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TheLevel2TeacherWorkSample

of
KarlissaFirman
CompletedatHansenElementarySchool
UniversityofNorthernIowa

Level2oftheUNITeacherEducationProfessionalSequence

EDPSYCH3148LearningandInstructioninClassroomContexts
EDPSYCH3128TeacherasChangeAgent

SubjectArea:Mathematics
GradeLevel:Kindergarten
LessonTitle(s):Teen Numbers and Turkeys (Lesson One),
MentorTeacher'sName:Mrs.Bauer
UNIFieldExperienceCoordinatorsName:ShellyBromwich
3128Section#orDayandTimeofYourClass:Section95
Session:__A_X_B
Semester:_X_Fall__Spring__May

Year:2014

SupportinginformationabouttheL2TWScanbefoundat:
https://sites.google.com/site/level2atpls/

PermissionforFutureUseofthisWorkSample
Pleasecheckoneoptionbelowandsignonthesignatureline:
_X__IDOgivemypermissionformyteacherworksampletobeusedasanexamplefor
thebenefitofteachereducationandfuturestudentteachers.Iunderstandthatmyteacher
worksampleorexcerptsfrommyteacherworksamplesmaybepostedonawebsite,
presentedataconference,orappearaspartofawrittenpublication
___IDONOTgivemypermissionformyteacherworksampletobeusedasanexample
forthebenefitofteachereducationandfuturestudentteachers.Myteacherworksample
orexcerptsfrommyteacherworksampleswillNOTbepostedonawebsite,presentedat
aconference,orappearaspartofawrittenpublication

StudentSignature:___________________________________________

GeneralWriting/FormattingInstructions:Usea12pointfontthroughout,withone
inchpagemargins.Writeinfullsentences.PlantoreviseyourTWSreportatleasta
coupleoftimessothatyourwritingqualityisuptotheexpectedstandard.Ingeneral,
responseswhicharewellthoughtoutandsuccinctlywordedarepreferabletolong
ramblingresponsesthatdonotproperlyaddresstheprompt.

Section1:PlanningYourLesson
ContextualFactors
TCWSStandard
Theteachercandidateusesinformationaboutthelearningteachingcontextandstudent
individualdifferencestosetlearninggoals,designinstructionandplanassessment. Pleasenote
thatinthestudentteachingTWS,youwilldescribethecommunity,district,andschoolfactors;inthiscase,
wehaveprovidedthisinformationforyou.

Community, district and school factors: Briefly describe important features of the school and
district where you will be completing this experience Address student demographics in the school
including socio-economic profile and race/ethnicity. You might also address any of the following if
relevant to your unit of instruction: stability of community, political climate, community support for
education, school improvement initiatives, professional development priorities, environmental
factors, school-wide programs in character education or citizenship, etc.
*HelenAHansenElementarySchoolisanamazingschoolthatserves482studentsin

gradesPK6.Thestudentpopulationhasstayedrelativelythesameoverthepastfive
years.Theschoolismadeofup47%malestudentsand53%femalestudents.Hansenisa
verysecureschoolandyouhavetobebuzzedintotheschoolandcheckinthroughthe
mainofficetoevenenterinsidetheactualschool,whichisverycalmingtomanyparents.
Hansensstudentteacherratioof16:1ishigherthantheIowaaverageof14:1.Thereisa
teacherpopulationof31teachers,thishasstayedrelativelythesameoverthepastfive
years.Hansensminorityenrollmentis16%ofthestudentbody(majorityAsianand
Black),whichislessthanthestateaverageof19%.HansenElementaryoperateswiththe
CedarFallsCommunitySchoolDistrict.HansenElementarydiversityscoreof0.29is
lessthanthestateaverageof0.34.Theschool'sdiversityhasstayedrelativelyflatover
fiveyears.HansenElementaryallowsstudentsoutat1:30pmonWednesdays,toallow
forteacherstohaveprofessionalDevelopmentmeetingsduringnormalschooltime.
Theschoolhasrecentlymademanydifferentchanges,andgoneundernew
construction.Ithasconformedintoanew,beautifullybuiltelementaryschool.Thenew
additionstotheschoolallowforfurtherchildinteractionsbetweenclassesofthesame
gradelevels.Therearenowthinkingareasoutsideofclassroomswithwhiteboardtables,
coaches,andgorgeousartworktoadmire.Thereisalsoanewgymnasiumandmusic
roomaswell.
Student Belief:
I HAVE HANSEN P.R.I.D.E.

Positive and Accountable


Ready to Learn
Insist on My Personal Best
Dependable and Respectful
Encourage Others to do the Right Thing

HowTheseFactorsMayImpactMyLessons:Explainonewaythatthesecommunity,district,
andschoolwidefactorsmayimpactyourlessontopics,teachingstrategies,assessmenttechniques,etc.

Withtheschoolbeingcompletelyrenovatedrecentlyandeverythingbeingnew,Ithink
thechildrenwillbeabletofocusmoreformanydifferentreasons(temperature,settings,
etc)whichwillhelpmetremendouslywhileconductingmylessonplan.Becauseofthe
ProfessionalDevelopmentdaysthatMrs.Bauerparticipatesin,IfeelthatIaminsuch
goodhandswhenitcomestoplanningoutmylesson.Sheissoskilledandgoodatwhat
shedoes;Ihaveallconfidencethatshewillguidemeintoawonderfulfirstlessonforme
andherstudents.HansenElementaryhasveryhighscoresinMath,Science,andReading
whichisgreatformetoknowbecauseitshowsmethatthestudentsIwillbeteachingare
veryeagertolearnandwillbeabletoretainthematerialthatIteach,thatismyhopeat
least.
ACharacteristicoftheClass:Describethemostimportantcharacteristicyouobservedinthe
specificgroupofstudentsofthisclass(e.g.,gender,race/ethnicity,interests,studentskilllevels,etc.)
thatyoubelievemightimpactthewayyouteachthisgroup.Pleasedescribepatternsyouobservefor
multiplestudentsorstudentgroupsandnotthoseofanindividualstudentunlesstheneedsofan
individualstudentwouldhavethegreatestimpactonyourteaching.

