coriredmond.weebly.com · Web viewContextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner. Description A Teacher Work Sample (TWS) is

Northern State University Student Teaching Experience

Teacher Work SampleSpring 2017

Candidate Name: Cori Redmond

Subject/Content Area: Handwriting, Math, and Social Studies

Grade Level: Kindergarten

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher candidate and university supervisor training purposes in the future. I understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Cori Redmond________(electronic submission)

Copyright © 2015 Educational Testing Service. The ETS® Praxis Performance Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner.

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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 (five lessons)

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, double space all narrative portions, 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.

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

1. Your university supervisor (discuss the format)2. D2L for Student Teaching (488) course3. Your electronic portfolio/professional website (please remember to remove the cover page with

identifying information before posting).

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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal Reflection due week 10).

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

1. Respect and Concern for Students

2. 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 3. Developmental Needs

4. 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 5. 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 6. Planning7. Implementation8. Assessment9. Classroom Management and Organization10.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

11.Parent and Community Involvement12.Commitment to Teaching13.Interpersonal Relations14.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:

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

2. Identify the specific Category Outcome you will use to determine your goal:Classroom Management and Organization

3. 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.

During this experience, my goal is to improve on my classroom management skills and organization skills. I chose this specific category because sometimes I don’t realize what all of the students are doing while I am teaching the lesson and focus too much on my lesson and not the students. I need to establish my rules of the classroom and follow through with them so the students know my expectations. Also, some of the students get done earlier than the others so I need to find something for them to do.

I chose this goal because during my last pre-student teaching experience, I watched the video of the lesson I taught and there were some students who were messing around and weren’t paying attention and I didn’t even notice. They were disturbing their neighbors and weren’t listening. I need to be aware of what the students are doing so everybody can learn.

4. Describe the action plan (steps/strategies and resources) required to accomplish this goal:In order to improve and reach my goal, I will observe different classroom management techniques my cooperating teacher uses. I will talk and ask her questions about what has work best for her and what hasn’t worked. I will watch videos on the teacher channel to get more ideas about classroom management.

5. Reflect on your progress/growth toward achieving this goal (this section due by week 10):During my student teaching experience, I have learned a lot not just about the way of teaching but also about myself. I really wanted to work on being more confident in myself while teaching because if I feel confident then the students can feel more confident. From my first lesson I taught to the last lesson, I saw that I felt more confident. I was speaking louder to the students and took more control of the class by reminding them to sit down or reminding them to raise their hand when they want to talk. I also felt like I have improved on my organization skills. This is something that I believe every teacher should have because everything goes a lot smoother when you are organized. During the weeks I was teaching everything, I made a schedule of everything for the week and got all of the materials I needed for each subject. The other thing I improved on but need to keep improving on is classroom management. I believe when I am in my own classroom and start right in the beginning of the year, I will get a better feel for how to handle classroom management.

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Task III: Instructional Design and Implementation (due week 10)

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)

To complete this task refer to the Common Lesson Plan Template. You will complete the Common Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed by your university supervisor.

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Teacher Candidate Name: Cori RedmondGrade Level: KindergartenSubject: HandwritingDate: Wednesday, September 27, 2017

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson:

K.RF.1.d Recognize and name all upper- and lowercase letters of the alphabet

K.RF.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant

L.K.1.a Print many upper- and lowercase lettersList the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Student’s will be able to establish the difference between lowercase “m” and uppercase “M”.

Student’s will be able to identify what sound “m” makes.

Student’s will be able to write both uppercase and lowercase m.

Describe how the objective is relevant to students’ lives.

The objective is relevant to the students’ lives because they will be able to practice their handwriting skills and practice the letter “m” and “M”. The students will be able to recognize the letter “Mm” and the difference between uppercase and lowercase “Mm”.

List the words relevant to the content area that you will either introduce and/or review during your lesson.

- Uppercase, Lowercase, “M”, “m”, sound, consonant

List the materials you will need to teach the lesson.

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- The alphabet activity #13 handwriting worksheet “”, pencil, Ipads, Whiteboard, marker,

ASSESSMENTPre-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.

I tested the students of their knowledge of how to write a “Mm” by giving them a pre-assessment. I have the students a worksheet containing lines for them to write the uppercase and lowercase “Mm”.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☐ Is your pre-assessment included at the end of this lesson plan?Pre-assessment was written on line paper.Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the students the pre-assessment 6 days (Thursday) before my lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

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"Mm" Handwriting Pre-assessment

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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.

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The results of the pre-assessment will help me better understand on what the students already know. For writing “Mm”, more students knew how to write the uppercase “M” rather than the lowercase “m”. I will have to practice with them staying in between the lines when writing “Mm.”

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.

☒ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of the desired outcome.

☒ Is your key included at the end of this lesson plan?

TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

The students will be using the mini IPads to practice writing the letter “Mm” on an app called “Kids Doodle”

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

- There is one student that will need to sit in the front of the class (his desk is already in the front) and will need more time to work on his assignment if needed. Look at IEP for more details.

- There are a couple of other students who need help with writing so I will help and hold their pencil with them while writing letters and have them try a couple of letters on their own.

MANAGEMENT8 | P a g e

Identify 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.

I will be walking around the room while the students are working on their pre-assessment, post-assessment, and the worksheet and making sure they are staying on task. I will have the worksheets ready to pass out and set them on the front table. I will also have the IPads all charged and have the correct app downloading so they are ready to go for when the students use them. In the beginning of the lesson, I will call students back to get their pencil sharpen so they don’t have to do it while the lesson is going on.

LESSON IMPLEMENTATION“I Do”(Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

1. Give each student an IPad that is already open to the app “Kids Doodle” and have them practice their “Mm”

2. After about 5 minutes, have them bring their IPads to you and put them away on the white cart.

3. Then ask the students, “What letter have we been practicing writing? It also comes after the letter “Ll” and before “Nn”.”

a. Answer: “Mm” then show them the letter cards of “Mm”4. After the students know what letter we are working on, ask the students “What sound does

“m” make?”a. Answer: “mmmm” like you say when you eat cookies.

5. Hand out the “Mm” worksheet to the students and pencils and tell them to put their name on top of the page where is says “name” and after their written their name, have them stand up to show they are ready for the next directions.

