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Northern State University Student Teaching Experience

Teacher Work SampleFall 2018

DescriptionA Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction on students’ learning as well as provide evidence of candidates’ teaching performance during the Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and ReflectionII. Contextual Information III. Instructional Design and Implementation

Format

Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another person’s ideas or material (such as theorists), cite these in a separate section at the end of the TWS under References and Credits. (APA is recommended)

Font and Spacing: Use Arial size 12 font and print on both sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission

An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 488 Your electronic portfolio/professional website (please remember to remove the cover page

with identifying information before posting). Your university supervisor (please check with your university supervisor to determine which

format (print copy or electronic) he/she prefers.

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Task I: Professional Goal Setting

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for determining their professional goal.

NSU Conceptual Framework Categories

Potential Category Outcomes (You will choose one of these outcomes

as the basis for your goal)

Description

Knowledge of Self as an Individual

Respect and Concern for Students

Commitment to Health and Safety

Knowledge of Self as an Individual recognizes the educator’s influence in the lives of students and emphasizes the importance of building trust relationships, and setting positive examples.

Knowledge of the Learner Developmental Needs

Student Diversity

Knowledge of the learner focuses on an understanding of growth and development of learners in the contexts in which development takes place and an understanding of how student diversity interacts with the learning process.

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad understanding of the centrality of content knowledge for teaching, and ability to organize central concepts and principles of a subject matter, and a responsibility for acquiring new knowledge.

Knowledge of Pedagogy Planning Implementation Assessment Classroom Management and

Organization Instructional Materials and Technology

Pedagogical Knowledge includes those principles and strategies necessary for effective teaching, including the planning, implementation, and assessment of instruction, classroom management and organization, knowledge of curriculum and instructional materials, and integration of technology.

Knowledge of Self as a Teacher and Member of a Learning Community

Parent and Community Involvement Commitment to Teaching Interpersonal Relations Professional Growth and Development

Knowledge of Self as a Teacher and Member of a Learning Community calls for a collaboration among teachers, students and their families and communities that embraces diversity, promotes a positive sense of personal identify, and enhances the possibilities for academic success.

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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:Implementation

c. Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.

My goal for this experience is to become more comfortable and gain more experience with the implementation portion of lessons at the elementary level.

I chose this goal for my experience because I have had a lot of special education exposure in

my recent experiences, so my lesson implementation abilities in the general education

classroom are not as strong as I would like them to be. I feel I need to gain more experience

with including activities in lessons and other strategies that help the students learn the material,

but also have fun while they are learning.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:I plan to use various strategies and resources to achieve the goal stated above. Two of the biggest

resources I am going to need to use to achieve this goal are my Cooperating Teacher and my University

Supervisor. As I am planning my lessons, I will be sure to ask them for suggestions as needed as well as

their opinion for various lesson tasks. I will also do my best to try different teaching strategies

throughout this experience to find out which strategy (or strategies) work best for me during the

implementation of the lessons and for my students to ensure they are accurately learning and retaining

the information.

e. Reflect on your progress/growth toward achieving this goal:I feel that I accomplished the goal I set at the beginning of my student teaching experience, with

the help of my cooperating teacher. My cooperating teacher assisted me with implementing a

variety of activities into a majority of my lessons to make the lessons more interesting and

interactive for the students. I learned a lot from watching her teach and observing the strategies

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she used while she was teaching. I also took all of the feedback she gave me after I finished

teaching and applied it to the following lessons I taught. After my experience, I feel much more

comfortable with implementing various types of lessons and activities throughout a lesson.

Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school counselor, Infinite Campus, student files (with administrative approval), school data available online.http://doe.sd.gov/reportcard/listnew/

**The below information and resource is take, in part, from Educational Testing Service Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching and learning. Understanding these factors as they relate to your teaching will help you determine the instructional strategies and approaches that will support your students’ learning. In this chart, address any factors listed as they pertain to your teaching assignment. The subcategories listed under each category are just suggestions; there may be other subcategories that you would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

All of the students in this classroom are in second grade. This is a general education classroom with a handful of students who are pulled out for various services throughout the day. There are three students are on an IEP with two of those students also being on a Behavior Plan along with one additional student that is just on a Behavior Plan. One of those students completes all of their reading instruction outside of the classroom and has in-class assistance during a portion of the math instruction. All three students on an IEP are pulled out for speech along with one other student and two are pulled out for OT. The rest of the students are typical second graders with varying ability levels throughout the classroom. This is shown during reading groups when there are five different levels of reading groups worked with throughout a certain period of time each day.

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http://doe.sd.gov/reportcard/listnew/

Community(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

The school is located in an urban community. Population: 27,418. Poverty rate: 12%.

District(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

Enrollment: 4,383. Graduation rates: 317 students (average) 83.28%. Students who receive free or reduced lunch: 25.6%. Ethnicities: Hispanic/Latino: 185; Native American: 236; Asian: 117; African American: 82; Native Hawaiian: 10; Caucasian: 2649; Multi-Racial: 151. Students with Disabilities: 441. ELLs: 154. Economically Disadvantaged: 1390. The district spends around $8,523 per student per year.

School(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

Enrollment :197 students in 2017 (251 students in 2018). Students who receive free or reduced lunch: 41.7%. Ethnicities: Hispanic/Latino: 10; American Indian: 16; Caucasian: 151. Students with Disabilities: 23. Economically Disadvantaged: 68. Female students: 98; male students 99. Average teacher to student ratio: 20:1

Task III: Instructional Design and Implementation Objective: Candidates design, implement, and assess a minimum of five lessons from multiple subject and/or content areas. (see rubric for scoring on each component)

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Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.

