discussion. Students access it on their laptops.

Designing Coherent Instruction1e

Students will have the opportunity through Nearpod to engage directly with
the content. I like it because it gives them chances to draw, answer, and
respond throughout the lecture.

Designing Student Assessments1f

Describe how you will know
that your students have
mastered the learning target.
Is there a formative
assessment?

Students will be given different formative assessments throughout the lesson

using Nearpod. They will have the chance to showcase their understanding
through different questions, responses, and activities.
The summative assessment over the French Revolution at the end of the unit
will also allow students to showcase their knowledge and mastery of the
learning targets outlined in the lesson.