Interview Portfolio

Fall Semester 2015

Lea Fuscaldo

Table of Contents
1. Belief Statements
2. Lesson Plans and Rationale Statements
a. How do I write a paragraph? ELA Lesson
i. Rationale for ELA Lesson
b. Ordering Numbers through the 10,000s Math Lesson
i. Rationale for Math Lesson
c. Bird Brained Adaptations Science Lesson
i. Rationale for Science lesson
d. Da de Los Muertos Social Studies Lesson
i. Rationale for Social Studies Lesson
e. Da de Los Muertos: Papel Picado Art Lesson
i. Rationale for Art Lesson
f. Monarch Migration Physical Education Lesson
i. Rationale for Physical Education Lesson
g. Study Smart! Study Stress-less! Health Lesson
i. Rationale for Health Lesson
3. Connections to Beliefs
4. Connections to NCATE Standards

Belief Statements
1. I believe that the goal of teaching is to help students to recognize, understand and
respect all parts of the world around them.
In my experiences in school, I have recognized that school is not a place for teaching
students rote and memorization of things that are important. School is the place to prepare
students to become citizens of the world. If they do not understand and respect all parts of that
world, they cannot be functioning citizens of it. It is not my goal to teach students ELA, math,

history, and science. It is my goal for them to understand through these subjects in school how
the world works, how we interact with it, and how to be good and active citizens.
2. I believe that a teacher must treat students justly and fairly, but not necessarily equally.
I want them to understand that although some students may get extra time on a test, while
other students are given extra work to do, and still others do not receive either of these things,
this fair and just. If all students and people were treated equally, not everyone would get what
they need to do their best, or to even function basically. A system like that cannot work. I want
to create a system where students work collaboratively to help raise each other up in the
classroom as well as get the individualized attention they need. Giving students different and
more challenging work that is adjusted to them rather than more busy work as well as modifying
the challenge for the students that need more practice to understand concepts is one of the
simplest ways I would integrate this belief in my classroom. Students must be treated fairly
according to their needs, not the needs of all the other students.
3. I believe that a teacher must collaborate not only with the student, but with the
student's parents and guardians, administrators, other teachers or specialists, and even
possibly siblings and caregivers.
Too often when a student is struggling in school, it is not from lack of motivation or
ability, it is the lack of a proper support structure. The effects of miscommunication or a
complete lack of communication between all the people that have an effect on a students
education in any way can prove disastrous. When teachers ignore or are not aware of home
life situations, they can put parents and students in awkward and difficult positions. If
administrators and other teachers or specialists in the school are not made aware of

conditions or behaviors, the teacher is left alone without support. To truly help the student do
their best, all the people involved in their life have to work together. Having in depth
conferences that showcase the students needs and not just how well they are doing in class
is integral to the parent teacher relationship. Consistent updates on student progress from the
teacher in the form of notes and calls home, as well as graded assignments that need to be
signed and returned help to work toward the goal of a more seamless support system for
students. A clock will not work if gears are missing.

Lessons
How do I write a paragraph? (ELA Lesson)
Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3
Lesson Essential Question: How do we write paragraphs? What are important skills we need to
develop to write paragraphs?
Standards:

CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
Learning Objectives
SWBAT write using the features of a paragraph

Assessment
Small group guided practice, brainpop quiz

(topic sentence, body sentences, concluding

sentence, transition words)
SWBAT write using the correct formatting of a

Small group guided practice, brainpop quiz

paragraph (indents, sequencing etc.)

SWBAT develop vocabulary, handwriting, and

Centers and mini-lesson group

phonics skills to enhance their writing

Materials:
Lined paper
Pencils

Editing Tools
Transition words reference sheet
Hamburger Organization sheet
Tile Center
Vocabulary Center
Handwriting Center
Brain Pop Center: https://jr.brainpop.com/readingandwriting/writing/writingaparagraph/

Lesson Description and Rationale:

This lesson is designed to help students refine their writing skills to be able to start
writing in paragraphs. This lesson will also be student driven and leveled for students to pursue
their interests at their own ability level. Students will work in a small group mini-lesson to focus
directly on writing skills associated with developing a paragraph. The centers will all be focused
on developing other skills associated with good writing; phonics, vocabulary, and handwriting.
Prior Knowledge:

How to write sentences, use proper punctuation, spelling, and capitalization.

Thinking homework- come up with an idea that you could write a paragraph for

tomorrow during our ELA time that falls under the topic of Monarchs.
Usage of centers

Hook and Lesson Beginning:

We will start with word of the week and idiom of the week to transition the students into
ELA time and build off of established routines. I will explain how we are going to be using the
centers, in detail, and how I will be pulling students in small groups to work on a mini-lesson
with me. I will also stress the importance of using appropriately leveled tasks at each center.
Directions reiterating my explanation will be left on the SMART board throughout the lesson.
Students will be building on their abilities to write and developing more mature writing abilities.

Instructional Plan:

The students will cycle through the different centers and the small group mini-

lesson with me.

They will follow the pre-determined path for them that will be up on the board for
them to reference
o Students will be split up in groups and work at centers. (See groups and
chart at the end of the lesson plan)
Students will self-monitor at centers with occasional help from

Mrs. GaNun when necessary

Ed will be our timer meaning he will ring the chime when it is
time to clean up their center, switch groups and move around the

classroom
o The groups that are working in centers will be heterogeneous, when I
pull students for the small group I will be creating leveled homogeneous
groups to make differentiation smoother.

They will then work in these same groups to complete the brain

pop center
CENTERS:
o Brain Pop Center (Only after they have met in the small group minilesson)
Students may watch the video and will take one of the quizzes at
this center
Students will be working on an individual laptop wearing
headphones so other students will not be disturbed by the

video
Leveled options for quiz
Quiz will be used as an assessment tool
Students will continue to work on their paragraphs when they

complete the other work at this center

o Vocabulary Center
Bananagrams
Students will work on problem solving and vocabulary to

solve puzzles
Leveled options pre-selected by teacher
These worksheets are like crossword puzzles and word

puzzles that Bananagrams tiles are used to fill in

Word Ladders
Vocabulary building and critical thinking
Leveled options
These are puzzles that start at the bottom of the page with
one word and build up the page in a ladder by changing a
few aspects of the previous word each time you go up a

rung. There are clues corresponding to each new word.

o Tile Center
Working with phonics tiles to review the phonics skills that were
being worked with from the previous week and past days

Students will make lists of words they created using the long o, a,
and i sounds and any others they discover.
These words will be sorted as a class on the anchor charts

the following day

o Handwriting Center
Students will work on the current or next skill being learned in

cursive and practice in their notebooks and on the whiteboards

Small Group Mini-Lesson
o We will be discussing paragraphs and how to write them as well as
transition words
o Depending on the level of the group they will have differentiated
instruction
o Who knows the parts of a paragraph?
o Do you know what any of these mean?
o What order do they go in?
At this point the anchor chart would be modeled for them
o What else do we have to do when writing a paragraph?
Indent, spell correctly, capitalize, sequence, use transition words
etc.
o Lets try writing a sample to make sure you understand.
Pass the paragraph organizers out
o First we will do a rough draft on this paper to help us organize our ideas.
Most students will only partially finish the paragraph rough
draft. All further instruction following may be extended

into the next day.

When we finish a rough draft what do we do?
Right, we use editing tools!
Use the editing tools, after I check it, take lined paper and write

out the paragraph.

