Journal Entry Form – Adrian Vega 
Journal Entry for the week of: ____4/14/19____ 
Person who taught the described lesson was:  
Cooperating Teacher Teacher Candidate
At the beginning of the lesson:   
Describe what will be the teacher said and did… 
This lesson was started by presenting a multi
step word problems on a PowerPoint, and
asking students to diagnose what the question
was looking for is an answer. The first slide
asked him what is the question asking me to
find for my answer? Students were instructed
to not solve the word problem but answer the
questions about the problem.The students
were then asked what information is
important set up the problem? And then the
information would be written on the
whiteboard to highlight what was needed.
Since the question required multiple steps in
order to solve, students were asked to find
with the first in math skill needed to be
performed first. They were then asked what to
do with the number they received as an
answer. They were then asked to perform
another math skill if necessary. Lastly
students were asked to give an
TAP Rubric Domain(s)  
[as assigned by University Supervisor] 
TAP Rubric Descriptor (s)  · provide opportunities for
Co-Taught by both CT/ST 
What was the students’ response to the 
instruction? What did the students say and do? 
Students were shown a word problem on a
slideshow displayed at the front of the class.
The word problems displayed on the left side
of the slideshow, but on the right were
different questions that the students would
have to answer about the question. Students
took turns diagnosing which steps to take in
information to use in order to find the answer
in a multi step word problem. Students were
asked to reflect on previous homework
assignments to confirm or revise their
answers.
Instruction 
· support the lesson objectives;
· are challenging;
· sustain students’ attention;
· elicit a variety of thinking;
· provide time for reflection;
· are relevant to students’ lives;
student-to-student interaction;
· induce student curiosity and
suspense;
· provide students with choices;
· incorporate multimedia and
technology and;
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 incorporate resources beyond the
school curriculum texts (e.g., teacher
candidate-made materials,
manipulatives, resources from
museums, cultural centers, etc.).
TAP Rubric Indicator (s)  Activities and Materials
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
I feel since I created the slideshow that I provided the material that I made for the class to use.
The material was a slideshow so I introduced technology, and because I gave students many
speaking options, I feel I had their attention and they were engaged.
Feedback:
My cooperating teacher said that my ability to take a homework assignment, find an area
where students were struggling, breakdown skills they need to practice, and provide an
introduction to a lesson reviewing those skills showed my growth in understanding my
students needs.
 
In the middle of the lesson:   
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
At this point in the lesson, the objective was
for students to memorize conversions length
Students would look at the image that should
and capacity in customary units. On the
representations of converting units of length in
slideshow I introduce length by showing a
measurement. Students would then share the
conversion reference of inches into feet, feet
measures of each visual, and then they would
in the yards, in miles into feet. I would then
be shown a chart that had the actual numbers
asked students questions about how to create
of each conversion. Students would then
equations to solve conversions. I would then
create equations to solve different conversion
give them different links in inches yards in
questions, practice using those equations to
feet and asked them to come for them into
see if they could be true, and sharing their
another measure. I then showed students
ideas with the class. Afterwords, students
equations I wanted them to use to solve each
were shown correct equations to use in order
conversion, and provided practice questions
to solve conversions and measurements, and
in the slideshow for us to discuss an entire
given problems to practice using notes.
class. I repeated the same process for units of
measure.
TAP Rubric Domain(s)   Instruction 
[as assigned by University Supervisor]   
· support the lesson objectives;
· are challenging;
· sustain students’ attention;
· elicit a variety of thinking;
TAP Rubric Descriptor (s) 
· provide time for reflection;
· are relevant to students’ lives;
· provide opportunities for
student-to-student interaction;

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 · induce student curiosity and
suspense;
· provide students with choices;
· incorporate multimedia and
technology and;
incorporate resources beyond the
school curriculum texts (e.g., teacher
candidate-made materials,
manipulatives, resources from
museums, cultural centers, etc.).  
TAP Rubric Indicator (s)  Activities and Materials
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
I feel the standard listed for students to be able to convert customary units to be very minimal,
so I believe my PowerPoint asked students to go beyond the standards. Students were also
given opportunities to work with each other improve their ideas on which equations will be
correct. At the end of each unit of measure students were given time to evaluate their equations
compared to the ones given, and reflect on whether or not there’s were correct.
Feedback:
My cooperating teacher said that it looked like three Madeline Hunter lesson plans in one. She
said that the variance and student understanding of just feet,inches, and yards makes them
difficult to teach all at once, but by teaching them his equations to be solved all students can
perform basic math functions in order to do so.
At the end of the lesson:   
 
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
at the end of the lesson, students were asked
to perform the steps in order to solve multiple Students used equations in order to solve multi
step word problems, and or equations in step word problems dealing with units of
solving conversions of customary lengths and measurement and capacity. Students took
capacities. Students were asked to divide their information from word problems and created
desk in the three sections, and use their white equations using whiteboard on their desk in
board marker to solve three word problems on order to find their answers. At the end of the
the slideshow on their desk. The students work time students were asked to share their
were given about 8 to 10 minutes in order to work process with the class.
perform the work before we review the
answers as an entire class.
TAP Rubric Domain(s)  
Instruction 
[as assigned by University Supervisor] 
· support the lesson objectives;
· are challenging;
· sustain students’ attention;
TAP Rubric Descriptor (s) 
· elicit a variety of thinking;
· provide time for reflection;
· are relevant to students’ lives;

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 · provide opportunities for
student-to-student interaction;
· induce student curiosity and
suspense;
· provide students with choices;
· incorporate multimedia and
technology and;
incorporate resources beyond the
school curriculum texts (e.g., teacher
candidate-made materials,
manipulatives, resources from
museums, cultural centers, etc.).  
TAP Rubric Indicator (s)  Activities and Materials
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
I feel like tied up all of the objectives in the lesson together in the closing, and even though the
materials were limited, the activities engage the students in providing meaningful learning for
solving multiple step word problems and converting units of customary measure and capacity.
Feedback:
Mrs. Smith give me a high praise on the first activity of diagnosing steps in a word problem.
She found my lesson on customary units to be simple but all that was necessary. After my
lesson we discussed that my use of a PowerPoint was appropriate because I had so many
interactive breakaways for the students to work individually, small groups, and then even share
their answers whole class.
 
 

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