Online Tws

Task I: Professional Goal Setting
.
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
 Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

My goal relates to knowledge of students as learners.
b. Identify the specific Category Outcome you will use to determine your goal:
Some students are still developing and may need more time to process a question and formulate an
answer or explanation.
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal was to provide more opportunities for students to practice critical thinking. My cooperating
teacher told me that I often called on only a few students to answer a question and if one student got
the answer wrong then I told the class the correct answer. My goal is to provide more wait time and
let more students try to answer questions.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will allow more wait time for students to think after asking questions, so that students that may need
more time have the opportunity to think. I will also reword questions when needed, so students who
may not understand a question may have opportunity to understand better.
e. Reflect on your progress/growth toward achieving this goal:

During my student teaching experience, I allowed more wait time and allowed more students to try to
answer the question. I also reworded the questions I asked when needed to help more students in the
class understand the question in a different way. I felt like the critical thinking of the students grew
and that more learners were accommodated.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource are take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students The classroom includes twenty students ages
(All subcategories listed in this box are nine to ten. Seven students are male and
required.) fourteen are girls. The classroom includes
different ethnicities. Two students are Native
Students’ grade and developmental levels; the American. Two students are African American.
age range of students; the content area being There is one student classifies as a Pacific
taught; any other factors that are pertinent to Islander. Lastly, there is one student who
understanding your class assignment receives ESL services as the student’s family is
from Puerto Rico and can speak Spanish. The
student needs assistance understanding the
meaning of words sometime so the vocabulary
will help and the group work will also help with
understanding of the words. Some students in
the classroom receive help and attend reading
club for more assistance.
Community Elementary School X is a suburban school that
(e.g., whether the area is urban, suburban, or resides in smaller size city, which is that is 15.6
rural; socioeconomic information; census data square miles and has a population of 26,091
for the community) people according to the 2010 censes. The
population of the city continues to grow and it
continues to be the third largest city in a small
midwestern state. The city has both public and
private elementary schools and this is one of the
public elementary schools
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District According to the district website, one thing the
(e.g., enrollment; percent of students receiving school is working on is helping students improve
free or reduced-priced lunches; graduation reading, so the school uses AIMSWEB tests to
rates; ethnicities; percent of students with IEPs; determine what students need more reading
percent of students who are ELLs; per-pupil assistance. Most of the schools in the district are
expenditures) classified as progressing schools and one is a
small school. There are 3,430 students in the
district. As a whole student’s attendance is
about 85% The district has mainly white or
Caucasian students. Next, multi-racial students
make up the next majority. There are also
African American students, Asian, Native
American, and Pacific Islander students. About
93% of the students graduate.
School The enrollment at this public elementary school
(e.g., enrollment; percent of students receiving is around 407 students according to 2018 fall
free or reduced-priced lunches; ethnicities; enrollment. The majority ethnicity is white as 280
percent of students with IEPs; percent of students are white. The next majorities in the
students who are ELLs; teacher-to-student ratio) school are 44 Hispanic students and 28 native
American Students. There are also African
American students, Asian, and Migrant
Students. There are 198 female students and
209 male students at the school making the
ration of male to female students pretty even. At
the school, 17.7% of the school received special
education services according to the school’s
website and improvement plan. At the school
about 43% of the students receive free or
reduced lunch. About 6% of students receive
services for ELL at the school.
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Task III: Instructional Design and Implementation
Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Cheri Compton

Grade Level: Fourth Grade
Subject: Science
Date: 3/18/2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4-PS3-2 Make observations to provide evidence for how energy can be transferred from place to
place by sound, light, heat, and electric currents. (SEP: 3; DCI: PS3.A, PS3.B; CCC:
Energy/Matter)
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) on grade 4 level topics and texts, building on others’ ideas and expressing their own
clearly
List the Rationale (cite theories or theorists):

According to Carpendale and Lewis (2004), Vygotsky believes that social interaction helps
students with cognitive development, but the experiences studetns have with social interation in
the past will affect each studnts developmenta level. Some students may better at engaging in
social inteaciotn or discussions than others depending on the type of social interaifon they have
had previously. The guided social interaction needs to take place in the students’ zone of proximal
development, so the students are able to problem solve at the right level. The teacher will add to
discussions as needed. Students will be able to work collaboratively during part of the lesson to
problem solve and build upon each other’s ideas.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to describe how energy of motion or kinetic energy from wind and water
turbines can be transformed into electric energy.
Students will be able to participate in a small- group discussion to present our own point of views
to others.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
Students in fourth grade are learning about author’s point of view and how groups of people can
have their own opinions. Students will be able to connect science to language arts by having a
discussion on whether wind turbines should be added to an area of land. Students will be to from
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their own ideas and work together with others to come up with reasons that support their groups
point of view on if the wind turbines should be added to an area of land.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
The classroom includes twenty students ages nine to ten. Seven students are male and fourteen
are girls. The classroom includes different ethnicities. Two students are Native American. Two
students are African American. There is one student classifies as a Pacific Islander. Lastly, there
is one student who receives ESL services as the student’s family is from Puerto Rico and can
speak Spanish. The student needs assistance understanding the meaning of words sometime so
the vocabulary will help and the group work will also help with understanding of the words. Some
students in the classroom receive help and attend reading club for more assistance.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Students have learned about kinetic energy and energy in previous lessons. Students have also
had a lesson on electric energy and electric currents that will help them understand how wind
energy can be transformed into electric energy.
List the materials/resources you will need to teach the lesson.
Students- Science notebook, science book, scissors, glue, pencil/pen, pinwheel, and cut outs of
wind energy.
Teacher- Pinwheel bought from store
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
I-Pad for teacher to screen mirror onto Smart Board will be used to present vocabulary and the
topic for discussions.
SMART Board will also be used for a review game. The technology will allow for material to be
presented, so all students can see. A timer will be used on the board to help groups be aware of
how much time they have to discuss topics and come up with ideas.
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
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A review game will be used to review prior vocabulary, which will help all students and students
who may need assistance with reading. Also, the student who receives ESL will benefit from the
vocabulary. During the group discussions I will walk around the room and make sure all students
have a turn to talk. Also, a timer will be used to help students be aware of how much time their
group has to talk.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
The two multiple choice and two short answer questions will be used to measure student
understanding prior to the lesson.
1. Which of the following defines kinetic energy?
A. Energy from heat.
B. Energy of motion.
C. Energy from the sun.
D. Energy created by vibrations.
2. Which of the following is an example of energy transformation?
A. The sound of a student’s voice heard across the classroom.
B. Heat from a fire that warms up a person sitting by it.
C. A ball moving through the air after being thrown.
D. A bat swung that hits a ball and makes a loud sound.
3.How does energy transformation occur when a wind turbine is used to power a light bulb?
4. Do you think it is a good idea to use wind energy to create electrical energy?
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
Pre-Assessment was given the Tuesday before the lesson, which was presented on a Monday
after spring break. Students had a difficult time with question two and three of the pretest.
Question two eleven out of the twenty students answered correctly. Students were struggling to
understand energy transformation when they have to select from examples. Question three
students struggled to answer, but I have reworded the question to help the students answer the
question more clearly. Only eight of the students had the correct answer to three since they
included at least two types of energy in their explanation for energy transformation. I have now
clarified that the students need to include the types of energy being transformed into their
answers. Students did well on questions one and two, which showed me they have an
understanding of kinetic energy and opinions on wind energy. I was surprised that some students
were aware that wind energy can save money and help prevent pollution in the environment and
able to score four out of four.
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PRE-TEST ON WIND AND HYDROELECTRIC
ENERGY
4.5 4 4 4 4
4
SCORE OUT OF FOUR
3.5 3 3 3 3 3 3
3
2.5 2 2 2 2 2 2 2
2
1.5 1 1
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
STUDENTS
Classroom Management
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.
Student will receive clear directions of proper ways to work as a group during the group
discussions. A few examples of how to work out disagreements will be provided. Students will be
monitored during reading and group discussions as the teacher will walk around the classroom to
observe groups and be in proximity to students. Students who show outstanding work, listening, or
are helpful may receive a coin that is used towards buying prizes from a prize box. If the class is
doing an outstanding job, they may gain marbles or they may lose marbles if they are struggling to
stay on task. The marbles are used towards a classroom party or reward once the jar is full.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
Review- Vocabulary review game using SMART board.
Teacher will help explain definitions of words if students are showing a misunderstanding.
Teacher will also help clarify any misunderstanding of what kinetic energy is as it is energy of
motion and part of the lesson.
Introduction
Teacher will introduce goals/ objectives for lesson.
o Students will be able to describe how energy of motion or kinetic energy from wind and
water turbines can be transformed into electric energy.
o Students will be able to take place in a small- group discussion to present their own point of
view to others.
Vocabulary
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Two new vocabulary words wind energy and hydroelectric energy will be introduced and defined
and presented on PowerPoint.
Wind Energy- the use of air in motion that is transformed into other types of energy.
Hydroelectric Energy- The use of moving water to transform energy into electric energy.
Example Slide
“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).
Reading
Students read in groups pages 30-31 in their science books that talks about wind energy and
hydroelectric energy.
Paper Cut Out