When the students are finished, I will check their paragraphs and
circle any mistakes they need to fix.
If they are all done and have no mistakes to fix I will
explain that they will be doing extension activities of

paragraph writing the next day.

Closure:
When each group has cycled through the small group mini-lesson at the end of the
allotted time, I will ask all the students to stop what they are doing. I will ask if anybody has any
questions about what we learned. After taking questions they will be allowed to resume centers
until it is time to begin the transition to the next subject.
Differentiation:
The students will be grouped according to approximate capability and rotate through
centers and a small group mini-lesson with me. At the different centers, students will be able to
differentiate for themselves by choosing activities and within those activities the levels that they
want to accomplish and work at.

Lesson Timeline with an ELA period of an hour and a half

First 10 minutes: morning meeting

Minute 10 to minute 20: Word of the Week
Minute 20 to minute 30: Directions and Walkthrough
Minute 30-45
Mini-Lesson with Ms.
F

Minute 45-60
Brain Pop Center
Robert
Lydia
Abby C.
Ed

Robert
Lydia
Abby C.
Ed
Vocabulary Center

Mini-Lesson with Ms.

F

Allie
Miles

Tile Center

Allie
Mary-Kate
Maddie
Lauren
Miles

Vocabulary Center

Abbey K.
Mary-Kate
Liana

Handwriting Center

Abbey K.
Liana

Tile Center

Lauren
Ty
Maddie
Devan

Rationale for ELA lesson:

Ty
Devan

Minute 60-75
Tile Center

Ed
Abby C.

Brain Pop Center

Allie
Mary-Kate
Maddie
Lauren
Miles

Mini-Lesson with Ms.

F

Liana
Devan
Ty
Abbey K.

Handwriting Center

Lydia
Robert

Minute 75-90
Handwriting Center

Ed
Allie
Abby C.
Miles

Vocabulary Center
Lauren
Maddie
Lydia
Mary-Kate
Robert

Brain Pop Center

Liana
Devan
Ty
Abbey K.

Mini-Lesson with Ms.

F
Extension and/or
reteach time

This lesson plan for third grade is an exemplary example of an English and Language
arts lesson because it not only represents the characteristics pursued in the standards of the
Common Core, but also because it differentiates for students in every aspect of the lesson. This
lesson was designed to focus on students and ensure that each student is getting the appropriate
attention and guidance in the development of their language and writing abilities.
The lesson focuses on a host of Common Core standards surrounding the development of
student writing according to the Common Cores main goals surrounding writing;
Each year in their writing, students should demonstrate increasing sophistication in all
aspects of language use, from vocabulary and syntax to the development and organization
of ideas, and they should address increasingly demanding content and sources. Students
advancing through the grades are expected to meet each years grade-specific standards
and retain or further develop skills and understandings mastered in preceding grades.
It addresses all of these points throughout the entire lesson. Each of the centers focuses on
practice with previously learned topics and the further development of each ability or skill;
vocabulary, critical thinking, and comprehension are developed in the Vocabulary center using
Bananagrams and Word Ladder centers. Phonics skills are reinforced and practiced in the Tile
center. The handwriting center allows students to practice cursive handwriting skills that they
have started to develop. Study strategies and comprehension checks are supported and developed
at the Brain Pop center.
Each student will be using appropriately leveled tasks based on individual capability at
the centers to ensure that no student is left behind for difficulty in understanding or surpassing in
understanding. All students will receive highly individualized attention and assignments in small

groups and in extension activities to ensure their development and success. Students will be
building upon previously understood concepts of how to properly format writing and building on
them to increase the sophistication of their personal writing. Students will work in heterogeneous
groupings during centers to access the zone of proximal development from working with
students of different ability, and they will work in homogenous groups for the mini-lesson to
more accurately direct the level of instruction.
This lesson is clearly valuable due to its exemplary representation of the Common Core
Standards for writing.

Ordering Numbers through the 10,000s (Math Lesson)

Lea Fuscaldo
Cooperating Teacher: Moira GaNun
3rd Grade
Lesson Essential Question: What does it mean to order numbers, and what are different
strategies we can use to do so?
Standards:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, and < symbols to record the results of comparisons.
Objectives

Assessments

SWBAT use a number line to order numbers

In class practice with number line laminates

SWBAT use a place value chart to order

In class practice with place value charts

numbers
SWBAT order numbers greatest to least and
least to greatest
SWBAT order numbers through 10,000's

In class practice with review sheets

Homework review sheets
In class practice with review sheets

Homework review sheets

Materials:
Smartboard
Ordering numbers smartboard game
Number line laminates
Place value charts
Expo markers
Detective Digit Center cards
War place value game Center
Place value dice
Place Value wall hang chart

Lesson Description and Rationale:

Before moving on to the more complex tasks and objectives of third grade mathematics
instruction, the concepts of the previous years have to be reaffirmed to ensure that the students
have the basic skills and understandings that we expect to build upon for forthcoming lessons.

This lesson is to diagnose whether or not the students understand the value of numbers and how
to compare them. It will be a precursor to comparing numbers that include decimals and
fractions.
Prior Knowledge:
Place value; ones place, tens place etc.
Comparing numbers using less than and equal to
Hook and Lesson Beginning:
I will begin with a dialogue with the students about what our focus is for the day and challenge
them to get them excited.

We will be talking about ordering numbers today

Who thinks they already know all about it?
Come show me!

I will then explain how the game works and have students come up in pairs to try and play the
game. After all the students have had turns to play they will be asked to return to their seats to
show me that they can order numbers in other ways besides a game.

Why is it important for us to understand this?

How can this help us outside of class?

Instructional Plan:

Who knows what a number line is?

How many of you have used them before?
What have you used them for?

o At this point I will hope they have mentioned comparing numbers. If they have
not then I will probe further or directly, if necessary, ask if we can use number

lines to compare numbers for ordering.

Do you know other ways we can use them?
What about comparing numbers, can we use it for that?
How are numbers ordered on a number line? Is it always least to greatest?
Do the spaces between the lines always have to be equal? Can the space between the first
two lines equal one, and the space between the next two equal twenty?
o To ensure that the students understand and or remember how a number line
functions we will review its aspects so they use them properly. Then the laminated
number lines will be passed out for practicing with teacher generated number

sequences.
Can someone show me how?
Can you put these three numbers in order for me from least to greatest? (Do we
understand what least to greatest or greatest to least mean?) On the number line? 24, 30,

18
Let's practice with the number line!
Students will use the number line strips to put these in order on the number line turn and
talk to check their answers.
12, 10, 16, 14
20, 30, 50, 40
10, 50, 100, 300
o Oh no! This won't fit on our number line will it? Maybe we can think of another
strategy!
How else can we compare numbers?
What strategies do you use?
How do you solve math problems that ask you to order numbers from greatest to least or
least to greatest?
o Allow students to share and demonstrate strategies. Discuss with the class the

strengths and weaknesses of the various strategies.

What about place value charts?

What does a place value chart let us do that a number line cannot? (Compare bigger

numbers and numbers that are farther apart)

Who wants to try this one?
Order these numbers greatest to least using your place value charts on the place value

charts.
The students will be given blank place value charts where they will have to fill in the

labels as well as the numbers. They will again use a turn and talk to check their answers.
100, 250 ,536
Now try these
658, 568, 856
And how bout this?
1276, 439, 6325
83674, 12864, 94735, 21864
o How can knowing how to do this help us outside of school?
o Do you have more ideas of how we could use it now that we have worked through
some problems together?
Talk about this with the students and ask students to share what they think
about why we need to know math.

