Amani Cox

429 Teacher Work Sample

Lander University Teacher Education
1. Contetual !actors "L# 1.$% "&'S 1%
Classroom (actors) My classroom setting is an extended resource classroom. Students sit
at assigned desks that are about a foot apart from each other. For small group activities
and one-on-one sessions, there is a kidney table available. here are hooks by the door,
for students to place and gather their belongings !hen entering and exiting the classroom.
here is an area, in the classroom, for reading books and playing games during free time.
Students also have a resource corner, !ith encyclopedias and dictionaries, to aid them in
!riting lessons. " bathroom is also located inside the classroom. Students have access to
technology at the computer lab station in the back of the classroom. " Smart #oard is
available for the teacher to use to display content and allo! interactive activities. here is
also an overhead pro$ector available to pro$ect content. Students have access to an %&ad
for educational purposes and for use during free time.
"lmost daily communication !ith parents is attempted through the !eekly home!ork
sheets. hese are stamped every day as noted in the discipline plan. 'otes about
behavior, !ork, or other topics are !ritten by the teacher as needed. he student(s
class !ork papers are sent home for parent revie! each Monday. hese go in a large
envelope !ith designated lines for parents( signatures. &arents are also asked to
choose one of their student(s papers each !eek and send it back to school !ith a note
of encouragement to the student. hese are posted in the hall.
he students are taught using S)" )eading, decoding, and mathematical resources. he
follo!ing are corrections guidelines for S)" *orkbooks, 'otebooks, and +omposition
books,
1. Use a 'en. *o not erase.
2. *ra+ one line throu,h the +ron, ans+er and +rite the correct ans+er -eside or
a-ove. .ever +rite over other +ritin,.
$. Cross out the +hole +ron, ans+er/ not 0ust a letter or num-er. Write the +hole
correct ans+er.
4. Spell correctly. Use your resources.
1. 2ead my notes3
4. 5( you don6t understand somethin,/ ask.
S)" -roup expectations,
Amani Cox
Sit all Track !ith your finger &ns!er on signal
2espect others
The mission o( Sprin,(ield Elementary school is to provide a proper environment
+here all children can achieve to their (ullest potential. Every student +ithin the
school (ollo+s the 7S85.E9 motto and epectations.
Self-control, be responsible for yourself and your actions
8onesty- be true to yourself and others
5ndependence- Make good choices on your o!n
.eatness, take pride in yourself and your surroundings
Engagement, actively participate and stay on task
Student Characteristics) .ight students are extended resource students and three are self-
contained students for a total of // students. here are five girls and six boys. Six are "frican-
"merican, three are +aucasian, one is "frican-"merican0+aucasian, and one is 1ispanic.
2anguage is not a barrier !ithin the classroom. here is only one second grader, one third grader,
seven fourth graders3 t!o fifth graders. 'ine students have been diagnosed !ith a Specific
2earning 4isability and t!o are 5ther 1ealth %mpaired. Some students take medication. heir
abilities range from first to fourth grade levels in reading and second to fourth grade levels in
math. For students repeating grades, it is important for them to grasp the material given so that
they may move for!ard academically. hey are to meet certain goals and ob$ectives .Most of the
class is primarily auditory and kinesthetic learners so a variety of methods should be used to
meet all of their needs.
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Amani Cox
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5nstructional implications) he student(s abilities range from first to fourth grade levels in
reading and second to fourth grade levels in math. Students are taught using S)". S)" allo!s
teachers to teach students at different reading and math levels simultaneously, using the same
materials. .very student is responsible for their o!n learning. % !ould not have students sitting in
groups for S)" lessons being that there is the possibility of !andering eyes. Students !ould
be assigned to desks based on behavior and need. % !ould be rotating throughout the classroom
helping students. Students !ho reFuire additional assistance !ill be placed at the front of the
classroom. Students that may be a distraction to other students, !ithin the classroom, !ill be
placed accordingly. %t is important for students to understand and follo! directions using this
method of teaching. Student(s disabilities can interfere !ith this process. Students may not
follo! directions correctly, become lost during lessons, and fall behind !ith the rest of the class.
.very student in the class should actively participate in the lessons by ans!ering on signal and
follo!ing directions.
Gno!ing this information is important to kno! as a teacher because contextual factors
play an important role in classroom management. Socioeconomic factors, including parent
educational levels and family income, determines a student(s background and can shado! light
on negative and inappropriate behaviors in the classroom. 1unger also could be a problem. here
are some students !ho complain of being hungry early into the day. % !ould provide snacks for
all of my students so that they can concentrate on the lesson and not their hunger. Gno!ing the
different cultures, ethnicities, and values of each student can prevent stereotyping and bulling
building a safe and !elcoming classroom environment. here is a 1ispanic student in my
classroom. She fluently speaks .nglish, but comes from a household !here Spanish is the
dominant language. his affects her !riting. % !ould need to provide more one on one attention
Amani Cox
to her so she !ould understand the components of !riting in Standard .nglish. % !ould also need
to be mindful of her culture so that % do not offend her. he demographics of the classroom can
affect classroom management as !ell. "n overly decorated classroom can be distracting to some
students. he arrangements of desks can lead to increased student interactions or negative
behaviors. "lso, kno!ing the characteristics of each individual student can help teachers
understand !hat methods !ill !ork for !hich students. Some students are also early finishers. %
!ould need to plan some type activity accommodate them !hile the rest of the class continues to
!ork. "ll of this information !ill guide me into planning and teaching my lessons so that the
needs of all of my students are met accordingly.
