429 Teacher Work Sample

Lander University Teacher Education

Communication Plan LO 3.1 (APS 10)
To keep in close contact with my students parents, I will take on a variety of methods. Parent progress
reports are sent every 4 weeks. Grade reports are sent home every 2 weeks for parent signature.
There will be Parent-Teacher conferences and regularly scheduled IEP Meetings. Parents will receive
calendars of upcoming IEP meetings and reminders as the dates approach. They will also receive a
calendar stating the materials and units that are being taught in the classroom. Students within
households with parents who speak a different language will be sent an alternative version of the
calendars in their native language. During meetings, I will meet with the parent and/or along with the
Multi-disciplinary team to discuss academic progress, classroom achievements, accommodations, and
concerns I may be having regarding behavior in the classroom. If a parent is not physically able to
attend conferences, phone sessions will be arranged. I will also be open to the option of addressing the
parent by email, if necessary. Telephone and email conference sessions will cover the same material.
An IEP meeting absence will be recorded and documented, but an in class meeting can be conducted at
the parents digression. In addition to meeting for regularly scheduled IEP meetings, I will meet with
my students' general education teachers to discuss their academic progress outside of my classroom.
We will also meet throughout the year to co-plan lessons and create activities for their general
education classes. I will also actively participate in staff meetings and volunteer for upcoming school
activities.

Classroom Management LO 2.8) (APS 8)

Classroom Expectations
Stay prepared: Always bring the materials you need for class.
It is expected that students come to class every day, ready to learn. This involves them bring all of the
necessary supplies, resources, and materials for class (books, paper, pencil, etc.). There are some
students who are less fortunate in the class and simple supplies, like a pencil, may not be available to
them. Therefore, there will be a place in the classroom for students to retrieve these types of supplies
when they are at need. This is not to be used as an excuse to not bring materials daily.
Try your best: Always put forth a good effort despite your fear of the outcome.
My students will come from a variety of different ethnic backgrounds. Despite the hardships they face
and the factors fighting against them, my students will always be expected to do their best because they
are all capable of succeeding!
Act responsibly: You are accountable for your own actions. Always think twice about the BEST thing
to do.
Appropriate actions vary between cultures. Students will be informed of what acceptable and nonacceptable actions are. They will be modeled for them. When students choose to disregard what has
been modeled for them, they will be fully accountable for their actions. They are to always think about

what is best.
Respect yourself and others: All students should follow the Golden Rule (Treat others the way you
would like to be treated).
Classroom Rules
1. IDs at ALL times.
2. Be Respectful to EVERYONE at ALL times.
3. Be on TIME.
4. Come PREPARED to learn each day.
5. NO SLEEPING
Consequences: Each consequence is dependent on the rule broken and severity.
1) Verbal warning
2) Detention with teacher
3) Phone call/ e-mail home
4) Referral to grade level principal for immediate disciplinary action.
A parent teacher conference will be scheduled if necessary.
Students are able to access computers within the classroom during free time and to complete
assignments from their general education courses. Students will be reminded that the internet is good
source of information and communication. However, not all information or people online are
trustworthy. They are to consider the following rules when online:
Safe: Personal information and passwords are kept private.
Meet: Never meet with an online friend in person, even if you think you know them well.
Accept: Do not open emails from people you do not know.
Reliable: Not all information online is reliable. There is a lot of false information on the internet.
Tell: Tell a trusted adult if anything online makes you feel uncomfortable or threatened.
Motivational Strategies
A combination of intrinsic and extrinsic strategies will be used to motivate my students in the
classroom. Students will be praised to indicate teacher approval and teacher expectations. Students will
be praised for good behavior, effort, and accomplishments (not ability). Praise will be delivered in a
variety of ways and contexts. It will be determined based on student's preferences. Some students may
not easily accept public praise. They may prefer private praise. Students will also be offered
encouraging, focused feedback as well to encourage students to work with purpose. By taking these
actions, students will develop self-efficacy by seeing the connection between effort and achievement. I
will help students understand how they learn most effectively. They will be offered opportunities for
reflection on learning in class. Students will also have the option of keeping a portfolio of all of their
work for class so they can analyze their progress. I will build on the strengths of my students first to
give them the opportunity to use their talents to achieve success by developing their strengths. When
they are engaged in successful tasks, I will help them learn how to improve other skills and teach to
specific needs. They will also know that it is okay to fail without penalty because I want them to learn
from their mistakes.

Lesson Objectives LO 1.2 (APS 1)

Objectives Alignment LO 1.3 (APS 4)

Objective Appropriateness LO 1.3
Lesson 1: ELA- Four Corners
Learning Objective: In this lesson, students will engage in a critical thinking activity where they
will form and advocate a point of view, based on their own opinions and the opinions of their
peers, about a particular statement/topic.
Assessment of Objectives:
-When presented with a controversial statement, students will form valid opinions and provide
supporting statements to defend their opinion, with 100% accuracy.
-When presented with a controversial statement, students will practice using good, positive
listening skills when hearing other opinion, with 100% accuracy.

