Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students
Individual
 Commitment to Health and Safety
Knowledge of the Learner  Developmental Needs
 Student Diversity
Knowledge of Content  Understanding Subject Matter
Knowledge of Pedagogy  Planning
 Implementation
 Assessment
 Classroom Management and
Organization
 Instructional Materials and Technology
Knowledge of Self as a  Parent and Community Involvement
Teacher and Member of a  Commitment to Teaching
Learning Community  Interpersonal Relations
 Professional Growth and Development
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Description
Knowledge of Self as an Individual
recognizes the educator’s influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

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

Knowledge of Pedagogy

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

c. Based on the outcome you selected, write a specific goal for this experience. After your
goal statement, provide a brief narrative explaining the reasons as to why you chose
this goal.
Personally throughout this experience I would like to understand and experience
multiple different behaviors and learn how to properly handle them in the classroom. I
would love to better understand how to handle any outbursts or hectic moments and still
maintain order and organization in the classroom. In this third grade classroom there
are many different behavior issues, some which require daily attention and charts that
mark how well their day is going based on 30-minute increments of time. I want to come
out of this experience having a better idea on how to handle any issues I may face in
my own future classroom and I am hopeful that this classroom will help me to do so. In
order to accomplish this goal, I will observe my cooperating teacher quite diligently and
note how she handles any moments of chaos. I will then discuss with her and learn any
techniques she may have to give me. I want my classroom to be an organized, efficient,
and productive space. In order to accomplish this, I must first understand my students
and how they work and what will help them best.

d. Describe the action plan (steps/strategies and resources) required to accomplish this
goal:
I will be observing my cooperating teacher and I will make sure to take diligent
note of how she assess situations in her class. I will then have a discussion with her
about my own concerns and ask if she has any advice to give. I will also look up
multiple behavior management strategies and reflect on techniques that I learned in the
Classroom Management class I took last semester. I will then make a tentative plan in
which I hope will help me keep a steady mindset when I begin to implement it in the
classroom. I will also be sure to revise this plan throughout my 12 weeks to make sure it
attains to my students in an effective way. I hope to implement these methods, as well
as my own, in order to have a better hold on how to assess any future behavioral issues
I may face.

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 e. Reflect on your progress/growth toward achieving this goal:
This experience has been one of if not the most rewarding of my life. I have
learned so much from these kids and have been able to assess their minds, and actions
quite closely. I have learned how most of them function and how to incorporate lessons
that attain to their attention span. I have worked with multiple different behavior traits
and have learned how to calm each of them down accordingly. I have learned many
different techniques about how to manage and organize my classroom even when it
seems the room is complete chaos, I can find my balance. These techniques can be
altered or completely changed for my future classrooms, and I feel much better and
more reassured at my ability to do so. This goal was perfect for me to focus on in order
to prep for my first year as a teacher.

Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
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http://doe.sd.gov/reportcard/listnew/

**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students • Grade 3• Wide range of developmental levels•

(All subcategories listed in this box are required.)
Age range of 8-9 years• Content area of
Students’ grade and developmental levels; the age range Language Arts• Multiple students with
of students; the content area being taught; any other behavioral problems
factors that are pertinent to understanding your class
assignment

Community • Urban Area• City Population 28,415 as of

(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
District
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures)
2016• 12% poverty rate• Median Household
Income- $47,540• Estimated Per Capita Income-
$25,468
• Enrollment- 6,863• Elementary Level- 1,978•
MS- 1,046• High School percentage of
free/reduced- 22.9%• Percentage of IEP’s-
15.48%• Percentage of ELL’s- 3%• Ethnicities- 7

School
(e.g., enrollment; percent of students receiving free or • Enrollment- 360
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to- • Percentage of free/reduced lunches- 44.1%
student ratio)
• Percentage of IEP’s- 10%

• Percentage of ELL’s- 5.4%

• Ethnicities- 6

• Student to teacher ration- 22:1

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
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subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught

Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lydia Hulscher
Grade Level: 3rd
Subject: Math-Angles (obtuse, acute, right)
Date: 2/10/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

3.G Students will be able to reason with shapes and their attributes.
3.G.1 Understand that shapes in different
categories may share attributes

List the Rationale (cite theories or theorists):

Gardner’s multiple intelligences
• Music/rhythmic- Playing a song as a base of information the day before 

• Interpersonal- Working together in group based setting 

• Verbal/Linguistic-speaking through the terms 

• Bodily kinesthetic- Students moving around the room to find different angles/ 
Working with the practice
angles in their own hands. 