3 of the lessons must have been observed by your university supervisor Remaining two lessons should be lessons you have taught

Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Rebecca WietingGrade Level: 2nd

Subject: Social StudiesDate: September 18, 2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.C.3.2: Identify how local government services are funded.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. List the Rationale (cite theories or theorists):For this lesson, I will be using Direct Instruction to teach the new material to the students. Direct Instruction is important to use with students (especially students with behavior issues) as it keeps their attention focused closely on the lesson. I will also be using Bloom’s Taxonomy by asking the students higher-order thinking questions. Asking students these types of questions helps them reach outside their normal thinking box to come up with creative answers to questions and retain the information they have learned.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to identify how local government services are funded by reading the text and answering a discussion question.Students will be able to make logical inferences from the text and cite specific textual evidence in their writing by completing a written discussion question at the end of the lesson.Students will be able to determine the central ideas or themes of a text and summarize the key supporting details and ideas by reading a passage and determining the location of the passage’s main idea and details. Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Second grade students are beginning to learn about how our government works, making this lesson appropriate for this age level as they will be learning about different types of governments and how they are funded. Second grade students are also beginning to learn about main idea and details and how to find them in a story or passage, making this lesson appropriate for this age level as they will be finding the main idea and supporting details throughout the lesson as well as using the passage to answer discussion questions at the end.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP and two of those students are also on a Behavior Plan.

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One student is in the beginning stages of being placed on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read. Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).As mentioned above, due to the varying reading abilities throughout the class, I will read the passages in the lesson and complete understanding checks throughout the lesson to ensure the students are following along and understanding the material. The students know that when a teacher is reading and then stops before the end of the sentence, the students are supposed to fill in the word that comes next. This shows the teacher whether or not the students are following along. During this time, the students in the second and third rows of desks will come sit in their spots in the front of the room so they are able to see the board and be closer to the teacher. The students in the first row of desks will stay in their desks during the lesson. This arrangement helps decrease behavior issues as the students are all close to the teacher who is able to see the students better and ensure they are following along. There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off of his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment. List the materials/resources you will need to teach the lesson.

Teacher’s manualSmartBoard ProjectorComputerStudents will need their Social Studies book and a pencilTechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.I will be using the SmartBoard during this lesson. The passages for the lesson will be displayed on the board. There are certain areas throughout the lesson where students are asked to circle things in a picture. I will have the students tell me the items to circle and then I will circle them on the SmartBoard so all of the students are able to see the items being circled. In the same manner, when the students complete the discussion questions, we will talk about possible answers, I will write one on the board, and the students will either use that answer or they will come up with one on their own. Using the SmartBoard during the lesson will help the students when circling items in a picture and answering discussion questions at the end of the lesson as they will be able to see my model on displaying on the SmartBoard.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Instead of having the students take turns reading the passages, I will read the passages to the students. We will stop

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frequently throughout the reading so I may check for student comprehension as well as to discuss the vocabulary words.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

Prior to the lesson, I will ask the students a discussion question from the previous day’s lesson: How do rules and laws help us?Asking the students this question will give me an understanding of how well the students retained the information from the previous day’s lesson and will also be a good lead-in discussion to this lesson about government. We will also talk about main idea and details before the lesson begins as a refresher for the students.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)Since we will be talking about rules and laws again in this lesson, I won’t go over as much of that information before the lesson. If the students are not understanding the concept of main idea and details, I will take a little time before the lesson to talk about the concept so they are able to complete the activity later during the lesson without much difficulty. Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

As mentioned above, the students who are in the first row of desks will stay in their desks during the lesson as there isn’t enough room in the front for all of the students to sit without them being distracted. The students who sit in the second and third rows, will come sit in their spots at the front of the room. This way they will be able to see the board better and I will also be able to see that they are completing the activities in their book throughout the lesson.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. This lesson talks about Community Government, State Government, and United States Government and contains four vocabulary words for the students to know. They include: service, taxes, Congress, and Supreme Court. As I am reading the passages to the students, we will take the time to stop reading when we come to a vocab word and discuss them. If the students are having trouble thinking of a definition of the word after reading it in the passage, I will go back and reread the sentence (or sentences) that give the meaning of the vocab word to see if the students can use context clues to find the meaning. “We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).Throughout the lesson, there are various activities that we will complete together as a class. -The first activity is asking the students to look at a picture and put a checkmark on the buildings shown in the picture that we also have in our community. For this activity, I will have the students raise their hand and tell me one building to put a checkmark on. I will put the checkmarks on the picture on the screen and they will put the checkmarks on the picture in their book. -For the second activity, the students will underline two things a community government does. I will have the

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students raise their hand to tell me two (or more) things and I will underline them on the SmartBoard. The students will then underline the two things in their own books.-The third activity asks the students to underline two services that are provided by state governments. This is the main idea and details portion of the lesson. As with the second activity, the students will again raise their hand to give me the two services. The students will underline the services in their book after I have underlined them on the board. -The fourth activity has the students writing the job for each branch of government (President, Congress, Supreme Court). I will have the students raise their hand to give their opinions as to what each branch of the government does. As with the other activities, I will write one answer for each branch on the board and the students will copy the answer, or write their own answer, in their book.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will complete the two discussion questions at the end of the lesson. The questions are: “Why do citizens pay taxes?” and “Why should citizens tell leaders what services they may need?”. Before the students begin working, we will discuss each of these questions and I will write a possible answer on the board. The students know that they are able to copy that answer that is on the board since we came up with the answer together, or they can come up with an answer on their own. The students must begin their sentence with a capital letter and end their sentence with a period. While we are brainstorming answers to the discussion questions, the students will be reminded that they need to use information from the text to come up with the answers. The same guidelines will be in place should they choose to come up with their own answers to the discussion questions.Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students have completed their two discussion questions at the end of the lesson, they must raise their hand a show a teacher their answers. If their sentences are written correctly (capital letter and punctuation), they will put their social studies books away in their desks and sit quietly at their desk and read until lunchtime. Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The post-assessment for this lesson will be the two questions the students will complete at the end of the lesson, along with various comprehension questions I will ask throughout the lesson.

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AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

The students did well with the post-assessment. Most of the students chose to write the same answers I had written on the board, which was one of their options, while a handful of students came up with their own answers for the last two questions.