Alignment with Standards: Common Core Standards

-Writing (W.9-10.1) - Text types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant sufficient evidence.
-Speaking (SL.9-10.3) - Comprehension and Collaboration
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.

Developmental Appropriateness: This lesson is developmentally appropriate for this class

being that they are able to use words and phrases to develop claims and counterclaims with
supporting evidence. Using that knowledge, students will be able to write short arguments to
elaborate on their point of view. This lesson is developmentally appropriate in being that
students are able to successfully form an opinion with supporting evidence.

Lesson 2: Jeopardy
Learning Objective: By the end of the lesson, students should be able to successfully solve
one-step equations. They should also be able to solve and graph one-step inequalities. There
are a total of 25 questions within the Jeopardy Game. Students will be expected to correctly
answer at least 3 questions, from each category, from the game.

Assessment of Objectives:
-When presented a mathematical problem, students will successfully solve one-step equations
and inequalities, graphing as needed, with 80% accuracy.

Alignment with Standards:

Common Core: Reasoning with Equations and Inequalities
HSA-REI.B.3- Solve equations and inequalities in one variable.
HSA-REI-C.6- Solve systems of liner equations exactly and approximately (e.g. with
graphs), focusing on pairs of liner equations in two variables.

Lesson 3: Slumming Stereotypes (SHOWCASE LESSON)

Learning Objective: In this lesson, students will brainstorm different gender stereotypes and
discuss how the stereotypes are relevant to the classroom novel, Slumming. Students will

select two characters from the novel and analyze ways how the author's language might send a
message about gender roles.

Assessment of Objectives:
-When given a prompt, students will identify stereotypes that both they and society hold of
what men or what women should be with 100% accuracy.
-When given an appropriately leveled text, students will write a short passage, define
stereotypes and identify how they are portrayed in literature, with at least one example from
the text.

Alignment with Standards:

Common Core- Reading: Literature (Key Ideas and Details)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

Lesson 4: Character Education- Trustworthiness

Learning Objective: By the end of this lesson, students will be able to define the character
education term of the week, trustworthiness, and relate/input the term to real life situations

Assessment of Objectives:
In this lesson, students will engage in a stimulating activity, where they will build on their
knowledge of the character education word of the week, trustworthiness, as it relates to
reputation and loyalty, with 100% accuracy.

Alignment with Standards:

EEDA Grade Level Standards
Standard 1: Students will understand the relationship among personal qualities, education and
training, and the world of work.
Explain the relationship between personal qualities, school success, life-style, and career
choices
Common Core: Speaking & Listening
Comprehension and Collaboration:
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively.

Lesson 5: Transition Skills- Communications

Learning Objective: In this lesson, students will improve their personal effectiveness by
developing strategies and techniques for creating and maintaining networking relationships for
possible career opportunities.

Assessment of Objectives:
-Following a discussion, students will be able to identify at least 3 sources for possible
networking opportunities.
-When given an outline, students will be able to develop a 30 second script to introduce

himself/herself for a possible job opportunity.

Alignment with Standards:

EEDA Grade Level Standards
Standard 1: Students will understand the relationship among personal qualities, education and
training, and the world of work.
Explain the relationship between personal qualities, school success, life-style, and career
choices
Common Core
RI.9-10.4- Reading: Informational Text- Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Instructional Design- Lesson Plans (LO. 1.1, 1.3, 1.4, 2.2, & 2.5) (APS 2, 5 & 6)
Reflection, Self-Evaluation, & Professional Development (LO 4.2 & 4.3) (APS 3, 10)
LESSON 1
Teacher Candidate: Amani Cox
Subject/Grade: ELA/ 9th Grade

Lesson #1
Date and Time of Lesson: Fall 2014

Learning Objective: In this lesson, students will engage in a critical thinking activity where they will
form and advocate a point of view, based on their own opinions and the opinions of their peers, about
a particular statement/topic.
Alignment with Standards: Common Core Standards
-Writing (W.9-10.1) - Text types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant sufficient evidence.
-Speaking (SL.9-10.3) - Comprehension and Collaboration
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
Developmental Appropriateness or Cross-curricular connections: This lesson is connected to the real
world and mathematics. Students will have to calculate how much money they would make if this the
incentive were to be implemented in their school district. This lesson is developmentally appropriate
for this class being that they are able to use words and phrases to develop claims and counterclaims
with supporting evidence. Using that knowledge, students will be able to write short arguments to
elaborate on their point of view. This lesson is developmentally appropriate in being that students are
able to successfully form an opinion with supporting evidence.
Assessment(s) of the Objectives:

Lesson Objective(s)

In this lesson, students will

engage in a critical thinking
activity where they will
form and advocate a point
of view, based on their own
opinions and the opinions
of their peers, about a
particular statement/topic.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment
(TWS section 7)

When presented with a

controversial statement,
students will form valid
opinions and provide
supporting statements to
defend their opinion, with
100% accuracy.

-Participation: A
checklist will be used to
mark off students who
are actively participating
in the activity and
discussions (Teacher
observation).

When presented with a

controversial statement,
students will practice using
good, positive listening skills
when hearing other opinion,
with 100% accuracy.