A paper cut out will added to the student’s science notebooks that shows how wind turbines create
electrical energy.
Activity
Students are given the scenario below and given, which side to support. Groups of three, which
are the students table groups, will formulate at least three reasons for why wind turbines should or
shouldn’t be added to the land.
Video
Video will include a clip of Masoala National Park, so students have an understanding of the area.
https://m.youtube.com/watch?feature=youtu.be&v=5t9yUlscyAY
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Scenario
A village is trying to develop more businesses in the tropical rainforest of Madagascar, so more
people can have jobs. There are few cities nearby that have electrical energy, so the business
wants to use wind turbines to turn wind energy into electrical energy. Trees would have to be torn
down in order for the wind turbines to be added. The people developing the businesses say it will
help the community by bringing more visitors to the area. Some community members like the
Masoala National Park Rangers nearby are against the idea of adding wind turbines to the area
since they are trying to protect the land. In the Masoala National Park, which includes rare bird
species, lemurs, and insects. The Park Rangers like the idea of having more tourists, but they
know it is not an option to tear down trees, so they are trying to come up with a different way to
provide electricity.
“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.
A. Energy from the sun.
B. Energy created by vibrations.
C. Energy from heat.
D. Energy of motion.
A. The sound of a bird heard inside a house.
B. Wires that move electricity from one place to another.
C. A wind turbine used to power a radio playing music.
D. A tree branch that breaks and falls on the ground.
(Include the types of energy being transformed).
4. Do you think it is a good idea to use wind energy to create electrical energy in the Masoala
National Park? Explain your answer using complete sentences.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
The process of wind energy and hydroelectricity will be reviewed. I will explain how there are
alternative options for creating electricity such as looking for a waterfall or body of water to create
electricity rather than tearing down land for wind turbines if the land is not the best for having wind
turbines. I will explain how the types of energy used will impact the environment and businesses
and people have to make decisions on the types of energy used.
This picture in the PowerPoint will be used to show a local use of wind turbines and how the land
in the Midwest in places like South Dakota and Minnesota are spacious and fitting for installing
wind turbines.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.
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A. Energy from the sun.
B. Energy created by vibrations.
C. Energy from heat.
D. Energy of motion.
A. The sound of a bird heard inside a house.
B. Wires that move electricity from one place to another.
C. A wind turbine used to power a radio playing music.
D. A tree branch that breaks and falls on the ground.
(Include the types of energy being transformed).
4. Do you think it is a good idea to use wind energy to create electrical energy in the Masoala
National Park? Explain your answer using complete sentences.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
All the students answered question one of the pre-assessments correctly and before two students
didn’t. All, but one student made progress from the pre-assessment to the post-assessment.
Students struggled most with questions two and three, but made significant progress. On question
two more students were able to understand how energy transfer and transformation are different,
the review activity with Plicker cards helped the students review different examples of energy
transformation. Question three students made progress on as students were able to explain how
wind energy transformed into other types of energy such as electrical energy and light energy.
Lastly, students were all able to answer question four correctly compared to four students who
were unable to answer question four in the pre-assessment. Students connected the scenario of
wind turbines being added to Masoala National Park and most students wrote that they disagreed
with using wind energy to create businesses. Students supported their point of view by explaining
how adding wind turbines into this part of the rainforest may ruin the environment and harm the
animals. Student 16 I know has knowledge of the material, but often this student struggles with
tests, so I would have modeled question three better so the student understood how to answer it
better. Some students didn’t include the types of energy that were transformed even though I
reviewed it during the lesson and rewrote the question. I think modeling the question with text
would have benefited students.
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PRE-TEST AND POST-TEST ON WIND AND
HYDROELECTRIC ENERGY
5
SCORE OUT OF FOUR
4 44 4 4 4 44 4 4 44 4 4 44 4
4
3 3 3 3 3 33 3 3 3 3
3
2 2 2 2 2 22 2
2
1 1
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
STUDENTS
Pre-Test Post-Test
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
My instructional strategies included differentiated instruction such as use of technology to provide
immediate feedback where I read the questions to help students who may be slower or struggle at
reading. The lesson included a PowerPoint that had definitions of words with pictures, so students
would have more knowledge of the words before reading the pages in the textbook. For the
lesson, I also included a pinwheel that could be blown with different amounts of energy and
speeds of air to show students factors that affect wind energy. The pinwheel was effective as
students could see wind energy being used first-hand. Interactions with the students were frequent
as many students were involved in the discussions and I would like to try to include calling on
some of the students who didn’t raise their hands right away. Popsicle sticks with the students’
names are another option as well. Students worked in groups to come up with ideas for why they
are for or against wind turbines being added to the Masoala National Park, and I went around to
help guide the students’ conversations. I let the students interact with each other as well as
students can learn from each other and from the group work I believe students were building their
knowledge. Classroom management was great as students were on task. I rewarded the whole
class for being organized at the start of the lesson as the students were able to find their plicker
cards which we hadn’t used for a while. To improve classroom management even more I would try
to give more verbal positive feedback to individual students as well. The verbal feedback would be
specific and immediate.
There is not a ton I would change as I felt the lesson was overall effective, but I would try to
model the type of responses I expect from students better by showing student an example with
text. Also, I would have used the doc camera or had an example of the paper cut out since some
students were confused at how to cut it out and glue it, which I didn’t anticipate.
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Lesson #2