List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to recognize what a right, acute and obtuse angle look like and identify examples of the angles
around the room by the end of the 30-minute lesson.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

This lesson will introduce the different types of angles and how to identify them, which will be crucial for future
math lessons and subjects such as trigonometry etc.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

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 • 10 boys, 10 girls
• 2 Native American 

• 2 African American 

• 2 Thai 

• 15 Caucasian 

• 6 students on IEP 

• 2 ESL student 


Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 2 ESL students
• 6 students on IEP

• 4 students on daily behavior plans- scheduled times throughout the day to go to the resource room and
have small group assistance if needed. 1 of these students earns “brag tags” since they are out of the
classroom for a majority of the day for an adapted curriculum 

• 5 students earn “funny money” to spend at the store on Friday afternoons. 

• 5 with ADD/ADHD


List the materials/resources you will need to teach the lesson.

Straw triangles-to show examples of different sized angles

Work sheet to work through as a group
Work sheet to list what objects around the room had what angles

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will use the Smartboard during the ‘I do’ and ‘We do’ portion to have images or worksheets blown up to a size that
the entire class can see. This will be interactive and keep students engaged throughout the lesson.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Overall, the class should understand the content being presented to them. While working on independent work, I
will keep a close eye on the ESL students. The lesson is very group oriented so there shouldn’t be too much concern
or straggling behind.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will have a very informal pre-assessment. Because the students will most likely have very little to no background
knowledge on angles and their variations, I will have a simple classroom discussion and ask them what they know. I
will ask if they know what an angle is and than the different types of angles and so on and so forth.

After the ‘I Do’ and the ‘We do’ I will also ask the class for a thumbs up if they understand/if there are any questions
before moving on to independent work.

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Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The answers the students give me, will give me an idea of if I need to have multiple future lessons about
this or if I feel that our quick lesson will suffice. In a way this will almost coincide with the post assessment.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use callback cues during whole class work and monitor each student throughout the work time to make sure
they are on task and understand the assignment.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start by showing the students a video about Angles on GoNoodle the day before. This will give the
students a quick idea of what angles are and what we will be focusing on for the next couple of days. On
the day of my lesson. I will ask the students what they know about angles or what they remember from
the video. We will go over each definition (right, acute, and obtuse) and I will make sound effects to help
students remember the difference between acute and obtuse. I will demonstrate each definition using
straws and pipe cleaners to create my own angles. After I feel they have grasped the general idea I will ask
them if verbally or for a thumbs up to see if they are ready to move on.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Students will be given 6 straws each and 3 small pipe cleaner pieces. They will also be handed their
worksheet. It will be reinforced that they are to follow along and not work ahead. We will then start the
work sheet together forming the angles requested. After we have created the angles we will then draw on
our sheet what the angle looks like. After we go over those, we will also do the portion of the worksheet in
which we label each angle R, O, or A together (Right, Obtuse, or Acute)

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will go around the room finding objects that have similar angles to the ones we went over
together on the work sheet. They will then list these and fill out the final question on the worksheet posing
as a post assessment of today’s lesson. The final question asks what are three things that you learned
about angles today?
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
This lesson will be taught right before 1st recess so my plan is to try to gather them back to their seats and
then review the terms we learned today and ask if anyone had any questions before dismissing them for
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recess.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

My post assessment will again be a verbal conversation with the class going over together what the definition of
each term is, but also the final portion of the worksheet that the students will be filling out on their own.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Based on the final portion of the worksheet and our conversation, the students really understood what
was taught to them. I am aware after talking to my US that this is an area where it would be more
beneficial to have a form of assessment that gives me educational data so that I can see the exact numbers
and assess how I can improve for my students and what more I should be teaching. However, my student’s
final assignment/worksheet that they worked on during the ‘You Do’ portion of my lesson was very helpful
when I was assessing and worked as a wonderful form of post-assessment. The student’s results showed
great grasp of content and showed me what I could touch more on for future lessons that dive in further
when it comes to angles. This lesson was a simple introduction to angles and I feel it did a good job
introducing the topic and the students were able to recognize the difference between, acute obtuse, and
right angles by the end of the lesson.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
What I loved about this lesson is I think I did a rather good job at asking questions to make sure that students were
following along and understanding the content. I also loved being able to incorporate music into the lesson, because
this class responds so well to learning through song. It is a very interactive way to get the kids moving and listening. I
think this lesson also did a very good job with repetition and making sure the information was being processed in
their brains. I think something we could have worked more on was our song, I feel like the students would have
benefitted from it if we had listened to it one more time. Also, after speaking with my US I have really put some
thought into adding a more in depth form of assessment for my future lessons. I do not think that my informal type
of assessment was poor by any means, but definitely see where it was lacking and what I could improve on. It would
be beneficial not only to my lesson, but also to myself to have that concrete form of data to reflect upon for self-
improvement. If I were to redesign this lesson that is the main section I would focus on fixing. I would like to add
something that can give me a better idea of what my students know, maybe a survey monkey survey or something
like that. Also, with this being my first lesson, I feel like my nerves got to me and I was unable to move when
presenting. My US mentioned this and when thinking about it and reflecting, I realized that I froze and found myself
stuck in very few different spots, most of which were at the front. This is something I would most definitely like to fix
in my future lessons.