-The initial and ending

written statements will
be collected and graded
based on completion and
length (2-3 sentences and
support your opinion).

Accommodations: Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Materials:
-YouTube Video
-Signs to designate each corner's category
-Pencil/ Paper
Procedures:
1. There will be a quick survey of hands to see if there are any students who are employed. If so,
other questions will be asked. (Ex: where do you work? Do you like your job? Do you like your
pay?) Students will then be told that there is a school district in Cincinnati, Ohio that has opted
to pay students to come to class in an effort to increase attendance and graduation rates.
2. Show Video:
http://www.bing.com/videos/search?q=students+getting+paid+for+good+grades&FORM=H
DRSC3#view=detail&mid=EC2CFC16158935CC88CCEC2CFC16158935CC88CC
3. Present the statement: Should students get paid for coming to class? Students will read the
statement to themselves. They will have one minute to think about how they feel about the
statement. They will keep this information to themselves for the point being.
4. State the purpose: Elaborate on the activity they will engage in (Four Corners).
Four signs have been posted in each corner of the classroom designating a different category
that determines your opinion about this statement (strongly agree, agree, disagree, and
strongly disagree). When prompted, you will move to the corner that corresponds to your
opinion the best. While there you will converse with your peers within that corner who
share the same opinion as you do. As a group, you will present your reasoning for picking

that category and defend your statement to the rest of the class.
5. As a class, read the statement again and allow a few seconds for students to decide which
corner corresponds to their opinion the best. On a sheet of paper, students will write, 2-3
sentences, about the corner category they chose and why.
6. Students will stand up. When prompted, they will move to the corner that best corresponded
to their opinion without talking.
7. Group discussions: Students will be given about 5 minutes to discuss, with the other members
of that corner category, their position and reasoning for their decision. In the occasion that a
large amount of students cluster at one corner, those students will be broken into groups
within their corner. During this time, students must nominate one or two people to be the
spokesperson(s) for their group. Students may make notes to use, if needed, for their
statement/presentation.
8. At the end of time, the spokesperson(s) from each group will have an opportunity to present
their corners position. As each group presents, the remainder of the class should be listening
to their peer's statements. After each group has presented, the remainder of the class will be
allowed to ask questions about that group's position.
It is predicted that the majority of the class will either choose to agree or strongly agree. In
this case, I will ask a series of questions and provide scenarios that may persuade their
choices.
How much money would you make in a school year and would it be worth it?
Senior $25wk. =$900 a school year. Underclassmen $10wk= $360 a school year.
In the video, this option was only offered to 30 students. (Requirements: Perfect
attendance, being on time, staying out of trouble and being productive)
Some students are excluded and on a case-by-case acceptance: What about the
students who already had perfect attendance and do what they are supposed to
do? Is it fair for them not to be rewarded?
The money paid has nothing to do with grades or test scores. Is it fair that a student
could get paid for doing absolutely nothing, but they meet the requirements for the
money (being on time, attending class, etc.) while another students has always done
what their supposed to but is rewarded nothing.
9. After, all groups have presented, students will be given the option to change their position and
move to a different corner. Students that moved will be called upon to be asked why they
changed their position.
10. On the same sheet of paper, students will write why they chose to stay in the same corner or
explain why they changed their minds (2-3 sentences).
11. Collect papers
12. Wrap-up: As a class we will discuss why it is important to form your own opinions how it could
be beneficial in school and real-life situations.
Activity Analysis:
At the beginning of this activity, students will be shown a short news clip from YouTube. The news clip
will elaborate on the new policy administered in the Walnut Hills school district. The purpose of
showing this video is to provide background on the new policy and for students to hear opinions from
the students within the school district before making their own decision about the topic. This topic
was chosen based on student interest. The students within this class are in high school, 9th-11th

grade. They are at the age where they either have jobs or will have a job within the near future. They
are learning the true value of money and are very interested in making money. The activity associated
with the topic is accessible for all students to do independently. Signs will be placed in the corners of
the classroom, designating each category of choice, to accommodate students who may have
difficulties following directions.
References:
http://www.bing.com/videos/search?q=students+getting+paid+for+good+grades&FORM=HDRSC3#vie
w=detail&mid=EC2CFC16158935CC88CCEC2CFC16158935CC88CC
Reflection 1
ELA Lesson: Four Corners
This was the first lesson I taught at the secondary level and I felt really accomplished by the
outcome of it. I believe I let my anxiety get the best of me at the beginning of my lesson, but once I got
a feel for it, I became more confident. I had written an outline of what I was going to say and topics I
wanted to focus on. I caught myself referring to that outline too much and it created silent little pauses
within my lesson. I didn't want the students to see that I was a little discombobulated, so I choose to
just do without the outline and think on my toes. Doing so, made me forget some of the things I had
intended to say, but it made my lesson flow smoother. The length of the lesson didn't take as long as I
had anticipated though. The students watched a short video and engaged in a four-corner activity
where they discussed and defended their opinions. They were given a writing assignment to complete
afterward. Some of the students struggled with remembering what I asked them to write about. When
teaching this lesson again, I would write an outline of what their writing assignment should include on
the board. A lot of them could have benefited from that visual. Although some of the students weren't
too enthused about having to get up and move around, they still participated in the discussion very
well. They all stayed on topic when talking with their peers. I was impressed. They brought up some
valid points, pertaining to the topic that I didn't even think of. They followed directions well and
everyone completed the writing assignment. Overall, I enjoyed teaching the lesson and think including
those changes would improve it.