Subject: Language Arts
Date: 4/3/2019
PLANNING
4.SL.1.c Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media
formats, including visually, quantitatively, orally.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases including those that signal precise actions, emotions, or states of being (e.g. quizzed,
whined, stammered) and that are basic to a particular topic …
The smartboard activity will be modeled with examples and non-examples before the students
take part in it, so that the students will be able to use it correctly. The theories of Howard Gardner
will be supported since throughout the lesson the children will have opportunities to represent their
understanding of the content in different ways. Gardner’s multiple intelligences explains some
students are more visual than others since they have the visual-spatial multiple intelligence
strength. According to Williams (1986) “for highly visual students, success in learning academic
subjects may depend on their teachers’ willingness to allow them to use their primary mode (p. 32)
As educators, it is important to consider the different multiple intelligences of students: for visual
students, including useful visuals and verbal information will help them learn. The lesson will
include opportunity to Think/ Pair/ Share with verbal skills to questions related to the story, which
supports students in the interpersonal multiple intelligence and verbal-linguistic intelligences.
Students who learn through movement will also benefit from the lesson as students will have
opportunity to move around the classroom during a vocabulary activity.
Students will be able to use multiple formats including a video, audio passage, and narrative
fantasy passage to paraphrase why people run for office.
Students will be able to define vocabulary words that will be used in future lessons and text for the
unit.
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The vocabulary words are age-appropriate and will be on level, so students will be able to learn
age-appropriate words.
characteristics).
Students have learned about authors point of view and text evidence in previous lessons.
Students have new vocabulary for each unit and are familiar with learning vocabulary at the start
of each unit. The last unit was on why having a government is important, so the topic of running
for office will fit with the previous unit as this is the first day of a new unit.
Students- Reading/ Writing Workshop book and language arts notebook. 1 vocabulary word per
student for vocabulary game. (1 poster paper for each of the seven groups) Art supplies
Teacher- McGraw Hill Wonder curriculum for Unit 4 Week 2 – video on running for office, audio
passage “Elephant Verses Monkey”, and vocabulary cards.
Technology
I-Pad for teacher to screen mirror onto Smart Board will be used to present vocabulary and the
essential question for the unit. SMART Board will also be used to help students practice putting
vocabulary words in sentences correctly. The technology will allow for material to be presented, so
all students can see.
A review game will be used to learn vocabulary, which will help all students and students who may
need assistance with reading. Also, the student who receives ESL will benefit from the vocabulary.
During the vocabulary game I will walk around the room and make sure all students are able to
find people with the same vocabulary word. Students who need more assistance with the
vocabulary words can use the vocabulary cards that have definitions and pictures of the
vocabulary words.
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Attached at end of the lesson in this document.
This was given the day before the lesson. Some students are confusing words with words that
have a similar pronunciation. For example, intend vs attend. Also, using the word weary to
describe objects rather than people. Some students were unaware of what some of the words
meant or used them incorrectly. Student 13 was absent on the day of the pre-assessment.
Pre-Assessment Results
Score out of 10
10
9 9 9
8 8 8 8 8
7
6 6 6
5
4 4 4
3
2 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student
Student will receive clear directions of how to participate in the vocabulary game. Students will be
monitored as the teacher will walk around the classroom to observe groups and be in proximity to
students. Students who show outstanding work, listening, or are helpful may receive a coin that is
used towards buying prizes from a prize box. If the class is doing an outstanding job, they may
gain marbles or they may lose marbles if they are struggling to stay on task. The marbles are used
towards a classroom party or reward once the jar is full. Teacher will give verbal feedback to
students when they show understanding or answer a discussion question accurately.
Implementation
“I Do”
Introduce main concept- Why do people run for public office? SBPage 248
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Video on Running for office
Listening Comprehension" Elephant Versus Monkey" – Students will discuss genre and
predictions they had during the reading
Genre What genre was Elephant Versus Monkey?
Introduce and define Vocabulary words
Poster Teacher will show an example poster with a vocabulary word in a sentence and picture
before students create posters of vocabulary words in groups on a poster.
“We Do”
Vocabulary Words in Sentences- sentences will be presented on the board that may use a word
correctly or incorrectly. Students will discuss how to correct a sentence to use a vocabulary word
correctly. There will also be multiple choices or words for fill in the blank so students can practice
vocabulary words.
Vocabulary Game- Students learn vocabulary words through an activity where they have to find a
person wearing the same vocabulary word as them. This is similar to the game Hedbanz where
each person is unaware of the word they are wearing. (The game will be played several times so
students can learn more than one vocabulary words.
“You Do”
This is the post-assessment, which is the same as the pre-assessment and is attached below the
lesson.
Lesson Closing
Objectives will be presented with the goals the students were trying to meet.
lesson.
Attached at end of this lesson in the document.
Analyze
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Pre and Post Assessment Results
10 10 1010 10 10 10 10
9 99 9 9 9 9 9 99
8 8 8 8 8 8 8 8 8
7 7 7
6 6 6
5
4 4 4
3
2 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pre-Assessment Post Assessment
Overall, the students showed progress on the post-assessment. One question I will review in
future lessons is that weary can mean worn out. For some reason, I think the students were
confused thinking that worn out is different than weary or exhausted. The data below shows
examples of the students’ progress in the sentences they wrote from the pre-assessment to post-
assessment. It was neat to see how students’ use of the words in sentences showed progress as
the students understood the meaning of the words better.
Student sentences from pre and post assessments.
1. Pre- I had a campaigning but only raised one-dollar thanks dad. Post- I had a campaign
once. I only raised one-dollar thanks dad.
2. Pre- The governor had to agree on the problem. Post- The governor is in charge of the
state.
3. Pre- What is an opponent? Post- On a game called RoBlox I was playing with an
opponent.
4. Pre- I have to intend at my school. Post- I intend to break the glass vase.
5. Pre- My shirt was weary so I didn’t wear it. Post- I was weary and I needed a break.
6. Pre- A lot of accompanies came to a business today. Post- My friend accompanies me
when I go on field trip.
7. Pre- My shoes will get weary eventually. Post- My mom was weary after doing work for
five hours.
8. Pre- The child felt the game overwhelming. Post- The girl started crying at her first day
of school because she felt it was too overwhelming.
9. Pre- An opponent is like a partner. Post- I played against an opponent
10. Pre- I have overwhelming watermelons Post- I have 10 books it is overwhelming.
11. Pre- The sports gear is very weary. Post- I felt weary after school.
12. Pre- My bike tire was weary. Post- I was wary after the marathon.
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Reflect
prompt revisions.
The students connected their prior knowledge and experiences with the topic why do people run
for public office. Students were able to comprehend the audio passage, so that was effective for
them. I would have just done the poster activity with the students as they needed more time to do
their posters rather than have two vocabulary activities. I was going to have the students share
their vocabulary word in a sentence, definition of the word, and picture on their poster, but time ran
out. I had an example poster of one of the vocabulary words, and that was helpful for the students
to understand what they needed on the poster.
Overall, the lesson was successful and I would implement posters for teaching for vocabulary
again. I would have done one activity rather than two so students could have more time to take the
assessment
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Name and number _________________________
accompanies campaign governor intend
opponent overwhelming tolerate weary
Pick 5 of the words form the word bank. Write each one in the sentence that demonstrates the
meaning of the word.
1. ___________________________________________________________________________
_________________________________
2. ___________________________________________________________________________
_________________________________
3. ___________________________________________________________________________
_________________________________
4. ___________________________________________________________________________
_________________________________
5. ___________________________________________________________________________
_________________________________
6. Draw a picture of one of your sentences above to show how the word is used. Sentence
#______ represents the drawing
7. Draw a picture of one of your sentences above to show how the word is used. Sentence
#______ represents the drawing.
For questions 8-10 circle if the statement is true or false.