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Lesson #2

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lydia Hulscher
Grade Level: 3rd
Subject: Social Studies, Language Arts
Date: 2/27/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion

3.H.2.1 Generate questions about individuals and groups who have shaped significant historical changes and
continuities

Rationale (cite theories or theorists):

Student Centered
Gardeners Multiple Intelligences:
Visual
Interpersonal
Intrapersonal (Slight, “how would you feel?” Questions)
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to ask and answer questions about a text, ensuring comprehension of said text and will be able
to produce their own original ideas and opinions based on what they’ve heard.

Students will be able to develop an idea of how a character is feeling or why things are happening or what might
have happened in the Vietnam war based on the pictures and text from “The Wall.

Students will learn about the Vietnam War through Eve Buntings’ “The Wall” asking questions based on the text and
illustrations, inferring as we go.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Student’s will have a better understanding on the impact our veterans have had on our country and develop a better
sense of respect for them after the comprehension of the story and our class discussion.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

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 • 9 boys, 10 girls
• 2 Native American 

• 2 African American 

• 2 Thai 

• 15 Caucasian 

• 6 students on IEP 

• 2 ESL student 


Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 2 ESL students
• 6 students on IEP

• 4 students on daily behavior plans- scheduled times throughout the day to go to the resource room and
have small group assistance if needed. 1 of these students earns “brag tags” since they are out of the
classroom for a majority of the day for an adapted curriculum 

• 5 students earn “funny money” to spend at the store on Friday afternoons. 

• 5 with ADD/ADHD


List the materials/resources you will need to teach the lesson.

- The Wall by Eve Bunting

- Letter writing utensils
- Internet access
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
https://www.youtube.com/watch?v=mSalGjLeSqA
Virtual Tour

Computer
Projector

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Overall, the class should understand the content being presented to them. What will help with my ELL students is
the fact that I am reading aloud to them, this should be beneficial, as they will not have to struggle with words as
they are being read to them. While working on independent work, I will keep a close eye on the ELL students. The
lesson is very group oriented so there shouldn’t be too much concern or straggling behind. I will be extra caution to
make sure the students are engaged and comprehending what is being taught to them. I will give them extra
assistance if needed. Overall my students should not be in need of great modification to the lesson. They are a
strong group that does well in group discussions and are very creative when it comes to their writing.

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Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will ask the students about the book and what they think is going to happen in the story based on the cover, once
we mention that it is about the Vietnam War, I will ask the student’s a few questions about it to assess how much
they know about the Vietnam War. I will ask them if they know what the military is and what the different branches
are. I will ask them if they know what the difference is between a veteran and an active service member.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
Our class discussion will inform me how in depth I need to teach the class about the Vietnam War and the
impact the military has had on America and how much they have protected us. It will also tell me if I need
to review anything students may have already supposedly learned.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use callback cues during whole class work and meet with each group individually throughout the work time to
make sure they are on task and understand the assignment.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will present the story to the students. Before we read the story I will ask them questions about the cover
of the story, having them infer things that could potentially happen, or what the story may be about.

After the story we will have a group discussion and then a short video of a virtual tour, I will then give the
students a run down of the letters they are writing. I will ask them to give me their sloppy copy so I can
proof read them before they write the official one and color on it.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
We will discuss as a class what the Vietnam war was and I will have a list of questions to ask the students.
We will discuss what they took from the story, and how it related to our questions from before the story. I
will ask them based on what they learned in the story, what are appropriate questions they might have for
a veteran. We will make a list of what we could thank veterans or active members for or ask them about
up on the board. At this point I will introduce our letter that we will write to veterans or active military
members, thanking them for their service and maybe asking them a question that we discussed in class.