LESSON 2
Teacher Candidate: Amani Cox
Subject/Grade: Math/9th

Lesson #2
Date and Time of Lesson: Fall 2014

Learning Objective: By the end of the lesson, students should be able to successfully solve one-step
equations. They should also be able to solve and graph one-step inequalities. There are a total of 25
questions within the Jeopardy Game. Students will be expected to correctly answer at least 3
questions, from each category, from the game.
Alignment with Standards:
Common Core: Reasoning with Equations and Inequalities
HSA-REI.B.3- Solve equations and inequalities in one variable.
HSA-REI-C.6- Solve systems of liner equations exactly and approximately (e.g. with graphs), focusing

on pairs of liner equations in two variables.

Developmental Appropriateness or Cross-curricular connections: This lesson will serve as preparation

for an upcoming test. The students already have an understanding of solving one-step liner equations
and inequalities in one variable, including equations with coefficients represented by letters. They also
know how to set up and successfully graph a liner equation on a number line.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

By the end of the lesson,

students should be able to
successfully solve and graph
one-step equations and
inequalities. There are a
total of 25 questions within
the Jeopardy Game.
Students will be expected
to correctly answer at least
3 questions, from each
category, from the game.

When presented a
mathematical problem,
students will successfully solve
one-step equations and
inequalities, graphing as
needed, with 80% accuracy.

Use of Formative
Assessment
(TWS section 7)
-Scrap Work: As students
answer selected
questions, students are to
work out the problems on
a sheet of paper that will
be collected upon
completion of the game.
-Participation: Each
student is expected to
participate on their team.

Accommodations: Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Materials:
Promethean Board- Jeopardy Game
White board for keeping score
Scrap paper for students to use to work out the problems
Procedures:
1. State Objective: In the previous lessons, students have been learning to solve one-step
equations and inequalities using addition, subtraction, multiplication, and division. They have
also used this information to graph linear equations on a number line. Today's lesson will serve
as a review for the upcoming test.
2. Students will be split into two equal teams. Each team will decide on an appropriate team
name.
3. Students will be prompted to take out a sheet of paper and write their names/team name at
the top. If they do not have a sheet of paper, one will be provided to them.
4. Students will engage in a Jeopardy game where they will work to answer selected questions
about equations and inequalities:
Each team will take turns selecting categories and dollar amounts. Each team will be
prompted to pick a number between 1 and 20. The team who selects the number closest to

mine will be allowed to choose first. A problem will be displayed on the board for a team to
solve independently (4 minutes). As they complete the problem, I will come around and
check their answers. I will record how many students on each team got the problem correct.
Students will then have 1 minute to converse with their team members to decide on an
answer. The opposing team is to work on this problem in the incident that the wrong answer
is given and they are given the opportunity to receive the points. I will keep tally of the
points earned to myself, but I will notify when a team surpasses the other point wise. On
questions where numerous students initially gave the incorrect answer independently, a
student who reached the correct answer will be called upon to the board to solve the
problem so that the students know how to solve it in the future.
5. At the end of the game, the winning team will be revealed and get a special prize.
6. Scrap work will be collected. Depending on the amount of time remaining in class, student will
be allowed to work on assignments from other classes or as prompted by the cooperating
teacher.
Activity Analysis: The Promethean board will be used to display math problems and will be read aloud
for students. I will keep the appropriate time for answering questions with a timer so each team
receives an equal amount of time. This game is to be a competition, but in a positive manner. I will not
display the point values earned by each team on the board so they continue working hard and not focus
on point values. By the end of this activity, students should have a better understand of liner equations
and inequalities. They should also be more prepared for the test tomorrow. The winning team will
receive a special prize, but the remainder of the class will also receive something for their active
participation and hard work.
References: None
Reflection 2
Math Lesson: Jeopardy
This lesson was created as a review for students for their upcoming test on one-step inequalities.
Students were divided into two teams equal teams of five. The organization of the teams were at the
student's digression. In teaching this lesson again, I would organize the teams myself. A few of the
students placed themselves with classmates who knew the content better concluding that they wouldn't
have to do as much work. This wasn't a damaging factor being that students had to solve the problems
themselves before they were allowed to collaborate with their group to come to a consensus about their
given answer. Therefore, I was able to see which students were struggling with the questions
beforehand.
Technology was not on my side in this lesson. I attempted to use a jeopardy template that I
downloaded online. It had a few bugs and errors. For example, when a team selected a question, the
template didn't eliminate that question when returning to the jeopardy board. This forced me to have to
keep count of which questions had already been answered. I was also used to using a Smart Board
instead of a Promethean Board. I could not figure out how to drag the pen tools to the PowerPoint to
allow students to come up and answer the questions. Instead, we had to keep exiting the PowerPoint to
use Flip Chart, solve the problem, and then return to PowerPoint to continue the game. Overall, it felt
much unorganized to me. In using this lesson again, I would try to find a better template. I would also
take the time to go through the game myself to assure that everything functions properly. It definitely
caught me off guard but I did not want my students to see that I was fumbling a bit. Fortunately, this