2. Learnin, #-0ectives "L# 1.2 : 1.$%"&'S 1 : 4%
Lesson 'lan ;1) <eometry "Line o( Symmetry%
5nstructional #-0ective) *hen creating a graph of symmetrical and non-symmetrical shapes,
students !ill be able to identify, label, and dra! single or multiple lines of symmetry correctly :
out of D times.
&li,nment +ith standards) Common Core Strand= <eometry
=4.<.&.$= 4ra! and identify lines and angles, and classify shapes by properties of their lines and
angles.
he ob$ective is appropriate in terms of development because students already understand
shapes in different categories HsFuares, triangles, rectangles, etc.I and are able to
distinguish bet!een defining attributes in different siAes and orientations. Students are
also able to correctly dra! and identify lines Hvertical, horiAontal, and diagonalI !hich
!ould allo! them to grasp the concept of the line of symmetry.
Lesson 'lan ;2) Writin, " Oh, the Places you'll go!)
5nstructional #-0ective) *hen given a !riting prompt, students !ill be able to !rite a short
explanatory text about the given topic, using a checklist, /==J of the time H< out of <I.
&li,nment +ith standards) Common Core Standard= Writin,
=W.4.2= *rite informative0explanatory texts to examine a topic and convey ideas and
information clearly.
he ob$ective is appropriate in terms of development because students are able to recall
information from experiences or gather information, !rite independently for a short time
frame, and, !ith guidance, they are able to plan, revise, and edit their !riting. hey have
already revie!ed !hat elements are needed to !rite sentences correctly !ith their current
teacher.
Lesson 'lan ;$
5nstructional #-0ective) *hen read an appropriate leveled text, students !ill demonstrate an
understanding of story elements by correctly identifying the characters, setting, !ish, problem,
actions, turning point, and message seven out of seven times.
Amani Cox
&li,nment +ith standards) Common Core= 2eadin, Standards (or Literature
=2L.$.1. "sk and ans!er Fuestions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the ans!ers.
=2L.4.2. 4etermine a theme of a story, drama, or poem from details in the text3 summariAe the
text. ------)2.7.<.4escribe in depth a character, setting, or event in a story or drama, dra!ing on
specific details in the text He.g., a characterKs thoughts, !ords, or actionsI.
he ob$ective is appropriate in terms of development because students already have a
basic understanding of !hat are the elements of a story Hbeing able to describe characters,
settings, and ma$or events in a story using key details.I hey have studied and revie!ed
these elements previously in similar lessons. hey are able to use illustrations and details
in a story to describe its characters, setting, or events. Students have practiced ans!ering
Fuestions as to !ho, !hat, !here, !hen, !hy, and ho! to demonstrate an understanding
of key details in a text.
Lesson 'lan ;4
5nstructional #-0ective) *hen provided a +omic book strip, students !ill develop !ritten story
lines, using a checklist for specific criteria to be included, four out of four times.
&li,nments +ith standards) Common Core=Writin,) 'roduction and *istri-ution o(
Writin,
=W.1.4) &roduce clear and coherent !riting in !hich the development and organiAation are
appropriate to task, purpose, and audience.
=W.1.1) *ith guidance and support from peers and adults, develop and strengthen !riting as
needed by planning, revising, editing, re!riting, or trying a ne! approach.
he ob$ective is appropriate in terms of development because students are able to use
illustrations and details in a story to describe its characters, setting, or events. hey have
previously practiced ans!ering Fuestions as to !ho, !hat, !here, !hen, !hy, and ho! to
demonstrate an understanding of key details in a text.
Lesson 'lan ;1
5nstructional #-0ective) *hen given a graphic organiAer, students !ill identify traits associated
!ith characters, from an appropriate grade leveled text, and provide examples from the text to
support their identified traits, using a checklist, /==J of the time.
&li,nment +ith standards) Common Core= 2eadin,) Literature,
2L.4.$= 4escribe in depth a character, setting, or event in a story or drama, dra!ing on specific
details in the text He.g., a characterKs thoughts, !ords, or actionsI.
he ob$ective is appropriate in terms of development because students are able to describe
characters in a story He.g., their traits, motivators, or feelingsI and explain ho! their actions
contribute to the seFuence of event. hey are also able to describe ho! characters in a story
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respond to ma$or events and challenges. Students have previously practiced describing
characters, setting, and ma$or events in a story, using key details in previous lessons.
3. &ssessment 'lan "L# 2.$%"&'S $%
Character &nalysis "S8#WC&SE% &ssessment 'lan= 4
th
,rade
2esson 5b$ectives "ssessments Format of Formative
"ssessments
"ccommodations
*hen given a graphic
organiAer, students !ill
identify traits associated
!ith characters, from an
appropriate grade
leveled text, and provide
examples from the text
to support their
identified traits, using a
checklist, /==J of the
time.
&re- %nput and
participation during the
discussion about
possible clues that !ill
be revealed by the
author from the read-
aloud.
4uring- &resentations of
pantomime activities.
&ost- +ompleted
graphic organiAers !ill
be collected at the end
of the lesson.
&re- 5bservation
4uring- +hecklist
students !ill be
assessed based on
their presentations of
their pantomimed
characters and
emotions.
&ost- -raphic
organiAers !ill be
collected and
assessed based on
completeness.
Students !ill be
given appropriate
!ait time to respond
during discussions.
*hen creating
pantomime poses, %
!ill provide a
demonstration for
students !ho arenKt
Fuite understanding
the directions given.
Students !ill be
given additional time
to create their pose if
necessary. Eerbal
Fues !ill be provided
for students to
present pantomime
activities and during
discussions.