6. Make an uppercase “M” on the whiteboard7. After you make the uppercase “M”, ask the students “Is this an uppercase “M” or a lowercase

“m”.a. Answer: Uppercase “M”

8. Make a lowercase “m” on the whiteboard9. After you make the lowercase “m”, ask the students “Is this an uppercase “M” or a lowercase

“m”a. Answer: Lowercase “m”

Describe how you will communicate (to students) how the objective is relevant to their lives.The objective is relevant to the students’ lives because they will be able to practice their handwriting skills and practice the letter “m” and “M”. The students will be able to recognize the letter “M” and the difference

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between uppercase and lowercase “M”.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Vygotsky, learning can be enhanced by using the scaffolding method. Scaffolding is done when the teachers are building on prior knowledge. I will use this theory by having the students take a pre-assessment and ask the students if they know what sound “m” makes.

Describe how you will check for students’ understanding before moving on to guided practice.When asking the question about what “Mm” sounds like and what one is uppercase and lowercase, see if they all answer.

“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).

1. Make a few more examples on the whiteboard. Show non-examples of how to make it like going above the middle dotted line or below the red line.

2. Have the students write the uppercase “M” and the lowercase “m” on their worksheet and then after they are done just wait.

3. After they are done, there will be a box of letters on their worksheet and tell them you lost all of the “Mm” in the box, so get your detective googles out (just pretend you have glasses on) and find all of the lowercase and uppercase “Mm” and circle them ALL.

4. I will walk around looking at their worksheet and give them a star when they are done.5. Have the students hand in their worksheets on the stool in the front of the classroom and put

their pencil in the purple basket.

Describe how you will check for students’ understanding before moving on to independent practice.I will walk around the classroom and I will be checking their worksheet to see if they are writing “Mm” correctly and help them out if they aren’t able to write it correctly. Once I have gave them a star on their worksheet they are able to hand it in.

“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? (this is the post-assessment)

1. In the beginning of the lesson, the students will individually practice writing “Mm” on the ipads. 2. The students will work on finding the letters on the worksheet by themselves and once they are done

they will hand in the worksheet on the stool in the front of the classroom and put the pencil in the purple basket.

3. Then ask the students what sound does “Mm” make and show them the two “Mm” cards and ask what color is the uppercase “M” and what color is the lowercase “m”. Once they answer the questions they can line up for recess.

APPENDIX: Include a blank copy of your post-assessment.☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing10 | P a g e

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).After they hand in their worksheets, they can sit down in their seats and I will show them the lowercase “m” card and ask them if it is the lowercase or uppercase “Mm”. Then I will show them the uppercase “M” and ask them if it is the lowercase or uppercase “Mm”. Ask them what sound “Mm” makes and then start calling students to line up for recess.

ANALYZE(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:1. Students’ progress from pre-to-post assessment. (if applicable)2. Factors that may have influenced the post assessment results.3. How the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any).If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

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"Mm" Handwriting Post-assessment

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Description: Comparing the results from the pre-assessment and post-assessment, the students improved on writing the letter “Mm”. The pre-assessment showed me that the students knew what both capital “M” and lowercase “m” looked like but didn’t know exactly how to write the letter. Looking at the post-assessments results, the students improved the way they write “Mm” and paid attention how to correctly write “Mm”.

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REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).

1) One thing I felt like I did a good job on was the content in my lesson plan. In my lesson, I was able to include both uppercase and lowercase “Mm” and made sure they knew the difference between them when writing them on the board. Also, having them tell me what sound the letter Mm made so they can relate the sound and the letter with each other. I also incorporated technology by having the students go on mini IPads and practice writing their “Mm” on there.

2) Another thing that I thought went well was going around the classroom to look at all of the student’s work and making sure they were staying on task. If they weren’t making the right “Mm” then I was able to correct them right away and had them fix their mistakes.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

1) One thing that was challenging to me was classroom management. This kindergarten class is very busy so it was hard for me to get them all to be quiet at the same time and making sure they were paying attention to me when I was talking. A couple of students also like to move around and get out of their chairs, so it is hard to keep teaching the other students but making sure the ones moving around aren’t a distraction to the rest. I have to talk louder to everybody so they all can hear me.

2) Another thing that was challenging was engaging all of the students. It is a short assignment so it is hard to get all of the students involved. Also, with the subject being handwriting, it was hard to incorporate a lot of differentiated instruction to involve all of the students.

List and describe two ideas for redesign you would make if you were to teach this lesson again.1) I noticed that one thing I can do differently in my lesson is having the ipads after they are done with

their worksheet then the students have more motivation to get done with their worksheet because some of them have to constantly be told to work on the worksheet. So having ipads afterwards might get them to get done quicker but to make sure they are still doing their best work.

2) The other thing I noticed was when they are done with their worksheet and instead of giving them a sticker and putting it in their mailbox, have them wait and I will dismiss table by table to put their worksheet in their mailbox and that will create less noise.

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Rubric for grading the handwriting section on the letter “Mm”

Rubric for writing the uppercase “M”3 2 1

Did the students stay in the appropriate lines?

The student used the lines correctly by not going over or below the givens lines.

The student used the lines but either went over the lines a little bit or wrote the letter a little too small.

The student didn’t use the lines at all and went over the lines with their letters or wrote them way to small.

Is the letter an uppercase “M”

The student correctly wrote the letter “M” by using points instead of curvy lines and the middle point only going to the middle dotted line.

The student wrote the letter “M” by using points instead of curvy lines but the middle point wasn’t on the middle dotted line.

The student didn’t know how to write the letter “M” and didn’t use points. The student used scribbles to show their letter.

Rubric for writing the lowercase “m”3 2 1

Did the students stay in the appropriate lines?

The student used the lines correctly by not going over or below the middle dotted line.

The student used the lines but either went over the lines a little bit or wrote the letter a little too small.

The student didn’t use the lines at all and went over the lines with their letters or wrote them way to small.

Is the letter a lowercase “m”

The student correctly wrote the letter “m” by using curvy lines instead of pointy lines and the letter only goes up to the middle dotted line.

The student correctly wrote the letter “m” by using curvy lines instead of pointy lines but the letter went beyond the middle dotted line.

The student didn’t know how to write the letter “m” and didn’t use curvy lines. The student used scribbles to show their letter.