lesson was co-taught and my cooperating teacher was a big support for giving me alternatives to keep
the lesson going. For example, instead of having to open and close the PowerPoint constantly to access
Flip Chart, she suggested we simply use the white board. It wasn't my first choice, being that I wanted
to incorporate a lot of technology, but it was definitely a lot more successful and less frustrating.
Despite some mishaps, my students enjoyed this lesson. They got very excited when playing the
jeopardy game and became very competitive with their classmates. It was all in a very positive manner.
They even asked to play the jeopardy game again the next day. This lesson taught me a lot about
preparedness.

Lesson 3: Slumming Stereotypes (SHOWCASE LESSON)

Teacher Candidate: Amani Cox
Subject/Grade: ELA/9-10th

Lesson #3
Date and Time of Lesson: Fall 2014

Learning Objective: In this lesson, students will brainstorm different gender stereotypes and discuss
how the stereotypes are relevant to the classroom novel, Slumming. Students will analyze two
characters from the novel and analyze ways how the author's language might send a message about
gender roles.
Alignment with Standards:
Common Core- Reading: Literature (Key Ideas and Details)
1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally
appropriate being that students are able to successfully refer to details and quote accurately from a
text when explaining what the text says and when drawing inferences from the text. This lesson is
related to real life situations and scenarios as it teaches students the importance of choosing not to
stereotype others.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

In this lesson, students will

brainstorm different gender
stereotypes and discuss
how the stereotypes are
relevant to the classroom
novel, Slumming. Students
will select two characters
from the novel and analyze
ways how the author's
language might send a
message about gender

When given a prompt, students

will identify stereotypes that
both they and society hold of
what men or what women
should be with 100% accuracy.
When given an appropriately
leveled text, students will write
a short passage, define
stereotypes and identify how
they are portrayed in literature,
with at least one example from

Use of Formative
Assessment
Student participation
during classroom
discussions.
Completion of
assignments: Bulleted list,
sticky notes, written
statement.

roles.

the text.

Accommodations: Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Materials:
Class copies of Slumming by Kristen D. Randle
Promethean Board (Flipchart)
Sticky Notes

Procedures:
1. Instruct students to take out a sheet of paper and a pencil. On loose leaf paper, students will
respond to the following question: Being male/female means... Male students will respond
to the male prompt and female students to the female prompt. Students will be asked to make
a bulleted list with as many responses as they can in 30 seconds. An example of a possible
answer will be provided if necessary.
Examples of expected responses:
Being male means not crying.
Being female means not getting dirty/ staying pretty.
2. At the end of the allotted time, students will be asked to share some of their answers on sticky
notes. A table with the headings Being female means.../ being male means... will be
projected on the Promethean Board. Students are to pick one response and write it on the
sticky note. Responses will then be collected and written on the Promethean board under the
designated columns.
3. After a list of several responses have been formed, the class will engage in a discussion after
we read through each of the phrases. Students are to keep their opinions to themselves while
reading responses. Students will be asked which phrases on the list seem true to them.
Students are allowed to engage in positive debates about phrases if necessary.
4. Explain that each of the statements they have discussed are stereotypes. Explaining what a
stereotype is and how they evolve from specific truths to broad generalizations.
5. Using the novel, Slumming, students will discuss some of the gender stereotypes exhibited in
the class novel. Three scenarios from three chapters have been previously selected and
students will be assigned, in groups, accordingly. There will be two groups of three and one
group of four.
6. The selected chapters have previously been read in class. Students will be allotted time to
review what happened in their assigned chapter sections. After reviewing the characters and
their situations, each group will decide if the focus character does/ does not demonstrate
stereotypical behavior. Students will have to provide evidence from the text proving so.
7. Each group will tell if their focus character displayed stereotypical behaviors and provide
evidence to the rest of the class.
8. Students will return to their seats and write a short passage explaining what a stereotype is
and explain how stereotypes are relevant to the Slumming (providing an example).
9. Papers will be collected for assessment.

