The document summarizes a classroom observation of a government class. Key activities included student groups preparing skits about Supreme Court cases, presenting the skits, and watching a video clip. The observer provided feedback, recommending that the teacher address tardy students individually, have students summarize skits before moving to questions, and encourage deeper thinking about questions rather than quick scribbling. The teacher effectively engaged students with the skit activity but could improve understanding and accountability.

1. 2.15.2012 , 8th PD
Agenda:
1) Skit Prep
2) National Supremacy Skits
3) National vs. State: Arizona Immigration
HW: FRQ
You started class by explaining what you did yesterday in class. You gave the objectives of the skit and
referred to the slide at the front.
“Make sure your skit shows…” Good to review and recap the objective. I’m wondering if you could
offer an incentive for creativity here. Push students to be innovative. I’m also wondering if you could
say that every group was required to rehearse before presenting…
The groups started to talk about what their skit would be like. You sat at the computer to take
attendance.
At 3:21 you left the classroom because Julie was not in the room. Liz stated, “She went somewhere with
Madeline.” What’s going on with Julie always being late/leaving? I would recommend pulling her
aside at some point today/tomorrow to discuss what she is doing and why she feels she can do this. If
you ignore it, she might think she can keep doing it.
Julie walked in with her bag on her shoulder at 3:22.
At 3:23, you walked over to Dana’s group stating, “Here’s how this has been traditionally done.”
You explained how different students held different signs and there were different movements. It’s
awesome you are explaining here, but in order to get the best high quality skits, I would recommend
modeling your expectations to the whole class before they present. You could explain the ways they
could present their skits to make sure that it is ACTION by modeling it, as opposed to just saying it.
At 3:25, Marco and Ian started to ask his group who was going to take on various roles.
You said from your seat, “You guys have 5 more minutes.”
Brandon was talking at his table, “We should write a whole song, right??”
Their group started to play a song and come up with lyrics to their song.
Dana and Marco and Alex were dancing. It seems like the groups have had ample time to work on their
skits right now…
Brandon said, “Picture this we were both…”
You bolted up from your desk and said, “OK, it’s time to present.” You walked in the hallway to get the
group out of the hallway.
At 3:30 you came back in and got the camera. Are we starting to present now or not?

2. At 3:32, you said, “OK… eyes up here…anytime soon? You are done… you are ready to go… Hello?”
“On a piece of paper, while you are watching the other skits, you are going to want to write this down.”
You pulled up a chart you had made on the screen.
Brandon, “What’s wrong Ms. Krause? You don’t want to give us any paper to write this down on?”
Your response, “I don’t think it’s a very extensive amount of notes.” Did you want the students to keep
this in their notes, or are they turning this in?
At 3:34, Group #2, “you guys are up first.”
“If you have any confusion about what case they are… it’s on the screen.” Great addition here… I
remember how you modified this earlier this semester during the debates to clarify understanding.
The first group started to sing… The kids were laughing and thoroughly engaged. Awesome! So glad
you are videotaping!
When the group finished, the others started clapping.
Ian, “Who won?”
Alyssa, “The Supreme Court won.”
You explained how the Supreme Court couldn’t win.
“Does one or three want to volunteer, or are we pulling a popsicle stick?”
Group 1 went to the front.
When the group finished, you asked where the case came from.
“The government can regulate interstate trade.”
The third group went to the front.
Julie, “Can you summarize that again? What happened?” After each group presents, rather than
immediately ask them questions, I try to re-summarize what the students showed through action. Then,
you can ask the whole class questions to check for understanding. That might help you prevent students
from being slightly confused.
Brandon’s group decided to present a rap…
Alex, “I didn’t learn anything from this…”
Brandon, “Ok, we’ll do it without the music?” It’s good that he did this! This is what you should do with
the groups after each presentation… explain first. 
Jan said, “So basically…” She broke down the events in the case.
The class wrote down what they were saying.
Dana, “I liked the enthusiasm!”

3. At 3:46, you said, “Alright! So…”
Alyssa, “Do we turn in our short answers?”
Sonny asked you a question.
“Alright… can I get your attention up here?”
Alex, “Quiet!”
“It’s not 4:05 yet. You know those questions… they are due at the end of class…most people scribbled
down an answer yesterday.” Oo yikes… I’m not sure you should encourage them to “scribble down an
answer…” I think you wanted the students to think in depth about the questions.
Ian, “Do these have to be in depth? Or no, just scribble something down.”
Your response, “No..”
At 3:48, “Ok, we are not answering those questions right now, bc we have something else to do.
Basically we just looked at three Supreme Court Cases...”
You started the video clip. Could you encourage students to also write down important terms that they
hear? I have heard at least 10 terms you have introduced to them this semester. It would be a great
review/recap for them before you ask questions about the meaning. Also… could they be writing
something down here? Dry erase boards maybe?
When the clip ended at 4:00, you started to ask students about the meaning of the clip… state vs.
national control of immigration.
Final Thoughts:
The skit idea was a great way to get some kids’ attention and allow them to be creative. I could tell that
Brandon, Jose, Alyssa, Liz, and Kennedy really liked the activity. Also, I think the clip was a great way to
tie things together. Good terms in the clip were “concurrent” “Inherent” “powers” “delegated”
“immigration” “Constitution” “supremacy” “federal.” Some thoughts I have are:
Make sure you address the issue of students who are repetitively tardy immediately, but I prefer
to talk after class about the issue with the student. You should show that you are willing to hear
their reasoning, but are more concerned with what’s going on. Allow them to give an
explanation, and then explain how you have certain standards, and encourage them to change
their behavior.
I would recommend having students summarize the court case before they leave, after they act,
or for you personally to re-explain what occurred. Immediately jumping to questions only
allows to check for understanding with the students in the group. You should make sure all
students understand the case before moving to this point.
I wouldn’t recommend that you encourage students to just “scribble something down” on their
papers. This sends the message you are just giving them things that aren’t that important. I
don’t think that this was your intent, but Ian’s comment reiterated that your instructions made

4. him decide not to think “in-depth” about the question. Instead, he just wrote something
quickly.
Have students listen for important terms and also the meaning. It allows them to think about
what they’ve learned and apply it.