4uring the character analysis lesson, students !ill be assessed using a variety of
measures to $udge student performance. Students !ill engage in a hands-on activity to prepare
them for the completion of a graphic organiAer at the end of the lesson. he ob$ective of the
lesson is for students to identify character traits, provided through clues from the author, from a
read-aloud. Students !ill have to identify examples from the story to defend their statements. "t
the beginning of the lesson, students !ill engage in a discussion to identify the types of clues an
author may provide about characters in a story. his discussion !ill help guide my lesson as %
!ill be observing !hat my students already kno! about the information % !ill be presenting in
the lesson. Students !ill be assessed based on their participation during the discussion. he
Amani Cox
ma$ority of the students in the class are very eager to learn and active participants in discussions
and activities. "s % observe students throughout my lesson, students !ho are not actively
participating !ill be called upon. 4uring the pantomime activity of the lesson, students !ill be
assessed based on their presentations of their given character and emotion. " checklist !ill be
used to note each studentKs participation. o!ards the end of the lesson, students !ill complete a
graphic organAer. heir graphic organiAers !ill be assessed based on completeness, but students
!ill also be assesed based on their participation in this discussion as !ell. % !ould like them to
aFuire complex and non-generic vocabulary !ords He.g., kind, scary, mean, etc.I as !e compare
and contrast the characters from the read-aloud. "ccomodations !ill be given for students
throughout the lesson as needed. Students !ill be given appropriate !ait time to respond during
discussions. here are some students !ho struggle !ith follo!ing directions. *hen creating
pantomime poses, % !ill provide a demonstration for students !ho arenKt Fuite understanding the
directions given. % allotted /? seconds for students to create their pantomime poses. Students !ill
be given additional time to create their pose if necessary. Eerbal Fues !ill be provided for
students to present pantomime activities and during discussions.
4. %nstructional 4esign- 2esson &lans H25. /./, /.<, /.7, ;.;, L ;.?IH"&S ;, ? L BI
Lesson 'lan 1) <eometry
Teacher Candidate) "mani +ox *ate and Time o( Lesson) February ;D, ;=/7
School) Springfield .lementary Su-0ect> <rade Level) Mathematics0 7
th
*escription o( Lesson) Students !ill attempt to identify and dra! lines of symmetry in
symmetrical and non-symmetrical images and shapes during a stimulating activity !ith &lay
4ough.
Curriculum Standards &ddressed)
+ommon +ore Standard 7.-.".<- -eometry
4ra! and identify lines and angles, and classify shapes by properties of their lines and angles.
Cross Curricular Connections) he book for our read-aloud, 2et(s Fly a Gite, has some
elements of good manners and sharing HSS+" standard- sharingI. Science !ill be integrated into
the lesson !hen !e look at images of different flo!ers and insects that could possibly be
symmetrical. Some of the stencils for the &lay 4ough are of different animals that students !ill
name and identify.
5nstructional #-0ective"s% Criteria &ssessment"s% o( the #-0ectives
*hen creating a graph of symmetrical and non-
symmetrical shapes, students !ill be able to
identify, label, and dra! single or multiple lines of
"s a pre-assessment, there !ill be a discussion to
assess !hat students already kno! about lines of
symmetry.
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symmetry correctly : out of D times. *hen examples of symmetrical and non-
symmetrical images are discussed during the
lesson, Students !ill be monitored and asked
Fuestions about !here and ho! they discovered
the line of symmetry.
"fter the lesson, students !ill create a t!o column
graph. hey !ill organiAe and label the figures
they discovered to be symmetrical and non-
symmetrical during the &lay 4ough "ctivity. his
!ill be collected and used to assess each studentKs
understanding of the lesson.
?aterials> 2esources)
2etKs Fly a Gite by Stuart >. Murphy
&rinted images !orksheet
&lay 4ough
Stencils
&lastic knives
+onstruction paper
'rere@uisites "'rior Ano+led,e%)
Students should be able to understand shapes in different categories HsFuares, triangles,
rectangles, etc.I and distinguish bet!een defining attributes in different siAes and
orientations.
Students should be able to correctly dra! and identify lines Hvertical, horiAontal, and
diagonalI.
2e(erences) 'one
'rocedures)
1. )ead-aloud, 2etKs Fly a Gite by Stuart >. Murphy Hillustrated by #rian FlocaI. "s !e
read through the story !e !ill have short discussions about sections in the story that
demonstrate the line of symmetry.
2. State the 5b$ective, oday !e !ill be learning about the 2ine of SymmetryM
3. *hat is symmetry6 " line of symmetry is an imaginary line that divides a figure in half.
%f you fold a figure along a line of symmetry, both sides match. his is called a mirror
image. Symmetry is found in nature, in art, in common ob$ects, in letters, and more. *e
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!ill then look at different images that could possibly be symmetrical or non-symmetrical
using a &o!er&oint. *e !ill do the first four images together. % !ill do the first one as a
demonstration. For the next three, students !ill be able to volunteer to come up to the
Smart #oard and dra! the line of symmetry.
4. "fter !orking through the first four, students !ill complete the rest of !orksheet by
themselves. "fter!ard, students volunteer Hstudents !ho have not already participatedI to
sho! !here they dre! the line of symmetry Hif presentI on the Smart #oard. %f the
images do not have a line of symmetry, !e !ill discuss !hy they do not.
"EE*& Standards= 2eal +orld Connections%
Eamples= Symmetrical 5ma,es)
Butter(ly
'eople
Some letters "&/ W/ 8/ etc.%
Eamples= Symmetrical 5ma,es "?ultiple lines o( Symmetry%)
!lo+ers
Shapes =s@uares/ rectan,les/ circles/ etc.