Activity Analysis: This lesson will be used to further student understandings about the text, Slumming.
The beginning activity, where students formed a bulleted list of gender differences, was used to
determine what students already knew about stereotypes based on schema and experiences. Afterward,
the term stereotyping was explained and discussed in further detail to ensure everyone grasped the
information before beginning another activity. Stereotyping is displayed numerous times in the text.
Students are asked to determine how by working collaboratively in groups.
References: http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing

Assessment Plan (LO 2.3) (APS 3)

LESSON 3: SHOWCASE LESSON
Slumming- Gender Stereotypes (SHOWCASE) Assessment Plan- 9th grade
Format of Formative Accommodations
Lesson Objectives
Assessments
Assessments
Pre- Students will
create a list of
stereotypes based on
their opinion and
background knowledge.
Student input and
participation will be
assessed during the
discussion about gender
When given an
appropriately leveled stereotypes from a male
and female perspective.
text, students will
During- Student
identify how
presentations explaining
stereotypes are
portrayed in literature whether or not the focus
characters, of their
for characters, with
assigned portion of the
90% accuracy.
text, displayed gender
stereotypical behaviors.
Post- written passages
explaining what a
stereotype is and explain
how stereotypes are
relevant to the text,
Slumming (with a
provided example)
When given a prompt,
students will identify
stereotypes that both
they and society hold
of what men or what
women should be with
100% accuracy.

Pre- Observation and

collection of student
created lists.
During-Checklist
students will be used
to assess student
participation in
presentations.
Post- Written
passages will be
collected and
assessed based on
completeness.

Information and
reminders will be
repeated for students
who struggle with
following directions.
Early finishers will
be allowed to work
on assignments from
their other classes.

Students will be assessed using a variety of measures to judge student performance. At the beginning of
this lesson, students will brainstorm different gender stereotypes. We will also discuss how the
stereotypes are relevant to the classroom novel, Slumming. This discussion will help guide my lesson as

I observe what my students already know about the information I will be presenting throughout the
lesson. Students will be assessed based on their participation during the discussion and the completion
of the gender lists. The majority of the students in the class are very eager to learn and active
participants in discussions and activities. As I observe students throughout my lesson, students who are
not actively participating will be called upon. Students will analyze two characters from the novel and
ways the author's language might be sending a message about gender roles. They will present their
findings with the rest of the class. Students will be assessed based on their presentations about the text.
A checklist will be used to note each student's participation as well. At the end of the lesson, students
will write a short passage explaining what a stereotype is and how they are relevant to the text. Their
work will be assessed based on completeness. Accommodations will be given for students throughout
the lesson as needed. Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Reflection 3
ELA: Slumming- Gender Stereotypes (SHOWCASE)
(WHOLE CLASS)
This being the third lesson taught with this class, I expected it to go pretty smoothly. I've
became pretty comfortable with my students and we have a pretty good relationship with them. This
lesson included whole group, small group, and independent activities. Students were allowed to make
statements about female and male gender stereotypes. They were also allowed to critically defend their
opinions. All of the students were active listeners and engaged throughout the lesson for the most part.
One particular student did not want to participate as much as the others. During small group
discussions, he let the rest of his group members do the majority of the work. He would act as if he was
engaged when I would walk over to his group.
There were moments where the class got a little off task and I had to redirect them. For
example, there was a moment within the lesson where I had my back turned to the rest of the class as I
was writing information on the Promethean Board. It took a little longer than I had anticipated and I
could hear the students starting to get off task and start side conversations. To put the focus back on me,
I asked the students to summarize all of the information I was listing into one word. This helped
redirect back to the lesson. In doing the lesson again, I would have them share out their statements
instead of writing them on the board. It took entirely too much time. I would also change the seating
arrangements of this lesson. The students worked well with arranging themselves into groups. There
were two groups of three and one group of four. I allowed them the choice of choosing their own
partners. I would allow them to work within their groups when they are collaborating to gather
information, but I would have them form a circle to share their information with the rest of the class. I
noticed that as one group was presenting, the rest of the class were focused on other things. They
seemed to be listening but not engaged. Besides a few small factors, the lesson went very well and I
enjoyed teaching them.

LESSON 4: Character Education- Trustworthiness

Teacher Candidate: Amani Cox
Subject/Grade: Character Edu. /9-10th

Lesson #4
Date and Time of Lesson: Fall 2014

Learning Objective: By the end of this lesson, students will be able to define the character education
term of the week, trustworthiness, and relate/input the term to real life situations.

Alignment with Standards:

EEDA Grade Level Standards
Standard 1: Students will understand the relationship among personal qualities, education and training,
and the world of work.
Explain the relationship between personal qualities, school success, life-style, and career choices
Common Core: Speaking & Listening
Comprehension and Collaboration:
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate being
that students are able to stimulate a thoughtful, well-reasoned exchange of ideas in discussion when
teacher led. They are also able to propel conversations by posing and responding to questions that
relate to the current discussion to broader themes or larger ideas. This lesson relates to the real world
being that students are building an understanding of a character skill, trustworthiness that will help
them be productive in a work environment in the future.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

By the end of this lesson,

students will be able to
define the character
education term of the week,
trustworthiness, and
relate/input the term to real
life situations

In this lesson, students will

engage in a stimulating
activity, where they will
build on their knowledge of
the character education word
of the week, trustworthiness,
as it relates to reputation and
loyalty, with 100% accuracy.

Students will be
assessed based on their
participation during
discussions (checklist).
The written assignment
will be collected and
assessed based on
completion (including a
definition of
trustworthiness, an
event where someone
wasn't trustworthy, and
their reaction).