8. True or False. Overwhelming can mean a large amount.
9. True or False. To go with or lead someone means tolerate.
10. True or False. Weary means worn out.
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Lesson #3

Subject: Mathematics
Date: 5/1/2019
PLANNING
4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
rounding.
4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure

Social interaction is crucial for helping students learn. During the lesson, students will be in two
different groups. This lesson includes the co-teaching strategy one teaches one observes
assessment. Also, station teaching will be used as the observation happens in a station. There will
be two groups working with two different teachers, so the students will have more opportunities to
have social interaction with a teacher, which will benefit student learning. Both teachers will help
introduce the lesson. According to Conderman and Hedin (2014), the co-teaching strategy one
teach one assist is often overused, so in this lesson centers will be used while one teacher is
teaching the students factors and helping them review and the other teacher is writing own notes
about each student’s attempt to solve multiplication problems and writing down their score for the
post-assessment. The teacher leading factor bingo will also be helping students who have fallen
behind complete their work.
Students will be able to estimate the product of a two-digit multiplication story problem by
rounding.
Students will be able to solve a two-digit multiplication story problem using a strategy such as:
breaking numbers in the equation, using area model, or using rectangular arrays.
Students will be able to review factors of multiples.

Students in fourth grade should have prior experience rounding and understanding that rounding
is a form of estimation. Also, the standard below shows that third graders should be able to solve
word problems that contain multiple parts.
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3.OA.8 Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding. (This standard is limited to
problems posed with whole numbers and having whole-number answers; students should know
how to perform operations in the conventional order when there are no parentheses to specify a
particular order (Order of Operations).)
characteristics).
speak Spanish.
Students have learned about estimating by using overestimation and underestimation in past
lessons. Students have been working on learning different strategies for learning how to solve
two-digit mathematics problems using different strategies such as breaking apart numbers using
factors and creating easier equations that will help the student solve for the product. Prior
experience will help prepare the students to be able to estimate an answer for a story problem
then solve it in a strategy.
 Factor Bingo Cards – (There are four variations of the factor bingo cards) – Attached at
bottom with directions
 Number cards for bingo sheets – Attached at bottom of lesson in document
 Assessment checklist for teachers use only- Attached at end
 Students each need their mathematics packet for unit 4 section 3 from Investigations as
page 14 and 15 will be used for assessments- and pictures of the pages are included in the
assessment section below
 Plicker card for each student
Technology
Students will each have a Plicker card. An I-Pad will be used to scan the plicker cards during the
lesson to give immediate feedback to students for questions related to estimation and solving
multi-digit story problems.
As the class includes a diverse group of students, students will be able to use any strategy to
solve the multi-digit multiplication story problem. Student’s learn differently and can solve math in
multiple ways, so that will benefit the diverse group of students. Some students are more visual
learners, so math strategies such as an array will help the students organize their math in a more
visual way. A third group will be formed to help students who may be struggling to understand how
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to solve multi-digit story problems. These students will have the opportunity to receive more help
with their math, so they can develop an understanding.
Students will complete the story problem below two days prior to the post-assessment. Students
can pick the strategy they use to solve for how many pencils in 25 boxes. Using the story problem
pictured below. Students receive points demonstrating the list of expected parts below.
Question 1
1 Point for finding a close estimate
1 Point for showing work
1 point for having an explanation
A
1 point for finding correct product
1 point for showing work
1 point for correct label
B
1 point for correct answer
1 point for correct label for more or less
8 Points total
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PRE-TEST ON ESTIMATING AND
SOLVING MULTI-DIGIT
MULTIPLICAITON
9
8 8 8
8
7 7
7
SCORE OUT OF EIGHT
6 6 6 6
6
5 5
5
4 4 4 4
4
3
2 2 2 2
2
1
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
STUDENT
Students will work in two groups. Each teacher will help with a group, which will allow for students
to be in closer proximity to the students. For motivation, students can earn coins for being helpful,
showing kindness, or working hard. Coins can be used to purchase a prize after 10 coins are
earned. One of the groups, will be working on a page and for the post-assessment for a unit. The
teacher will be observing the students’ strategies for solving the multi-digit multiplication problem
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and for estimating it. This will provide more information for the teaches to see what strategies the
students are using to solve their math. Also, it may help the teachers to find more information on
how to help students who may be struggling with multiplication.
Implementation
“I Do”
Introduce Objectives – The objectives below will be introduced and discussed with the students.
rounding.
breaking numbers in the equation, using area model, or using rectangular array
Review-
Questions related to estimation and story problems will be presented on the SMART Board.
Students will respond to the five questions with their Plicker cards. Feedback will be immediate, so
students can see the correct answer to the review questions and be able to discuss each question
with the teacher.
Factor Bingo Explanation/ Introduction
“We Do”
Factor Bingo- student in a group will play factor bingo using the bingo cards and instructions
below. Students will draw a multiple card then cover up a factor of the multiple on their bingo card
sheet. There will be different possible factors students can cover for each multiple card drawn.
Five in a row in any direction will be a Bingo.
Small Group-Eventually the students will be able to do the factor bingo more independently and
students who need more help will be able to join a third group where students can receive more
assistance. The students will work on the post-assessment or other pages in the packet that they
may need help with or more time to finish.
“You Do”
Assessment Group- Students complete post-assessment, which is included below in the post-
assessment section. During this time groups of about three students will be called to a table to
work on the post-assessment. Then, while the students are doing the post assessment, the
teacher will observe and write notes using the assessment checklist, which is at the very end of
this lesson. The information will help the teacher to see if the students are able to make an
estimate for the story problem and if they are able to solve the story problem using a strategy of
their choice. The teacher will document if students are breaking numbers apart, solving using
arrays, or area model. Also, they will be able to see if a student needs more help, so the student
will be sent to the group where they can catch up.
Lesson Closing
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The objectives for the lesson will be reviewed at the end of the lesson.
rounding.
breaking numbers in the equation, using area model, or using rectangular arrays.
Students will also talk about how factors may be helpful for solving two-digit math story problems.
lesson.
Students will complete the story problem below two days prior to the post-assessment. Students
can pick the strategy they use to solve for how many pencils in 25 boxes. Using the story problem
pictured below. Students receive points demonstrating the list of expected parts below.
Question 1
1 Point for finding a close estimate
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1 Point for showing work
1 point for having an explanation
A
1 point for finding correct product
1 point for showing work
1 point for correct label
B
1 point for correct answer
1 point for correct label for more or less
8 Points total
Analyze
PRE-TEST AND POST-TEST ON ESTIMATING AND