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Teacher Candidate Name: Cori RedmondGrade Level: KindergartenSubject: Social StudiesDate: Thursday, October 12, 2017



K.E.1.1 Describe the difference between wants and needsList the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Student’s will be able to explain why people have jobs and how jobs impact their lives, families, and communities.

Student’s will be able to recognize the relationship between work and money.

Student’s will be able to identify goods and services.

Student’s will be able to recognize specialization.


The objective is relevant to the students’ lives because it will allow them to be aware of different kinds of jobs and make them think about what they might want to do or what their parents do. The students will be able to know that when they have a job they earn money and can use this money to buy goods and services.


- Jobs- Earn- Money- Goods- Services- Wants- Needs

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- Volunteer


- White Board- Marker- Worksheet- Pencil- Crayons- Social Studies Big Book


I tested the students of their knowledge of workers by giving them a pre-assessment. I gave the students a pre-test containing 6 questions. The 6 questions are about who workers are, what tools they use, what they earn, and resources. APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Is your pre-assessment included at the end of this lesson plan?Exact same as the post-assessmentDescribe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the students the pre-assessment a week (Friday) before my lesson.


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rDescribe 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.

The results of the pre-assessment will help me better understand on what the students already know. After reviewing some of the results on the pre-test, there were two students who knew all of the answers and got 100%, two students who got 5 out of the 6 questions right, six students who got 4 out of the 6 questions, and 6 students who got 3 out of the 6 questions right.






- There was no technology involved with this lesson, instead I had a firefighter and a nurse come into the room to discuss with the students what they do.

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- There is one student on an IEP and is for reading. So I will read to the whole class what each question is and what all the answers are. I will repeat the question and answers more than once when taking the pre-assessment and post-assessment and during the worksheet.

- Another student has trouble focusing and likes to get out of her chair. I will keep her interested in the lesson by calling on her name and standing next to her sometimes during lecture. There is usually a helper or paraprofessional next to her to keep her on task.

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.

I will be walking around the room while the students are working on their pre-assessment, post-assessment and as they are working on their worksheet and making sure they are staying on task. I will have all the materials for the lesson ready. I will write the two columns on the whiteboard prior to the lesson starting and have the worksheet on the table in front to be ready to hand out.


1. On the whiteboard, write two columns; house in one column and school in the other column. 2. Have the students tell about jobs they have at home

a. As they are telling you the jobs they do, write them on the whiteboard in the home column

3. Then ask the students what are some jobs they have at schoola. List the jobs they do at school on the whiteboard in the school column

4. After you have a couple jobs in each column, ask the students to tell you about their jobs they

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do and also tell you what column to write it in.5. In the social studies big book, on page 31, read the first sentence aloud, “People work to earn

money.”a. Ask the students if anybody knows what the word “earn” means

i. Answer: “It is another word for ‘get’”6. Point to the first picture and ask the students “What is this boy doing?” and “Who is he

working for?”a. Answer: “mowing” and “the woman”

7. Then point to the second picture and ask the students, “What do you think is happening in this picture?”

a. Answer: “The woman is giving the boy money.”8. Also ask the students, “Why is the woman paying the boy?”

a. Answer: “He earned the money for mowing her lawn.”9. Then read the second sentence on page 31, “They use money to buy goods and services.” And

point to the third picture of the boy in the store10. Tell the students that goods are things for sale, and services are jobs people do for you.

a. Tell the students that you can see and touch goods; a loaf of bread, a bicycle, a basketball and that some people perform services but do not receive money.

i. These people are called volunteers. Ask the students “Do you remember somebody who was a volunteer that came and talked to the class?”

1. Answer: “Firefighter”

Describe how you will communicate (to students) how the objective is relevant to their lives.The objective is relevant to the students’ lives because it will allow them to be aware of different kinds of jobs and make them think about what they might want to do or what their parents do. The students will be able to know that when they have a job they earn money and can use this money to buy goods and services.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Vygotsky, learning can be enhanced by using the scaffolding method. Scaffolding is done when the teachers are building on prior knowledge. I will use this theory by having the students take a pre-assessment and asking questions on what they know earning money and goods and services.

Describe how you will check for students’ understanding before moving on to guided practice.I will check the students’ understanding by asking them questions during the “I Do” part and making sure they all understand before moving onto the game.


1. Explain to the students we will play a little game, I will say a few examples and the students have to decide if it is a good or service. If you think it is a service then stand up, if you think it is a good then sit.

2. First question is “Is mowing the lawn a good or service?”a. Answer: “A service that someone does for you.” (stand)

3. Second question is “Is a football a good or service?”

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a. Answer: “A football is a good.” (sit)4. Third question is “Is a loaf of bread a good or service?”

a. Answer: “A loaf of bread is a good.” (sit)5. Fourth question is “Is raking the leaves a good or service?”

a. Answer: “A service that someone does for you.” (stand)6. Fifth question is “Is a bicycle a good or service?”

a. Answer: “A bicycle is a good.” (sit)7. After they are all seated, discuss the word specialization. Point out that the root word (main

word) is special so some people specialize in their work. For an example, “I (teacher) specialize in teaching students.”

8. Ask the students “Who might specialize in animal medicine?a. Answer: “vet”

Describe how you will check for students’ understanding before moving on to independent practice.During this portion of the lesson, I will be checking the students’ understanding by having them play a game. I will be observing the students whether they stand up or sit down and understand what the difference is between goods and services. I will explain what the worksheet is and tell them the directions and repeat back the directions back to me so I know they understand what they should be doing.


1. After discussing goods, services, and specialization, then discuss the worksheet they will be doing. 2. First have them write their name on the top of their worksheet.3. Then explain the first box says, “How I Earn Money” and have them get their crayons out and color a

picture of how they would earn money.4. After they are done with the first box then read the second box, “Good and Services I buy.” And have

them draw pictures of different goods and services they might purchase.

APPENDIX: Include a blank copy of your post-assessment.☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?Same as the pre-assessment

Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

1. After they are done with both drawings, put a sticker on their worksheet and hand it in on the stool in front of the room.

2. Then go over what we just learned today. That people work to earn money and we use that money to buy goods and services.

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(This portion may only be done after the post assessment is collected/scored.)