IbelievethewaythatMrs.Bauerrunsherclasswithherclassroommanagementwill
helpmylessontremendously.Studentsalwaysraisetheirhandsandaresopolitewhen
answeringandaskingquestions.ThereisonestudentwhoIhavenoticedisquite
mischievous,somischievousthatshehasherowndeskwhiletheotherstudentsallsitin
groups.Shetendstonotliketopayattentionandgeteasilydistractedinotherthingsin
theroom.ButIhavenoticedthisandwhendesigningmylessonplanImadesuretotake
herintoconsideration.Lastly,thestudentsareveryskilledatlearninginMrs.Bauers
classroom.Whilesheisteachingalessontheyareabletositonthecarpetandlistenvery
tentativelyuntilsheisfinished.Whentheyaretodoanassignment,theyareabletowork
bothindividuallyandasagroupwell.ThereareafewstudentsonIEPs,buteachstudent
addstheirownstrengthsandweaknessestotheclass.
HowThisCharacteristicWillImpactmyLessons:Explainspecificallyhowthisaspectwill
impacthowyouteachthesestudentsandhowyouplantoadaptyourinstructiontomaximizethelearning
ofallstudentsinthisclass.

KnowingthatIhavebuiltrelationshipswitheachandeverystudent,Ibelievethatthey

willbeveryinteractiveallthroughoutthelesson.Iftherearestudentswhoneedalittle
extraassistancethroughoutthelesson,orneedtogetbackontask,Ihavepickedupalot
ofthetriggersMrs.Bauerusesformetouseaswell.Iknowthattherearealsoafew
slowerlearnersintheclassroomsoIwillmakesuretoreiteratemyselfmanytimes,
especiallysincemylessonwillbeovermath.
APhysicalAspectoftheClassroom:Describethemostrelevantphysicalaspectoftheclassroom
youobserved(e.g.,deskarrangement,workspaceandresources,technology)thatyoubelievewillimpact
thewayyouteachinthisenvironment.

IloveeverythingaboutMrs.Bauersclassroom.Itisamazing,tosaytheleast.Ihavent
evenseenhersitinherdeskoncesinceIvebeenthere.Herdeskisinagreatlocation
accordingtothepodsofstudentsshehasplacedtogetherinfrontofher,ifsheweretosit
there.Eachpodisadifferentcolorsomanytimeswhenliningup,etc,shewillcallpods
bycolors.Duringlessons,allstudentsmeetonthecarpetontheircorrectpieceoftape.I
likethisbecauseallstudentsareabletoseeandlisten.Oneachdeskshehasasmalltrash
can.Ithoughtthatthiswasabsolutelybrilliant!Attheendofthedayshehasonestudent
assignedastrashdutytopickupeveryonestrashandemptyitintothebigbin.This
solvesallproblemswithchildrengettingupmanytimesduringclasstothrowitems
away.Lastbutnotleast,whenyouwalkintoherclassroomyourjawaboutdrops.Itisso
beautifulandfun,itmakesyouexcitedtolearn.Ithinkthatswhataclassroomisall
about!
HowThisPhysicalAspectoftheClassroomWillImpactMyLessons:Explain
specificallyhowthisaspectwillimpacthowyouwillteachinthisenvironmentandhowyouplanto
engineerthephysicalenvironmenttomaximizestudentlearning.

Thephysicalaspectoftheclassroomwillgreatlyimpactmylessonsasallthestudentwill
beabletoclearlyseethelessonbeingtaughttothem.IlikethatIwillbealevelabove
theminalargeteacherchair,andthestudentswillbeonthefloorwiththeireyesandears
onmeandwhatIhavetosay.WhentheygobacktotheirdeskstoworkonthetaskI
givethemformylesson,itwillbeeasyformetowalkaroundthepodsandanswer
questionsorhelpstudentswiththeirtask.

Design for Instruction


TCWSStandards
The teacher candidate designs instruction for specific learning goals,
individual student characteristics, and learning contexts.
Theteachersetssignificant,challenging,variedandappropriateLearningGoals.
Theteachercandidatewillrecognizethattherearemultipleassessmentapproachesthatmustbe
alignedwithLearningGoalstoassessstudentlearningbefore,duringandafterinstruction.An
attemptismadebytheteachercandidatetodesignstudentassessments.

Lesson1TopicTitle:Teen Numbers and Turkeys


Lesson1LearningGoals:Definewhatyouexpectstudentstoknowandbeabletodoattheendof
thelesson.Thelearninggoalsshouldbespecific,observable,challengingandvaried.Learninggoals
shoulddescribewhatyourstudentswilllearnandbeabletodobytheendofthelesson,andnotsimply
whatactivitiestheywilldoduringthelesson.