SOLVING MULTI-DIGIT MULTIPLICATION
9
8 8 8 88 8 88 8 8 88
8
7 7 7 7 7
7
6 6 6 6 6 6 6
SCORE OUT OF EIGHT
6
5 5 5 5 5
5
4 4 4 4 4 4
4
3
2 2 2 2
2
1
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pre-Test Post-Test STUDENTS
Please note that student 1 is actually student 21 and student 2 is actually 22 on the assessment
checklist below. All students, but two improved by one point or more, which shows outstanding
growth. One of the students went down in their score due to a multiplication error. The other
student went down in score since the student tried to look at another student’s paper, which
caused for the student to score lower due to using incorrect numbers to multiply. Almost half or
nine out twenty students scored all the points on the post-assessment. I was impressed with the
growth and students included labels more, showed their work, and explained their math.
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Reflect
prompt revisions.
Having both quantitative and qualitative data was beneficial to both me as a teacher and the
students. The quantitative data helped a score for each student to see how far as a class we were
from reaching all the points on the assessment. The qualitative data was helpful for understanding
how different solve multiplication strategies differently. It also helped to keep track of errors
students commonly make like multiplication errors. The ability to solve multiplication strategies
with different methods greatly benefited the diverse group of students who may think of math in
different ways.
As the lesson included co-teaching strategies, I felt the collaboration with my cooperating teacher
benefitted the lesson. We were able to come up with ideas together and have centers, which
allowed for better classroom management and more social interaction with students in small
groups.
Overall, the lesson went really well. I would try to incorporate factors into teaching multiplication
more for the next lessons. I would have also tried to time the student in the small groups more
since I had to have a larger group of students take the post-assessment towards the end of the
lesson.
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Factor Bingo Materials
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Lesson #4

Grade Level: 4th Grade
Subject: Physical Science
Date:4/9/19
PLANNING
South Dakota Standard

4-PS4-3 Create and compare multiple solutions that use patterns to transfer information. * (SEP: 6;
DCI: PS4.C, ETS1.C; CCC: Patterns, Technology)
PSC4.C Digitized information can be transmitted over long distances without significant
degradation. High-tech devices, such as computers, cell phones, can receive and decode
information convert it from digited form to voice- and vice versa

Technolgy is something student in Amercica are likely to have had exporure with. As the school
has I-pads, the prior experiences students have with technogty will be benfictional. Also, brains are
unable to access previous networks if the information in the classroom does not match anything the
student has already built into the memory (Wolfe & Wolfe, 2001). Pictues and videos taling aobut
informational technology will be included during the lesson to connect to studens prior knowledge.
Powerpoints to introduce will include both visuals and picgtures to benefit students. According to
Williams (1986) “together, words and images communicate more clearly than either could alone.”
Posters ability to impact student learning has to do with the way the brain is composed. The left
side of the brain focuses more on understanding words, numbers, parts, and sequential language
and the right side of the brain uses images, patterns, wholes, and simultaneous pattern
connections (Williams 1986). Books and lectures are often used and only access the left side of the
brain” these teaching strategies can still be included, but the right brain needs to be accesses as
well as it helps with problem solving and creativity (Williams 1986). This lesson is designed to
access both sides of the brains and can be utilized in classrooms to benefit student learning.
Students will even be using Morse Code as a visual to help understand coding and be usting letters
to form words and sentences that shoe the meaning of the Morse code.
 By the end of this lesson students will be able to describe how informational
technologies allow information to be transmitted over long distances.
 Students will be able to answer questions related the internet, GPS, digitized information,
satellites, radio waves, and information that is transmitted by using multiple choice questions
with accuracy and answer three written questions.
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Students born in the early 2000s have grown up around technology such as smart phones and I-
pads. It is important for students understand how informational technology works and can be useful
for transferring information over long distances.
characteristics).
students are African American. There is one student classifies as a Pacific Islander. Lastly, there is
one student who receives ESL services as the student’s family is from Puerto Rico and can speak
Spanish. The student needs assistance understanding the meaning of words sometime so the
vocabulary will help and the group work will also help with understanding of the words. Some
The students in the classroom have prior experience using I-pads at school. Some students may
have more experience with informational technologies than others, which would vary the prior
experience of students for this lesson. Some of the students in the classroom tend to be more off
task than others, so the inclusion of positive feedback to students and opportunities to earn
rewards will be beneficial.
 Students need science books

 Each student needs paper and a marker
 Printed QR codes
 Neo-Reader App
 Items with QR Codes – I used a candy bar for this
Technology
Technology such as the QR code will be used to demonstrate how different symbols and shapes
can be used to transfer information for websites, songs, and videos. The teacher I-Pad will be used
to scan the QR code to show students. QR codes were created using the website link below.
https://www.qrstuff.com/
Some students may not understand some of the vocabulary words as well if they have less
experience with informational technology, so vocabulary words will be defined prior to the lesson.
The students are seated at tables in groups of three and chairs are mostly positioned to the front or
diagonal. There are seven table groups in all. The teacher places the students, so that lower
students may learn from middle level and advanced students. Even though there are no students
on an IEP some students need more assistance than others. I will have students all take the same
level of pre-assessment and post-assessment, but if any student scores under 75% they will have
37 | P a g e
the opportunity to correct it orally with the assistance of a teacher. Then, the teacher will take the
average of the grades of their post-test and orally corrected post-test. For the ESL student and
students who may need more assistance reading I will make sure to define words that they may not
know. Pictures will also be used on PowerPoint and a video to differentiate instruction.
Objectives to Pre/Post Assessment:
1. Students will be able to correctly answer the seven multiple choice questions.
2. Students will be able to describe how a GPS can be helpful.
3. Students will be able to explain how they use informational technologies on a daily basis to
transmit information.
4. Students will be able to explain how satellites are used to transmit and receive information.
Name and Number ________________________

Select the best answer for the questions below.
1. What does the word digitize mean?
A. To put information in a digital code form
B. A 3D version of something
C. Photographs
D. Sound coming from a phone
2. Which of the following, is a worldwide computer network?