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Description: The result of the pre-assessment and the post- assessment shows me that they students improved throughout the whole unit of social studies I taught. The pre-assessment showed me that the students had a pretty good idea on the social studies content besides question 5 so I had to do more explaining on question 5. The post-assessment results showed me that the students were paying attention to my lesson except the students had more trouble of question 6 so I was able to know what I should spend a little more time.


1) Since I was teaching the whole social studies unit to the students, I decided to have the students take a unit pre-assessment and post-assessment to see their improvements. I feel like I did well planning out each of the lessons and getting this particular lesson ready for the students.

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2) Another thing that I thought went well was incorporating examples of goods and services. I wanted to make sure they knew the difference between the two so I incorporated a game for them during the lesson to get them up and moving but still learning the differences between the two.


1) One thing that was challenging was involving all the students to answer questions and keeping them engaged. Some of the students weren’t interested in doing the game so it was challenging to keep them engaged. It is hard to keep ALL of the students engaged because they all have different interests.

2) Another thing that was challenging was doing the I Do part having all of the students listening to the content I was teaching. They are younger students so it was hard for them to just sit there and listen to me.

List and describe two ideas for redesign you would make if you were to teach this lesson again.1) I noticed that one thing I can do differently in my lesson is having the examples be some of the

students’ interests. If I incorporate different examples of different interests to the students then I would be able to keep more students engaged during the lesson and be able to relate the content to something they are interested in.

2) The other thing I noticed I can do differently is using more differentiated instruction. I did include a game by having the students stand up or sit down but some of the students just did what other students did and didn’t really know what the answer was. So if I included another “game” for the students to help them understand the difference between goods and services then I could have a better understanding on who knows the content.

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Teacher Candidate Name: Cori RedmondGrade Level: KindergartenSubject: MathDate: Wednesday, October 25, 2017



K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count

K.G.A.2 Correctly name shapes regardless of their orientations or overall size

K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices/”corners”) and other attributes (e.g. having sides of equal length).

K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapesList the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Student’s will be able to know what a triangle looks like by naming characteristics and know what a square looks like by naming characteristics

Student’s will be able to name a triangle and a square

Student’s will be able to name different characteristics about triangle and square by saying how many sides each have, number of corners each have, and etc.

Student’s will be able to construct a triangle and square out of playdough


The objective is relevant to the students’ lives because it will help them distinguish between shapes such as square and triangle. They will also be able to recognize different characteristics of a square and triangle to help them classify them into groups.

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- Triangle- Square- Straight lines- Points- Corners- Vertices- Curved


- Whiteboard- Marker- Playdough- Pattern Blocks (only triangles and squares)


I tested the students of their knowledge of triangles and squares by giving them a pre-assessment. I gave the students a pre-test containing 6 questions. The 6 questions are about what characteristics make up a triangle and a square such as how many corners, vertices, points, and sides.


☒ Is your pre-assessment included at the end of this lesson plan?Same as post-assessmentDescribe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the students the pre-assessment two days before my lesson.


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Question 1 Question 2 Question 3 Question 4 Question 5 Question 60

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Triangles and Squares

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The results of the pre-assessment will help me better understand on what the students already know. After reviewing some of the results on the pre-test, most of the students knew how many sides a square has but didn’t know how many corners a square has so I will spend more time on emphasizing what corners are what how many there are in a square. As for the triangle, the students had a little harder time knowing there are 3 sides and 3 corners in a triangle so this helps me understanding that the students aren’t as familiar as a triangle. Then for question 3 and 6, I asked if the triangle and square has straight lines or curvy line, most of the students knew that the square has straight lines but weren’t really sure what kind of lines a triangle has. This pre-test indicated that I will have to spend more time talking about triangles than squares during my lesson.


☒ Is your post-assessment included at the end of this lesson plan?Same as pre-assessment



TECHNOLOGY34 | P a g e

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

I had no technology in this lesson, instead I had them do an activity with playdough and making shapes out of the playdough.


-There is one student on an IEP and is for reading. So I will read to the whole class what each question is and what all the answers are. I will repeat the question and answers more than once when taking the pre-assessment and post-assessment and during the worksheet.-Another student has trouble focusing and likes to get out of her chair. I will keep her interested in the lesson by calling on her name and standing next to her sometimes during lecture. There is usually a helper or paraprofessional next to her to keep her on task.


I will be walking around the room while students are working on their pre-assessment, post-assessment, and making shapes out of playdough. I will remind the students before I had out the playdough that they will have a few minutes to make whatever they would like but when it is time to make triangles and squares they have to make them or I will take their playdough away. I will have all of the materials ready to go by writing the charts on the whiteboard in advance and have the playdough ready in the front of the room.

LESSON IMPLEMENTATION“I Do”

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(Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

1. Before the lesson begins draw on the whiteboard, draw two columns, one with a triangle and the other with a square

2. When the students are sitting down in their seats, randomly hand out the pattern block shapes (only triangles and squares) to each of the students

3. We will play a little sorting game with the students asking them to hold up their shape if it fits my description1. Hold up you shape if it is small and blue

1. There will be both triangles and squares2. Hold up your shape if it is curved

1. None3. Hold up your shape if it has straight sides

1. All of them4. Hold up your shape if it has three points, or corners. Those are also called

vertices1. Triangle2. Does anybody know the name of this shape?

5. Hold up your shape if it has four straight sides1. Squares2. Does anybody know the name of this shape?

Describe how you will communicate (to students) how the objective is relevant to their lives.The objective is relevant to the students’ lives because it will help them distinguish between shapes such as square and triangle. They will also be able to recognize different characteristics of a square and triangle to help them classify them into groups.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Vygotsky, learning can be enhanced by using the scaffolding method. Scaffolding is done when the teachers are building on prior knowledge. I will give the students a pre-assessment on the characteristics of a triangle and square. Then I will build upon their prior knowledge of what they know and what they might not know such as how many sides and corners a triangle has and how many sides and corners a square has.

Describe how you will check for students’ understanding before moving on to guided practice.During this portion of the lesson, I will be checking the students’ understanding by asking them question during the game. I will be asking the students questions about what might describe their shape and they have to raise their shape in the air if I am describing their shape. I will also be asking the class what each shape I am describing to tell if they know the two shapes.