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, the students did very well with this lesson. I tried to follow how my cooperating teacher goes through a lesson as closely as I could, so the students didn’t get confused with a new teaching style. There was quite a bit of talking at times throughout the lesson and I feel that part of that is because they aren’t used to me teaching (it was only the second time I had taught). My cooperating teacher and I talked about some ways I can eliminate that while teaching, and Mrs. Fosher and I talked about it as well. The students also did extremely well with remembering to put a capital letter at the beginning of their sentences and a period at the end of their sentences. This is something that we are working on heavily during any type of writing, so it was great to see that they all remembered to include these two things in their sentences.My assessments for this lesson were not as strong and well prepared as they should have been, so that is one of the things I am going to work on for my future lessons and observations. I am also going to work on incorporating more activities into my lessons, especially ones that involve iPads since all of the students have an iPad. Mrs. Fosher and I also talked about connecting my iPad to the SmartBoard so I am able to stand in various parts of the room to teach the lesson and still be able to control the SmartBoard without having to turn my back to the students.

Lesson #2


Teacher Candidate Name: Rebecca Wieting Grade Level: 2nd Subject: MathDate: October 10, 2018

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PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. CC.K-12.MP.5: Use appropriate tools strategically.List the Rationale (cite theories or theorists):For this lesson, I will be using Direct Instruction to teach the new material to the students. Direct Instruction is important to use with students (especially students with behavior issues) as it keeps their attention focused closely on the lesson. I will also be using Bloom’s Taxonomy by asking the students higher-order thinking questions. Asking students these types of questions helps them reach outside their normal thinking box to come up with creative answers to questions and retain the information they have learned. Visual-spatial learners and interpersonal learners will be brought out in this lesson with the use of manipulatives and working in groups. List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to recognize and draw shapes having specific attributes and identify triangles, quadrilaterals, pentagons, hexagons, and cubes by completing various activities throughout the lesson dealing with geoblocks. Students will be able to tell and write time from analog and digital clocks to the nearest five minutes by showing the time on their small clocks that is displayed on the SmartBoard. Students will be able to fluently add and subtract within 20 using mental strategies by orally answering, when prompted, the doubles addition problems displayed on the SmartBoard.Students will be able to use appropriate tools strategically by correctly using the geoblocks during their activity. Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Students in second grade are working on memorizing their addition facts so they are able to say the answer without having to stop and think about the answer beforehand. Second grade students are beginning to learn how to tell time, which makes practicing times to the hour and half hour important for them to continue to practice. Second graders are also in the beginning stages of learning geometry by learning about 2-D and 3-D shapes, their names and how to make the shapes. Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP. Two of the students on an IEP are also on a Behavior Plan and there is also one additional student that was recently put on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read.Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

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As mentioned above, due to the varying reading abilities throughout the class, I will read the passages in the lesson and complete understanding checks throughout the lesson to ensure the students are following along and understanding the material. The students know that when a teacher is reading and then stops before the end of the sentence, the students are supposed to fill in the word that comes next. This shows the teacher whether or not the students are following along. During this time, the students in the second and third rows of desks will come sit in their spots in the front of the room so they are able to see the board and be closer to the teacher. The students in the first row of desks will stay in their desks during the lesson. This arrangement helps decrease behavior issues as the students are all close to the teacher who is able to see the students better and ensure they are following along. There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off of his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment.List the materials/resources you will need to teach the lesson.

Teacher’s manualStudent clocksGeoblocksSAB p. 4TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.ComputerSmartBoardSmart Notebook slides The students will use their iPads for an activity at the end of the lesson.Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Due to varying reading abilities, I will read all directions to the students. One of the students on a Behavior Plan goes by a “First – Then” chart to stay on task and compete their tasks. If this student is continuing to stay on task and complete what they are asked to do, the student receives a skittle as a positive reinforcement. Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

The day prior to this lesson, the students will complete an exit slip at the end of our math lesson. This exit slip will ask them to fill in the blank in each sentence to describe the geoblock they have on their desk and at the end will ask them to write in the name of their geoblock. Due to this being a relatively new topic to the students, I will write the names of the geoblocks on the board to help them with spelling and to remember the names of the geoblocks.

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Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)Due to this topic being relatively new to the students, I do not expect them to complete this exit slip without errors, but my goal is to have the students complete this independently. Based on what they show me they know, I will review the geoblock names and shapes at the beginning of this lesson if they show me they are still not understanding the concept, or I will not review the names and shapes at the beginning of the lesson as we will talk about them later in the lesson.

Stated correct # of sides Correctly named sides Correctly named block0

5

10

15

20

25

30

2422

15

Labeling Geoblocks

Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

At the beginning of the lesson, I will have the students sitting in the back of classroom come sit in the front of the classroom to help keep them attentive during the beginning portion of the lesson. When it is time for the students to work in groups, I will place them in their groups around the room so they are spread apart enough to stay focused on their task. After the students have completed their activity in their groups, they will be completing their sailboat assignment so I will have them sit at their desks after they have handed their group’s papers in. The students will stay at their desks to complete their Monster Quiz.

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Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. *The two beginning activities in this lesson are a continued review from the previous unit.*To begin the lesson, the students will practice showing time to the hour and half hour on their clocks. Before handing out the clocks, I will go over what a clock looks like when it is 30 minutes past the hour. Once we have gone through this, I will hand out the clocks to the students. I will then display some times on the board (one at a time) and the students will show the time on their clocks. Once everyone has a time shown on their clock, we will move on to the next time. We will discuss any incorrect times shown as needed.Next, I will display doubles addition combinations on the board and the students will orally answer them together when they are prompted. The students are working on knowing their addition facts automatically, without needing to take time to think of the answer. This is the reason we will be continually reviewing them throughout this unit’s lessons. The main part of this lesson is titled “Ways to Fill” and teaches students how they can use smaller shapes to fill a larger shape. On the SmartBoard, I will have a large shape. Off to the side, there will be smaller shapes that can be moved to fit inside the larger shape. I will explain to the students that we are going to talk about how they can use smaller shapes to make a larger shape. I will display the first shape on the board and tell the students that we can choose only one smaller shape to fill the larger shape. We will count the sides of the larger shape and then I will ask the students which smaller shape would work best to fill the larger shape. (All of the smaller shape options will fit inside the larger shape, but it is important for the students to look at all of the shapes to decide this themselves.) After the students have shared which smaller shape they feel I should use to fill the larger shape, I will drag the smaller shape into the larger shape until it is filled. We will then discuss how many smaller shapes it took to fill the larger shape and confirm that it is still the same larger shape even after being filled with the smaller shapes. We will then complete filling the remaining shapes shown on the board together as a class, as explained below.“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).For the remaining large shapes shown on the board, I will tell the students they can use two different smaller shapes to fill the larger shape. I will call on students to come up to the board and fill the larger shape. When they are finished, we will talk about their shape choices together as a class. After we’ve discussed, I will ask a few other students which other shapes they would’ve used or if they would’ve used. After we have gone through all of the shapes on the board, I will split the students into pairs to complete a similar activity with their partner. They will be given a paper with a larger pattern and a handful of shapes they can use to fill the larger shape. The directions will be the same as the whole group activity: the groups will need to use only one shape to fill the first larger pattern, then they will be able to use two, three, and four different shapes for the following patterns. After the students have found the smaller shapes to fill the large pattern, the students will trace the small shapes to show which shapes they used. The groups will be given 5 minutes to complete this activity. After the 5 minutes is up, they will turn their papers in, put their shapes away, and return to their seats.