Closure:
Before we move on, I have a review sheet to make sure you understood. When you finish, we
have an exit ticket for you to complete.
If you get all that finished and we have time leftover, there are centers that you can explore.
When you finish the review sheet and exit ticket we will explain what centers are available and
what to do for homework before you can go to use them.
Dont forget to put your homework in your mailbox!
(HOPEFULLY 10 MINUTES, can use entirety of time if necessary. Otherwise use remaining
time for centers)

Hand students the review sheet and exit tickets. When they return them explain the homework
and centers and pass out the homework sheet to be put in the students mailboxes.

Differentiation:
All students can use whichever center they prefer, they are each predisposed toward a
different level of understanding. The homework sheets are all the same, however for students
that need a further challenge, they will complete the Enrich side of the homework and odds
only of the regular homework sheet.

Detective digit- an extension center for the students that grasped the concepts really well

and are ready to move on

War place value- an extension center for students grasped the concept and want to

practice more
Place value dice sets- an extension center for students that still need practice with the
place value wall hanging and the dice sets to really help them understand

Rationale for Math lesson:

This math lesson on ordering numbers through the ten thousands is exemplary for the
math curriculum for a number of reasons. It addresses multiple common core standards for math
as well as relating to the Principles and Process Standards as defined by the National Council of
Teachers of Mathematics (NCTM). This lesson incorporates all of the Principles for School
Mathematics; equity, curriculum, teaching, learning, assessment, and technology. It exemplifies
the Process standards of problem solving, communication, connections and representations.
Fulfilling these principles and standards ensures not only the success of the lesson, but the
success of the students in their mathematical growth.
The lesson utilizes differentiated activities, centers, and assessments to promote equity. The
lesson does not focus on just rote memorization or practice activities, it actively builds strategies
for the students to use in their math and allows them to explore further in their own interests
when they have completed their appropriately leveled assessments. Effective teaching is
supported in this lesson because it acknowledges that students lose understanding and skills
throughout the summer and that not all classes cover all topics appropriately in previous years,
this lesson ensures that students understand topics that they need to know in order to move on to
topics that build upon that knowledge. The students learning is supported through the review of
previously learned concepts and the challenge of building on these concepts to more complex
and difficult ones. The assessments for the students were not only worksheets, but their turn and
talks with each other and the visible displays they showed each time they completed a problem
on a number line or place value chart. Technology was incorporated to engage the students and
enhance their learning.

Students worked through a variety of strategies to prompt their problem solving skills in
this and future contexts. The students communicated readily with each other and the teachers to
support their understanding as well as demonstrate it. As a class we discussed the connections
we could make between ordering these numbers and those that were smaller and larger as well
as how this would help us outside of math and school. The students used a variety of
representations throughout the lesson to understand and assess their learning.
This math lesson is exemplary in many aspects and strives to increase student learning and
extension outside of mathematics.

Bird Brained Adaptations (Science Lesson)

Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3
Lesson Essential Question: What kind of adaptations do birds have and how do they help them
survive?
Standards:
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
NGSS 3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among
individuals of the same species may provide advantages in surviving, finding mates, and
reproducing.
New Jersey State Standards
5.3.4.A.2
Essential functions required for the well-being of an organism are carried out by specialized
structures in plants and animals.
5.3.4.E.1
Individuals of the same species may differ in their characteristics, and sometimes these
differences give individuals an advantage in surviving and reproducing in different
environments.

Learning Objectives
SWBAT understand different adaptations and their

Assessment
Activity, worksheet, in class discussion

purposes
SWBAT record data taken from an experiment

Worksheet

Materials:
Plastic trays
Plastic bowls
Tongs
Plastic butter knives and spoons
Timer
Blank worksheets
Marbles
Goldfish
Beans
Clips
Paperclips
Lesson Description and Rationale:
This lesson is to demonstrate and model how different adaptations work. The different
kitchen utensils will be acting as the students beaks and the other materials will act as food.
The students will actively discover what kinds of adaptations work best for different foods.
They will record how many pieces of each kind of food they were able to gather with each beak
type. The next day we will work together in class to make graphs to showcase the data they
collected and develop skills in presenting data and interpreting it.
Prior Knowledge:

What are adaptations

Why do living things have adaptations
o Why do living things need adaptations

Hook and Lesson Beginning:

Discussion: What is an adaptation? Who can remind me?

o What adaptations have we learned about already?
o What kinds of adaptations do humans have? Butterflies? Birds???
o Were going to do an activity to really understand how different
adaptations work! TO THE SCIENCE LAB!

Instructional Plan:

Activity Directions:
o Split into pre-assigned groups
o Each member of the group gets to have a different beak
o You will get timed each round (45 seconds) and have to gather as much
food as you can
o After each round you will count up how much food you got and of what
kinds and write it in your worksheet
o Switch beaks and repeat
o After each student has tried each beak the activity will be modified
They will have to play with half as much food available at the start
They will only have one kind of food available (30 seconds per

round)
They will only have one tool available (30 seconds per round)
After quick clean up with student help, we will return to the regular classroom to
discuss what they observed during the experiment.

Showcase different adaptations birds have on the smart board

o Wings
Feathers (pass around feathers and feather boa as examples)
Contour
Down
Flight

o Feet (pictures and descriptions of the kinds feet and the adaptations for
them)
Webbing
Talons
Arrangement of toes
o BEAKS! (pictures and descriptions of the kinds of beaks and the
adaptations for them)
Nut-cracking
Insect eating
Meat ripping etc.
o How did this relate to our activity?
Closure:
We will discuss in class the different adaptations we saw in the pictures and how they
related to the habitat that each animal lived in. We will talk about what kind of bird or animal
might have the adaptation of a beak like a spoon and what kind of habitat they would live in and
why. To close I will ask the students to go around in a magic whip. When I call on each student
they will tell me one thing they learned or thought was interesting during the activity or lesson.
Differentiation:
A special education teacher will be in the classroom to help three students. Worksheets
will be differentiated for students that need a simpler formatted table to fill in. Students that need
an extension for the activity will begin to research adaptations of birds in the habitats they are
researching for their habitat project.

Name: _____________________________________________________________

Date: _________________

Task 1 or 2: Pick up as much food with each beak as you can

Round 1
Marbles

Beans

Paper Clips

Goldfish

Beans

Paper Clips

Goldfish

Beans

Paper Clips

Goldfish

Butter Knife
Tongs
Spoon
Clip

Round 2
Marbles
Butter Knife
Tongs
Spoon
Clip

Round 3
Marbles
Butter Knife
Tongs
Spoon

Clip

Round 4
Marbles

Beans

Paper Clips

Goldfish

Butter Knife
Tongs
Spoon
Clip
Name: __________________________________________________________________
Task 3: Pick up as much food with each beak as you can. There is only one type of food.

Round 1
Marbles
Butter Knife
Tongs
Spoon
Clip

Round 2
Beans
Butter Knife
Tongs
Spoon
Clip

Round 3
Paper Clips
Butter Knife
Tongs
Spoon

Date: _________________

Clip

Round 1
Goldfish
Butter Knife
Tongs
Spoon
Clip
Name: __________________________________________________________________

Date: _________________

Task 4: Pick up as much food can. There will only be one beak.