“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).1. Have the students with the squares set them aside. 36 | P a g e

2. The students that have the triangles, have them look at their shape and think about how they would describe their shape to their friend, not the color of the shape but how it looks1. After a few seconds of the students thinking, ask them to raise their hands and share

one thing they notice about their shape2. Record their observations in the triangle column that is on the whiteboard

1. Examples1. 3 sides2. Pointy3. All straight lines4. 3 pointy corners

3. After you recorded their observations, then have the students count with you the number of sides the triangle has

4. Then have the students count with you the number of vertices which is the same as corners and points

5. Then have the students put aside the triangles and have the students with the squares take a few seconds to look at their shape and think about how they would describe their shape to their friend, not the color of the shape but how it looks1. After a few seconds of the students thinking, ask them to raise their hands and share

one thing they notice about their shape2. Record their observations in the square column that is on the white board

1. Examples1. 4 sides2. Pointy3. All straight lines4. 4 pointy corners5. All equal sides

6. After you recorded their observations, then have the students count with you the number of sides the square has

7. Then have the students count with you the number of vertices which is the same as corners and points

Describe how you will check for students’ understanding before moving on to independent practice.During this portion of the lesson, I will be checking the students’ understanding by having them come up with descriptive words to describe their shapes characteristics. I will be recording their observations on the whiteboard so they can refer back to it later in the lesson if needed. I will help them count each of the shapes sides and corners to help the students understand.

“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? (this is the post-assessment)1. Briefly introduce the new activity to the students by showing the ball of playdough. Then demonstrate

how you can roll out the playdough into long ropes or “snakes”2. Tell the students they will be making triangles with the playdough and ask them “How could we use

these playdough ropes to make a shape that has three sides?”1. Ask a couple of students to come up to the front of the room to construct a triangle

3. Then hand out the playdough to each of the students and tell them they can build anything they want

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for 2 minutes4. After the 2 minutes, tell the students if you see them making anything but the shapes you are told to

make then you will take the playdough away from them5. Next have them make a triangle and wait for the teacher to go around to see the triangle6. Then have them make a square and show the teacher their square


Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).Once it is time for the students to go to their next subject, have them make either a triangle or square out of the playdough and then tell you what they made. If they get it right, they can put their playdough away.




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Question 1

Question 2

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Question 5

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Description: The results of the pre-assessment and the post-assessment show me that they students improved on their knowledge of triangles and squares. The pre-assessment showed me that the students didn’t know the number of corners each shape had or what exactly straight lines and curvy lines meant. The post-assessment showed me that the students improved on all of the questions and had a better understanding on the number of sides and corners each a triangle had and square had.


1. One thing that I think that went well during the lesson was getting the students engaged. I was able to call on many different students to answer questions throughout the lesson. On the individual part of the lesson, the students were very engaged playing with playdough and making shapes out of it.

2. Another thing that went well was the planning and getting the material ready for the day. Since I had all the materials ready for the lesson and easy to reach, I spent less time during the lesson to figure out where everything is. Once it was time to move onto the next part of the lesson, the materials were ready to go.


1. One thing that was a challenge during the lesson was that there was a surprise lockdown drill so it took some of my time away from my lesson. This happens sometimes to teachers and need to be ready for it, so I wasn’t able to spend as much time discussing the shapes as much as I wanted to.

2. Another thing that was challenging was making the pre-test for the students because it was hard for me to know what questions to exactly them since they aren’t able to read or write words.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

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1. One idea I would do to redesign my lesson was getting the students more involved in the beginning of the lesson when they each had a shape. This way they are more engaged with the this part of the lesson and not just listening to my questions

2. The second idea I would do to redesign my lesson is have the students tell me and the other classmates what shape they made and what they could make out of that shape. For an example if they made a square they could make a house out of it.

Name: ____________________________________

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1. How many sides does a square have? ___________

2. How many corners does a square have? ___________

3. Circle:

Does a square have straight lines or curvy lines?

4. How many sides does a triangle have? _________

5. How many corners does a triangle have? _________

6. Circle:

Does a triangle have straight lines or curvy lines?

Name: ____________________________________

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1. How many sides does a square have? ____4_____

2. How many corners does a square have? ____4____

3. Circle:

Does a square have straight lines or curvy lines?

4. How many sides does a triangle have? ____3___

5. How many corners does a triangle have? ___3____

6. Circle:

Does a triangle have straight lines or curvy lines?

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Teacher Candidate Name: Cori RedmondGrade Level: KindergartenSubject: MathDate: Wednesday, November 1, 2017



K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, in front of, behind, and next to

K.G.A.2 Correctly name shapes regardless of their orientations or overall size

K.G.A.3 Identify shapes as two-dimensions (lying in a plane, “flat”) or three-dimensional (“solid”)

K.G.B.4 Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g. having sides of equal length)

K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls ) and drawing shapes

K.G.B.6 Compose simple shapes to form larger shapes. For example, “Can you join there two triangles with full sides touching to make a rectangle?”List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Students will be able to name the different pattern shapes and tell us where they are located

Students will be able to name the different pattern shapes no matter what direction it faces

Students will be able to distinguish between two- dimension shapes and three-dimension shapes

Students will be able to compare the similarities and differences between two- dimension shapes and three-dimension shapes

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Students will be able to make one larger shape out of other shapes, such as two trapezoids make one hexagon


This objective is relevant to students’ lives because they will be able to distinguish between different shapes and be able to realize that there are many different objects that in the world that are made up of shapes. They will also be able to know that there are many different ways you can make up a larger shape with other smaller shapes.


- Hexagon- Trapezoid- Rhombus- Square- Triangle- Pattern Blocks- Pattern Block Puzzles


- Pattern Blocks- Pattern Block Puzzles- Whiteboard- Marker


I tested the students of their knowledge of the five shapes; hexagon, trapezoid, square, triangle, and rhombus by giving them a pre-assessment. The pre-assessment I gave the contained 5 questions. The questions are about what each shape is and if the students are able to distinguish the word of the shape to the picture.


☒ Is your pre-assessment included at the end of this lesson plan?Same as post-assessmentDescribe the timeline as to when you plan to administer the pre-assessment?

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(Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the students the pre-assessment two days before the lesson.


Question 1 Question 2 Question 3 Question 4 Question 50

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Math Shapes Pre-Assessment

RightWrong

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The results of the pre-assessment will help me better understand on what the students already know and what they didn’t know. After reviewing some of the results on the pre-assessment, the students know the majority of the shapes. All the students knew what a hexagon, square, triangle, and a trapezoid look like but 3 of them didn’t know what a rhombus looked like. This helps me know that I need to spend more time on talking and showing them what a rhombus looks like.