Eamples= .on=Symmetrical 5ma,es)
Lady -u, +ith odd num-er o( spots
Some letters "B/ '/ 2/ etc.%
5. 'ext, !e !ill begin our stimulating activity.
.ach student !ill be provided a t!o-column graph labeled Symmetrical and 'on-Symmetrical.
Symmetrical 'on-symmetrical
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%mage
%mage
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6. Student !ill then pick a color of &lay dough. hey !ill also be handed a safe utensil for
cutting the &lay 4ough and three or four stencils.
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7. *hen prompted to start, students !ill use the &lay 4ough to stencil out different figures.
hey !ill determine !hich images are symmetrical or non-symmetrical. hey may
s!itch stencils !ith a nearby partner !hen they have used all of theirs.
8. "s they determine !hich images are symmetrical or non-symmetrical, they !ill dra!
them in the correct area of their graph. heir figures must sho! the line of symmetry.
9. "fter s!itching one time !ith a partner and completing their graphs, students !ill clean
up their &lay 4ough and return utensils and stencils to their containers.
10. heir graphs !ill be collected for assessment.
11. o end the lesson, students !ill turn and talk !ith a partner about !hat they learned in
todayKs lesson. .ach pair !ill report !hat they have learned !ith the rest of the class and
!e !ill engage in discussion as needed.
&ccommodations) .arly finishers are allo!ed to make corrections on their class!ork and
home!ork until told to do other!ise.
Technolo,y) echnology !as incorporated !ithin this lesson !ith the use of a &o!er&oint on the
Smart #oard. Students !ere provided a !orksheet displaying different symmetrical and
asymmetrical images. % displayed a &o!er&oint that sho!ed the same images. "s !e !ent
through the !orksheet together, % gave students a visual of !here the line of symmetry should be
His presentI in the image. Students !ere also able to volunteer to come to the board and dra! the
line of symmetry.
&ctivity &nalysis) he ob$ective of this lesson !as to have students create a graph and
categoriAe symmetrical and non-symmetrical shapes. hey had to identify, dra!, and label single
or multiple lines of symmetry correctly seven out of eight times. My instructional strategy
supported my ob$ectives because students !ere first exposed to the line of symmetry through a
variety of !ays. "fter discovering !hat the line of symmetry !as, they practiced identifying and
dra!ing a line of symmetry on a !orsheet and in a &o!er&oint on the classroom Smart #oard.
Students also had the opprotunity to participate in a hands-on activity !here they could visually
see !here they could Hif presentI dra! a line of symmetry. hey had to use the kno!ledge
aFuired in the beginning of the lesson to determine this. his lesson !as taught to a group of
forth graders. "s elementary students, % kne! they !ould be excited about being able to do
something fun and different in a lesson. % used &lay 4ough as a material resource for this lesson
to engage my studens and get them involved. % used a variety of stencils to appeal to both boys
and girls. here are a lot of opprotunities !here &lay 4ough is appropriate in a lesson and this
!as one of them. My students absolutely loved being able to use it.
Lesson 'lan 2) EL& "Writin,%
Teacher Candidate) "mani +ox *ate and Time o( Lesson) March 7,
;=/7
School) Springfield .lementary Su-0ect> <rade Level) .2"L *riting0
7
th

Amani Cox
*escription o( Lesson) "fter reading the story, by 4r. Seuss, Oh, the Places You'll Go! students
!ill brainstorm a list of places they !ould like to go. hey !ill !rite about the place they !ould
like to visit, !hy they !ould go there, !hat !ould they do, and illustrate their responses.
Lesson Title, 5h, the &laces % !ill goM
Curriculum Standards &ddressed)
+ommon +ore Standard *.7.;- *riting
;. *rite informative0explanatory texts to examine a topic and convey ideas and information
clearly.
Cross Curricular Connections) -eography !ill be incorporated into the lesson as !e discuss
!here the different places they !ould like to visit are in the !orld. "rt !ill be incorporated
!ithin the lesson !hen students illustrate !here they !ould like to go.
%nstructional 5b$ectiveHsI +riteria "ssessmentHsI of the 5b$ectives
*hen given a !riting prompt, students !ill be
able to !rite a short explanatory text about the
given topic, using a checklist, /==J of the time H<
out of <I.
1. Students !ill be observed for participation.
*ith a checklist, each student !ill identify
their place.
2. *hen each student completes their rough
draft, they !ill be assessed on progress and
their attempt to correctly ans!er the three
element Fuestions independently.
3. he final drafts of their !riting !ill be
collected and assessed based of < elements
H*here, !hy, and !hat6I hey !ill also be
assessed for spelling and punctuation.
?aterials> 2esources)
Oh, the Places You'll Go! #y 4r. Seuss
2ined !riting paper
4ry erase board
&encils
+rayons
'rere@uisites "'rior Ano+led,e%)
1. Students should be able to recall information from experiences or gather information.
2. Students should be able to !rite independently for a short time frame.
Amani Cox
$. *ith guidance, students should be able to plan, revise, and edit their !riting.
4. Students must understand !hat elements are needed to !rite sentences correctly.
2e(erences) 1&,00!!!.learnnc.org0lp0pages0;88:6refNsearch
'rocedures)
/. )ead-aloud, Oh, the Places You'll Go! #y 4r. Seuss
;. 5b$ective, oday !ere going to !rite about some places you !ould like to go and visit.
<. Students !ill brainstorm, to themselves, for three minutes about some places they !ould
like to visit. hey !ill be encouraged to think of places they have never visited.