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After we have had a class discussion I will tell them I will play them a virtual tour of the Vietnam memorial
wall and share photos that I myself have from being there and let them pass the pictures around. After we
have finished our group discussion and video presentation I will have the students write a sloppy copy of
their letter before presenting it to me so that I can proof read it before they write on the template and
color the letter.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The “you do” will be the students writing their letter to veterans and active members of the military,
adding their own flair to their message. The students will be asked to color their final copy and make it
personal. They will then hand this in as a form of post assessment.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
For a lesson closing I will ask for volunteers to share their letters with the class. I will then remind students
once again how grateful we should be for a country that cares so much to protect each other.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

The students final letter to a veteran or active service member will be the post-assessment and will help
me be able to assess if the students have an understanding of the importance veterans/ active members of
our military.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

The letters from the students were very well written and stated many things that correlated with the
lesson. They referenced the book and what they learned in class and emphasized the importance of our
veterans. I was incredibly impressed with how they emoted in their writings. The class did a good job
producing ideas and writing kind letters. Students were respectful and comprehended what was taught to
them. Overall I was impressed with the turn out of the letters.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson went reasonably smooth considering the amount of freedom they were given during the writing
portion. That is most definitely when I expected there to be outbreak of noise and where my management skills
would be put to the test, however the students remained calm and did a great job during their independent work. I
notice it always takes me a second at the beginning of lessons to find my words. I feel that I should almost start
rehearsing and opening to make sure that I do not trip over my words or say the wrong thing. I think this would
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make for smoother future lessons and I would feel confident right from the start. Our group discussion during this
lesson went very well, there were minor distractions, but the students were easily brought back in with call back
cues such as “clap, clap, ready” “Clap, clap, okay”. I calmly called out a few students that were being disrespectful
during the story, but they did a good job at bringing their attention back.
Like mentioned before, I would try to make my opener so that it ran smoother, and something that I would also
like to change is the amount of time I pause for my open ended questions. I pause slightly, but I think it would open
up the room and discussion much more if I left a heavy pause after my questions. I need to learn to wait for multiple
answers, because if I do so the students will get much more out of the lesson. One other simple thing I would do,
just to make the lesson run slightly smoother is to have more of a system, for passing pictures out. I want to make
sure that everyone is getting an equal amount of time with the pictures and that the pictures aren’t being used as a
distractor. So instead of showing the virtual tour at the same time, I think it would be best to have another slide up
of pictures while they pass items around and I speak about them. After I have gathered the pictures, I would then
start the virtual tour assuring that I have all eyes on me.

Lesson #3

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lydia Hulscher
Grade Level: 3rd
Subject: Social Studies/Science (Geography)
Date: 3/10/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
3.G.1.2 Locate the seven continents, four oceans, and major physical features and regions of the United States on a
map or globe

Rationale (cite theories or theorists):

Kolb Experiential learning-Students will learn through reflecting upon what is going on around them and in the
classroom. I also think I incorporate Vygotsky into this lesson as students are learning from themselves, but also
those around them. Our group discussion supports the idea that it works wonders to learn from those around us
and see things from a different perspective. Constructivism is the idea that students are able to form their own
ideas, which are used in our open discussion, and also when they are able to bounce ideas off of each other.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to differentiate between different landforms and understand and point out what types are
around them by the end of the lesson.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students need to be able to understand the simple geography of the land around them. This will give them base and
background knowledge for future geography classes and will help them associate with their surroundings.

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Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
• 9 boys, 10 girls
• 2 Native American 

• 2 African American 

• 2 Thai 

• 15 Caucasian 

• 6 students on IEP 

• 2 ESL student 


Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 2 ESL students
• 6 students on IEP

• 4 students on daily behavior plans- scheduled times throughout the day to go to the resource room and
have small group assistance if needed. 1 of these students earns “brag tags” since they are out of the
classroom for a majority of the day for an adapted curriculum 

• 5 students earn “funny money” to spend at the store on Friday afternoons. 

• 5 with ADD/ADHD


List the materials/resources you will need to teach the lesson.

Smartboard activity and smartboard worksheet, writing utensil

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Smartboard, Computer

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Overall, the class should understand the content being presented to them. While working on independent work, I
will keep a close eye on the ESL students. The lesson is very group oriented so there shouldn’t be too much concern
or straggling behind. I will be extra caution to make sure the students are engaged and comprehending what is being
taught to them. I will give them extra assistance if needed.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will use a short ten-point quiz with 5 matching and 5 fill in the blank/short answer questions. I will use this to give
them a brief on my expectations of them and note that we will be learning about landforms for the next couple of
days.
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Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The Pre test data showed me which students I need to focus on, but also which parts of the quiz the
students didn’t understand. Over half of my students knew at least half of the content that was given two
them, scoring above 50% on the quiz. The other 44% scored 50 or below. This gave me a general idea of
who may need more assistance than others.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use callback cues during whole class work and monitor each student throughout the work time to make sure
they are on task and understand the assignment. I will make sure to wander around the room during work time to
ensure students are following along, understand, and assist them if necessary.