☒ Is your post-assessment included at the end of this lesson plan?Same as pre-assessment



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There was no technology in this lesson, instead I had them do an activity with pattern block puzzles.


-There is one student that will need to sit in the front of the class (his desk is already in the front) and will need more time to work on his assignment if needed. Look at IEP for more details. -There are a couple of other students who need help with writing so if they need help, I will help them hold their pencil writing their names on the worksheet.


I will be walking around the room while students are working on their pre-assessment, post-assessment, and doing the pattern block puzzles. I will remind the students before I had out the pattern block shapes that if they mess around and throw them, they will get taken away. I will have all of the materials ready to go by having the pattern block shapes in the front of the room and each of the shapes out so I can take about each one and I will have the pattern block puzzles in the front of the room ready to hand out to the students.

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1. Tell the students you have some shapes in your hand; (foam pattern blocks; square, triangle, rhombus, hexagon, and trapezoid)

a. First show them the square and ask how many sides a square has.b. Then tell the students the next shape has three sides and three corners, what shape is

it?c. The next shape you hold up is the blue rhombus and have them guess what the shape isd. Then show them the tan rhombus and ask what the shape ise. Next, show them the hexagon and ask them how many sides a hexagon has.f. The last shape is the trapezoid and ask the students what that shape is

2. After you have reviewed over the shapes, show them the pattern block puzzles. The students have never seen them before so tell them that their job is to choose pattern blocks that fill the outline

3. Ask the students what shape would fit in the middle of the flowera. Answer: may vary but they will typically say hexagon

4. Then ask them what shape would fit in the petals of the flowera. Answer: tan rhombus

Describe how you will communicate (to students) how the objective is relevant to their lives.This objective is relevant to students’ lives because they will be able to distinguish between different shapes and be able to realize that there are many different objects that in the world that are made up of shapes. They will also be able to know that there are many different ways you can make up a larger shape with other smaller shapes.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Jean Piaget, students learn by doing, rather than by being told. This theory is called constructivism. For this lesson, each student got pattern block puzzles and instead of me telling them how to do each puzzle, they did the puzzles on their own and figured out that there is more than one way they can do each puzzle.

Describe how you will check for students’ understanding before moving on to guided practice.I will check for students’ understanding before moving on to guided practice by asking the students what each shape is and asking more than one student so I know they understand what each shape looks like. I will also be asking them how many sides some of the shapes have.


1. After you have done the first puzzle with a hexagon in the middle, ask the students if there is another way you can make a hexagon in the middle by saying there might be more than one shape that can

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make up the shapea. Answer: two trapezoids, or 3 blue rhombuses, or 6 triangles

2. Have the student that answered the question come up and help you make the hexagon out of the shapes they said

3. Ask the students if there is another way they can make the hexagon in the middle out of a different shape

a. Answer: two trapezoids, or 3 blue rhombuses, or 6 triangles4. Have the student that answered the question come up and help you make the hexagon out of

the shapes they said5. After you think they get the idea, show them the next puzzle, which is a bunny, and tell them to

choose pattern blocks that fill the outline of the bunny. Remind them that there might be more than one way to make the picture out the shapes

Describe how you will check for students’ understanding before moving on to independent practice.I will check for students’ understanding before moving on to independent practice by asking the students what other shapes you can use to make a hexagon. Ask them if there is more than one way you can fill in a puzzle. Have them come up with other examples they might do to make a hexagon.


1. After you have shown puzzle 2, have a tub of pattern blocks with 5 puzzles around it and call on 5 students to go to this group.

2. Then pick 5 other students to go around a different tub of pattern blocks with 5 puzzles3. And the last group will have 6 students and they will go around a different tub of pattern blocks with 6

puzzles4. Have them all start on the first puzzle and let them put different pattern blocks to fill the outline.5. Tell them once they are done with the first puzzle, they can move onto the second one and keep going

onto the next one.6. There is a total of 10 puzzles and have them do all of the puzzles7. If they get done with all 10 puzzles, have them pick out their favorite puzzle and do it again but do it a

different way than they did it the first time8. If they get done with their favorite puzzle, they can make whatever they would like on the floor


Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).As we are getting closer to ending the lesson, I will go around the room asking the students what kind of shapes they are using to check for their understanding. After they correctly answer what shape it is, then they can pick up and put their puzzles away and put their pattern blocks back in the tub.

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Question 1 Question 2 Question 3 Question 4 Question 50

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Description: The results of the pre-assessment and the post-assessment showed me that the students already knew their shapes pretty well. The pre-assessment results showed me that the only shape 3 of the students didn’t know was rhombus so I knew I had to spend a little more time on that shape and showing them what it looks like. The post-assessment results showed me that they improved on question 3 but on question 2 a couple of the students didn’t know what a square was and they could have been confused on what I was asking since I have to read the questions out loud to them.

REFLECT

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List and describe two things you feel you did well to plan, implement, or assess instruction (successes).1) One thing I felt like I did well on is having all of my materials ready to go before the lesson and during

the lesson. I had all of the materials ready before the students were in the classroom. I sorted out the shapes I wanted to use and also had the puzzles and pattern blocks ready.

2) Another thing that I thought went well was having the students do the puzzles. They have never done them before so I was able to explain to them how they are supposed to put them together and had some volunteers to help me with the puzzle


1) One thing that was challenging for me was keeping the students engaged throughout the whole lesson. I felt like when I was showing them the different shapes they weren’t interested in it. So it was challenging for me to keep them interested in it but still get the information I want them to learn.

2) Another thing that was challenging was making an assessment for them. I didn’t want the assessment to hard because they aren’t able to read or write words but yet I didn’t want it to be too easy. Since this was the beginning of a whole new unit, I didn’t know what they knew already.

List and describe two ideas for redesign you would make if you were to teach this lesson again.1) I noticed on thing I can do differently is make the assessment a little harder for them. Most of the

students knew every shape that I asked so there wasn’t any improvement in the results I received from the pre-assessment to the post-assessment

2) The other thing I noticed was while I was talking about what each shape looked like and asking them questions, not all of the students were paying attention. If I did this lesson again, I would pass out the different shapes to the students and have all the students who have a hexagon stand up and describe what the shape looks like and would do that with all of the other shapes.