A. File
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B. Font
C. Internet
D. Cell phone
3. What does GPS stand for?

A. Global Postal Station
B. Green Photograph System
C. Global Positioning System
D. Galaxy Positioning Station
4. What does transmit mean?

A. To make something new
B. To send from one place to another
C. To change shape
D. To disappear
5. How does a can a cell phone receive a message or call?

A. Sound energy travels from one phone to another
B. A radio signal is sent to a cell phone tower and information is sent to the phone
C. Electricity is the only thing needed to allow cell phones to work
D. Thermal energy powers the cell phone
6. How are visible light waves different than radio waves?

A. Radio and light waves are able to travel
B. Radio waves cannot be seen but light waves can
C. Visible light waves can’t be seen
D. Visible light waves have sound energy
7. What is a satellite?
A. A spaceship that orbits earth
B. A satellite is part of a computer that helps collect information
C. A satellite is a machine that orbits earth and can collect information for communication
D. Part of a cell phone that is used to help
Answer the questions using complete sentences

1. How can a GPS be useful? (2 Points)
2. How do you use informational technology such as a cell phone, GPS, I-Pad, or computer to
transmit or send information? (3 Points)
3. Explain how a satellite can transmit and receive information. (3Points)
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/15 points
16
14 15 15
14 14 14
SCORE OUT OF 15
12 13
12 12
10 11 11 11
8 10
9 9 9 9
6 7 7 7
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
STUDENT
Pre-Assessment Mean: 10.8 points or 72%
Pre-Assessment Median: 11 points or 73%
Pre-assessment Mode: 9 points or 60%
According to the results of the pre-assessment, eight students received a passing grade where all
other students received scores lower than a 75%. A little under half of the students have an
understanding of informational technologies, which I was surprised about. Some students may not
have been familiar with what a satellite or GPS are. I will make sure to include instruction on these
terms. The lesson will also include a video that shows how a GPS and satellite interaction occurs
when using location on a cell phone. Students will write down vocabulary words as teacher
presents and explains them on a PowerPoint that includes pictures to help with understanding. I
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will make sure that each student has time to write down the words. Some students were unsure
how visible light waves are different than radio signal waves, so I will explain that too referring to
one of our previous lessons where we drew different sizes of waves to show how light allows us to
see color of different wavelengths.
Students will be rewarded during the lesson intrinsically and through coins that they can use to
earn rewards from a prize book. This will help motivate students with different motivational needs.
Students will be engaged during the lesson as they will group work and also be scored during the
lesson on Morse code as a formative assessment. Sometimes students are more motivated to
learn if they know the teacher is watching or keeping track of their learning.
Implementation
“I Do”
Prior Knowledge Connection- Student will look at the GPS location picture of their school to
connect prior learning to how a GPS works. The teacher will ask questions like how can the
location of this school be found? Or How does this work?
Vocabulary- Vocabulary will be introduced using PowerPoint to the students.
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Students write vocabulary in their science notebooks.
Video the NASA video will be played below to show students how a GPS works and how satellites
are used to transmit and receive information.
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https://spaceplace.nasa.gov/gps-pizza/en/
“We Do”
QR Codes
Teacher will show students how QR codes work. The code on the candy bar will show a real-life
example of QR Codes. The code brought students to the company’s website and the teacher will
ask students why they think the company had a QR code on the candy bar. Then the teacher will
explain other uses of QR codes such as how companies use QR codes to organize parts or items
in warehouses.
Reading- Student read pages in groups on informational technology and coding in their science
books. Students complete the Morse code activity in their notebooks as teacher observes.
Morse Code Activity
Formative assessment/performance task objectives:
o Students will create Morse code in their notebooks and be able to explain how digitized
information like Morse code and other coding can be transmitted using technology.
o Students are expected to create at least two to three sentences in Morse code.
o Students are not expected to properly spell words with Morse code since the sentences will
be provided for them to write in Morse code.
Students will be able to create a sentence as a group using Morse code on poster paper.
I will use formative assessments to evaluate what my students understand and what they need
additional instruction on. I will observe students Morse code as they are individually writing it and
make sure students are using the correct symbols for each letter. While students are working in
groups, I will walk around and look in their notebook to see how they think information is
transmitted by coding using technology. I will talk to students who may have not answered the
question to help them expand their answers. This Group work will be monitored to make sure
groups stay on task and that they are working together to meet objectives. Each student will be
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graded on group work with a checklist I will use to record information. I want to ensure students
have a deep understanding of the material before taking the post-assessment
Rubric for performance task:
Points 0 1 2 3 4
Has two Only included Included May have May have Uses
complete part of a only one only used correct
sentences sentence. sentence included improper Morse code
with Morse and had one code on (1- to represent
code. more than 8 sentence 4) letters in the letters
mistakes on with Morse a sentence. of the two
the codes. code or sentences.
made (5 to
8) mistakes
on the
coding
Explanation Student Student Student Student can Students

shows no may be able may be able explain how are able to
understanding to explain to explain information explain how
of how one or the how coding is different
information is other on works and transmitted types of
transmitted or how codes partially and how code are
how coding or it is explains coding used for
works. transmitted, transfer of works, but different
but is cones. doesn’t types of
unable to Student connect it to technology
explain may be able the use of and how it
both. to explain technology. is
how transmitted
information using
is satellites
transmitted, and other
but can only devices.
partially
explain
coding.
Group Work No sentence A partial Students Students Students

is created sentence is create a create a create a
coded or sentence sentence sentence
more than 8 with Morse with coding with correct
coding code but in Morse coding in
mistakes have (4-8 code, but Morse
are made. mistakes) code.
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have (2-4
mistakes)
“You Do”
Students take the same assessment as the pre-assessment to track student learning.
Lesson Closing
Review Objectives- Objectives will be reviewed and students will explain what they learned.
South Dakota Standard
4-PS4-3 Create and compare multiple solutions that use patterns to transfer information. * (SEP: 6;
DCI: PS4.C, ETS1.C; CCC: Patterns, Technology)
PSC4.C Digitized information can be transmitted over long distances without significant
degradation. High-tech devices, such as computers, cell phones, can receive and decode
information convert it from digited form to voice- and vice versa
lesson.
Students will take same assessment used for pre-assessment to track student progress.
Name and Number ________________________
Select the best answer for the questions below.
8. What does the word digitize mean?
E. To put information in a digital code form
F. A 3D version of something
G. Photographs
H. Sound coming from a phone
9. Which of the following, is a worldwide computer network?