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 Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start the class with an open discussion asking questions such as “What is a landform? What are
examples of landforms? How can we define these as landforms? What are specific qualities it may hold?
This will help the students understand what I am looking for in response and what we are going to learn
about as a group.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
We will be going through a smart board activity together “Can you name the landform?” I will read the
clue or guidewords for each landform on the page and ask the students what they think it is. If we have a
general agreement I will pull back the shade and see if we were correct. If there are multiple answers, I will
have students stand or sit on the floor depending on whom they are in agreement with. After we have
gone through each of these landforms we will complete a short “is it high or low?” activity. Moving a
landform to the high or low category depending on its height.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
For the “you do,” I will simply have the students fill out a final worksheet to see what they have
comprehended for the day. This will show me to what extent they have learned by the end of the lesson.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Students will be asked to turn in their sheets once they have completed them. I will then use a call back
cue to bring their focus back on me and review what we learned for the day. I will then ask if there are any
questions before turning the floor back over to Ms. Vetch.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

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Name:______________________________ Date:___________________

Answer the following multiple-choice questions.

1. A landform that is surrounded by land on ALL sides is called a

a. Peninsula
b. Lake
c. Mountain
d. Valley
2. A landform that shoots lava is called a
a. Mountain
b. River
c. Volcano
d. Island
3. A landform that has water on ALL sides is called an
a. Peninsula
b. Lake
c. Plains
d. Island
4. A landform that is higher than the rest of the land surrounding it, but has a
flat top is called a
a. River
b. Plateau
c. Valley
d. Plains

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Write the landform that matches the picture

Word Bank

Plains Mountain Desert

Island Valley River

6.

5.

8.
7.

9. 10.

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 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
I am thrilled with the turn out that compares from the pre-test to the post-test with this lesson. As you can
see the average was about 94% and the Mode for these tests was 10/10 and everyone passed the post-
test successfully. MY students did a spectacular job and although the scores are not perfect, I feel quite
satisfied with how much they have improved since the pre-test. The pre-test scores had no perfect scores
and the post test had multiple, even a majority. I believe that my students really understand the geography
around them and would be able to identify between different landforms, if asked to in the real world.

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 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
During this lesson I realized that I would like to be more prepared for life’s ‘teaching moments.’ After presenting this
lesson we talked about how I could have made the word island into a teaching moment, because a student was
unsure of why it was spelled the way it was. I should have spun this around and used it to my advantage instead of
dismissing it the way I did.
I do think I improved greatly on some things I was concerned about in the past. I have begun to work my room much
more and my nerves are leaving the more I am in front of the class. I have used my tone of voice to get certain
messages across that I would have had to try much more with in the past. I also did my best to incorporate
movement in such a short lesson, and I think this was executed successfully. I wanted to make sure it wasn’t too
much that we got off task, being that we had such a short time together. I do wish for improvement still in my
management, I thought I was very well organized in this lesson, which was incredibly beneficial to me, but I still think
that there were certain outbursts that could have been avoided. One thing I think that I did very well was remaining
calm in any chaos that may have occurred. I may have been feeling tense or worried inside because of a certain
student outburst, but I managed to maintain my own emotions, while also maintaining my classroom and keeping
everyone on task. This was a big moment for me and I am very proud of myself for responding how I did, I think it
was my favorite moment to come out of a lesson this far.

Lesson #4

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Lydia Hulscher
Grade Level: 3rd
Subject: Science
Date: 3/19/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

3-PS2-1 -Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object. (SEP: 3; DCI: PS2.A, PS2.B; CCC: Cause/Effect)

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3-PS2-2- Make observations and/or measurements of an object’s motion to provide evidence for how a pattern can
be used to predict future motion. (SEP: 3; DCI: PS2.A; CCC: Patterns)

Rationale (cite theories or theorists):