LearningGoal1:I want students in Mrs. Bauers classroom to improve and


become more efficient with their teen numbers using two activities to
demonstrate that.
LearningGoal2:I want all students to confidently be able to not only
count from 10-20, but be able to know any of the teen numbers when
shown and asked to state the number.
LearningGoal3:I want all students to appropriately answer and ask
questions about the activities that take place in our lesson.

(Listadditionalgoalshere,ifnecessary)
Alignment of Learning Goals to State or National Curriculum Standards: Describe how your learning
goals align with the Iowa Core Curriculum and/or National Standards for your content area. Identify the
general subject area, grade level, and one or more specific standards in your response. The Iowa Core
Curriculum can be found at: http://educateiowa.gov/index.php?
option=com_content&view=article&id=2485&Itemid=4602

StandardforLearningGoal1:
K.CC.A.2
Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).

StandardforLearningGoal2:
K.CC.B.5
Count to answer "how many?" questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 120, count
out that many objects.

StandardforLearningGoal3:
K.CC.B.4
Understand the relationship between numbers and quantities; connect
counting to cardinality.

(Listadditionalstandardshere,ifnecessary)
JustificationofLearningGoals:Explainhowyourlearninggoalsarerelevant,challenging,and

appropriate.Considertheirimportancerelativetopreviousandsucceedingtopicscoveredintheclass,the
studentsfutureintheclassandschool,andtoskillsneededforsuccessinthe21stcenturyworld.

Theselearninggoalsarerelevant,challenging,andalsoappropriateastheentirelesson
dealswithteennumbersandcounting.Thelearninggoalstargetcountingskillsand
understandingrelationshipsbetweennumbers.Also,studentsshouldbeabletoanswer
andaskquestionsaccordingly.

AssessmentPlan:Describeyourplanforassessingyourlearninggoals.
TypeofAssessments

AssessmentSampleSize

Below,describethemethod/stocheckonstudent
progress.Considertheseapproaches:
selectedresponse,e.g.multiplechoice,matching,
fillintheblankquestions
writingassessment,e.g.essays,essayquestions,
journaling
performancebasedassessment,e.g.throwingaball,
presentation
teacher/studentcommunication,e.g.class
discussion,interview,groupwork

Below,listyourassessmentsamplesize.An
assessmentsamplereferstotheamountofstudent
workyouwillassess.Teachersoftenmake
inferencesaboutstudentlearningbasedona
sampleofonlyafewstudentswork.Examplesof
assessmentsampleswouldincludechoralresponses
fromtheentireclass,yourobservationsofasmall
groupperformingalearningtask,orananalysisof
individualstudentwriting,drawingorother
performances.

LearningGoal1AssessmentMethod:

LearningGoal1AssessmentSample:
Analysisofindividualstudents.

Selectedresponse.

LearningGoal2AssessmentMethod:

LearningGoal2AssessmentSample:
Wholeclass.(19Students)

LearningGoal3AssessmentMethod:

LearningGoal2AssessmentSample:
Wholeclass.(19Students)

Teacher/studentcommunication.

Teacher/studentcommunication.

(Listadditionalassessmentmethodshere,if

(Listadditionalassessmentsampleshere,

necessary)

ifnecessary

Lesson1Plan:Describeyourplanforachievingyourlearninggoals.Thelessonplanshould
includethefollowingsections:Analysisofpreassessmentdata,Planfordifferentiation,Plan
tomotivatelearningandengageattentiveness,Descriptionofactivitiestoachievelearning
goalsandDescriptionofmaterialsneededtoimplementlessonplan.Youmayinsertyour
lessonplan1responsesintheprovidedpromptsbeloworattachasaseparatedocument
inAppendixA.Ifyouchoosetoattachaseparatedocument,makesurethatitstill
addressesallfivesectionsbelow.
AnalysisofPreAssessmentData:Discusswhatstudentsalreadyknowandcandoregardingyourgoals
beforeyoubeganyourlesson.Preassessmentsmayincludeyourmentorteachersdescriptionsofpast
assessmentsandactivitiesand/oryourownobservationsfrompreviousclassactivitiesorstudentworksamples.

Students in Mrs. Bauers class have been working on teen numbers for
the past couple weeks. They are more towards the end of this task
because they are getting so skilled at working with teen numbers and
are almost ready to start working on the next numbers. Things I have
observed are that children are already capable of verbally answering
questions about teen numbers, and they are also very good at working
with snap cubes. Students have also done many activities and
worksheets to help them memorize teen numbers.
PlanforDifferentiation:Describeatleastonewayyouwilldifferentiatethecontent,process,or
productinvolvedinyourlessoninresponsetoindividualstudentneeds,preferences,priorknowledge,or
interests.Considerespeciallytheneedsofstudentswithdisabilities,studentswhoarehighachieversin
somearea,studentswithlanguageneeds,andstudentswhoareatriskforschoolfailure.Formore
information,see:http://www.cast.org/publications/ncac/ncac_diffinstruc.html

My plan for differentiation is to make sure I meet the needs of all


students. There is one student in the class (Mave) who often has
trouble staying on task for long. She often likes to blurt things out; I
will ignore her like Mrs. Bauer does and if that does not work I will give
her a warning before she is sent back to her desk. There is another
student (Chase) who tends to struggle with his teen numbers more
than others. I will make sure I assist him when I walk around the room
to make sure he is getting as much out of the lesson as the other
children are.
PlantoMotivateLearningandEngageAttentiveness:Describehowyouwillmotivate

studentlearningatthebeginningofthelesson.Describespecificallywhatyouwillsaytointroducethe
lessonandengagestudentsinterest.Describehowyouwillmaintainstudentsinterestthroughoutthe
lesson.