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“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will independently complete a worksheet that asks them to find the number of each block shown in the picture and then color each shape a different color (as stated in the directions). I will complete one of the shapes with the students so I can be sure they understand the directions. They will complete the rest of the worksheet on their own and then hand it in when they’re finished.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).At the end of the lesson, the students will take a Monster Quiz on their iPads. This quiz is a multiple choice quiz and will give the students addition doubles and they will choose the correct answer from the choices they are given. The students love taking Monster Quizzes and typically perform well when they are taken. After all of the teams have finished the quiz, we will go through the results together as a class. Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

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As for the time and doubles addition standards, the students will be assessed immediately after they give a response as this is a review from the previous unit. I will use the papers the students completed in groups as a measure of assessment to see if they understood how to fill a larger shape or pattern with smaller shapes. I will also use their “Sail Away!” worksheets to see that they correctly counted each shape and recognized the correct shape by coloring them appropriately. Finally, I will use the students’ Monster Quiz results as a way to measure if they were able to correctly answer their doubles addition problems.


The students all did very well with their post-assessments. The students all showed the correct time on their clock when we were going through the time portion of the lesson and they also all said the correct answers for the doubles addition equations.The students also did well with the “Sail Away!” worksheet. See graph below for data.As for the Monster Quiz, 17 out of 26 students received 100% on this quiz, which means that a majority of the class understands and can quickly answer their doubles addition equations.

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I felt that the students did extremely well during this lesson. They listened to the information being given to them and they willingly listened to their peers as they shared their thoughts. The students did very well with staying focused and not wandering around the room during the lesson. They are all really enjoying the unit we are in right now, so I think that helps them stay focused during the lessons. I felt that there was just enough information included in the lesson for the students to comprehend and not feel overwhelmed. They always enjoy doing things on

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the SmartBoard, so being able to come up to the board and move the shapes really helped keep their attention as well. I also feel that allowing them to use the foam shapes and practice filling the patterns on their own was another good way for them to explore and also retain the information they learned during the lesson. The one thing I would change from this lesson would be the amount of practice items the students completed on the board before they split into groups to work on filling their own patterns. I could tell they were getting a little more antsy by the time we got to the fourth (of six) practice problems, which I think was probably because they were ready to practice on their own. If I were to teach this lesson again, I would only do three practice items together as a class, as long as I can tell the students are understanding the material. If I can tell the students aren’t understanding the material, then I can use the extra practice items to continue working on them together until I feel the students are understanding. I think it’s important for the students to complete practice items together as a class so they are able to hear comments that their peers have to say or what they would’ve done differently, but I also feel it’s important to for students to have time to explore on their own and come up with their own thoughts and ideas about the lesson topic.

Lesson #3


Teacher Candidate Name: Rebecca Wieting Grade Level: 2nd Subject: ScienceDate: October 22, 2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2-PS1-1: Plan and carry out an investigation to describe and classify different kinds of materials by observable properties.2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.

List the Rationale (cite theories or theorists):Direct Instruction will be used for the beginning portion of the lesson while I am teaching the material to the students. Higher order thinking questions will also be asked to give students the chance to think and comprehend each question more. This lesson’s experiment speaks to the visual-spatial learners in the classroom as well as those that learn well with hands-on activities.List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to plan and carry out an investigation to describe and classify different kinds of materials by their observable properties and obtain information to identify where water is found on Earth by performing an experiment with ice cubes and observing its properties.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Second grade students are working to expand their knowledge concerning solids and liquids. This makes this lesson appropriate for their age level because they are learning more about solids and the properties and characteristics of solids.

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Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP. Two of the students on an IEP are also on a Behavior Plan and there is also one additional student that was recently put on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read.Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).As mentioned above, due to the varying reading abilities throughout the class, I will read the passages in the lesson and complete understanding checks throughout the lesson to ensure the students are following along and understanding the material. The students know that when a teacher is reading and then stops before the end of the sentence, the students are supposed to fill in the word that comes next. This shows the teacher whether or not the students are following along. There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment.List the materials/resources you will need to teach the lesson.

Science bookIce cubesPlastic cupsRecording sheetsTechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.No technology will be used during this lesson.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * The only accommodation that needs to be made is that I will read the passage to the students due to the varying reading levels and abilities in the classroom. This ensures that the students will be able to understand and comprehend the reading and material.


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The previous days, the students have learned about states of matter as well as liquids. They have completed various experiments to learn more about the states of matter.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)As stated above, the students have learned about the states of matter as well as more about liquids the previous two days. Prior to the lesson, I will have the students tell me about the different states of matter and describe their properties. I do not expect the students to have much knowledge of solids since we only briefly touched on them. I will ask the students to tell me about the different states of matter. We will review liquids and then I will ask the students what they know about solids. I will ask the students a few questions to gain perspective of their background knowledge. “How do you think ice, snow, and water are alike? How are they different?”

Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

The students will stay seated at their desk while we read the information for the chapter. After we have read and discussed the information, we will talk about the experiment the students will be doing. After the students have received their instructions, they will find their name in the group (which will be listed on the SmartBoard) and they will listen for their group number to be called. The students will stay in their groups for the experiment and then go back to their desk at the end of the lesson for a class discussion.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Students will open their books to pages 8 and 9. I will ask the students to look at the pictures on those pages and then think about what the lesson will be about. I will then read the paragraph to the students and pause to discuss the information throughout the reading. After we have finished reading the paragraph, I will ask the students some questions for them to think about and then discuss as class.“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).After we have finished reading, I will ask the students some discussion questions which will include: “What is true about a solid? What is one solid that is shown in the small photo? Do you notice any other solids in the photos besides ice? What are three solids in the classroom?”. I will use the think-pair-share method for these questions by having the students think about the question and their answer, share their answer with their neighbor, and then I will ask for volunteers to share their answer. These questions are meant to have the students think deeper about the material and allow them time to comprehend the material as well. We will also discuss the differences between solids and liquids. I will also use the think-pair-share method when asking these questions to again allow the students to think about the material and allow for more comprehension. Some of the questions that will be asked include: “What are two kinds of matter you have learned about? Tell how the shapes of solids and liquids are different.” I will the put a plastic cube in a container and then transfer it to a different size container. I will ask the students “Did the shape of the block change in each container?”. This is a visual for the students to know and understand that the shape of a solid does not change when moved from one container to another.“You Do” (Students engage in independent practice)

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Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? After we have finished discussing, the students will form their groups (as explained above) to complete the experiment. Each group will be given two ice cubes, each in their own container. The students will first make a prediction as to what will happen to the ice cube while it is left out. They wil then record their observations of the ice cube (on the sheet shown below) at the beginning, after 3 minutes, and after 6 minutes. The students will come up with a variety of places they could place their ice cubes to make them melt faster and why those places would make the ice cube melt faster. After the students have finished recording their observations, the will go back to their desk and we will have a class discussion about their observations.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students have finished recording their observations, we will discuss what they predicted would happen to the ice cube and then what actually happened to the ice cube. To close the lesson, I will ask the students two closing questions for them to answer (verbally) with their neighbor and then share their answer with the class. Those questions will be: “What is a solid? How are solids and liquids different from each other?”.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students’ post-assessment will be their completed ice cube observation sheet as well as their answers to the class discussion questions. This will give me enough information to know if they understood the material or not.


After looking at the students’ observation sheet and hearing their answers to the closing discussion questions, I have am confident that they fully understand the material and gained more information about the types of matter from the lesson.

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The students really like science and they always behave well for these lessons. They did well answering the discussion questions prior to the experiment as well as the closing discussion questions. They showed me that they understood the material and were able to comprehend the information they were given prior to the experiment. The students worked well in their groups, though I did have one group that I had to frequently remind to stay on task. Putting the students in groups for experiments is good for this class as it causes them to work together and also allows them to hear other people’s opinions, which is something that this group needs to do (and hear).

Lesson #4


Teacher Candidate Name: Rebecca Wieting Grade Level: 2nd Subject: ReadingDate: November 8, 2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.L.1a: Use collective nouns2.L.2a: Capitalize holidays, product names, and geographic names.2.RF.4: Read with sufficient accuracy and fluency to support comprehension.2.RF.4a: Read on-level text with purpose and understanding.2.RI.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. List the Rationale (cite theories or theorists):For this lesson, I will be using Direct Instruction to teach the new material to the students. Direct Instruction is important to use with students (especially students with behavior issues) as it keeps their attention focused closely on the lesson. I will also be using Bloom’s Taxonomy by asking the students higher-order thinking questions. Asking students these types of questions helps them reach outside their normal thinking box to come up with creative answers to questions and retain the information they have learned.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to use nouns (common, proper, and collective) and correctly capitalize all proper nouns by completing a worksheet for each item as well as a Seesaw activity for each. Students will be able to read with sufficient accuracy and fluency as well as read on-level text with purpose and understanding by participating in the weekly story that will be read. Students will be able to ask and answer questions to demonstrate understanding of key details in a text by participating in a class discussion following the story.Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

In second grade, students learn how to make complete sentences that have correct capitalization and punctuation,

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while containing the correct parts to make the sentence complete. Students are also working to improve their fluency while reading as well as their comprehension of the stories they read. This makes the learning outcomes stated above appropriate for this age level. Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP. Two of the students on an IEP are also on a Behavior Plan and there is also one additional student that was recently put on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read.Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).As mentioned above, due to the varying reading abilities throughout the class, I will read the passages in the lesson and complete understanding checks throughout the lesson to ensure the students are following along and understanding the material. The students know that when a teacher is reading and then stops before the end of the sentence, the students are supposed to fill in the word that comes next. This shows the teacher whether or not the students are following along. There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off of his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment.List the materials/resources you will need to teach the lesson.

SmartBoardComputerTeacher’s manualTechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.The students will use their iPads to complete various quizzes. These quizzes cover the vocabulary words, high-frequency words, and the grammar topic being discussed that week. Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Due to varying reading abilities, I will read all directions to the students. One of the students on a Behavior Plan goes by a “First – Then” chart to stay on task and compete their tasks. If this student is continuing to stay on task and complete what they are asked to do, the student receives a skittle as a positive reinforcement. Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

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The students will complete this worksheet the day before this lesson takes place as a way for me to see how much the students know about common and proper nouns. Prior to the students completing this worksheet, they have had ample instruction on common and proper nouns, which makes this assessment a good test of the students’ knowledge.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)

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Students 3, 4, and 8 were absent on the day this pre-assessment was taken. Student 25 received a 0 on this assignment. After looking at pre-assessment results, it is obvious to see that the students still need more instruction on common and proper nouns as they are not confident in finding common and proper nouns quite yet. Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

The students will each have their own books for the reading of the story and will stay at their desks while the story is being read. Throughout the story, I will stop to ask the students questions to ensure they are comprehending the story and are able to find the key details. This will allow them to talk with their group and then share their ideas with the class.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)