Round 1
Marbles

Beans

Paper Clips

Goldfish

Beans

Paper Clips

Goldfish

Beans

Paper Clips

Goldfish

Beans

Paper Clips

Goldfish

Butter Knife

Round 2
Marbles
Tongs

Round 3
Marbles
Spoon

Round 4
Marbles
Clip

Name: ________________________________________________________

Date: _________________

Task 1 or 2: Pick up as much food with each beak as you can

Marbles

Beans

Paper Clips Goldfish

Marbles

Beans

Paper Clips Goldfish

Butter
Knife
Tongs
Spoon
Clip

Butter
Knife

Tongs
Spoon
Clip
Name: ______________________________________________________________
Task 3: Pick up as much food with each beak as you can. There is only one type of food.

Butter
Knife
Tongs
Spoon
Clip

Round 1
Marbles
Butter
Knife

Round 2
Beans

Tongs
Spoon
Clip

Round 4
Goldfish

Butter
Knife

Butter
Knife 3
Round
Paper Clips
Tongs
Spoon
Clip

Date: ________________

Tongs
Spoon
Clip

Name: __________________________________________________________

Date: ________________

Task 4: Pick up as much food can. There will only be one beak.

Round 1
Marbles

Beans

Paper Clips

Goldfish

Round 2
Marbles

Beans

Paper Clips

Goldfish

Round 3
Marbles

Beans

Paper Clips

Goldfish

Butter
Knife

Tongs

Spoon

Round 4
Marbles

Beans

Paper Clips

Goldfish

Clip

Rationale for Science Lesson:

This lesson is an exemplary science lesson for a wide variety of reasons. It follows not
only New Jersey State Standards for Science, but also Next Generation Science Standards, and
Common Core standards. It was part of a meaningful sequence within the classroom curriculum,
modeled from NJ state standards concerning life systems including food chains, habitats, and
ecosystems. This lesson was constructed in a 5 Es approach. It engaged the students by
introducing a fun activity as the way they would learn that day, allowed the students to explore
through the modeling of adaptations through the activity, encouraged the students to explain
what they discovered by recording data, helped the students to elaborate by discussing real life
adaptations, and finally students were able to evaluate their own learning through the magic
whip discussion at the end of the lesson. Instead of just showing students different adaptations
and talking about what they may be good for, students actively discovered what kinds of beak
adaptations were more suited to gather different kinds of food, this is a great example of
inquiry science which is very important according to the National Science Teachers Association.
Student responses in class were a valuable for of assessment. Without asking the students
to write out what they had discovered in a worksheet, I was able to determine what they had

discovered and understood from the experiments. Students were eager to share what they had
found not only with me, but with each other. It was also valuable to see that students wanted to
discuss the differences in their findings after each experiment. The students were engaged in the
activity presented, eager to discuss their findings, and learned valuable concepts through
discovery and experimentation. Therefore this lesson is an exemplary example of scientific
practice.

Da de Los Muertos (Social Studies Lesson)

Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3rd
Lesson Essential Question: What is the Day of the Dead? How is it celebrated? How is it like
many of our traditions?
Standards:
CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.4
With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
Standards from C3 framework for Social Studies:

D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling and
supporting questions, taking into consideration the different opinions people have about how to
answer the questions.
D2.Geo.4.3-5. Explain how culture influences the way people modify and adapt to their
environments.
D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and
movement of people, goods, and ideas.
New Jersey State Standards for Social Studies
6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of
places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural
diffusion and economic interdependence.
6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.
6.1.4.D.18 Explain how an individuals beliefs, values, and traditions may reflect more than one
culture.
6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with
different cultural or individual perspectives.
6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.

Learning Objectives
SWBAT relate to different cultural traditions
SWBAT connect lessons and learning in science

Assessment
Exit Ticket/ Class discussions
Exit Ticket/Class discussions

and ELA about Monarchs with social studies

comprehension of Monarchs in different cultures
SWBAT present a project in front of the class to

Project Rubric

develop public speaking

Materials:
Day of the Dead by Christine McNunn and Diane Cutler
Ofrenda (altar) model
Exit tickets
Lesson Description and Rationale:

This lesson will be spread out over several sessions. The first session will be a read-aloud
to introduce the topic of the day of the dead. We will follow up the read-aloud with a class
discussion on different holidays and traditions we celebrate. Students will be asked to make
connections with their traditions and other peoples. In the second session each student will create
papel picado, a Mexican tradition. They will also be sharing decorated pumpkins that week, a
traditions native to the students. The lesson will culminate in a final session when the students
present their familys holiday traditions to the class and share objects associated with their
traditions.
This lesson is a precursor to the Holidays around the World unit that they will work on
surrounding winter time holidays. It is also an excellent way for students to learn about life
outside the classroom and make connections with a variety of cultures.
Prior Knowledge:

Halloween
Other cultures celebrate holidays differently
Video in Spanish class the previous week

Hook and Lesson Beginning: (First Session)

Today we will be doing a read-aloud about a special holiday!
Come meet me on the floor!!
Instructional Plan:

Review what we learned about the previous week in Spanish class while watching a
video
o What is the holiday about?
o Why do they celebrate it?

o What kinds of traditions and materials do they use to celebrate it?

Introduce the book
Alright, lets get started!
Each time there is a special vocabulary word the class will stop and discuss it.
o Do they think they know what it means?
o Why is it important to their celebration?
o Do we do anything similar?
o How is it different from what we do?
Fiesta: celebration/party
Zocolo: center of town
Altar de los muertos: an offering made for deceased loved ones
Comparsa: a parade of dancers and music
Papel picado: tissue paper cut with intricate designs
Pan de los muertos: bread of the dead
Calaveritas de azucar: sugar skeletons
Cempazuchtil: yellow marigolds
Copal: incense
Mole: thick sauce made from chilies, herbs, and spices
Ofrenda: offering
Explore model Altar de los muertos and discuss the parts included and the meaning
behind each object. Pass around pictures and objects for students to inspect.
o Pictures and who they represent
o A cup of water to quench the spirits thirst
o Incense and flowers to make nice smells
o Candles to light the spirits way
o Fruit to feed the sprit
o Favorite things that the loved one enjoyed
Discussion Questions:
o What similarities were there between holidays we celebrate and the Day of the

o
o
o
o

Dead?
What differences?
Which activity would you most like to try?
What are some special foods you make for holidays?
Does anyone remember how Monarchs are connected to the Day of the Dead?
What book have we read before that taught us about it? Ghost Wings by Barbara
Joosse
The Mexicans believe the Monarchs carry their families spirits with them
when they migrate every year.

Closure:
Exit ticket with a question about the connections they made between the Day of the Dead
and traditions and holidays they celebrate. The specific question they had to answer was; What
similarities are there between traditions we celebrate for Halloween and the traditions of the Day
of the Dead?
Differentiation:
Answering questions for students that need more help understanding the basic concepts
or the higher concepts.
Da de Los Muertos: Project Presentation (Third Session)
Prior Knowledge:

Day of the Dead traditions

Other family traditions

Hook and Lesson Beginning:

Today you will all get the chance to share with the class about the traditions your family
celebrates for holidays around the year! I will call you up one by one to take turns presenting.
When you finish you will hand in your paragraph and map so we can make a book of our class
traditions!
Instructional Plan:

Explain the way that we are going to present and how we should listen to each
other

Teach the students the me too hand sign so that they do not interrupt the other
students presentations with lengthy personal stories but can still share their

connection
Student volunteers will be chosen first, if there are not volunteers, students names

will be chosen out of a hat to go next

Each student (and parent if they are present) will have at most 2 minutes to

present the objects they brought in and talk about their familys traditions
Collect student work as they complete their presentation

Closure:
Thank everyone for sharing their familys traditions and especially their parents for
coming in to share as well! Ask if anyone will be trying a new tradition this weekend now that
they have learned about so many new ones.