Accommodations: Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Materials:
Chocolate (bittersweet and real chocolate)
Procedures:

This lesson will begin very casually as I will begin telling students what I did over the weekend:
This weekend I took a trip to Charlotte to visit some friends. While I was up there, we
went walking through Uptown Charlotte and browsed through some different stores and
boutiques. We came across this extravagant candy store! They had hundreds of different
types of candies in a variety of flavors. They even had oversized candy bars, lollipops, and
gummy bears. In the store, they were giving out samples of a new brand of chocolate. It
was so good that I had to buy some and because you all were so cooperative during my
lesson last week, I brought you all some to taste!

Each student will be given a piece of candy. (Students will be told that they are not to eat the
candy yet. They are to wait until everyone receives a piece to make sure I have enough. If
there is enough, I will give them another piece.) As I am passing the candy out, I will build
up the hype for how good this chocolate is (the candy I am actually giving them is
unsweetened baking chocolate).
Once everyone has a piece, I will tell the students to taste it. Immediately, the students will
realize that I lied to them.
After watching the reactions of the students eating the candy, I will reveal why I tricked them
and we will engage in a discussion:
Your character education word of the week is Trustworthiness.
What is it? What does it mean to be trustworthy? Trustworthiness is a moral value,
regarded as a virtue. For example, a trustworthy person is someone in whom one can
place one's trust and rest assured that the trust shall not be betrayed.
How was I not being trustworthy? Lying and being deceitful: It only takes one lie to
lose someone's trust and it takes a lot of effort to gain it back.

Watch Video Clip: How would being trustworthy be useful in the real world? School?
Workplace? There will be a short discussion pertaining to this topic.
On a sheet of paper, students will think of a time where someone was not trustworthy with
them, explain their reaction, and explain why it's important to be trustworthy.
Students will be given a real piece of candy to make amends for the horrible, distasteful
bittersweet chocolate.

Activity Analysis: Each week, students review a different pillar from the tower of character education.
This tower includes different concepts including respect and honesty. This week we will be focusing on
trustworthiness. In this lesson, students will engage in an activity where they will experience what an
untrustworthy person depicts. I will purposefully deceive the students by offering them candy that is
not as delicious as I described. After the activity, we will engage in a discussion about the term,
trustworthiness, and relate it to the activity we just engaged in. We will also relate the term to the real
world (including school and the workplace).
References:
http://counselingcorner-allison.blogspot.com/2012/09/teaching-trustworthiness-with-chocolate.html
http://www.wingclips.com/movie-clips/the-pursuit-of-happyness/internship-interview

Reflection 4
Character Education: Trustworthiness
This was one of my shorter lessons. It was written to showcase the character education word of
the week, trustworthiness. In this lesson, I untruthfully gave my students bittersweet chocolate to teach
them about lying and what it means to be trustworthy. I am not very good at stretching the truth. I
fumbled a bit trying to tell my story that accompanied my activity. The students reacted the candy as I
expected. They thought it was gross. After the activity, I explained the reason I gave them the
chocolate. We had a discussion about how they felt when they realized I lied to them and why it's
important to be honest. Next, I showed them a video clip from the movie The Pursuit of Happyness.
In the video, they watched Chris Gardner come in for an interview dirty and under dressed. He sat
outside the office attempting to think of a lie to explain everything. Instead, he decided to be truthful
and explain his situation. In the end he was offered an internship for a stock company. We discussed
that he made the right decision and why it is important to be trustworthy in the work place. After wards,
the students were asked to write in their journals about a time where either they not being trustworthy
to someone or a time period where someone was not being trustworthy to them. When they finished
their journal entry, I offered them a real piece of candy. Some of them were a little resistant to take it
being that I had tricked them earlier and we talked about that connection. If I were to do this lesson
again, I would bring water for the students to drink or gum to have after eating the bittersweet
chocolate. They kept mentioning the uncomfortable feeling of the after taste in their mouth, but they
were fine after I provided the real candy.

Lesson 5: Transition- Communication Skills

Teacher Candidate: Amani Cox
Subject/Grade: Transition/9-10th

Lesson #5
Date and Time of Lesson: Fall 2014

Learning Objective: In this lesson, students will improve their personal effectiveness by developing
strategies and techniques for creating and maintaining networking relationships for possible career
opportunities.
Alignment with Standards:
EEDA Grade Level Standards
Standard 1: Students will understand the relationship among personal qualities, education and training,
and the world of work.
Explain the relationship between personal qualities, school success, life-style, and career choices
Common Core
RI.9-10.4- Reading: Informational Text- Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Developmental Appropriateness or Cross-curricular connections: Students will have the
opportunity to write and work on speaking skills during this lesson. This lesson will also teach
transition skills that students will be able to use post-graduation. Being that students are able to

successfully advocate for themselves and present their strengths, students will be able to create short
scripts describing themselves.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

In this lesson, students will

improve their personal
effectiveness by developing
strategies and techniques
for creating and maintaining
networking relationships for
possible career
opportunities.

Following a discussion,
students will be able to
identify at least 3 sources for
possible networking
opportunities.

Students will be
assessed based on their
participation in group
discussions using a
checklist.