I feel that this lesson focused in on Dewey’s method learning by doing as the students will be very hands on and
interactive with the stations involved in this lesson. I think they will appreciate this aspect of the lesson and it will
help in the long run with their comprehension and understanding of the content.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to make prediction about how an object moves and how the force of other objects affects it
after watching examples and using hands on tactics.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students will need to understand how things move and this will provide as a basis for future science classes the
students will have. This lesson also helps them comprehend patterns, a concept they will need and use regularly
throughout life. This lesson objective will also be effective with the students problem solving and critical thinking
skills.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
• 9 boys, 10 girls
• 2 Native American 

• 2 African American 

• 2 Thai 

• 15 Caucasian 

• 6 students on IEP 

• 2 ESL student 


Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 2 ESL students
• 6 students on IEP

• 4 students on daily behavior plans- scheduled times throughout the day to go to the resource room and
have small group assistance if needed. 1 of these students earns “brag tags” since they are out of the
classroom for a majority of the day for an adapted curriculum 

• 5 students earn “funny money” to spend at the store on Friday afternoons. 

• 5 with ADD/ADHD

List the materials/resources you will need to teach the lesson.

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 - I have 3 types of poster board with different levels of smoothness on them
- Matchbox cars
- Washers
- Time clock at each station
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
SmartBoard-Used for pre assessment and introductory portion of the lesson

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Overall, the class should understand the content being presented to them. While working on independent work, I
will keep a close eye on the ESL students. The lesson is very group oriented so there shouldn’t be too much concern
or straggling behind. I will be extra caution to make sure the students are engaged and comprehending what is being
taught to them. I will give them extra assistance if needed. I believe that the hands on form of the lesson will help
make it so that everyone understands quite easily. My students seem to respond well to lessons where they get to
work with things in front of them.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

This is a pre-assessment that is more informal than my others. I will have 3 slides each that show a scenario where
force and motion are used and there will be 3 options to the effect the scenario for example (will the car go fastest
on the gravel road, smooth road or muddy road) The other two slides will have to do with weight, and if the road is
slanted, curved, or straight. This will let me know what the students know and will give me results.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

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Based on these results the students have great need for improvement. Half of the students got either one
or no answers correctly. I also can see which students got which questions right and it shows that I need to
focus more on the level that friction has on the cars and also how weight can affect the force behind the
cars. This was a very helpful pre-assessment and I am glad I did it in advance.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use callback cues during whole class work and monitor each student throughout the work time to make sure
they are on task and understand the assignment. I will make sure to wander around the room during work time to
ensure students are following along, understand, and assist them if necessary.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start the lesson with definitions on a smart board slide. Definitions will include
- Force
- Motion
- Push
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 - Pull
- Friction
I will be reading off these terms, but also have an open-ended discussion with the students about what
these terms mean and how they are relevant to us. After our discussion I will introduce each station before
splitting the class up and explaining each spot. I will ask the student to think about what they think will go
the fastest and the slowest and track that on the work sheet I have given them.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
I will be having an open-ended discussion with the students while going over today’s terms. We will discuss
what each term means and how they are relevant to our lives as well as todays lesson. I will ask for
examples and ideas of how the class thinks we use these in everyday life. After our discussion I will break
up the students into three groups where they will play with cars and the forces that act upon them. Each
station will have a form of poster board, cars without washers taped to them, and cars without washers
taped to them. They will also be able to change the level of angle for the poster board with three different
block levels to hold it up. The poster board is what changes at each station. One will be smooth, one will
have small tacky bumps on them, and one will be made of sand paper.
After the students are done with their stations we will discuss how the results turned out and what forces
really had an impact on the motion of the car.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The students will go to each station and will use the different cars and levels, weights and types of roads.
The students will have a worksheet in which they will track the results of the stations and which car ends
up going the fastest. They will have 5 minutes at each station before switching.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
After the students are done with their stations we will discuss how the results turned out and what forces
really had an impact on the motion of the car. We will briefly go over the terms spoken about at the
beginning and discuss how they were used throughout the lesson. I will ask if there were any questions
and answer them so that we all have a better understanding as a group.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

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 I gave this to the
students later in the day to see what they retained and comprehended throughout the lesson. This worksheet does
a good job at telling me how well they understood what we did today, and showed me that most of the students
understood the content.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

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This lesson was a hoot. The students did a great job during discussion and based on the results of the post-
assessment really understood the objective of the lesson. They understand how different weights, inclines,
and frictions can affect how fast a car goes down a ramp. The group was responsive and made sure to ask
questions and because of this I feel that they did a wonderful job and understood what was being taught
to them.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson was great fun and the interactive aspect of it was incredibly effective. The students did a great job at
responding during discussion and were very curious and intuitive during it. They were respectful of each other and
did a wonderful job waiting while others were using the cars. They were very good at asking questions if they were
confused and you can tell by the results of the post-assessment how well they retained the information taught to
them. I feel that they really enjoyed the hands on aspect of the lesson and were excited to play with the cars. I do
think that the volume could have been slightly more controlled throughout this lesson, but if you were to listen to
the chatter it was majority educational. They were interested in what they were learning and used their critical
thinking and problem solving skills to fill out the sheets and achieve the objective of the lesson successfully.
This lesson did a great job at showing me how well these students can work in group functions and track results of
the content in front of them. This will prep me for future lessons and help me decide who can handle certain

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responsibilities.