Differentiation:
Some students may have to be cut short on time to ensure the entire class has a chance to
share their work. Other students will be permitted to finish early if they do not have a lot to share
or are very uncomfortable presenting.

Project Assignment:
Fall Holiday Traditions Project
Directions:

Research the holidays and traditions your family celebrates during the year.
Write at least two paragraphs about your family traditions and where your family is from including
objects related to the traditions. If your tradition is related to where your family comes from, make

sure you discuss it!

Bring in some objects from home related to your familys traditions that you mentioned in your

paragraphs. You should bring in at least 3 objects.

You must also bring in a map with the country or countries colored in of where your familys
ancestors are from. The map should take up half of a sheet of an eight and a half by eleven inch

sheet of paper.
You will make a presentation in class about what you wrote and the objects you brought in. We will
make a class book that includes all the maps and paragraphs to keep in the classroom for future
classes.

These are some ideas to help get you thinking!

What kinds of foods do you eat or make?

What traditions do you celebrate?
Do you have any special family customs?
Do you exchange gifts?
What kinds of decorations do you use or make?
What kinds of games or activities do you do?
Do relatives visit? Do you visit them?

Project Rubric:
Fall Holiday Traditions Presentation and Paragraphs Rubric

Presentation

Outstanding
Explains all objects
brought in and their
connection to their
familys traditions in
detail. Describes the
traditions in detail.

Very Good
Explains most
objects included
and their
connection to the
traditions.
Describes the
traditions.

Needs Improvement
Explains some
objects included.
Describes the
traditions.

Insufficient
Explains some
objects included.
Or
Describes the
traditions.

4pts
Descriptions of
traditions
4pts
Description of
objects brought
into class
4pts
Connections
between objects
and loved one(s)

4pts
Spelling, Grammar,
Neatness

6pts

Includes more than

4 details about the
traditions.

Includes at least 4
details about the
traditions

Includes 3 or fewer
details about
traditions

Includes only 1
detail about the
family traditions.

Includes detailed
descriptions of each
item included
brought into class

Includes
descriptions of each
item brought into
class

Includes
descriptions of half
of the items brought
to class

Explains the
connection of each
item included in the
paragraph and the
family tradition.

Explains the
connection of each
item included in the
paragraph and the
family traditions.

Explains the
connection of half of
the items included in
the paragraph and
the family traditions.

Has no spelling
errors
No grammar errors
Very neat

Has few spelling

errors
Few grammar errors
Neat

Has many spelling

errors, doesnt
interfere with
meaning.
Many grammar
errors, doesnt
interfere with
meaning.
Messy

Includes
descriptions of less
than half of the
items included in the
altar
Explains the
connection of less
than half of the
items included in the
paragraph and the
family traditions.
Spelling errors
interfere with
meaning.
Grammar errors
interfere with
meaning.
Illegible

Rationale for Social Studies Lesson:

This social studies lesson is exemplary as evidenced by its adherence to the standards set
by the National Council for Social Studies. The students were engaged in a variety of activities
and assignments associated with this lesson to engage all students. This lesson brings together
learning about different cultures, history, presentation skills, and geography. The students learned
about a different cultures traditions and belief system, they investigated their own families
cultures, beliefs, and traditions, they located the geographical origins of their ancestors, and they
made presentations including a written report on these findings. This lesson was designed to help
the children discover not only some of their own family history and tradition, but to learn about
others and see how they are the same as well as how they are different. This lesson encouraged
students to be accepting of these differences and appreciative of their value.
This lesson also demonstrates a design intended to include multiple focuses from the
New Jersey State Standards for Social Studies. Included in the lesson are the development of the
following essential questions from the NJSS for SS;
Geography, people, and the environment; how do physical geography, human geography, and the
human environment interact to influence or determine the development of cultures, societies, and
nations?
History, culture, and perspectives; how can the study of multiple perspectives, beliefs systems,
and cultures provide a context for understanding and challenging public actions and decisions in a
diverse and interdependent world?

This lesson clearly demonstrates a development of students acceptance of other cultures and
ideas as well as an understanding of the origins of these cultures and ideas and the traditions that
come out of them.
Da de Los Muertos: Papel Picado (Art Lesson)
Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3rd
Lesson Essential Question: What is papel picado? How do we make it? What is it used for? Why is it
important?
Standards:
New Jersey State Standards for Visual and Performing Arts:

1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal
values and beliefs.
1.1.5.D.2 The elements of art and principles of design are universal.
Learning Objectives
SWBAT relate to different cultural traditions
SWBAT create papel picado
SWBAT explain the significance of papel picado

Assessment
Discussion
Papel Picado
Magic Whip (call on each student to say what
they know about papel picado before moving to
next subject)

Materials:
Tissue Paper
Scrap paper
Scissors
Pencils
Tape

String

Lesson Description and Rationale: (Second lesson of fall traditions lessons)

This lesson will engage the students in the traditions of the Day of the Dead and help to create an
atmosphere in the room by hanging up the papel picado, of sharing in different cultures and traditions. It
will work on the students drawing and planning skills as well as gross motor skills.
Prior Knowledge:

Papel picado is something made for the Day of the Dead celebrations

Hook and Lesson Beginning:

Today we are making papel picado!

I have stacks of different colors set up here.
I will call you by groups to come and pick any color you want.
Will the color affect your design?
o Can the color you choose change the way the papel picado makes a
person looking at it feel?
You also need a piece of scrap paper to practice your design before you cut it out.
Once your design has been checked, you can draw it on the tissue paper.
When that has been checked, you can start cutting it out!!
I have a few examples for you to look at for inspiration!
BEFORE WE START
o What is the importance of papel picado?
o Why is it made?
o Where is it used?

Instructional Plan:

Review directions with students when they come up to get their paper.
Showcase different examples in class and put some pictures up on the smartboard

for inspiration
Each student will be able to create one design and cut it out
o Try to make your design show something meaningful to you or to the
o

holiday like the papel picado we looked at on the board

Make sure the color you choose matches the message you are trying to
show people when they see your papel picado

Students will have 10 minutes to work on their practice paper and to transfer it to

their tissue paper

o The rest of the time will be spent cutting out the designs
When they are finished they will tape them along sting to be hung up across the
classroom

Closure:
When all the students finish making papel picado and taping it to the string to be hung, we will
use a Magic Whip to review the reason we made them and the important tradition that we are taking
part in by making them.

Differentiation:
Some students will need extra help or guidance to make patterns and cut them out, adults in the
classroom will circulate and assist as needed.
For students that are in need of a challenge more complex designs with smaller pieces will be
suggested.

Rationale for Art Lesson:

This art lesson is an exemplary example of art education. It is also an important part of a
bigger lesson concerning traditions and beliefs of another culture and holiday that they do not
normally celebrate. The real meaningful connection of this lesson is the understanding connected
to the history and culture that created the artwork. The purpose of the artwork and how it is used
and appreciated. The students are learning about another culture and the production of art to
fulfill certain traditions and decoration purposes within that culture. The students are taking part
in another cultures traditions to create art.
Students are also working on increasing their gross motor skills in the process of creating
the papel picado. It allows the students the choice to create however they want without it being
wrong. They are encouraged to choose a design that will convey a specific message to the people
that will be viewing their art and to choose their color carefully to ensure that it supports the
message rather than contradicting it. In this way the students are becoming more aware of their
aesthetic choices and the way that art and the principles of art are universal and that they can be
applied to any project big or small. They are also developing the process of drafting and revising
their work before creating a final product for submission. They created smaller model pieces that
they sketched out on construction paper first not only to create a design they liked, but to be able
to test out ideas and see the results. This is an important part of the artistic process, the final
product of any professional work of art includes many hours of study and practice. Without
realizing it the students are refining their own artistic process for the betterment of their final
products.