7. 5n the !hite board, !e !ill !rite a list of the places students !ould like to visit. Students
!ill explain if their place is a common noun or a proper noun. .ach place !ill be !ritten
in a column separated by proper nouns and common nouns.
?. 5n a sheet of paper, students !ill copy 5h, the places % !ill goM % !ill go... from the
board. *hen prompted, they !ill continue to !rite independently about !here they
!ould like to go. here !riting must ans!er the follo!ing Fuestions,
*here are you going6
*hy do you !ant to go there6
*hat !ill you do there6
Students +ill -e reminded to use +hat they already kno+ a-out sentences to +rite their
sentences= capital letter/ period/ su-0ect/ and action predicate. Students +ill also -e
reminded to use the resources around them to aid them +ith their +ritin, and spellin,.
B. *hen finished, students !ill raise their hand for their rough draft to be revie!ed. "fter
being revie!ed by the teacher, each student !ill be paired !ith another student !ho !ill
read their rough draft. Feedback must be offered on that studentKs paper. hey must make
one positive comment and one suggestion H..4" standard- collaborative learningI. %f
necessary, students !ill make corrections and add information to complete their drafts.
:. Students !ill be handed a piece of lined paper !ith a small box for illustration. Students
!ill copy their final drafts and illustrate their sentences.
D. Summary and discussion, .ach student !ill read !here they !ould like to go and !hy to
the rest of the class.
8. heir papers !ill be collected for assessment.
&ccommodations) .arly finishers are allo!ed to make corrections on their class !ork and
home!ork until told to do other!ise.
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Technolo,y) echnology !as not included !ithin this lesson as students being that students !ere
doing a !riting lesson.he ma$ority of the lesson !as provided for students to brainstorm and
!rite their short passages. *e used the !hite board as a resource instead.
Lesson 'lan $) EL& "Story elements%
Teacher Candidate) "mani +ox *ate and Time o( Lesson) March ;=, ;=/7
School) Springfield .lementary Su-0ect> <rade Level) .2"L *riting0 <-7
th
*escription o( Lesson) Students !ill gain a better understanding of the elements of a story !ith
a read-aloud of a story guided by discussion.
Lesson Title, Story .lements
Curriculum Standards &ddressed)
SC.CC.2L.$=4 2eadin, Standards (or Literature
Aey 5deas and *etails
=)2.<./. "sk and ans!er Fuestions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the ans!ers.
-)2.7.;. 4etermine a theme of a story, drama, or poem from details in the text3 summariAe the
text. ------)2.7.<.4escribe in depth a character, setting, or event in a story or drama, dra!ing on
specific details in the text He.g., a characterKs thoughts, !ords, or actionsI.
Cross Curricular Connections) " #ad +ase of Stripes by 4avid Shannon teaches individuality.
he book sho!s students that it is okay to be yourself, to like things that other people may not
like, to be good at something that other people may think is strange or different and to not !orry
about !hat those people think.
%nstructional 5b$ectiveHsI +riteria "ssessmentHsI of the 5b$ectives
*hen read an appropriate leveled text, students
!ill demonstrate an understanding of story
elements by correctly identifying the characters,
setting, !ish, problem, actions, turning point, and
message seven out of seven times.
Students !ill be informally assessed on their
kno!ledge and participation of identifying the
elements of a story based on hand signals and
stating definitions.
Students !ill be informally assessed during the
discussion based on their responses !hile
completing the graphic organiAer. &rovide
immediate feedback !hile conversing !ith
students.
Story of elements FuiA
Amani Cox
?aterials> 2esources)
A Bad Case of Stripes by 4avid Shannon HScholastic, ;==7I
*hiteboard and markers
'rere@uisites "'rior Ano+led,e%)
Students should have a basic understanding of !hat are the elements of a story Hbeing
able to describe characters, settings, and ma$or events in a story using key details.I
Ose illustrations and details in a story to describe its characters, setting, or events.
Students should be able to ans!er Fuestions as to !ho, !hat, !here, !hen, !hy, and ho!
to demonstrate an understanding of key details in a text.
'rocedures)
/. ell students !e !ill be revie!ing the elements of a story by reading A Bad Case of
Stripes. Students !ill be informed that it is important for them to be able to recall the
basic elements of a story as they are listening. Students !ill need to listen for the
follo!ing story elements,
he settin, tells the place and time of the story.
he characters are the people or the animals that act out the story.
he +ish is !hat the main character is struggling to get.
he pro-lem is the struggle bet!een the main character and the blocking force that keeps the
main character from getting the !ish.
he actions are !hat the main character and the blocking force do to !in the struggle.
he turnin, point is !hen something happens to turn or stop the struggle.
he messa,e is the lesson about life the story hopes to share.
;. #efore reading the story, students !ill act out the each definition of the story elements by
using hand signals and stating definitions together.
<. )ead-aloud A Bad Case of Stripes by 4avid Shannon.
Story) +amilla +ream loves 2ima beans, but she never eats them. *hy6 #ecause the other kids
at her school don(t like them. "nd +amilla +ream is very, very !orried about !hat other people
think of her. %n fact she is so !orried that she(s about to break out inP" #ad +ase of Stripes. "ll
the kids laughed at her. hen all these experts and specialists came to help but they couldnKt so
finally a little old lady came and helped +amilla change back by having her admit that she liked
2ima beans.
7. "fter reading the story, students !ill have a fe! minutes to think about the elements of
the story. "s a class, students !ill share their thoughts and ideas as !e fill a graphic
organiAer to identify the elements of the story.
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Where +as the settin,6 +amillaKs home and school
Who +as the main characterC +amilla
Supportin, Characters) 4r. #umble, +amillaKs parents HMr. and Mrs. +reamI, Mr.