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1. What pattern block shape is a hexagon?

2. What pattern block shape is a square?

3. What pattern block shape is a rhombus?

4. What pattern block shape is a triangle?

5. What pattern block shape is a trapezoid?

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1. What pattern block shape is a hexagon?

2. What pattern block shape is a square?

3. What pattern block shape is a rhombus?

4. What pattern block shape is a triangle?

5. What pattern block shape is a trapezoid?

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Teacher Candidate Name: Cori RedmondGrade Level: KindergartenSubject: Social StudiesDate: Thursday, November 16, 2017



K.H.1.1 Distinguish yesterday, today, and tomorrow

List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Student’s will be able to sequence events by using yesterday, today, and tomorrow

Student’s will be able to describe how things change from day to day.


The objective is relevant to students’ lives because they will be able to tell the order events by using the terms yesterday, today, and tomorrow. They are able to know that each day changes from day to day.


- Yesterday- Today- Tomorrow- Change- Sunday- Monday- Tuesday- Wednesday- Thursday- Friday- Saturday

List the materials you will need to teach the lesson.53 | P a g e

- The social studies big book- Worksheet- Pencil- The classroom schedule- Whiteboard- Marker


I tested the students of their knowledge of the terms yesterday, today, and tomorrow by giving them a pre-assessment. I gave the students a pre-assessment containing 4 questions. The 4 questions are about what they did yesterday and what day is today and what day is tomorrow.


☒ Is your pre-assessment included at the end of this lesson plan?Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

I will give the pre-assessment two days prior to teaching my lesson. (Tuesday)


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Question 1 Question 2 Question 3 Question 40

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Pre-assessment for Yesterday, Today, and Tomorrow

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The results of the pre-assessment will help me better understand on what the students already know. After reviewing some of the results on the pre-test, most of the student knew the answer to question 1 so I won’t spend as much time explaining what they did yesterday as of an activity. I will spend more time on question 2, 3, and 4 and explain to them what order yesterday, today, and tomorrow come in and spend a little more time explaining what day it is today and what do it will be tomorrow. The final percentage were; on question one 14 students who got the answer correct, on question two 4 students got the answer correct, on question three 10 students got the answer correct, and on question four 8 students got the answer correct.






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I will be using the computer to present a video on YouTube about yesterday, today, and tomorrow and that will be displayed on the SmartBoard.


-There is one student on an IEP and is for reading. So I will read to the whole class what each question is and what all the answers are. I will repeat the question and answers more than once when taking the pre-assessment and post-assessment and during the worksheet.-Another student has trouble focusing and likes to get out of her chair. I will keep her interested in the lesson by calling on her name and standing next to her sometimes during lecture. There is usually a helper or paraprofessional next to her to keep her on task.


During the pre-assessment, post-assessment, and the worksheet part of the lesson, I will be walking around the room while they are working and making sure they are staying on task. I will keep the students engaged by asking them questions and allowing them to share their life experiences so they are able to connect the lesson to real life events. I will have all of the materials for the project ready by setting up the video in the beginning of the lesson before the students come into the classroom and have the worksheet and post-assessment in the front of the room.

LESSON IMPLEMENTATION“I Do”(Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way

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(this is your lesson opening).1. I will show the students a video on YouTube, HYPERLINK "https://www.youtube.com/watch?v=XE-

VWAI805g"https://www.youtube.com/watch?v=XE-VWAI805g 2. After the video, write on the whiteboard, “Yesterday” “Today” “Tomorrow”

a. Ask the students if they recall something that the class did yesterdayi. Example: Gym, Guidance, ate corndogs

b. Write one event that the students say in the yesterday column.c. Have them say in unison when it happened, “Yesterday we had guidance.”d. Now, repeat for something happening today and tomorrow.

i. Today example: Gym, Art, eating chickenii. Tomorrow example: Music, Library, Art in the classroom

e. Write one event that the students say in the today column and the tomorrow column3. Allow the students to tell stories about their own lives that happened yesterday or will happen

today or tomorrow

Describe how you will communicate (to students) how the objective is relevant to their lives.The objective is relevant to students’ lives because they will be able to tell the order events by using the terms yesterday, today, and tomorrow. They are able to know that each day changes from day to day.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)According to Howard Gardner, students use multiple intelligences. I incorporated music to the lesson so the students who learn musically can get an idea of what the lesson is about. I also had visuals in front of the classroom for the students who learn that way and I had students tell stories about their life experiences so students can learn by connecting the content to real life situations.

Describe how you will check for students’ understanding before moving on to guided practice.During this portion of the lesson, I will be checking the students’ understanding by allowing them to share their stories with the class to get a better understanding of what the terms yesterday, today, and tomorrow mean. I will also be checking for the understanding when I am writing their examples on the board of what the class did yesterday, what the class did today, and what the class will do tomorrow.


1. Ask the students if they have every helped paint a room or a piece of furniture in their home2. If there are students who have helped paint, have them share their experiences by asking them

what they had to do first, next, and lasta. Example: First we had to wash the walls, next we painted the walls, and third we put

furniture in the room.3. Ask the students, “How did the walls changed or become different during the project?”4. Then turn to pg. 54 in the Social Studies big book and read aloud the sentence, “People and

things change from day to day.”5. Then read the three words, “Yesterday, today, tomorrow”

a. Help the students understand that painting a room is a series of events that must

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happen in a certain order6. Point to the first picture of the father and boy carrying out objects from the room and ask

them, “Why did the father and the boy have to move things first?”a. Answer: “So that the objects would not get paint on them; so that they could reach the

walls easily.” Answers may vary7. After discussing the first picture, remind the students that when something changes it means it

becomes different. Then ask them “What changed in the three pictures and why?”a. Answer: “The room changed because the people painted the walls and because time

passed.” Answers may vary8. Ask the students what they did yesterday and what they will do tomorrow.

a. Answer: Answers may vary.9. Ask the students “How have you changed since the first week of kindergarten?”

a. Answer: Answers may vary. They may say they are taller, weigh more, have a different haircut, or are wearing different clothes. They may also say they can write their name.

Describe how you will check for students’ understanding before moving on to independent practice.During this portion of the lesson, I will be checking the students’ understanding by having them explain what the pictures are doing in the big book. I will be asking question to the students looking for their understanding of what yesterday, today, and tomorrow mean.