E. File
F. Font
G. Internet
H. Cell phone
10. What does GPS stand for?

E. Global Postal Station
F. Green Photograph System
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G. Global Positioning System
H. Galaxy Positioning Station
11. What does transmit mean?

E. To make something new
F. To send from one place to another
G. To change shape
H. To disappear
12. How does a can a cell phone receive a message or call?

E. Sound energy travels from one phone to another
F. A radio signal is sent to a cell phone tower and information is sent to the phone
G. Electricity is the only thing needed to allow cell phones to work
H. Thermal energy powers the cell phone
13. How are visible light waves different than radio waves?
E. Radio and light waves are able to travel
F. Radio waves cannot be seen but light waves can
G. Visible light waves can’t be seen
H. Visible light waves have sound energy
14. What is a satellite?

E. A spaceship that orbits earth
F. A satellite is part of a computer that helps collect information
G. A satellite is a machine that orbits earth and can collect information for communication
H. Part of a cell phone that is used to help
Answer the questions using complete sentences

4. How can a GPS be useful? (2 Points)
5. How do you use informational technology such as a cell phone, GPS, I-Pad, or computer to
transmit or send information? (3 Points)
6. Explain how a satellite can transmit and receive information. (3Points)
/15 points
Analyze
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Post-Assessment Results
16
14 15 15 15 15 15 15
SCORE OUT OF 15
12 14 14 14 14 14 14
13 13 13
10 12 12 12
11
8 10
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
STUDENTS
Post-Assessment Mean: 13.5 points or 90%
Post-Assessment Median: 14 points or 93%
Post-assessment Mode: 14 points or 93%
Pre and Post Assessment Results

16
14 15 15 1515 15 1515 15
14 14 14 14 14 14 14 14 14
SCORE OUT OF 15
12 13 13 13 13
12 12 12 12 12
10 11 11 11 11
10 10
8 9 9 9 9
6 7 7 7
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
STUDENTS
Pre Post
The students all made gains on their post-assessment compared to pre-assessment. All
students improved their scores by at least one point or more. Based on the pre-assessment some
students had an understanding of informational technology and how information is sent with
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coding, but some students needed progress. The students were not familiar with how a satellite
works and the post-assessment showed progress. Also, students didn’t know how visible light
waves are different tan radio signals and many students improved on that multiple-choice question.
The lowest score received on the post-test was ten points or a 66% percent and the highest a
100%. For the two students who didn’t pass I will accommodate them by letting them correct the
assessment with me orally and taking the average of the corrected score and their score shown on
the graph. The results of the post-test suggest that students learned about informational
technologies during the lesson the lesson and developed a deep understanding as their written
responses showed more understanding. The pre-test the average score was about a mean of 72%
and the post-assessment the mean was 90%, which shows students had a high understanding of
the content. This is not always the case with this class, but the students had more understanding of
informational technologies than I anticipated.
Reflect
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
prompt revisions.
The assessments matched the objectives closely, so the assessment was relevant. I used
differentiated intrusion including visuals, a video, group work, and a PowerPoint. Students were
instructed by me. I used a PowerPoint to present them with new terms and knowledge. A video
was also included to help students understand how a satellite and GPS are used to transmit
information. For the performance task I asked students created Morse code for two sentences and
explained how information is transmitted. This assessment is valid since it helps students
understand how coding actually takes place and how codes are digitized to transmit information.
Students were also asked write an explanation of how digitized codes are transmitted, so students
could expand their knowledge through teacher to student interaction. This provided a special
opportunity to have a class discussion. One student explained to the class what binary code is.
Also, one student brought up how there are no sound waves in space, so digitized coding is
needed to transmit the information.
Students engaged in group work, which went well, but one group was a little slower and didn’t get
to finish their sentence. I think some of the individuals in the group lacked motivation and next time
maybe they could be placed into a different group. One student who scored lower took a long time
on the post-assessment as anticipated. I think the student struggled to be able to read what the
question asked, but later I accommodated the student by asking them verbally, which improved the
49 | P a g e
score. The student is not on an IEP, but possibly may need one in the future, so that makes things
difficult.
IThe ESL student may have confused some of the words, so if I did the lesson again would try to
use more examples and non-examples to accommodate the student. If I did the lesson again I
would have been able to go in more depth of what coding is since the students seemed to have
more knowledge on this topic than anticipated.
Lesson #5

Grade Level: 4th Grade
Subject: Social Studies
Date: 4/ 23/2019
PLANNING
4th Grade Social Studies

4.H.1.1 Analyze the impact of significant historical events on the development of cultures in South
Dakota

Students in fourth grade are ages nine to ten. According to Piaget, students of this age group, are
in the concrete operational stage, which means student are able to have the concept of time.
According to Beilin (1992), “No one affected developmental psychology more than Jean Piaget”.
• Students will recognize that some towns were more successful than others and some of the
big towns in South Dakota were formed even before South Dakota existed.
• Students will be able to explain how towns were formed and how the formation of the
Dakota territory impacted the culture of the land.
The students are developmentally ready to understand the formation of the Dakota Territory as the
students are old enough to have the concept of time.
50 | P a g e
characteristics).
Some student has more ability to read than others. So, students will take turn reading paragraphs
during the lesson from the chapter. A video will also be used to help present material in a different
way. The video will be played if we have time, but may be played the next day.
 Students need social studies book