When given an outline,

students will be able to
develop a 30 second script to
introduce himself/herself for
a possible job opportunity.

Students will create a

bulleted list, which will
be collected for
assessment, of at least
three sources for
possible networking
opportunities.
Students will create a 30
second script that will
be presented to the rest
of the class. The class
will provide feedback
on their scripts
addressing strengths and
possible adjustments.

Accommodations: Information and reminders will be repeated for students who struggle with
following directions. Early finishers will be allowed to work on assignments from their other classes.
Materials:
Procedures:
Many of the students in the class either have jobs, are applying for jobs, or will be very soon. In
a previous lesson, students completed a My Next Move assignment where they searched
different careers and researched the amount of time and effort needed for each career. This
lesson will be a continuance of that lesson.
There will be a discussion about the importance of networking with unfamiliar people to create
possible job opportunities.
I will share a recent networking opportunity I experienced where I was able to receive a
new job opportunity. I will discuss my current need to begin networking being that I will
be graduating from Lander University soon.
Distribute Handout: Provide the definition of the word networking.

(Networking: the informal sharing of information between individuals linked by a

common interest.)
On the back of the handout, students will make a list of people they would approach to let them
know they are looking for a job. After two minutes, record a few responses on the board.
Review Handout: Discuss how interaction with family, friends and neighbors can lead to job
opportunities.
Students will be told that communication skills are important in developing a networking base.
Today you will be creating a 30 second script to make yourself memorable. With this script,
students will be able to answer questions including:
o Why should we hire you?
o Why are you the best candidate for the job?
o Why are you the right fit for the position?
o What would you bring to the position?

o
o
o
o

Students will be informed that their scripts should sell the listener on themselves and their
status as the best person for a position or opportunity. It will make their job easier by
convincing him that:
You can do the work and deliver exceptional results
You will fit in beautifully and be a great addition to the team
You possess a combination of skills and experience that make you stand out from the crowd
Hiring you will make him look smart and make his life easier

Developing the scripts:

Step 1: Brainstorm- review the job description.

Students will pick a job or career that they would be interested in applying for either now or in
the future and answer the following questions in bullets:
In what areas do I really shine?
What are my most impressive accomplishments?
What makes me different from the typical candidate?
Step 2: Structure Your Pitch
Next, choose the 3-4 bullet points that make the strongest argument for you. Use those bullet
points to structure your sales pitch. Dont write a script to memorize simply capture the
bullet points that you want to convey. Each bullet will describe the selling point with a brief
explanation and/or example for context. Keep it concise.
Step 3: Practice/Present
Students will be allowed to present their pitch to the rest of the class. As a class we will critique
their pitch and focus on their strengths and possible adjustments that could be made.
Students will be reminded that its very important to come across as confident and
enthusiastic when you deliver your pitch. Make them believe in you your abilities and
your commitment. If you project confidence (even if you have to fake it a little), youre more
likely to make a strong impression.

There will be a final discussion as to how the information learned in todays lesson can be
useful in the future.

Activity Analysis: Throughout the year, the students have been learning different transitioning skills to
prepare them for graduation and post-secondary education. In this lesson, students will learn ways to
effectively communicate and network with individuals who could provide possible career
opportunities. Students will also develop a short pitch that they could use when communicating and
during interviews. Most of the students in the classroom are at the age where they will be applying for
jobs and working. They will need to learn some of the taught skills to prepare them.
References: http://www.mdrc.org/sites/default/files/PreparingHSStudentsforTransition_073108.pdf
Reflection 5
Transition- Communication Skills
I had great intentions with this lesson, but it did not fall through as successfully as I had hoped. They
were very attentive and were listening, but they were not as involved as I would have liked for them to
be. We began the lesson by engaging in a discussion about networking. None of the students in the
class were familiar with the term so, therefore, I had to provide a definition to explain it to them. Once
they were familiar with the term, we engaged in a short discussion about it. There were only two or
three students who were actively responding during the discussion. The rest of the class listened, but
they weren't very engaged. It made me feel like my lesson was boring to them. I believe the use of
direct instruction wasn't the best choice. In doing this lesson again, I would do some type of activity
where they could get up and move around. I could possibly have them pair with a partner and develop
their own definition of networking. After the discussion, students were given iPad and asked to find a
job description to use for preparing 30 second script. I made the mistake of giving them the iPads too
early. It distracted them from my lesson and I had to repeat directions continuously. In doing this lesson
again, I would wait until I am completely done talking and then pass out the iPads. I was trying to
conserve time but it wasn't the best idea. Lastly, I wanted some of the students to present their speech to
the class. We would listen to them and then positively critique areas of improvement. To my surprise,
they were shy about presenting to the rest of the class. One student volunteered after I stated that I
would pick a student at random. After reading his, no one else volunteered. Therefore I called on two
more students. They weren't too eager to read them, but they did so. In doing this lesson again, I would
just pick students at random, possibly pulling a name, instead of giving them the option to volunteer. I
felt like I was pulling teeth trying to get them to read a few sentences to the class. This surprised me
considering how much they talk in class.