1arms, the school principal, 4r. -rop, 4r. +ricket
What +as Camilla6s +ishC +amilla !ants to fit in !ith everyone
What +as the 'ro-lemC +amilla cared so much about !hat other people thought of her
she got a bad case of stripes.
What actions did the characters take to solve the pro-lemC Many professionals and
doctors tried to figure out ho! to cure +amilla of this craAy disease.
What +as the turnin, pointC +amilla finally admitted that she liked 2ima beans.
What +as the messa,e o( this storyC %ndividuality, be yourself
?. here !ill be a short discussion to !rap up !hat !as discussed in the graphic organiAer.
B. Students !ill be given a short FuiA to assess their kno!ledge on the elements of a story.
:. heir FuiAAes !ill be collected for a grade.
&ccommodations) .arly finishers are allo!ed to make corrections on their class !ork and
home!ork until told to do other!ise.
Technolo,y) echnology !as not used in this lesson because it !as not necessary. Students used
hands-on activities to learn their story elements definitions prior to the read-aloud. " !hiteboard
!as used as a refrence instead.
Lesson 'lan 4) Creative Writin,
Teacher Candidate) "mani +ox *ate and Time o( Lesson) March ;:, ;=/7
School) Springfield .lementary Su-0ect> <rade Level) .2"L *riting0 7-?
th
*escription o( Lesson) Osing a +omic book strip, students !ill develop story lines, to
strengthen their ability to brainstorm and make inferences in creative !riting.
Lesson Title, 9ou(re the "uthorM
Curriculum Standards &ddressed)
Common Core=Writin,) 'roduction and *istri-ution o( Writin,
W.1.4) &roduce clear and coherent !riting in !hich the development and organiAation are
appropriate to task, purpose, and audience.
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W.1.1) *ith guidance and support from peers and adults, develop and strengthen !riting as
needed by planning, revising, editing, re!riting, or trying a ne! approach.
Cross Curricular Connections) "rt !ill be integrated !ithin the lesson plan as students !ill
interpret different picture from a cartoon comic-strip.
%nstructional 5b$ectiveHsI +riteria "ssessmentHsI of the 5b$ectives
*hen provided a +omic book strip, students !ill
develop !ritten story lines, using a checklist for
specific criteria to be included, four out of four
times.

hink-ank 4iscussion, eacher
observation of student kno!ledge of
necessary elements needed in their
storyline.
eacher observation of student
participation during discussion and
critiFues.
Student development0 completion of a
story line.
?aterials> 2esources)
Sticky 'otes
&oster #oards
+omic-strips
'rere@uisites "'rior Ano+led,e%)
Students should use illustrations and details in a story to describe its characters, setting,
or events.
Students should be able to ans!er Fuestions as to !ho, !hat, !here, !hen, !hy, and ho!
to demonstrate an understanding of key details in a text.
'rocedures)
/. State 5b$ective, oday, you !ill become comic book authors. 1ere, % have provided a
fe! comic strips. 9ou !ill brainstorm ideas and !rite your o!n interpretation of !hat
you think should happen by observing the images !ithin the comic-strip.
;. Students !ill choose the comic-strip they !ould like to !rite a storyline about.
<. #rainstorm, Students !ill have a fe! minutes to read the original story line of the comic
strip and make observations about the illustrations.
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7. Students !ill be asked !hat they think are some elements that should be included in their
story lines.
?. Students !ill be provided a small poster board to re-create their story line. Students !ill
paste their original story lines to their poster board. Students !ill be provided sticky notes
to !rite sentences and make notes about each picture. hey are to number each
illustration in the storyline and number each coordinating sticky note.
Students may interpret their comic-strip any !ay they !ould like. heir comic strips must
include the follo!ing,
Students must address each picture in the story line.
#ased on the illustrations, they must make inferences as to !hat could be happening.
hey must address the characters, !ith specific names, in the illustration.
Students must use some dialogue.
4iscussion, .ach students !ill briefly share !hich comic-strip they chose, !hat it !as originally
about, !hat changes they made to the story line Hbased on the illustrationsI and !hy.
&ccommodations) .arly finishers are allo!ed to make corrections on their class !ork and
home!ork until told to do other!ise.
Technolo,y) echnology !as not included !ithin this lesson as students being that students
!ere doing a !riting lesson.he ma$ority of the lesson !as provided for students to
brainstorm and !rite their stories to coincide !ith their comic-strips. *e used the !hite
board as a resource instead.
Lesson 'lan 1) Character &nalysis "S8#WC&SE LESS#.%
Teacher Candidate) "mani +ox *ate and Time o( Lesson) "pril <, ;=/7
School) Springfield .lementary Su-0ect> <rade Level) .2"L *riting0 7-?
th

*escription o( Lesson) "fter a read-aloud !ith the book, Chicken Little, students !ill compare
and contrast characters, using a graphic organiAe and participating in a pantomime activity.
Lesson Title, +hicken 2ittle-+haracter "nalysis
Curriculum Standards &ddressed)
Common Core= 2eadin,) Literature, Gey 4etails and %deas
2L.4.$= 4escribe in depth a character, setting, or event in a story or drama, dra!ing on specific
details in the text He.g., a characterKs thoughts, !ords, or actionsI.
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%nstructional 5b$ectiveHsI +riteria "ssessmentHsI of the 5b$ectives
*hen given a graphic organiAer, students !ill
identify traits associated !ith characters, from an
appropriate grade leveled text, and provide
examples from the text to support their identified
traits, using a checklist, /==J of the time.