I will make sure to praise the children when they are doing something
well. I will be enthusiastic, prepared, and greet the children as they
come in and tell them how excited I am to teach them today. I will
always use many forms of positive reinforcement.
DescriptionofActivitiestoAchieveLearningGoals:Includedescriptionsoftheactivitiesyou
plantouseinthelesson.Youractivitiesshouldbedesignedtosupportyourlearninggoalsandshouldbe
clearlydescribedandcarefullysequenced.Activelyengagingstudentsinlearningalsogivesyouthe
opportunitytoassesstheirunderstanding.Makesureyoutakeadvantageofthisopportunityby
coordinatingyouractivitieswithyourassessmentplan.

Reading the book, This First Thanksgiving Day.


-I will begin my lesson by gathering all of the children to sit on their
assigned carpet square.
-I will ask the children, How is everyone doing today?
After this, I will then explain to the children that I will be teaching their
math lesson today by saying, Today I will be your teacher for our math
lesson, we are going to have so much fun counting teen numbers! Who
thinks they know their teen numbers really well?
-I will then discuss the book we will be reading. I will say, Does anyone
know what Holiday is coming up? (wait for response) Yes! Youre
right. Its Thanksgiving! I thought it would be fun for us to read a
Thanksgiving book together. This book is called, This First Thanksgiving
Day.
-I will then explain to the children that we will be counting in this book.
The directions I will use include: This book has a lot of things that we
will need to count, I will be pointing at the pictures and I want you guys
to count with me, okay?
-Begin the book. When pointing to pictures, make sure that you go
slowly so every child has a chance to count with you.
-After reading: Ask children, What did you think of the book, does it
make you excited for Thanksgiving? I am so impressed with how well
you all can count!
Buzz Game
-Ask students, Who remembers how to play the buzz game? (wait
for response) Yes! For the buzz game I will go through these cards and
you will say the numbers out loud, when we get to a buzz card, thats
when you say buzz.
-After finishing buzz game say, Wow, you all know your teen numbers
so well! Great work! I have a really fun activity for us to do, how
many of you know what a turkey looks like? Do they have feathers
Turkey Feathers Match Up

-Explain directions: This activity is called Turkey Feather Match Up.


Can anyone guess what we might be doing by just looking at it? (Wait
for response) What we will be doing is matching our turkey feathers
with the correct numbers. The feather that is the same as the number
will be glued on top of that number. I will have a plastic bag for each of
you with your turkey feathers in it, and you will all have a Turkey to put
the feather on. As you can see there are numbers and then there are
dots representing numbers, you can imagine these as your number
cubes. (show example) Can you all count this feather with me?
1,2,3,4,5,6,7,8,9,10,11. So this feather has eleven dots, what number
would we glue this on top of? Yes, the 11! (Do one more example with
students)
Important details for directions: Explain to children, Be very careful
when using your glue sticks, it only takes a little glue on the back side
of your feather and then you can put it on top of your matching
number spot. (Show children)
Dismissal: When I dismiss you, please very quietly walk back to your
desks and wait patiently while I pass out your turkeys and their
matching feathers. Once you receive yours you may start working on
the activity. Remember, you are matching your feathers with the
amount of dots they each have, with the correct number that is on
your turkey sheet.
Does anyone have any questions before I send you back to your
desks?
Lets see. What group is sitting very quiet.
-Red group, you may go to your desks.
-Orange group, you may go to your desks.
-Green group, you may go to your desks.
-Blue group, you may go to your desks.
-Yellow group, you may go to your desks.
-Mave, you may go to your desk.

-After finishing Turkeys say, Wow, you all know your numbers so well! I
am so impressed! All of your Turkeys look so good!
Transition: I want to see how quietly everyone can make their way
back to their carpet spots. If youre extra quiet Ill explain our game!
-Has anyone ever heard of played bingo?

Turkey Teens Bingo


-Explain directions: This bingo game is called, Turkey Teens Bingo. For
this game you will be given a sheet of paper with teen numbers in their
own separate boxes. Your goal is to get a line of boxes in a row,
whether that is crisscross or straight up and down, you must have 4
numbers in a row. As you can see there is a free box for you and that
means you are one step closer to a bingo. I have a basket full of
numbers that I will have students draw out of. When the number is said
you can take one of your chips from the cup on your desk and put it on
your sheet where that number is. I will be drawing name sticks for my
helpers to say the numbers aloud. When you get a bingo, make sure
you say bingo!, and I will come and check your sheet to make sure
all of your numbers are correct. It is important that you stay quiet the
entire game so if someone has a bingo we hear them say it. Its also
important to be quiet so that we can hear the number being said.
Does anyone have any questions before I dismiss you to your desk?
Dismissal of students: Once I dismiss you, please very quietly walk
back to your desk and patiently wait while I pass each of you out your
bingo sheets. Your chips will be located within your table groups, so
make sure you share with everyone. Im looking for some very quiet
tables to dismiss.
-Red group, you may go to your desks.
-Orange group, you may go to your desks.
-Green group, you may go to your desks.
-Blue group, you may go to your desks.
-Yellow group, you may go to your desks.
-Mave, you may go to your desk.
Begin playing game: Remember to only put your chips on the
numbers that are said aloud, or else your bingo wont count. (Draw
out of cup for name) -----, please pick a number from the basket.
-Once someone gets a bingo, check through numbers drawn and make
sure its a bingo, if it is, ask all students to clear the chips from their
bingo sheet and play again. Praise the student who got a bingo.
Once the game is played at least twice/three times depending on time:
Get their attention, 1,2,3 eyes on me! You all did so great playing
Turkey Teen Bingo! Once again you have amazed me with how well you
know your teen numbers. Thank you for doing such a great job
during out lesson, I had so much fun teaching you all!