Lesson #5
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Lydia Hulscher
Grade Level: 3rd
Subject: Math-Measurement
Date: 4/3/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
3.MD.4 Generate Measurements data by measuring lengths using rulers marked with halves, fourths, and an inch.

4.MD. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.

Rationale (cite theories or theorists):

In Vygotsky’s theory of Zone of Proximal Development (ZPD), it is based on the beginning of the lesson, students will
not know how to do the skill; however, throughout the lesson, they will learn how to complete the skill with
different ways to expand their knowledge with help from a teacher or someone else. By the end of the lesson, they
will be able to master the skill independently and prove that they understand the skill with minimal help.

Another Rationale used heavily in this lesson is John Dewey’s theory of learning-by-doing. The students will all be
working very hands on and measuring units after throwing cotton balls, or using their bodies to jump a distance and
then measuring it themselves. They are seeing hands on with their ruler how far something may have gone.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to measure multiple different lengths using rulers during centers and by the end of the class
have a better idea how to convert inches, feet, and yards.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students will use this for future classes and this will also help in daily life when it comes to measurements for rooms
or any home improvement project they may take on.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
• 6 boys, 9 girls
• 2 Native American 

• 1 African American 

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 • 2 Thai 

• 15 Caucasian 

• 4 students on IEP 

• 2 ESL student 


Describe your Knowledge of Students: In terms of the whole class and individual students

(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
• 2 ESL students
• 4 students on IEP

• 4 students on daily behavior plans- scheduled times throughout the day to go to the resource room and
have small group assistance if needed. 1 of these students earns “brag tags” since they are out of the
classroom for a majority of the day for an adapted curriculum 

• 5 students earn “funny money” to spend at the store on Friday afternoons. 

• 5 with ADD/ADHD

List the materials/resources you will need to teach the lesson.

Materials for this will be rulers, yard sticks, centers worksheets, tape to mark spots, cotton balls, and a pen or pencil.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
This lesson will use minimal technology if at all; we may use the smart board to write our conversion chart up on so
that all may see it.

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Overall, the class should understand the content being presented to them. While working on independent work, I
will keep a close eye on the ESL students. The lesson is very group oriented so there shouldn’t be too much concern
or straggling behind. I will be extra caution to make sure the students are engaged and comprehending what is being
taught to them. I will give them extra assistance if needed. The center style of lesson should make it so that they are
following and working along with their peers if in need of help.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will hand out a short work sheet the day before to see how much the students understand measurement. The
work sheet has nine questions in which the students decide if the objects should be measured in inches, feet, yards
etc. The results of this pre-assessment will show me how well my students understand measurement and the size of
things. This will also show me if they struggle with certain measurements more than others, directing me more focus
during my short portion of the lesson.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

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Based on these results my students really need assistance when it comes to measurement. While looking
through their papers I can see that they struggle more with yards, which is what I expected. Based on this I
know what to focus on and check with them during centers.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use callback cues during whole class work and monitor each student throughout the work time to make sure
they are on task and understand the assignment. I will make sure to wander around the room during work time to
ensure students are following along, understand, and assist them if necessary. The students will be in centers during
this lesson, which should help them to stay on task, however I will float around the room to make sure everyone
remains calm and has fun learning.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
To start the lesson I will be reading a portion of a story from the book ‘Millions to Measure’ I will mention
that we will be working with measurements and bring up rulers to the class. Throughout the story I will do
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my best to point out certain things about measurement that are relevant to todays lesson.

