Coaching Log For SIM Framing Routine
Coach: Lisa HuffmasterCoachee: Jessica Brakebill, GHS Special Education
March 17, 2025 SIM overview review & Framing Intro:
Can you tell me about the main objectives or goals of your upcoming lessons?
Writing and comprehension of complex materials (novel) What specific skills or knowledge do you hope your students will gain from these lessons? Write on demand about a particular topic or in response to the material they are reading. We will be exploring each character’s motivation.
Which Arkansas Standards will these lessons address?
10.RC.7.RL: Describe how characters’ points of view (POV) and/or perspectives are shaped through experiences.
10.W.5.P: Organize writing logically, composing an introduction, body, conclusion, and/or purposeful reflection when appropriate.
Are there any particular concepts that your students tend to find challenging in this unit?Writing in response to a prompt re: the reading materials.
What strategies or instructional approaches have you found to be successful with this group of students?graphic organizers, individual conferencing on writing, review, class discussions, modeling
Could you describe the range of learning needs in your classroom, including any specific accommodations or supports for students with disabilities? High incidence disabilities ADHD, Reading/writing specific learning disabilities, and some students with high functioning autism.
What are your students’ strengths, and how do they typically engage with content? Opportunities to utilize their creativity
How do your students currently work on identifying key content, main idea, and essential details? Many are still working on basic reading skills and improving their fluency.
Is there a specific area where you’d like additional support, such as improving reading comprehension, problem-solving, or note-taking?Writing skills. Developing a focused & cohesive response/paragraph.
Are there any classroom management considerations or unique classroom dynamics you’d like me to be aware of as we plan the model lesson?
What questions might I answer?
Dates/Times for Lessons?April 4th - 5th period Chapter 21 and motivations of characters April 16th 5th period TBD May 7th 5th period TBD
April 4:
On May 7, 2025 Mrs. Brakebill taught a lesson using the Framing Routine. I used a fidelity checklist to ensure that the Framing Routine was taught using the following components: Frame was displayed, Main Idea Stated, Key Details Identified, Teacher Modeling Thinking, Students Participate, Relationships Identified and So What?
A copy of the fidelity checklist was uploaded as evidence. Mrs. Brakebill demonstrated high fidelity. I cautioned her to make sure that her “ is about”… and “so what” statements stay simple & brief.
Coach: Lisa HuffmasterCoachee: Jessica Brakebill, GHS Special Education
March 17, 2025 SIM overview review & Framing Intro:
- Discuss the process:
- Plan an opportunity for a lesson
- I will model that first lesson, depend on you for classroom management and individual student needs.
- Engage in a reflection conversation after the lesson
- Gradual release to you to teach Framing Routine lesson
- Provide support with Framing Routing till implementing with fidelity
- Set up follow up visits
Can you tell me about the main objectives or goals of your upcoming lessons?
Writing and comprehension of complex materials (novel) What specific skills or knowledge do you hope your students will gain from these lessons? Write on demand about a particular topic or in response to the material they are reading. We will be exploring each character’s motivation.
Which Arkansas Standards will these lessons address?
10.RC.7.RL: Describe how characters’ points of view (POV) and/or perspectives are shaped through experiences.
10.W.5.P: Organize writing logically, composing an introduction, body, conclusion, and/or purposeful reflection when appropriate.
Are there any particular concepts that your students tend to find challenging in this unit?Writing in response to a prompt re: the reading materials.
What strategies or instructional approaches have you found to be successful with this group of students?graphic organizers, individual conferencing on writing, review, class discussions, modeling
Could you describe the range of learning needs in your classroom, including any specific accommodations or supports for students with disabilities? High incidence disabilities ADHD, Reading/writing specific learning disabilities, and some students with high functioning autism.
What are your students’ strengths, and how do they typically engage with content? Opportunities to utilize their creativity
How do your students currently work on identifying key content, main idea, and essential details? Many are still working on basic reading skills and improving their fluency.
Is there a specific area where you’d like additional support, such as improving reading comprehension, problem-solving, or note-taking?Writing skills. Developing a focused & cohesive response/paragraph.
Are there any classroom management considerations or unique classroom dynamics you’d like me to be aware of as we plan the model lesson?
What questions might I answer?
Dates/Times for Lessons?April 4th - 5th period Chapter 21 and motivations of characters April 16th 5th period TBD May 7th 5th period TBD
April 4:
1. Coriolanus Snow
- Motivation: Survival, status, and power. Coriolanus is driven by the need to restore his family’s former wealth and status. As a mentor in the 10th Hunger Games, he wants to win at all costs, which initially makes him resourceful and cunning.
- Role in the Plot: His relationship with Lucy Gray Baird forces him to grapple with loyalty versus ambition. As the story progresses, his choices—both manipulative and calculated—lay the foundation for his transformation into the tyrannical President Snow of The Hunger Games trilogy.
2. Lucy Gray Baird
- Motivation: Survival and independence. As a tribute from District 12 and a member of the Covey (a traveling musical group), Lucy Gray uses her charm, intelligence, and musical talent to navigate the Hunger Games and the Capitol’s control.
- Role in the Plot: She forms a complex relationship with Coriolanus, which shifts between genuine affection and strategic alliance. Her distrust of authority and desire for freedom lead to her eventual disappearance, leaving Coriolanus questioning his own path.
3. Sejanus Plinth
- Motivation: Justice and rebellion. Coming from a wealthy District 2 family, Sejanus detests the Capitol’s oppression and sympathizes with the districts.
- Role in the Plot: He inadvertently entangles Coriolanus in his rebellious activities, which forces Snow to choose between loyalty to a friend and securing his own future. Sejanus’ fate serves as a moral test for Coriolanus, ultimately pushing him further into a ruthless mindset.
4. Dr. Volumnia Gaul
- Motivation: Control and experimentation. As the head Gamemaker, Dr. Gaul views the Hunger Games as a means to instill fear and obedience. She believes in using war and brutality to maintain order.
- Role in the Plot: She manipulates Coriolanus, testing his capacity for cruelty. Her psychological influence helps shape his belief that power must be maintained through fear and manipulation.
5. Tigris Snow
- Motivation: Family loyalty and survival. Coriolanus’ cousin, Tigris, supports him out of love, working tirelessly to provide for their struggling household.
- Role in the Plot: She serves as Coriolanus’ moral compass early on, encouraging kindness. However, as he descends into selfish ambition, she becomes increasingly disillusioned with him, foreshadowing their estranged relationship in The Hunger Games trilogy.
6. Dean Casca Highbottom
- Motivation: Guilt and resentment. As the reluctant creator of the Hunger Games, he despises their existence and loathes Coriolanus due to his father’s role in Highbottom’s downfall.
- Role in the Plot: His interactions with Coriolanus contribute to the young Snow’s growing ruthlessness. Highbottom’s tragic arc highlights the inescapable grip of the Capitol’s cruelty.
On May 7, 2025 Mrs. Brakebill taught a lesson using the Framing Routine. I used a fidelity checklist to ensure that the Framing Routine was taught using the following components: Frame was displayed, Main Idea Stated, Key Details Identified, Teacher Modeling Thinking, Students Participate, Relationships Identified and So What?
A copy of the fidelity checklist was uploaded as evidence. Mrs. Brakebill demonstrated high fidelity. I cautioned her to make sure that her “ is about”… and “so what” statements stay simple & brief.