DescriptionofMaterialsNeededtoImplementPlan:Listofallthematerialsor
technologyyouwillneedtoimplementtheactivities.
This First Thankgiving Day book. The Book.
Buzz Game- Buzz cards from Mrs. Bauer.

Turkey Feather Match-Up- I will need 19 paper turkeys and 190 feathers with dots f
10-20, plastic bags for the feathers, and paper clips to attach bags to each turkey whi
handing out. Also, this includes a large sample for myself that I will use to demonstra
with.

Turkey Bingo- I will need 19 bingo sheets so each student gets one, two cups of bing
chips per table, and I will use Mrs. Bauers name drawing sticks and basket for draw
numbers. Also, this includes a large sample for myself that I will use to demonstrate w

Section2:ReflectiononLesson1andPlanningLesson2

InstructionalDecisionMaking
TCWSStandard

Theteacheranalyzesstudentlearningtomakeinstructionaldecisions

StudentsResponsetoLesson1:Didthestudentsrespondinthewaysyouhadpredicted?Were
yousuccessfulinaccomplishingyourlearninggoalsforthislesson?Explainwhyyouwereorwere
notsuccessful.Considermotivation,management,understandingofinstructions,complexityoftask,
anddifferencesinstudentsachievementlevelswhenconstructingyouranswer.

ThestudentsrespondedexactlyhowIhoped.Theywereveryexcitedfortheactivities
thatIhadplanned,whichmademesuperexcitedaswell!Thestudentswerevery
interactivethroughoutthelessonandwereengagedthewholetimeduringcarpettime.I
wasverysuccessfulinaccomplishingthelearninggoalsforthislessononaccountthatall
studentswereconfidentlyabletoshowtheyknewtheirteennumbersforallofour
activitieswedidinthelesson.Studentsthatstruggledattimeswereabletoask
appropriatequestionsandgethelp,butnextoncedidtheyaskforananswer.
AdjustmentsforLesson2:Describehowyouwilladjustyoursecondlessoninresponsetoyour
analysisabove.Considerinstructionalstrategies,theorganizationandcontentofthelesson,motivational
strategies,preventativemanagementstrategies,proceduralchanges,materials,activitiesandassessment.
Explainwhyyoubelievetheseadjustmentswillimprovestudentslearning.

Iwilladjustmysecondlessonfrommyfirstbydoingafewthingsdifferently.Itstrue
thatyoureallydontknowwhattoexpectuntilyouactuallydoyourlesson,withyoung
childrenitseemsthatnothingevergoesasplanned.Iwouldliketoplanfor
differentiationbetterformynextlesson.Manyofthechildrengotdoneearlywiththeir
turkeysandweresittingaround,Ididthinkonmytoesandcomeupwithamathgame
forthemtodothattheyreusedto,butnexttimeIwanttobemorepreparedwithlittlein
betweenactivitiestohave,justincasethisweretohappenagain.WhenIamreadinga
booktotheclass,Iwanttogetmoreofthemeaningacross.IfoundthatIjustread,and
askedafewquestionshereandthere.Ineverreallytalkedaboutthebookitselfasmuch
asIdliketo.IfIreadabookinmysecondlesson,thiswilldefinitelybesomethingI
change.Formysecondlesson,IwouldliketoignoreMavemore.Mrs.Baueralsoagrees
thatthisissomethingIneedtoworkonfornexttime.Shetendstomakecommentsalot
andoftenandIrespondedtoalmostallofthem.Lastly,nowthatIknowwhatitfeelslike
tobeupinfrontoftheclassteaching,Iwanttobeevenmoreconfidentandenthusiastic.
Ilovethefeelingofbeinginfrontofallofthechildren!Ididntwanttostop.

DesignforInstruction
TCWSStandard

Theteachercandidatedesignsinstructionforspecificlearninggoals,individualstudent
characteristics,andlearningcontexts.

Theteachersetssignificant,challenging,variedandappropriateLearningGoals.
Theteachercandidatewillrecognizethattherearemultipleassessmentapproachesthatmustbe
alignedwithLearningGoalstoassessstudentlearningbefore,duringandafterinstruction.An
attemptismadebytheteachercandidatetodesignstudentassessments.

Lesson2TopicTitle:Animal on Board Addition Stories


Lesson2LearningGoals:Definewhatyouexpectstudentstoknowandbeabletodoattheendof
thelessons.Thelearninggoalsshouldbespecific,observable,challengingandvaried.Learninggoals
shoulddescribewhatyourstudentswilllearnandbeabletodobytheendofthelesson,andnotsimply
whatactivitiestheywilldoduringthelesson.

LearningGoal1:I want students in Mrs. Bauers classroom to improve and


become more efficient with their addition using three activities to
demonstrate that.
LearningGoal2:I want all students to confidently be able to not only
count from 10-20, but be able to properly add numbers together and
form a total from doing so.
Learning Goal 3: I want all students to appropriately answer and ask
questions about the activities that take place in our lesson.
(Listadditionalgoalshere,ifnecessary)
Alignment of Learning Goals to State or National Curriculum Standards: Describe how your learning
goals align with the Iowa Core Curriculum and/or National Standards for your content area. Identify the
general subject area, grade level, and one or more specific standards in your response. The Iowa Core
Curriculum can be found at: http://educateiowa.gov/index.php?
option=com_content&view=article&id=2485&Itemid=4602

StandardforLearningGoal1:
K.OA.A.1
Represent addition and subtraction with objects, fingers, mental
images, drawings , sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
StandardforLearningGoal2:insertyourresponsehere

K.OA.A.2
Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,by
usingobjectsordrawingstorepresenttheproblem.