Monarch Migration (Physical Education Lesson)

Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3

Lesson Essential Question: How do Monarchs move safely around to lay eggs?
Standards:
New Jersey State Health and Physical Education Standards:
2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to
reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety,
accident prevention).
2.5.4.A.1 Explain and perform essential elements of movement skills in both isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.4.A.2 Use body management skills and demonstrate control when moving in relation to
others, objects, and boundaries in personal and general space.
2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g.,
player positioning, faking, dodging, creating open areas, and defending space).
Learning Objectives
SWBAT mimic the migration of monarch

Physical activity

butterflies
SWBAT portray a variety of roles

Physical activity

Materials:

Name tags for different roles

o Monarchs
o Cars
o Insecticide
o Ants
o Spiders
o Hail
o Bird
o Stink Bug

Assessment

o Wasp
o Tachinid Fly
10 laminated egg cards per monarch
10 laminated larva cards per monarch
5 laminated lives per monarch
1 Ziploc bag per monarch
20 green paper plates
3 baskets
o One for dead eggs
o One for dead larva
o One for dead monarchs
o 8 traffic cones

Lesson Description and Rationale:

This games is modified and complex game of tag. Each Monarchs goal is to lay all
their eggs and place all their larva underneath a milkweed leaf (a paper plate). Each role
has certain places that they are allowed to play in on the field as well as certain capabilities. The
Monarch can hide in the safe zone for up to thirty seconds at a time but then has to be out in the
field trying to lay eggs and place caterpillars. Only one item may be under any milkweed
leaf.
Roles

Monarch killers (if a monarch student is tagged by a monarch killer, the killer takes one

of the monarchs lives and places it in the appropriate basket)

o Cars
o Insecticide
o Hail
o Bird
Egg Eaters (can look under milkweed leaves for eggs, if they find one they eat it
and place it in the appropriate basket)
o Ants
o Spiders

o Insecticide
Larva Eaters (can look under milkweed leaves for larva, if they find one they eat it
and place it in the appropriate basket)
o Stink bug
o Wasp,
o Tachinid fly
o Insecticide

The field is set up to look like the photo below

The los muertos box is where the baskets are set up for all the monarch, eggs, and larva that
die.
Monarchs may fly anywhere within the cones. Cars have to stay on the highway. All the
other hazards can move about freely in the center but not in the safe zones, however only birds
may fly over the highway to the other side, the rest stay on the side they are assigned.
Multiple rounds can be played with students receiving different roles each time.
The goal of this game is to get students moving and to have fun, it also is a great
modeling activity for them to see how difficult it is for Monarch butterflies to reach adulthood
and survive it.
Prior Knowledge:
Monarch butterflies have many predators and have to lay hundreds of eggs for there to be
a chance that any survive.
Hook and Lesson Beginning:

Today we are headed outside to play a game!

o We are going to be Monarch butterflies today!
o But, dont forget, there are many hazards to being a Monarch butterfly and they

dont always survive!

o DUN DUN DUN!!!
Before we go out we will go over the rules for this game and I will give each of you a

role.
o Explain the rules to students and hand out necklaces with name tags.
Lets line up and head on out!

Instructional Plan:

Divide class in half, half monarch adults and half hazards/predators

Review roles/abilities/jobs

Let them play out the migration keeping an eye out for any cheating or potential physical
hazards throughout play.
After each round discuss the findings with students
o We barely had any eggs survive
o All the monarchs died!
o The monarchs won, they placed all their eggs and larva!
o Etc.

Closure:
After the end of a round
Alright! That is it! November has arrived and the Monarchs have to settle in in the mountains of
Mexico for the winter! Let us get inside so our Monarchs dont freeze!!
Students will help pick up and bring everything back inside.

Differentiation:
Certain students may be given specific roles over others to ensure fair play and safety of
all students. If a student has a disability that inhibits them from moving too much they could be a
car or a sorter and help sort out the laminated cards back into Ziplocs for each new round.

Rationale for Physical Education Lesson:

This physical education lesson is exemplary for a variety of reasons. It keeps the students
active in both mind and body for an entire class period. It connects cross-curricularly and
challenges the students in to win a game and to learn while they do it. The lesson exemplifies
multiple standards for physical education. The students are actively engaging in a variety of roles
each of which has a different role and a different set of physical and mental requirements. The
students have to run across the fields strategically, avoid being tagged, crouch and place the
eggs and larvae without being caught, and chase after other students strategically to tag them
or capture eggs and larvae that they place. The students have to be respectful of each other
when tagging each other so as not to hurt them, they also have to be mindful not to babysit
other students that are in the safe area by standing in front of them making it impossible to leave
the safe place without being tagged. They are practicing having different goals and having to
switch sides and still playing to their best ability as well.
The students are engaged continuously and are learning and practicing different strategies
as well as making cross-curricular connections. Not only does this lesson promote critical
thinking in the development of strategies in the game as the students play, it makes the students
think critically about the difficulty of survival for Monarch butterfly eggs, larvae and Monarchs

themselves. The students can connect the facts they are learning in the classroom, that Monarch
butterflies have to lay about four hundred eggs in their lifetime, to the difficulties they have in
just laying ten eggs and having any of them survive through a few minutes in a game with
only a few of the real life dangers facing Monarchs.

Study Smart! Study Stress-less! (Health Lesson)

Lea Fuscaldo
Co-operating Teacher: Moira GaNun
Grade: 3
Lesson Essential Question(s): What is the best way to study? How can we use our time efficiently to
study?
Standards:
New Jersey State Health Standards:
2.1.4.A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how
they interact.
2.1.4.A.2 Determine the relationship of personal health practices and behaviors on an individuals body
systems.
2.1.4.E.4 Summarize the causes of stress and explain ways to deal with stressful situations.
2.2.4.B.1 Use the decision-making process when addressing health-related issues.
Learning Objectives
Learn how to study effectively
Learn strategies for note-taking
Understand the stress associated with studying and
school
Materials:

Assessment
Note taking activity, Pop-quiz, Closing Quiz
Note taking activity, Pop-quiz, Closing Quiz
Group discussions, Discussion reaction sheets

Pencil
Paper
SMARTboard
Lesson Description and Rationale:
This is designed as a lesson to help students understand the best way to study and the stress they
can put on themselves by not studying effectively. It will also teach them how to take notes effectively
and manage their time efficiently. This lesson will teach students about mental health and the possible
effects on your physical health that come from stress and from performance in school. To effectively
judge students understanding of the subject, a pre-test pop quiz will be given, and then the following
day a closing quiz will be given. The second day will also supply the time for students to discuss what
strategies worked for them, as well as discuss the effects of excessive stress and how our mental and
physical health can be affected by it.
Prior Knowledge:
Studying helps you do better on tests in school.
Stress is bad for you.

Hook and Lesson Beginning:

(Day 1)Studying for tests is hard. I bet you have not been taught to study have you? Do

you know what the best way to study is?