Osing a checklist, students !ill be assessed
based on their input and participation
during the pantomime activity and book
discussion.
+ompleted graphic organiAers !ill be
collected at the end of the lesson to be
assessed.
?aterials> 2esources)
-raphic organiAer !orksheets
+hicken 2ittle by )ebecca .mberley and .d .mberley
&encils
'rere@uisites "'rior Ano+led,e%)
Students should be able to describe characters in a story He.g., their traits, motivators,
or feelingsI and explain ho! their actions contribute to the seFuence of events.
Students should be able to describe ho! characters in a story respond to ma$or events
and challenges.
Students should be able to describe characters, setting, and ma$or events in a story,
using key details.
'rocedures)
1. #-0ective) ell students that authors often give clues about events that are going to
happen in a story. -ood readers are able to use those clues to make conclusions. "uthors
also give clues about a personKs character by telling you !hat a character says and does.
Students !ill engage in a discussion to brainstorm !hat types of clues they believe the
author might give about characters in the story +hicken 2ittle. heir ideas !ill be
referenced to again later in the lesson.
2. 'antomime &ctivity) .ach student !ill be given a different character. % !ill demonstrate
an example of a still pose. "fter, students !ill have /? seconds to create a still pose of
their provided character. *hen prompted, each student !ill display their pose. )epeat.
Eamples)
& co+-oy +ould stand +ith his hands in position/ ready to dray/ or tip his hat.
& (oot-all player +ould -e in position/ ready to -lock players or thro+in, the (oot-all.
$. Students !ill be given another card. his card !ill display an emotion. Students !ill have
/? seconds to think and !hen prompted, each student !ill act out that emotion !ithout
sound. )epeat.
Eamples) 8appy/ sad/ scared/ +orried/ etc.
4. 4iscuss !ith the class !hy certain characters had to be portrayed a certain !ay.
1. ell students they are going to sharpen their detective skills by dra!ing conclusions about
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characters from the information they hear in the story.
4. )ead-aloud, +hicken 2ittle by )ebecca .mberley and .d .mberly
D. &ass out graphic organiAers
E. Students !ill be asked to think of !ords to describe the characters !ithin the story. "s !e
compose a list, students !ill fill their !ords in their graphic organiAer. Students !ill
pantomime some of the traits of each character. Students !ill be asked to give examples
from the story that illustrated these traits.
9. Students !ill think of possible !ays that the some of the characters could be compared.
1F. +ompleted graphic organiAers !ill be collected for assessment.
&ccommodations) .arly finishers are allo!ed to make corrections on their class !ork and
home!ork until told to do other!ise.
Technolo,y) echnology !as not used in this reference because it !as not necessary. he
students participated in a read-aloud and completed a graphic organiAer collaboratively. "
!hiteboard !as used a reference.
5. &nalysis o( Student Learnin,= Sho+case lesson "L# 4.1 : 4.2%"&'S $ : D%
#-0ective) *hen given a graphic organiAer, students !ill identify traits associated !ith
characters, from an appropriate grade leveled text, and provide examples from the text to support
their identified traits, using a checklist, /==J of the time.
&ssessment ?easures)
're= %nput and participation during the discussion about possible clues that !ill be revealed by
the author from the read-aloud.
*urin,= &resentations of pantomime activities.
'ost= +ompleted graphic organiAers !ill be collected at the end of the lesson.
Students Pre Assessment Post Assessment
Student 1 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
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traits.
Student 2 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
Student 3 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
Student 4 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
Student 5 The student was able to
identify common character
traits associated with
The student was able to
identify character traits
associated the the
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people. characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
Student 6 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
Student 7 The student was able to
identify common character
traits associated with
people.
The student was able to
identify character traits
associated the the
characters Chicken Little
and Foxy Loxy from the
storybook Chicken Little.
The student actively
participated in the
discussion and completed
their graphic organizer
with each characters
traits.
6. 2e(lection/ Sel(=Evaluation/ : 'ro(essional *evelopment "L# 4.2 : 4.$%"&'S $/ 1F%
S8#WC&SE LESS#.> W8#LE CL&SS) #efore, beginning my, character analysis,
Amani Cox
sho!case lesson, % revie!ed my lesson plan and decided to add some statements that % felt !ould
be a good addition to the lesson. For example, % specifically gave one student a chicken
character. #eing that % !as reading, Chicken Little, % made sure he !as one of the students %
called on to present their pose to the rest of the class and explained !hy he acted that !ay. % used
the pantomime activity to engage the students because % thought it !as fun and a good activity to
use to relate to this lesson. % also felt it !ould be a good !ay to get them up out of their seats and
get their thoughts going. " lot of the students in the class struggle !ith follo!ing directions. %
made sure to repeat directions very explicitly. *hen students !ere prompted to present their
poses, % gave students a cue, by tapping, that it !as their turn to present after adressinng their
names. % believe this activity !as an effective resource for this lesson. his activity could be
used, in the future, to relate lesson content to student lives because, $ust like characters in a book,
every person displays certain character traits. % did this activity in a lecture mode because %
!anted the !hole class to participate together. "ll of the students actively participated. hey all
seemed eager and excited to display their characters, traits, and emotions. here !as one student
!ho !as a little shy about presenting her characters and traits. % purposely gave her traits they %
kne! she !ould be comfortable portraying. here !as even a point during my lesson !here % let
her s!ap out her character because she said didnKt kno! ho! she could do that one. % believe she
!as $ust uncomfortable about having to present it. "s % !as teaching my lesson plan, % decided
there !asnKt a need for me to repeat the activities. % could tell they !ere grasping the concept as
they !ere participating. %f % !ere to teach this lesson again, % !ould use the same format, but
maybe use a different book for the read-aloud. hey !ere all pretty familiar !ith the book,
Chicken Little, and its characters. % !ould use a different book so they could think and interpret
more. % presented the material in a clear and logical manner by making connections bet!een the
clues the author provided in the story and the !ays the characters portrayed themselves.