(Listadditionalstandardshere.ifnecessary)
JustificationofLearningGoals:Explainhowyourlearninggoalsarerelevant,challenging,and

appropriate.Considertheirimportancetopreviousandsucceedingtopicscoveredintheclass,thestudents
futureintheclassandschool,andtoskillsneededforsuccessinthe21stcenturyworld.

Theselearninggoalsarerelevant,challenging,andalsoappropriateastheentirelesson
dealswithaddingnumbersandcounting.Thelearninggoalstargetaddingskillsand
understandingrelationshipsbetweennumbers.Also,studentsshouldbeabletoanswer
andaskquestionsaccordingly.
AssessmentPlan:Describeyourplanforassessingyourlearninggoals.
TypeofAssessment

AssessmentSampleSize

Describethemethod/stocheckonstudentprogress.
Considertheseapproaches:
selectedresponse,e.g.multiplechoice,matching,
fillintheblankquestions
writingassessment,e.g.essays,essayquestions,
journaling
performancebasedassessment,e.g.throwingaball,
presentation
teacher/studentcommunication,e.g.class
discussion,interview,groupwork

Below,listyourassessmentsamplesize.An
assessmentsamplereferstothetypeandamountof
studentworkyouwillassess.Teachersoftenmake
inferencesaboutstudentlearningbasedona
sampleofonlyafewstudentswork.Examplesof
assessmentsampleswouldincludechoralresponses
fromtheentireclass,yourobservationsofasmall
groupperformingalearningtask,orananalysisof
individualstudentwriting,drawing,orother
performances.

LearningGoal1AssessmentMethod:
Performancebasedassessment,
Teacher/StudentCommunication

LearningGoal1AssessmentSample:
WholeClass(19Students)

LearningGoal2AssessmentMethod:
Performancebasedassessment,
Teacher/StudentCommunication

LearningGoal2AssessmentSample:
insertyourresponsehere
WholeClass(19Students)
(Listadditionalassessmentsampleshere,
ifnecessary

(Listadditionalassessmentmethodshere,if
necessary)

Lesson2Plan:Describeyourplanforachievingyourlearninggoals.Thelessonplanshould
includethefollowingsections:Analysisofpreassessmentdata,Planfordifferentiation,Plan
tomotivatelearningandengageattentiveness,Descriptionofactivitiestoachievelearning
goalsandDescriptionofmaterialsneededtoimplementlessonplan.Youmayinsertyour
lessonplan2responsesintheprovidedpromptsbeloworattachasaseparatedocument
inAppendixB.Ifyouchoosetoattachaseparatedocument,makesurethatitstill
addressesallfivesectionsbelow.
AnalysisofPreAssessmentData:Discusswhatstudentsalreadyknowandcandoregardingyourgoals
beforeyoubeganyourlesson.Preassessmentsmayincludeyourmentorteachersdescriptionsofpast
assessmentsandactivitiesand/oryourownobservationsfrompreviousclassactivitiesorstudentworksamples.

Students in Mrs. Bauers class have been working on addition for two
weeks; they are in the beginning stages of learning this material. They
are just now beginning to learn what exactly the addition symbol
means and replacing it for the word and. Things I have observed is
that children are capable of verbally answering questions about
addition, and they also tend to do better when drawing dots above
their numbers and circling them all, this way they can see that they all
belong together. Students have also done many activities and
worksheets to help them memorize addition.
PlanforDifferentiation:Describeatleastonewayyouwilldifferentiatethecontent,process,or

productinvolvedinyourlessoninresponsetoindividualstudentneeds,preferences,priorknowledge,or
interests.Considerespeciallytheneedsofstudentswithdisabilities,studentswhoarehighachieversin
somearea,studentswithlanguageneeds,andstudentswhoareatriskforschoolfailure.Formore
information,see:http://www.cast.org/publications/ncac/ncac_diffinstruc.html

My plan for differentiation is to make sure I meet the needs of all


students. There is one student in the class (Mave) who often has
trouble staying on task for long. She often likes to blurt things out or
distract others; I will ignore her like Mrs. Bauer does and if that does
not work I will give her a warning before she is sent back to her desk.
There is another student (Chase) who tends to struggle with his
addition numbers more than others. I will make sure I assist him when
I walk around the room to make sure he is getting as much out of the
lesson as the other children are.
PlantoMotivateLearningandEngageAttentiveness:Describehowyouwillmotivate
studentlearningatthebeginningofthelesson.Describespecificallywhatyouwillsaytointroducethe
lessonandengagestudentsinterest.Describehowyouwillmaintainstudentsinterestthroughoutthe
lesson.

I will make sure to praise the children when they are doing something
well, even if they need encouragement for answering a question

wrong, etc, to get the correct answer. I will be enthusiastic, prepared,


and greet the children as they come in and tell them how excited I am
to teach them again today. I will always use many forms of positive
reinforcement.
DescriptionofActivitiestoAchieveLearningGoals:Includedescriptionsoftheactivitiesyou
plantouseinthelesson.Youractivitiesshouldbedesignedtosupportyourlearninggoalsandshouldbe
clearlydescribedandcarefullysequenced.Activelyengagingstudentsinlearningalsogivesyouthe
opportunitytoassesstheirunderstanding.Makesureyoutakeadvantageofthisopportunityby
coordinatingyouractivitieswithyourassessmentplan.