Well we are going to run an experiment!
An experiment? you might ask, I thought this was a health lesson!
It is a health lesson, but we are going to be learning about studying and STRESS so we
need to do an experiment

Instructional Plan:

Studying is very important to do well in school

There are lots of strategies that are helpful to study
o What are some of the best ways you know to study?

One of the most important study strategies is simply TO DO IT

o We are going to take a quick quiz now on strategies to study that your classmates

just mentioned! Were you listening? Can you remember?

I am going to ask you to describe three of the strategies that your classmates explained. I
took notes while they were talking and will grade your papers on how much you could

remember from just listening in class

When you finish we are going to talk about more study strategies and ways to take notes
so think of more study strategies you use and how you will explain them to your
classmates

(When they have all finished) OK, Today we are going to learn a few tricks to help us
study as well as to take notes so we can all become better learners
o This is actually a health lesson
o Does anyone think they might know why?
o It has to do with our wellbeing in our minds and making decisions that will keep
us happy and healthy
Studying means we do better in school, doing better in school makes you

feel good right?

And it also means you arent stressed or upset right?
We are going to look at some tips to help us study, and share your tips that you have.
While we are learning and sharing these tips, at the same time we will take notes on
them.
o

By doing that we will be studying how to study, and practicing how to take better

notes!
So what we are going to do is this, our paper passer will hand out a sheet of lined
paper for everyone, names on the top please and a title that says Study

Strategies
We are going to work in small groups of 3 or 4 and share our study strategies
with each other. You have to teach them to each other. While you are listening to

a classmate take notes on their study strategy.

Afterwards each group is going to share their strategies with the class and
everyone will take notes on the groups strategies

Then I will share my strategies and we will all take notes on those as well
First lets talk about the best way to take notes!
Dont write out full sentences, use short sentences that will
remind you what it is that you were writing about
o Use key words
o Keep them simple
o When you are home later, or when you have time later

you can expand your notes to be more specific

Write it in your own words, it is like translating what your
teacher or classmate said into your own language which will be

easier to remember and understand

Only write down what matters, the most important information
WRITE IT OUT BY HAND
o Remember that scientist have tested it out and the best
way to take notes to help you remember what you

learned is to write it out yourself!

These are my tips:
Dont study for more than 20-25 minutes at a time. Space out your study

time and give yourself a brain break!

Have a special study and work space
Not in bed, not where you play games, and NOT in front of the

TV
Make sure you actually remember, not that you will remember if you see

the answer as an option on the page, you have to be able to recite it!
Take good notes!
Be ready to teach what you learned! If you can teach it to someone

else, you really understand it!

Know how to read your textbook or material for the test
Survey what you have to read
Think of questions you may have
Read it
Explain what you read to yourself using your own words
Review and see if you answered all the questions you had or if

you thought of any new ones

(Closure Day 1) Alright! Now that we have all these strategies and tips, do you think you

can become better studiers and better students?

So what we are going to do now is you are going to put all your notes in your
mailboxes/folders to go home. I want you to use the tips and strategies to study how to
study and take notes tonight!

Tomorrow we are going to take the same quiz you took at the beginning of the lesson, but
you will also have to write two note taking tips in addition to the three study tips. Any
questions?

(Day 2) Hook and lesson beginning:

o ALRIGHTY! Who feels ready for that quiz?

o Paper passer please pass out sheets of paper for everyone.
o Pencils ready?
o Write 3 study strategies and 2 notetaking strategies! GO!
When students finish this new quiz, I will give them their quiz from the day before when
they hand in the closing quiz. I will ask them to look over their quiz while we wait

for everyone to finish.

Once everyone is finished I will start a class discussion about stress. Students will be in
small groups, the following questions will be used as prompts.
o So how did you feel yesterday when I said we had to take a quiz and you had no
o
o

o
o

time to prepare?
It didnt feel good right?
Would you say you were stressed out?
Did you get scared?
Did you only have reactions in your mind?
Did you feel anything?
Stomach ache? Shivers? Goosebumps? Headache?
Those are not good for us right?
Would those be good if they happened all the time?
What if you always forgot to study?
Could having stomachaches all the time be bad for you?
What if you arent studying in the best way for you?
Staying up late is bad for you right?
Too much stress all the time can hurt our minds and bodies, but sometimes
stress can keep us on track too

Closure:

To finish up I would like you to talk more about stress on your own in your groups! These are
your exit tickets for today!
o Get a piece of paper for your group, put all your names at the top and make three
o
o

columns.
Write one column as things that can stress you out
Across from it in the next column, write why it could be bad for you, and how
extreme does it have to be to become bad for you

In the last column write how you can avoid the excessive stress

Differentiation:
Students will be grouped heterogeneously during the group discussions and group work activities
to allow students to help each other. The heterogeneous nature will be devised based not only on a low,
middle, and high basis but also on the perceived learning styles of students. Early finishers have tasks set
for them. Students with IEPs will have assistance from the Special Education teacher.

Rationale for Health lesson:

This lesson is an exemplary health lesson for many reasons. It addresses important student
concerns about school and works to help students maintain positive relationships with school and the way
they work and perform. According to the New Jersey State Standards for Health and Physical Education;
Healthy students are learners who are knowledgeable, productive, and also emotionally and
physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency,
and ready for the world beyond their own borders[they] Maintains physical, social, and emotional
health by practicing healthy behaviors and goal setting. [A healthy student also]Practices effective

cross-cultural communication, problem solving, negotiation, and conflict resolution skills. [He or she]
Is accepting and respectful of individual and cultural differences. [and] Advocates for personal,
family, community, and global wellness and is knowledgeable about national and international public
health and safety issues.
This lesson effectively addresses all these issues and does so in a student driven manner. The students are
not just learning about stress in a non-contextual health lesson, they are learning about stress in a very
relatable format and driving their own learning and helping the other students. The cooperative nature of
this promotes social interaction and support amongst the students which is also an integral component of
mental health for students as well as adults. The students are working to learn about their emotional and
physical health, they are communicating and problem solving, they are sharing ideas and respecting
individual differences surrounding different learning styles, and working together for their personal
wellbeing as well as that of the rest of their classmates.

Connections to Beliefs
1. I believe that the goal of teaching is to help students to recognize, understand and
respect all parts of the world around them.
The social studies lesson showcases this belief excellently. It is focused on bringing in life
from outside the classroom to understand it in the context of each students life. Not only does it
help each student to respect each other and the traditions of each family, but it broadens their
horizons beyond our countrys border to learn about life and traditions beyond. The science

lesson also lends itself to this belief by helping the students to understand that all creatures are
created differently to best suit their lives and habitats, this can be extended not only to apply to
learning about science and animals, but to humans as well. The students can be guided in a
discussion about each of their own special abilities and how they fit into society around them
like adaptations help animals be suited to certain habitats.

2. I believe that a teacher must treat students justly and fairly, but not necessarily equally.
The included language arts lesson is an excellent example of the integration of this belief
into my classroom. Differentiating by having groups of children for centers where students
could work together to help each other as well as homogeneous groupings for the mini-lesson to
more accurately direct the level of instruction clearly demonstrates treating my students fairly
even if it was not equally. Along with the ELA lesson, the math lesson also integrates the idea of
differentiation to treat the students justly and fairly even if it is not equally in order to ensure
that each student is able to work and learn to the best of their ability. The math lesson includes
multiple strategies to ensure each student can find a way that works for them to solve problems
as well as assessments and centers leveled for the students to support them individually.