 Dakota pathway Website video link
http://www.dakotapathways.org/13/story.htm
Technology
Smartboard will be used to play the video so all students can see and it will enhance student
learning by presenting how towns were formed that helped form the towns.
• Arranged seating—ELL students or students who need more help reading will be able to
read with groups to help understanding.
• Videos- Students will watch videos about the formation of towns and how they were formed.
This will provide a different format for students to learn from.
Students answered the five questions below a day before the lesson to see prior
knowledge.
1. Why do you think Sioux Falls became a larger town than other towns in South Dakota?
2. Why did people move West into the area that would become the Dakota territory?
3. How did rivers and bodies of water impact the location of towns?
4. Why do you think they named towns after people?
5. Why did the leaders lie about how many people lived in the Sioux Falls and surrounding
area to try to make the and a territory?
51 | P a g e
Students seemed to have some understanding of the lesson, but need more help understanding
why people moved to the Dakota Territory area or the land that is now part of South Dakota.
PRE-TEST
6
5
5
SCORE OUT OF FIVE
4 4
4
3 3 3 3 3 3 3
3
2 2 2 2 2 2 2
2
1 1
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
STUDENT
Students will be engaged in group reading, which may benefit students and keep them more
engaged than independent reading. During group reading students have to focus. Students will be
in groups of three which may motivate them to read more than reading in front of the whole class.
Implementation
“I Do”
Prior Knowledge-
Ask students if they know what town this picture was from and what the largest city in South
Dakota is.
52 | P a g e
Introduce objectives
• Students will recognize that some towns were more successful than others and some of the
big towns in South Dakota were formed even before South Dakota existed.
• Students will be able to explain how towns were formed and how the formation of the
Dakota territory impacted the culture of the land.
Introduction
Explain that there were different cities formed in South Dakota area, but not all may exist
anymore.
“We Do”
Student read the chapter five together in groups as teacher walks around and answers questions
and makes sure students are on task.
“You Do”
Students take the post-assessment.
Lesson Closing
Students watch Dakota Pathway Video to see the material presented in a different format to
understand why some towns may have been more successful.
lesson.
1. Why do you think Sioux Falls became a larger town than other towns in South Dakota?
2. Why did people move West into the area that would become the Dakota territory?
3. How did rivers and bodies of water impact the location of towns?
4. Why do you think they named towns after people?
5. Why did the leaders lie about how many people lived in the Sioux Falls and surrounding
area to try to make the and a territory?
Analyze
53 | P a g e
PRE-TEST AND POST-TEST
6
5 55 5 5
5
4 4 4 4 4 4 4 4 4 44 4 4
SCORE OUT OF FIVE
3 3 3 33 3 3 3 3 3
3
2 2 2 2 2 22 2
2
1 1
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
STUDENTS
Pre-Test Post-Test
Overall, the students gained an understanding of why some towns are larger than others. The
picture of the Sioux Falls was a good prior connection for the students. I would maybe include
different types of questions as some students may have had a hard time answering five written
open-ended questions.
Reflect
prompt revisions.
Students stayed on task while reading as the teacher walked near the groups. Students were able
and willing to ask questions about the reading when waling around. Some groups asked more
questions when reading than others. We did have enough time for the video, which helped the
student learning. Students seemed to struggle to understand where the towns were.
It would have been neat to use a map to locate the towns. I would also include pictures of
historical figures such as Wilmot Brookings, so students could connect a face with a name.
54 | P a g e
References
Beilin, H. (1992). PIAGET ENDURING CONTRIBUTION TO DEVELOPMENTAL-
PSYCHOLOGY. Developmental Psychology, 28(2), 191-204.
Carpendale, J., & Lewis, C. (2004). Constructing an understanding of mind: The development of
children's social understanding within social interaction. Behavioral And Brain Sciences, 27(1),
79.
Conderman, Greg, & Hedin, Laura R. (2014). Co-Teaching with Strategy Instruction. Intervention in
School and Clinic, 49(3), 156-163.
Williams, L. (1986). Teaching for the two-sided mind: A guide to right brain/left brain education (1st
Touchstone ed., A Touchstone book). New York: Simon & Schuster.
Wolfe, Pat, & Wolfe, Patricia. (2001). Brain matters: Translating research into classroom practice.
Alexandra, Va.: Association for Supervision and Curriculum Development
55 | P a g e
Teacher Work Sample Scoring Rubric
Student Teaching Experience
Teacher Candidate Name:__Cheri Compton _______________________________________

Semester: Spring Fall Year 2019
Grade/Subject Area____Fourth Grade____________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use achievement of the goal the achievement of the
Professional Goal
cites any specific resources to enhance goal but needs to work to goal.
Setting and Reflection s/he will use to enhance goal achievement efforts. develop a more specific
achievement efforts. list of resources to be Candidate is not clearly
Candidate effectively used for achievement of able to reflect on his/her
Candidate is highly effective communicates any that goal. performance in the area
at communicating any progress/growth made of goal
progress/growth made toward the goal in the Candidate’s reflection on setting/achievement.
toward the goal in the reflection. goal achievement is
reflection. minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Standards/Objectives Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
56 | P a g e
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments assessment. Does not include a copy
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
57 | P a g e
Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
(and/or pre) results.
assessment results (and pre- results (and pre-post show post assessment
post comparison if comparison if applicable) results (or pre-post Does not provide a
applicable) comparison if applicable) description of the post
Provides a description of the assessment results is
Provides detailed description post assessment results Provides a weak weak and illogical and
of the post assessment which somewhat addresses description of the post does not address all of
results which thoroughly most of the following items: assessment results the following items:
addresses all of the following which does not
students’ progress toward
Analyzes items : students’ progress toward adequately address the
mastery of the objectives
mastery of the objectives following items:
from pre-to-post
students’ progress toward from pre-to-post
mastery of the objectives students’ progress
factors that may have
from pre-to-post factors that may have toward mastery of the
affected the post
affected the post objectives from pre-to-
assessment results
factors that may have assessment results post
affected the post assessment
how the results of the
results how the results of the post factors that may have post assessment highlight
assessment highlight what affected the post what areas of the lesson
how the results of the post areas of the lesson will assessment results will require re-
assessment highlight what require re-teaching (if any)
58 | P a g e
areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection:
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
59 | P a g e
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Task I: Professional Goal Setting

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

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

e. Reflect on your progress/growth toward achieving this goal:

Categories of Contextual Factors Description of the Contextual Factors

Teacher Candidate Name: Cheri Compton

List the Rationale (cite theories or theorists):

Paper Cut Out

1. Which of the following defines kinetic energy?

Teacher Candidate Name: Cheri Compton

Genre What genre was Elephant Versus Monkey?

Introduce and define Vocabulary words

Attached at end of this lesson in the document.

For questions 8-10 circle if the statement is true or false.

Teacher Candidate Name: Cheri Compton

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure

Students will be able to review factors of multiples.

PRE-TEST AND POST-TEST ON ESTIMATING AND

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Cheri Compton

South Dakota Standard

List the Rationale (cite theories or theorists):

 Students need science books

Objectives to Pre/Post Assessment:

2. Students will be able to describe how a GPS can be helpful.

Name and Number ________________________

2. Which of the following, is a worldwide computer network?

3. What does GPS stand for?

4. What does transmit mean?

5. How does a can a cell phone receive a message or call?

6. How are visible light waves different than radio waves?

Answer the questions using complete sentences

3. Explain how a satellite can transmit and receive information. (3Points)

Pre-Assessment Mean: 10.8 points or 72%

Pre-Assessment Median: 11 points or 73%

Pre-assessment Mode: 9 points or 60%

see color of different wavelengths.

Morse Code Activity

Formative assessment/performance task objectives:

be provided for them to write in Morse code.

have a deep understanding of the material before taking the post-assessment

Rubric for performance task:

Explanation Student Student Student Student can Students

Group Work No sentence A partial Students Students Students

9. Which of the following, is a worldwide computer network?

10. What does GPS stand for?

11. What does transmit mean?

12. How does a can a cell phone receive a message or call?

14. What is a satellite?

Answer the questions using complete sentences

6. Explain how a satellite can transmit and receive information. (3Points)

Post-Assessment Mean: 13.5 points or 90%

Post-Assessment Median: 14 points or 93%

Post-assessment Mode: 14 points or 93%

Pre and Post Assessment Results

informational technologies than I anticipated.

Teacher Candidate Name:Cheri Compton _____________________________________