Today I will be teaching your math lesson. We are going to


have so much fun together working on our addition skills!
Adding Fun Warm-Up Game
(Gather students on the carpet in a circle)
-Ask students, Whos ready to add some numbers? (wait for
response) Alright, well the first thing we are going to do today is play
this fun addition game. For this game I will need three volunteers each
time to help the class add together marbles. Two of the children will
put in a certain amount of marbles on each side of the game and put
them into the tubes. The marbles will fall into the basket and the third
student volunteer will count all of the marbles in the basket and the
class will confirm the total.
-After finishing our adding warm up game say, Wow, you all know your
addition so well! Great work! The next thing we are going to do is
read a book all about addition! Think you can help me add while we
read?
-I will then discuss the book we will be reading. I will say, Who likes
Reading the book, Animals on Board.
I will ask them to get up and grab a white board, marker, and eraser
and sit back down. (Dismiss by group colors)
animals, I know I do! (wait for response) Well since we all like
animals I thought it would be fun for us to read a book about them.
This book is called, Animals on Board. In this book we will be adding
groups of animals together that are on two separate trucks.
-Begin the book. When pointing to pictures, make sure that you go
slowly so every child has a chance to count with you.
-After reading: Ask children, What did you think of the book, do you
feel like youre getting pretty good at adding numbers? I think you
are! I am so impressed with how well you all can count and add!

Addition Stories
-Explain directions: What were going to do now is make our very own
addition stories! You can use animals, objects, or you could even relate
it to Christmas time and do Christmas trees; whatever youd like! What
we are going to do is each of you will be given a sheet of paper that
looks like this (show paper example) As you can see, I made my own. I
used snowmen. My story is that two snowmen were playing in the
snow and then three more rolled down the hill to play. You will draw
your picture in the box above and below fill in the boxes to show your
addition. For my boxes I have two in the first and three in the second,
and then in the last box I have five, which represents all of my
snowmen in total. If you would like to add together two different things
you are more than welcome to do that as well!
Lets try a couple as a class before I send you back to your desks! Im
going to draw a couple examples on chart paper and have students
help me tell the stories. (Draw out of cup to choose student) ------, can
you come up to the front? I would like you to draw four fish. (choose
next student) ----, can you come up to the front and draw one fish?
Now I need someone to come up and help us add all of these fish
together! (choose next student)
How about this time I want someone to come up and draw me six
snowflakes. (draw out of cup) And can I have someone else come up
and draw me 4 snowflakes? (draw out of cup) Now, I need someone to
come up and add all of these snowflakes together. (draw out of cup)
So once again, now that you have seen a couple more examples of
what you will be doing, I want to remind you that you will be making
your very own addition story, just like we just finished doing as a class.
You will draw your picture above in the large box, and below you will
show your addition problem, such as mine 2+3=5. Also, you may color
your picture however you would like! Once you are finished, I will put
all of the addition stories together and we will have our very own
classroom book of addition stories.
I will now dismiss you by groups and before you go back to your desk,
please pick up a sheet from me to work on.
-Red group, you may go to your desks.
-Orange group, you may go to your desks.
-Green group, you may go to your desks.
-Blue group, you may go to your desks.
-Yellow group, you may go to your desks.
-Mave, you may go to your desk.

-Once you are finished please raise your hand and I will come around
and pick up your addition story so I can begin putting together our
addition storybook.
DescriptionofMaterialsNeededtoImplementPlan:Listofallthematerialsor
technologyyouwillneedtoimplementtheactivities.
Animals on Board book. The Book.
Addition Game- 2 toilet paper rolls, one piece of poster board, 2
paper cups, marbles (or beads) and a basket.
Addition StoriesChildren will use: Crayons (coloring utensils), pencils, and the sheet
that I give them.

Section3:SelfEvaluationofTeachingEffectiveness
ReflectionandSelfEvaluation
TCWSStandard
Theteachercandidateusesassessmentdatatoprofilestudentlearningandcommunicate
informationaboutstudentprogressandachievement
Theteachercandidateanalyzestherelationshipbetweenhisorherinstructionandstudent
learninginordertoimproveteachingpractice.

DifferentiationPlanImpact:Discusshowwellyourplanfordifferentiationaddressedthestudent
need(s)youtargeted.Usespecificexamplesofthestudentsworkincludingstudentwriting,assessment
results,specificstudentcomments,oryourobservationstodrawconclusionsabouttheimpactofyour
differentiationplanandtheextenttowhichthesestudentsattainedyourlearninggoals.

Myplanfordifferentiationworkedexcellent.Therewereonlyafewstudentswho
finishedtheassignmentIgaveoutearly,andthosestudentsfreereadandtheirdeskswith
booksprovided.Also,therewasonestudent(Mave)whotendstospeakalotoutofturn
orgetofftaskandshesatbyMrs.Bauerduringmylessonwhichhelpedherpayattention
alotmoreandaskquestionsbasedonthematerialthatwasbeingtaught.
StudentLearning:Withrespecttoyourlessongoals,identifywhatyoubelievetobetheinstructional
strategiesandactivitiesthatcontributedmosttostudentlearning,howyourteachingbehaviorsaffected
studentlearning,andtheextenttowhichstudentslearnedimportantcontentandskillsfromyourlessons.
Refertoyourassessmentsasevidencetosupportyourclaimsabouttheamountanddepthoflearningthat
occurredduringyourlessons.