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Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. To start the lesson, the students will take out their writing journals and write down the words that I say. The words are soft c and g words as that is the word work topic for the week. Next, we will review prefixes and the students will complete two SmartLab activities on their iPads where they will match a prefix with its appropriate root word. After the students have completed these activities, I will have them take their reading books out and they will turn to page 164 in their book and wait quietly until it is time to begin the story. Before we begin reading, I will talk to the students about the essential question for the week which is “What are features of different animal habitats?”. I will call on a few students to share their answer and then we will begin the story, which is “Turtle, Turtle, Watch Out!”. I will stop as needed throughout the story and give the students a question which will allow them to discuss the events that have happened thus far in the story. This week’s comprehension skill is making predictions, so the students will be asked to make predictions throughout the story as to what they feel is going to happen next in the story. To involve the students more in the story, the words “Turtle, Turtle, Watch Out!” is said frequently throughout the story and I will cue the students to read these words as they come up in the story. “We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).After we have finished reading the story, we will review common and proper nouns. Together as a class, we will complete a SmartBoard activity where the students will sort the common and proper nouns into the correct category. After this is finished, I will briefly introduce collective nouns to the students to give them an idea what they are. They will learn more about collective nouns at a later time. Before the students complete their assignment, we will practice finding common and proper nouns in sentences that are on the board by underlining any proper nouns and circling the common nouns. “You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? Before the students complete their worksheet, they will complete an activity on their iPad that is located on the reading website. This activity will give them independent practice with finding nouns in a sentence. After the students have completed this activity, they will close their iPad and wait for further instructions. Once everyone has finished the activity, I will have the paper passers hand the worksheet out and instruct the students to put their name and number at the time and then wait for further instructions. I will read the instructions to the students to ensure they understand the directions and then will allow them to complete the worksheet. This worksheet will be their post-assessment to let me know if they are understanding common and proper nouns. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students have finished their worksheet, they will hand it in and work on Language Arts IXL until it is time for recess. A deeper discussion of the story that was read as well as more work with nouns is planned for the next day’s lesson. Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students will be given this worksheet at the end of the lesson (explained more in the “You Do” portion).

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Students 3 and 4 were absent on the day this post-assessment was taken. Based on these results, it seems as though the students are more comfortable finding common and proper nouns within a given sentence after this lesson. I also notice that there are still a few students that are not completely confident with finding common and proper nouns in a sentence and will need a bit more instruction and practice before they are fully able to grasp the concept.


The students did exceptionally well with spelling their soft c and g words. They listened to their instructions and

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followed them quickly. The students also did very well spelling the words; almost all the students spelled all the words correctly. The students did an exceptional job following along and answering questions throughout the story. They followed along and were all able to say the next word or words if I stopped for them to finish the sentence. They enjoyed the opportunity to make predictions throughout the story and having the opportunity to share their thoughts with their neighbor and then with the class. The students did a good job working together as a class during the grammar portion of the lesson. I attempted to call on students that weren’t raising their hand to make sure they were paying attention and understanding the material, but that didn’t always work out the best. Sometimes the students didn’t want to answer the question so I had to move on to the next person. If I were to teach this lesson again, I don’t feel that anything needed to be changed for the beginning portion of the lesson, but I do feel that I would need to change some things for the grammar portion of the lesson. After looking at the post-assessments and seeing that some students are still in need of more instruction, I would include more practice activities throughout the lesson. These would be for the students to complete together as a class and also for the students to complete independently on their iPads. It is difficult at time to try to differentiate the instruction when it comes to certain lessons to keep things engaging for higher-functioning students while still allowing the students who are still working to understand the material a chance to learn and practice the material without feeling rushed or overwhelmed.

Lesson #5


Teacher Candidate Name: Rebecca Wieting Grade Level: 2nd Subject: WritingDate: November 16, 2018

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.W.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.2.W.7: Participate in shared research and writing projects. List the Rationale (cite theories or theorists):This lesson and project really speak to the students who are visual-spatial and linguistic learners. The students are using both books and one online source to create their project, and they are also creating both a written version of their project as well as an online version of their research project. This makes it beneficial for students who learn better via books and writing their answers and notes on paper as well as for students who prefer to use technology and see pictures to create their writing project. These students are in the preoperational and concrete operational stages of Piaget’s theory of cognitive development. They are continuing to improve their grammar and ability to form complete thoughts and sentences, both on paper and when speaking. The students are also working to improve their imagination and ability to “think outside the box” when discussing certain concepts. They are also becoming familiar with the concept of visualizing, which can be used throughout this research project. They have the ability to use their visualizing ability to expand their knowledge when they are reading the information about the animal they are researching. List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”

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Students will be able to write informative/expository texts that introduces a topic, uses facts and definitions, and provides a concluding statement by creating a flipbook that contains information about their animal and creating a Keynote presentation that includes all of the information from their research.Students will be able to participate in shared research and writing projects by researching animals from the savanna, creating a flipbook that contains information about their animal, putting that information into a Keynote presentation, and writing a final report summarizing all of the information. Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

In second grade, students are beginning to be introduced to short research projects to help prepare them for future research projects in upper grades. This research project will help them understand the purpose behind research projects and also give them a basic idea as how to complete a research project. Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students’ physical needs, and those due to cultural characteristics).

There are three students in the classroom that are on and IEP. Two of the students on an IEP are also on a Behavior Plan and there is also one additional student that was recently put on a Behavior Plan. This student will refuse to do their work if it is something they don’t want to do and will start destroying things around the classroom in their frustration. When this student refuses to do something, it is best to just walk away for a little bit and then come back and remind them of the task they are to be completing. This strategy doesn’t work all of the time, but once in awhile it does. Two students receive ESL services. They speak English fluently but do occasionally have trouble with spelling or making correct sentences. There is a very wide range of reading abilities throughout the class, so when the passages are being read during the lesson, I will read the passages and do understanding checks throughout the lesson to ensure the students are following along and understanding the material being read.Describe your Knowledge of Students: (in terms of the whole class and individual students)(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).There is one student who will begin to act out if he is asked to complete something that he doesn’t want to do. When/if he begins to get frustrated, he has a post-it note he is to take off of his desk and then go down to the principal’s office to avoid his behavior becoming out of control. He is getting better about walking out of the classroom, but there are still times when he begins to throw things or rip papers up and the lesson needs to be stopped for a moment.List the materials/resources you will need to teach the lesson.