1. After you are done discussing what the students did yesterday and what they will do tomorrow, have them take their pencils out.

2. Hand out the worksheet (pg. 43) and remind them the first thing we did will to write their name3. After they are done writing their name, have them take out their RED crayon and stand up.

a. Once the majority of the students are standing up, have them sit back down4. Tell the students that today they are putting their dog in the dog show.5. Ask the students what event would go first to get their dog ready for the dog show, that we would of

done yesterday. Have them write the number 1 next to the picture that shows the boy washing his dog in the bathtub and then color it RED and tell them

6. Then have them put their red crayon away and get their BLUE crayon and raise it in the air.7. Ask the students if we went to the dog show today, what picture shows that?

a. Answer: The picture that shows the dog winning a ribbon8. Have the students write the number 2 next to the picture and color the picture BLUE9. Then have them put their blue crayon away and get their GREEN crayon and raise it in the air.10. Ask the students what picture would show what they would be doing tomorrow?

a. Answer: The picture with the dog resting in his/her bed11. Have the students write the number 3 next to the picture and color the picture GREEN12. After we have done the worksheet together, give them a sticker on the worksheet and have

them put their paper away in their orange mailbox13. When they come back, have them take out their pencil and hand out the post-assessment.

a. They will write their names firstb. Then read each question to them but remind them not to blurt out the answers.

14. After they completed the post-assessment, they will put their pencils away and hand in their

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post-assessment on the stool in the front of the room.


Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).After the students are done with their post-assessment, I will ask the students what day it is tomorrow and what we will be doing. (For an example, music, library, or art in the classroom)




Question 1 Question 2 Question 3 Question 40

2

4

6

8

10

12

14

16



Question Number

Num

ber o

f Stu

dent

s who

got

the

answ

er ri

ght

(out

of 1

6)

Description: The results of the pre-assessment and the post-assessment showed me that the students improved on most of the questions. On question two, there was one less student who knew the answer correctly so I don’t know if I worded the question hard or if they didn’t understand the content. As for the rest of the

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questions, they all improved and most of them knew what day it was today and what day it would be tomorrow and they understand what we did yesterday.


1) One thing I felt like I did a good job was connecting the material to the student’s personal experiences. I had them relate to the content by asking them questions on what they did yesterday or what they might do tomorrow. I had the students tell stories of how they painted a room.

2) Another thing that I thought went well was the flow of the lesson. The first thing I did was have them watch a song to get them interested in the topic and then we talked together on what we did as a class and then we talked about their own experiences.


1) One thing that was challenging for me was making sure all of the students actively listening to me as I taught my lesson. The kindergarten class is a really busy room and the students like to get up when they feel like it so it was hard for me to make sure they remained sitting and teach at the same time. As I saw in my video, the students were getting up but I would tell them to sit back down without trying to disrupt the whole class.

2) Another thing that was challenging for me was making the assessment. I made the assessment on my own so it was hard to think of questions that involved yesterday, today, and tomorrow without being repetitive and making them so they understand the questions.

List and describe two ideas for redesign you would make if you were to teach this lesson again.1) I noticed that one thing I can do differently in my lesson is think of a better way to ask question number

2 since only 3 students got the answer right in the post-assessment. I believe that the way the answers were laid out, they were confused because I didn’t have them in order from first to last and most of them just circled that last answer thinking that is what I was asking. So I would reword the question so they understand what I am asking.

2) The other thing I noticed that I can do differently in my lesson is incorporate some type of activity or game to engage the students a little more. Instead of asking them all sorts of questions, I can implement an activity into my lesson and that might help with the students always wanting to get up out of their chair.

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The worksheet we did together as a class

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Name: __Pre-Assessment & Post-Assessment_________________________

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Tomorrow

1. What happened in school yesterday?

2. Which happens last: yesterday, today, or tomorrow?

3. What day is it today?

Sunday

MondayTuesda

yWednesday

Thursday

Friday Saturday

4. What day is it tomorrow?

Sunday

MondayTuesda

yWednesday

Thursday

Friday Saturday

Name: __Pre-Assessment Key_____________________________

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Today Yesterday




Sunday

MondayTuesda

yWednesday

Thursday

Friday Saturday


Sunday

MondayTuesda

yWednesday

Thursday

Friday Saturday

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Today Tomorrow Yesterday

Name: __Post-Assessment Key_____________________________




SundayMonda

yTuesday

Wednesday

Thursday Friday Saturday


Sunday

MondayTuesda

yWednesday

Thursday

Friday Saturday

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Today Tomorrow Yesterday

Teacher Work Sample Scoring RubricStudent Teaching

Teacher Candidate Name:__Cori Redmond _________________________________________________Semester: Spring Fall Year 2017___Grade/Subject Area_Kindergarten/ Handwriting, Math, and Social Studies ______________________

Task I: Professional Goal SettingComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below 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 InformationComponents Advanced/Excellent


3Basic/Developing


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 ImplementationComponents Advanced/Excellent


3Basic/Developing


1

Standards/Objectives

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

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

Lessons allow for

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

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

Lessons allow for no

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

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

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

apparent connections across the curriculum; students are not able to build an understanding or apply to real world issues.

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.

Differentiation, Accommodations, and Modifications

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

Purposefully activates student interest by consistently including a

Activates student interest by including an effective/engaging

Attempts to activate student interest but needs to work to develop

There are no clear attempts to activate student interest.

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(I Do/We Do/You Do)

highly-effective/engaging introduction and closing.

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

introduction and closing.

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

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).

a more effective lesson opening and closing.

Needs to be more purposeful about introducing and 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).

Candidate does not include evidence of an effective opening and/or closing.

Learning objective is not 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-

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-

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teaching (if any)

Lesson Reflection: Successes

Identifies, describes, and explains more than two relevant successful teaching strategies and provides detailed supporting evidence for why they were effective.

Identifies, describes, and explains two successful teaching strategies and/or provides supporting evidence for why they were effective.

Identifies, describes, and explains only one successful teaching strategy and/or provides only minimal supporting evidence for why it was effective.

Fails to adequately identify, describe, or explain successful 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


3Basic/Developing


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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Documents

coriredmond.weebly.com · Web viewContextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner. Description A Teacher Work Sample (TWS) is