After our group discussion, I will also introduce our centers. I will give a short demonstration of each one
and make sure that students know what they are doing when they split off into small groups. I will make
sure to ask if there are any questions before moving on.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
For we do, I would like the students to have a very short and to the point discussion with me. I would start
by asking them about a ruler, how many inches are in a ruler? I would like to discuss these measurements
as well as how many feet are in a yard. I will write our conclusions on the board so the students have them
as a reference for the rest of the lesson.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The you do is the focus on this lesson, I want the students to work together and learn hands on about
measuring objects. I will have three centers set up in the area and monitor each of them throughout the
given time. At one center the students will be throwing cotton balls from a designated spot and then work
on measuring. They will measure their throw in both inches and then inches and feet combined. The next
center is the long jump, in which they and a partner will measure how far they can jump using the same
measurements as the cotton ball toss. Lastly they will have a worksheet in which they will place certain
objects listed in a word bank in into the correct column. There are three columns (inches, feet, and yards)
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
To reemphasize I will call the students back to their seats and ask them if they have any questions and
once more go over the conversions we wrote on the board earlier. I will then have them get ready for the
end of the day, as it will be close to three if not already.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

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31 | P a g e
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

This assessment was

slightly different from the pre-assessment. I used the pre-assessment and aligned it with my lesson to
inform me how much I would need to explain to the students and what content would need to be
reiterated. The post-assessment however was more of a test of what they learned or absorbed and
honestly I found it to be a bit more challenging that the pre-assessment they had before as well as the
worksheets they did during this lesson, however it was those worksheets that were supposed to prepare
them for this. I have to say I am slightly surprised by the results after all of the chaos that had been going
on during the lesson. I am happy with the results and feel that the centers were a successful method at
teaching my students and am very proud of their accomplishment. I also posted the packet I had the
students do during the lesson down below, to back up the knowledge that they were being taught during
the lesson.

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 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
This lesson was by far the most chaotic, but wow I enjoyed it. I definitely feel there was room from
improvement, but overall am happy how it went. I feel like the part of the lesson I could have improved on the most
this time is the introduction of it. I feel that with it being centers it was hard to give directions with the spread out
space. I also wish I could have started this lesson a tad earlier so we could have completely finished our packets in
one sitting. I think that it was smart to use the hallway to make use of my area, but it made directions a little more
difficult than anticipated. This lesson was full of energy and honestly one of my favorites to present. The students
were excited about the activities even though there were a few behavior issues. This was a great time to practice
working with students that acted out and I feel that I did this quite smoothly. The students may have been loud, but
they were all on task for the most part, making the end of the day an energetic and educational one.
This lesson gave me the opportunity to reflect on how far I have come throughout the entire semester. I feel as if
my lessons have become more creative as I got to know my class and understand what worked for them. I feel that
my organization and management skills were shown pretty well in this lesson as well as the knowledge of my
students. I hope that I can create many more fun lessons like this in the future and overall am pleased with the
lesson went. I have noted where I can make changes for the next time I use this lesson and am excited to see how it
goes during the next go around.

Name:

________ Inches = 1 foot ________ Inches = 2 feet ________ Inches = 3 feet

________ Inches = 4 feet ________ Inches = 5 feet ________ Inches = 6 feet

Cotton Ball Throw

Name Throw Inches ONLY Feet AND Inches

Throw 1

Throw 2

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 Throw 1

Throw 2

Standing Long Jump

Name Jump Inches ONLY Feet AND Inches

Jump 1

Jump 2

Jump 1

Jump 2

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 Now it is your turn! Think of items that you would measure with inches, feet, and yards.
Write at least 5 in each category.

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 Teacher Work Sample Scoring Rubric
Student Teaching Experience

Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1

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 All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Lessons allow for numerous
Standards/Objectives connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students’ prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology
cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
all of the identified needs of
individuals, small groups or
Accommodations the class by including
specific methods of
differentiation,
accommodations and
modifications.
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Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students’ prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Lessons contain minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lessons allow for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Incorporates a pre-
assessment which
partially measures
students’ prior
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Lessons contain no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).
Lessons allow for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.
Does not incorporate
evidence of a pre-
assessment to measure
students’ prior knowledge
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
 Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson Consistently checks for
Implementation student understanding
throughout the entire lesson
(I Do/We Do/You Do) cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Analyzes
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students’ progress toward
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Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students’ progress toward
mastery of the objectives
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
students’ progress toward
mastery of the objectives
 mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
Lesson Reflection: relevant successful teaching
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Writing Skills Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
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from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
students’ progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Writing has frequent
errors in spelling,
grammar, punctuation,
and/or sentence
structure, and this
somewhat detracts from
overall quality.
Overall Quality:
Writing and quality of
paper are in
development but
resubmission is not
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
needs to significantly
develop in the area of
communicating thought
and purpose.
Conventions:
Writing has numerous
errors in spelling,
grammar, punctuation,
and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:
Poorly written, low-quality
paper. Resubmission
required.
 required.

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