No materials will be needed to teach this lesson since the students are partway through their research projects. The students will need their iPads and their research flipbooks to work on their Keynote presentation in my group. If they are working with my CT and finishing their flipbook, they will need their flipbook, a pencil, and their animal book.

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.The students will use their iPads to complete some of their research as well as to put their research into a Keynote presentation.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above.Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners

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and accommodate differences in students’ learning, culture, language, etc. * Due to the students working mostly independently on their research project, accommodations are not needed for this project. There will be some slight differentiation throughout the lesson, though it may not all occur on the day this lesson takes place. (Due to limited time, some assignments or tasks will be completed the following school day.)Students that are finished with their presentation will be given another task to complete to keep them engaged in the lesson topic (their research project).


As the students have been completing each portion of their flipbook, we have been looking through the students’ books and checking through their work to be sure they are accurately completing their work.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)The students have been working on completing their flipbooks. As they finish their flipbooks, they will use them to put all the information they researched into a presentation using their iPad. Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

There will be two stations set up around the classroom for the students to rotate around to. The students who still need to finish their research and flip books will do so at the first station. At the other station, students will continue working on transferring the information from their flipbooks into a Keynote presentation. The students will be working with me at this station. The students that have finished their presentation will be given another assignment to work on (described below).

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. Due to the fact that the students are already partway through their research project, there is no instruction that is needed before beginning this lesson. Any instruction will be given throughout the given time that the students are working on their research project.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).CT: Students will be working on finishing their research project flipbook. She will assist students as needed with questions that are being asked. The students are capable of working on their project independently, but they know to ask questions if they would have any. When the students are finished with their flipbook, they will join the group working on their Keynote presentation. TC: Students will be working on completing their Keynote presentation. The students have begun to add information to their presentation, but they have not added pictures to each of their slides yet. I will assist the students with any questions they have about adding their information. As the students finish inputting their information, I will assist them with adding pictures to their slides. I will help them with the first few, and then I will let them work on their

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own to finish adding pictures to the slides that have a place for them.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? Whichever station the students are at, they will be working independently unless they have questions about the material. Working independently allows the students to gain confidence in themselves and their work as well as to practice thinking of a solution to their problem or question before asking a teacher to try to build their self-confidence. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).The students who have finished their presentation will find a friend (who researched a different animal) to read their presentation to. This will give the students good practice reading their information and will also help them find any spelling or grammar errors that need to be changed.After the students have read through their presentations, they will go on PebbleGo.com and research another animal. They will use the topics from their flipbooks to base their research on and write the information they find in their writing notebook.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students’ post-assessment will be their completed research project that includes their flipbook and Keynote presentation.


The students did a wonderful job putting together their flipbooks and presentations. They really enjoyed this project because they were able to use their reading and writing skills and technology to create two different formats of their project.


Due to this not being a traditional lesson plan, classroom management was incredibly important. I felt the students did extremely well moving from one group to the other and they did so without many issues. The students knew that as soon as they finished their flip book, they were to grab their iPad and come meet me in the book nook. A majority of the students were able to work independently and only had a few minor questions. This allowed me to help a couple students who were absent on the day we began the presentation or were having technology issues. It was also nice to just be able to sit with the students and listen to them conversing with each other and talking about the different things they were putting in their presentation. I feel the lesson went very well and I would definitely do

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the lesson the same way if I were to do it again.

Teacher Work Sample Scoring RubricStudent Teaching Experience

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Teacher Candidate Name:_________________________________________________________________Semester: Spring Fall Year 20____Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Professional Goal Setting and Reflection

Candidate identifies one well-planned goal and effectively communicates reasons/justifications for why s/he chose the goal.

Candidate provides a detailed action plan for the achievement of the goal and cites any specific resources s/he will use to enhance goal achievement efforts.

Candidate is highly effective at communicating any progress/growth made toward the goal in the reflection.

Candidate identifies one goal and communicates reasons/justifications for why s/he chose the goal.

Candidate provides an action plan for the achievement of the goal and cites resources s/he will use to enhance goal achievement efforts.

Candidate effectively communicates any progress/growth made toward the goal in the reflection.

Candidates identifies one goal but does not adequately provide reasons/justifications for the selection of the goal.

Candidate provides an action plan for the achievement of the goal but needs to work to develop a more specific list of resources to be used for achievement of that goal.

Candidate’s reflection on goal achievement is minimal and needs development.

Candidate does not identify a well-planned goal nor provide a reason for the selection of the goal.

Candidate does not provide an action plan for the achievement of the goal.

Candidate is not clearly able to reflect on his/her performance in the area of goal setting/achievement.

Task II: Contextual Information

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Contextual Factors

Candidate clearly identifies numerous contextual factors which may impact the instructional strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies several contextual factors contextual factors which may impact the strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies very few contextual factors which prohibits his/her ability to fully recognize any impact those factors would have had on potential strategies, approaches, and assessments used to support their students’ learning.

Candidate does not identify the contextual factors.

Task III: Instructional Design and Implementation Components Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Standards/Objectives

All lessons contains evidence of setting measurable objectives that are clearly aligned with specific state and/or national standard(s).

Lessons allow for numerous connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Most lessons contains evidence of setting measurable objectives that are aligned with specific state and/or national standard(s).

Lessons allow for connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Lessons contain minimal evidence of setting measurable objectives that are only somewhat aligned with specific state and/or national standard(s).

Lessons allow for very few connections across the curriculum which do not build understanding, nor encourage application to real world issues.

Lessons contain no evidence of setting measurable objectives and are not aligned with specific state and/or national standard(s).

Lessons allow for no apparent connections across the curriculum; students are not able to build an understanding or apply to real world issues.

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Assessment

Incorporates a well-aligned pre-assessment to measure students’ prior knowledge of the learning objective and purposefully utilizes the results to inform planning/instruction for the lesson and post assessment.

Includes copies of the Pre- and Post-Assessments used.

Includes a copy of a high quality key/product to show desired outcome.

Incorporates a pre-assessment to measure students’ prior knowledge of the learning objective and somewhat utilizes the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Incorporates a pre-assessment which partially measures students’ prior knowledge of the learning objective but fails to adequately utilize the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Does not incorporate evidence of a pre-assessment to measure students’ prior knowledge of the learning objective.