3. I believe that a teacher must collaborate not only with the student, but with the
student's parents and guardians, administrators, other teachers or specialists, and even
possibly siblings and caregivers.
The social studies lesson and science lesson included in this portfolio highlight this belief
very well. Throughout the process of getting a project approved that included materials sent

home to parents as well as asking parents to join us in the classroom, my co-operating teacher
and the principal of the school were involved. During both lessons and in preparation for both
lessons, I consulted the special education teacher to tailor the lessons to the needs of the students
appropriately for each individual. Parents were invited to provide feedback or address any
questions or concerns they had about the history project as well as to join us in class to be a part
of the curriculum. Although it is not clearly stated in the lesson plan specifically that these
actions were taken, they did take place and demonstrate the affirmative action taken to make my
beliefs a reality in the classroom.

Connections to NCATE Standards

Principles of Child Development
In connection to principles of child development, I have done my best to emulate the
positive effects of the understanding the zone of proximal development, the theory presented
by Lev Vygotsky, and scaffolding throughout my lessons. I have worked to create an
environment conducive to this style of learning through all of my lessons. I have used
homogeneous groupings to target instruction more directly to a group of students with similar
capabilities. I also mixed the groupings into ones that are heterogeneous to allow the children to

help each other learn. Along with the modifications of groupings the use of small guided group
lessons and a variety of leveled activities to help students work with guidance as well as
independently in rounds using centers has also been developed in the classroom. Bringing in
parents to have them help teach has also been in an effort to give the students a variety of sources
to draw aid from in seeking to better their education.

Cross-curricular Connections
The presented ELA lesson includes connections to the lessons students had been learning
in science class. Lessons about Monarch butterflies which not only taught the students the
science of life cycles, but the importance of the butterflies in the ecosystem as well as our
cultures. The students learned about the important role we all play in the maintenance of
Monarchs as a species and of all the traditions they play a part in. The presented math lesson
addresses the applications of the lesson outside of school. Instead of just teaching the students
the skill, they are taught multiple ways in which it is used and we discuss why and how we can
use it outside of school. The science lesson connects cross curricularly to math through data
collection and representation. The social studies lesson addresses multiple cultures and traditions
in learning about the holidays around the end of October and beginning of November and
discussing Monarch butterflies again, which connects back again to science and to ELA as well.
The physical education lesson also highlights Monarch butterflies and the many different trials
they face in survival.
The strong focus on Monarch butterflies is in an effort to bring a sense of social
responsibility to the students. We discuss the many trials facing Monarch butterflies in many

different lessons as well as their importance to us aesthetically as well as for our traditions and
beliefs and those of other cultures. This helps raise the issue to students that human beings are
negatively impacting Monarch butterflies and their habitats. It raises the issue that we need to be
cognizant of our actions and how they affect the rest of the world and how the actions affect the
world in the long term.

Active Engagement and Positive Social Interaction

There are many instances of active engagement throughout my lessons as well as positive
social interaction. Throughout the ELA lesson students are moving around, working with a
variety of materials and activities to facilitate learning and developing skills. At the phonics
center they are moving around tiles to create words with certain sound patterns, they are also
moving to new activities to keep them actively engaged every fifteen minutes. In the math lesson
they are using a variety of hands on materials to participate actively in the guided lesson; each
student had their own materials that they were able to use to explore the different strategies to
solve the math problem we were all working on as a group. The science lesson is highly active as
it is activity based and each student must actively work to participate in the experiment to learn
about the different adaptations and how they help or hinder in the search for food. The physical
education is self explanatorily an active engagement geared lesson.
Positive social interactions are encouraged throughout the variety of lessons styles,
activities, and groupings. In the ELA lesson, the students are grouped both heterogeneously and
homogeneously to help students foster positive social interactions. Instead of grouping student
only as low, medium, and high, students are grouped in a variety of ways so nobody will feel

singled out or isolated. The math lesson focused on developing multiple strategies so that
students would be able to solve the problem in the way that was easiest for them, by showcasing
multiple strategies, it was emphasized that there was not a wrong way for the students to solve
the problems. The social studies lesson promotes positive social interactions with people of other
cultures through the discussion and appreciation of another cultures traditions.

Differentiation
Differentiation was made for students of all dispositions throughout the lessons. In the
ELA lesson students were grouped homogeneously to help direct the focus of the lesson to the
level of each group so that all the students had the most appropriate level of instruction. The
groups also worked heterogeneously to be able to help each other develop skills, it was not using
only teacher mastery of subject to help students, but student mastery as well. Students being able
to share their mastery is also a form of differentiating, re-teaching what they understand helps to
strengthen and deepen their understanding while helping the other student get up to speed.
Differentiation was provided in math through providing further challenges for the
students who had a greater mastery of the subject matter as well as extra support one on one for
students while they completed individual practice in class to ensure their comprehension. In
science a special education teacher was present for the students with special education needs as
well as simpler formats for the worksheets. For the students needing an extension, an activity
that related to the work in class on an on-going project was created. The social studies lesson was
mostly discussion based, however providing time for students to ask questions they had about the

topic and allowing them to write something the learned in the exit ticket allowed for
differentiating in the complexity of answers and responses.

Critical Thinking and Problem Solving

The included science lesson is an excellent example of teaching to promote critical
thinking and problem solving. The entire lesson hinges on the students discovering on their own
through experimentation how adaptations work, and how to correlate kitchen utensils and paper
clips and marbles to bird beaks and the foods they eat. The students had to think critically to
understand the connection between the activity and adaptations as well as thinking critically to
determine what kinds of adaptations will aid animals in what ways and why. The students had to
problem solve to be able to eat food each round. Some beaks like the plastic butter knife,
were very difficult to pick up the majority of the food. Some students discovered that if they
used the lip of the tray that they food was placed on they were able to pick it up. When they
shared this I asked what would happen if the lip was not there and they responded that they
would starve.
Formal and Informal Assessment
A mixture of quizzes, homework, skills practice, exit tickets, magic whips, class
discussion, and project work have all been sued to help plan, evaluate, and strengthen instruction.
In math the previous days homework and skills practice are used to find any issues any students
may be having to address them in the following class as well as to evaluate how each individual
student comprehends each subject. The quizzes in the ELA lesson were able to provide an
evaluation on the students understanding of developing a paragraph. The students paragraphs

and graphic organizers were also a valuable evaluation and planning tool. The science lesson
used the informal strategy of the magic whip to assess the students observations from the
experiment as well as class discussion. The social studies lesson also was informally assessed
through discussion questions with the students such as the recall of the prior knowledge and the
critical thinking associated with relating Halloween with the Day of the Dead.

Instruction Based on Knowledge of Students and Community

A number of the lessons included in this portfolio directly or indirectly relate to the study
of Monarch butterflies in the classroom. The ELA lesson asks the students to write paragraphs
about the Monarchs, the physical education lesson is entirely based in Monarchs, and the social
studies lesson is loosely related in making the connection to the symbol of Monarchs in the Day
of the Dead traditions. The social studies lesson is also a precursor to a larger unit that kicks of
social studies for the year in December. The students have been studying Monarchs in the
classroom since the first day of school this year, and they also studied them in kindergarten.
Making cross-curricular connections to such a familiar area of study for the students helps to
engaged them and excite them to learn. By connecting a new topic and lesson to existing
studies, the students are better acquainted with the topic and can relate and learn more easily than
to something completely new. These lessons showcase that the knowledge of the students and
what they have learned in the classrooms and what the community of the school considers
important has been integrated into the planning of the lessons.