Lesson1:
LearningGoal1:StudentsinMrs.Bauersclassroomimprovedandbecamemore
efficientwiththeirteennumbers.Theydemonstratedthisthroughthewarmup,group
game,groupreading,andpersonalactivitytheyworkedonattheirdesks.Iwasso
impressedwitheachandeverystudentintheirlearningonteennumbers!
LearningGoal2:Studentsnotonlybecamefamiliarwiththeirteennumbers,butthey
wereabletocountfrom1020anddemonstratedthatduringgroupcarpettimeandtime
attheirdeskwhileworkingontheirworksheets.
(Listadditionalgoalshere,ifnecessary)
Lesson2:
LearningGoal1:StudentsinMrs.Bauersclassroomimprovedandbecamemore
efficientwiththeiraddition.Theydemonstratedthisthroughthewarmup,groupreading,

andpersonalizedstudentadditionstories.
LearningGoal2:Studentsnotonlybecamefamiliarwiththeiraddition,buttheywere
abletocountfrom1020anddemonstratedthatduringgroupcarpettimeandtimeattheir
deskwhileworkingontheiradditionstories.Studentswereabletoalsoshowthatnot
onlycouldtheycountthesenumbers,buttheycouldaddthemtogetherandformatotal
amount.
(Listadditionalgoalshere,ifnecessary)
Motivation:WerethestrategiesyouidentifiedintheMotivationforLearningsectioninyourlesson

plans(seeinstructionsformotivationsectioninAppendixAandB)successfulinengagingandmaintaining
studentsinterestandmotivationatthebeginningandthroughoutyourlessons?Ifso,describehow.Ifnot,
explainwhyandwhatyouwouldchangeifyouwereteachingthislessonagain.

TheplansformotivationIhadhopedforformylessonworkedgreat!Encouragingthe
studentsforwhentheydidrightandencouragingthemtoworkharderwhentheydid
wrongwasanexcellenttool.Ithinkwhenstudentshearpositivefeedbackabouttheir
workitreallymakesthemexcitedtotrythatmuchharder,especiallyatthisage.Iwas
alwayschipperandcametoclasswithapositivelearningattitudeandIfeelthatmy
friendlyoutlookonlearningmadethechildrenwanttolearnaswell.
Management:Identifyatleastoneclassroommanagementstrategythatyouusedsuccessfullyor
neededtousemoreeffectivelyanddescribetheimpactofitsuseonstudentbehaviorandlearning.

IusedmanyoftheclassroommanagementtoolsthatMrs.BauerusedbecauseIknewthe
studentswereusedtothose.Oneofthosetechniqueswascallingthechildrenbackto
theirdesksbygroupcolor.Thiswasaffectivebecausestudentswouldquietlygobackto
theirdesksingroupsoffour,insteadofeveryonenosilyallatone.Anothermanagement
toolIusedwashandsontopnoweverybodystop.Theclasswouldstopwhattheywere
doingandlistentowhatIhadtosay.Thisworkedgreatwhentheywereworkingontheir
worksheetsattheirdesks.
FutureGrowth:Describetwospecificareasofprofessionalgrowth(e.g.,instructionalstrategies,
contentknowledge,classroommanagement,motivation,etc.)thatyouneedtolearnmoreaboutorimprove
inthefutureandexplainwhyyouhaveselectedtheseareas.Inotherwords,whatareasdoyoustillneedto
improveoninordertobecomeahighlyeffectiveteacher?

TwospecificareasIwouldliketoimproveonareinstructionalstrategiesandclassroom
management.IhaveselectedinstructionalstrategiesbecauseIwouldliketobebetterat
teachingthelessoningeneral.IamstillatthepointwhereIamnervousandIthinkIjust
needmorepracticeofbeingupinfrontofanentireclass.IknowIwillbemoreconfident
intimeandwithmorepractice.IchoseclassroommanagementbecauseIwouldliketo
comeupwithsomemanagementskillsofmyown.Ialsowouldliketobeabletohandle

situationsofdisciplinebetterwhenstudentsarebeingdisruptiveandtalkingoutofturn,I
tendtobetooniceandIdontwanttogetintoahabitoflettingthingsslidewithstudents.
ReferencesandCredits:Ifyoureferredtootherpersonsideasormaterialinyournarrative,you
shouldreferencetheseinaseparatesectionattheendofyournarrativeunderReferencesandCredits.You
mayuseanystandardformforreferences;however,theAmericanPsychologicalAssociation(APA)style
isarecommendedformatexplainedintheAPAmanualentitledPublicationManualoftheAmerican
PsychologicalAssociation.

Melmed, Laura Krauss. This First Thanksgiving Day: A Counting Story. New York:
HarperCollins, 2001. Print.
Murphy, Stuart J., and R. W. Alley. Animals on Board. New York: HarperCollinsPublishers,
1998. Print.

AppendixA:IncludeyourlessonplanforLesson1here,ifnotincludedabove
AppendixB:IncludeyourlessonplanforLesson2here,ifnotincludedabove
AppendixC:Listothermaterialsyouwillbeattachingtothisworksample(e.g.visual
representationsofstudentlearning,copiesofassessments,lessonmaterials,orexamplesofstudent
work).Makesureyouhavecopiesofallstudentworkthatyouturnin.