Does not include copies of the Pre- and Post- Assessments used.

Does not include a copy of a key/product to show desired outcome.

Technology

Purposefully and consistently incorporates the use of available technology to further enhance instruction in ways that authentically engage all students in the learning experience. For cases where technology is not utilized, candidate provides a logical explanation.

Incorporates the use of available technology to somewhat enhance instruction in ways that engage most of the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

Is still developing the ability to incorporate the use of available technology to enhance instruction in ways that engage the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

Does not incorporate the use of available technology to enhance instruction nor provide an explanation for why technology is not utilized.

Accommodations

Purposefully adjusts instruction during lesson planning and implementation in order to significantly meet all of the identified needs of individuals, small groups or the class by including specific methods of differentiation, accommodations and modifications.

Adjusts instruction during lesson planning and implementation in order to meet some of the identified needs of individuals, small groups or the class by including general methods of differentiation, accommodations and modifications.

Attempts to adjust instruction during lesson planning and implementation but the differentiated instruction, accommodations and modifications used do not fully meet the identified needs of individuals, small groups or the class.

Does not adjust instruction during lesson planning and implementation in order to meet the identified needs of individuals, small groups or the class. No differentiation, accommodations and modifications present.

Management

Numerous management/motivational strategies are clearly identified and rationale provided for how these strategies serve to significantly enhance both student engagement and learning.

Management and motivational strategies are identified and rationale is provided for how these strategies enhance student engagement and learning.

Management and motivational strategies are not clearly identified and rational is lacking evidence of how these strategies fully serve to enhance student engagement and/or learning.

Management and motivational strategies to enhance student engagement and learning are not identified.

Lesson Implementation

(I Do/We Do/You Do)

Purposefully activates student interest by consistently including a highly-effective/engaging introduction and closing.

Effectively introduces and repeatedly reinforces the learning objective(s) so that

Activates student interest by including an effective/engaging introduction and closing.

Introduces and reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Attempts to activate student interest but needs to work to develop a more effective lesson opening and closing.

Needs to be more purposeful about introducing and

There are no clear attempts to activate student interest. Candidate does not include evidence of an effective opening and/or closing.

Learning objective is not

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students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides numerous opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Consistently checks for student understanding throughout the entire lesson cycle and provides detailed evidence of re-teaching/remediation where necessary.

Includes numerous detailed reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are supported by relevant theory/research that is clearly cited).

Presents all content in a sequential manner and provides opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are somewhat supported by relevant theory/research that is cited).

reinforcing the learning objective so that the students are cognizant of expected outcomes.

Content is not always presented in a sequential manner and candidate needs to provide more opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides little evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not sufficiently supported by relevant theory/research nor sufficiently cited).

reinforced throughout the lesson.Content is not presented in a sequential manner and candidate does not provide evidence of allowing opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Candidate does not check for student understanding throughout the lesson cycle and there is no evidence of re-teaching /remediation.

Does not includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not at all supported by relevant theory/research nor sufficiently cited).

Analyzes

Includes professional-quality table/charts/graphs which clearly show post assessment results (and pre-post comparison if applicable)

Provides detailed description of the post assessment results which thoroughly addresses all of the following items :

students’ progress toward mastery of the objectives from pre-to-post

factors that may have affected the post assessment results

how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes average-quality table/charts/graphs which show post assessment results (and pre-post comparison if applicable)

Provides a description of the post assessment results which somewhat addresses most of the following items:



how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes poor-quality table/charts/graphs which do not clearly show post assessment results (or pre-post comparison if applicable)

Provides a weak description of the post assessment results which does not adequately address the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any)

No quality table/charts/graphs which show post assessment (and/or pre) results.

Does not provide a description of the post assessment results is weak and illogical and does not address all of the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

Lesson Reflection: Successes

Identifies, describes, and explains more than two relevant successful teaching

Identifies, describes, and explains two successful teaching strategies and/or

Identifies, describes, and explains only one successful teaching

Fails to adequately identify, describe, or explain successful

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strategies and provides detailed supporting evidence for why they were effective.

provides supporting evidence for why they were effective.

strategy and/or provides only minimal supporting evidence for why it was effective.

teaching strategies and provides no supporting evidence.

Lesson Reflection: Challenges

Identifies and describes more than two challenges encountered throughout lesson.

Identifies and describes two challenges encountered throughout the lesson.

Identifies and describes only one challenge encountered throughout the lesson.

Fails to adequately identify, describe, or explain challenges encountered throughout lesson.

Lesson Reflection: Improvements

Identifies and describes more than two significant ideas for redesigning the lesson and provides full details to support the redesign.

Identifies and describes two ideas for redesigning the lesson and provides details to support the redesign.

Identifies and describes one idea for redesigning the lesson and provides very minimal details to support the redesign.

Fails to identify and describe an idea for redesigning the lesson and/or provides no details to support the redesign.

Overall Professional Quality of Teacher Work SampleComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Writing Skills

Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is well organized with clarity of thought and purpose.


All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is organized.


Most formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is somewhat organized but candidate needs to continue to develop communicating thought and purpose.


Few formatting requirements were followed: (Cover page, references/credits, font and spacing, anonymity)

Paper requires much better organization of content and candidate needs to significantly develop in the area of communicating thought and purpose.

Conventions:

Writing has very few errors in spelling, grammar, punctuation, and/or sentence structure.

Conventions:

Writing has only occasional errors in spelling, grammar, punctuation, and/or sentence structure, but does not significantly detract from overall quality.

Conventions:

Writing has frequent errors in spelling, grammar, punctuation, and/or sentence structure, and this somewhat detracts from overall quality.

Conventions:

Writing has numerous errors in spelling, grammar, punctuation, and/or sentence structure, errors which significantly detract from overall quality.

Overall Quality:

Professionally written, high-quality paper.

Overall Quality:

Adequately written, average quality paper.

Overall Quality:

Writing and quality of paper are in development but resubmission is not required.

Overall Quality:

Poorly written, low-quality paper. Resubmission required.

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