T82EE 5.*5G5*U&L STU*E.TS 2E!LECT5#.) he student that !as the most
successful in this lesson !as the student !ho usually is a never engaged in the classroom. "s %
observed him througought my clinical experience, he rarely participated in discussions and
al!ays dreaded having to do assignments. Surprisingly, he !as the most engaged during my
lesson. % believe he participated so !ell because the pantomime activity allo!ed him to act
freely and use creative thinking. *hen passing out the labeled notecards listed !ith different
characters, % purposely gave him the characters that reFuired the most creativity because % kne!
he !ould perform !ell and play his characters !ith a lot of emotion, great facial expressions, and
provide a clear communication. 1e did a !onderful $ob.
here is one student !ho is very Fuiet and shy. % predicted she !ould not en$oy this activity as
much as the rest of the class. She !as the least successful in this activity. he pantomime activity
reFuired the students to act out characters in front of their classmates. % donKt feel she !as really
able to let loose and become her characters because she !as asked to perform them !hile her
classmates !ere !atching. %f % !ere to do this activity differently, % !ould have students turn in a
circle !ith their backs turned to each other. % !ould call out a character and the student posessing
that character !ould turn around and perform their character0 emotion for only me to see. here
!ere a fe! times !here % gave her a character or emotion and she asked to s!itch it out because
she didnKt kno! ho! to express it physically or !ith facial expressions. hey !ere relatively
simple to perform, but % believe she !as $ust uncomfortable perfoming it. here !ere some
characters she stated she simply didnKt !ant to do. "lthough she didnKt put forth as much effort as
she could have, she did participate !ithout hesitation !hich !as greatly appreciated.
Amani Cox
he student !ho performed on an average level !as the student !ho generally performs the
same !ay during lessons !ith the cooperating teacher. here are some days !here he puts forth a
full effort to do his !ork and participate. here are other days !here he !ill avoid participating
and procrastinate to get his !ork done. he day % taught this lesson !asnKt the best day for him.
1e participated in the pantomine activity to an extent, but he did not put forth a full effort unless
it !as a character that really excited him. % noticed that characters involved sports !ere the most
exciting to him. %f % !ere to teach this lesson again, % !ould give him more characters that
pertained to sports to keep him engaged. % !ould also consider another book for the read-aloud.
*hen % presented the book, he stated that he had already read it before. % believe the fact that he
had already read it made him lose intrest. 1e !as also very Fuiet during the discussion as !e
compared and contrasted characters from the read-aloud. here !ere times !hen % caught him
daydreaming and had to call his name to engage him back into the discussion.
Lesson 'lan 2 "<eometry%) % really en$oyed this lesson. % had the opportunity of teaching it
t!ice. First, % taught it to t!o fifth graders. % didn(t think they !ould like it. % thought !ith them
being older kids, playing !ith &lay 4ough !ouldn(t be entertaining, but they actually en$oyed.
hey breeAed through the Fuestions in the read-aloud, but % figured they !ould be that they
should already kno! about the line of symmetry. 4espite this, they !ere participated !ell during
the lesson. hey !ere very excited about having the opportunity to play !ith &lay 4ough. % also
taught this lesson to a group of third and fourth graders. hey !ere very excited through the
!hole lesson. hey seemed to en$oy the read aloud and definitely like dra!ing lines of symmetry
!ith &lay 4ough. % !ould definitely use this lesson again. % believe this activity !as definitely
engaging for students. hey didn(t pay any attention to the fact that !e !ere learning about
math. hey simply en$oyed the activity. %t !as fun not only for the students, but for myself also.
"fter both lessons, % gave the students &lay 4ough to take home to practice making their o!n
lines of symmetry.
Lesson 'lan $ "Writin,= 7#h/ the places youHll ,o39%) % initially thought this lesson !ould be
so simple. "fter read-aloud, students !ere to !rite about a place they !ould like to visit, !hy
they !ant to go there, and !hat they !ould do. *hen they began to !rite, % began to see ho!
much they !ere struggling !ith grammar, punctuation, and spelling. Some students !ere not
even !riting in complete sentences and making very generaliAed mistakes. % decided to $ust have
student !rite freely to get their ideas out. % did not really !ant them to !orry about mechanics
$ust yet. 5nce they got their ideas out, !e formed correct sentences about each idea. For some
students, it !orked best to have them !rite bare-bone sentences. % !ould teach this lesson
again, but not all in one day. % !ould have my students brainstorm their ideas first and get some
sentences together then start !riting their stories and dra!ing illustrations the next day. % think it
!as all a little too much to try and take on in one lesson. % also !anted each student to present
their !riting, but !e didn(t get a chance to due to the length of time !e spent on grammar,
punctuation, and spelling. Some students !ere also slo! !ith their hand!riting. *ith some
ad$ustments, % believe this lesson !ould be very effective in the future.
Lesson 'lan 4 "Story Elements%) his lesson !as a revie! for my students on story elements. %
taught this lesson to the !hole class because % !anted them to !ork together at some points
during the lesson. hey had been learning and practicing vocabulary about story elements the
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previous !eek. "t first, their definitions and some of the elements !ere unfamiliar to me. For
example, % had never seen the !ish element apart of story elements. heir definitions !ere also
set a certain !ay so they could act them out as they read them. % kne! % had to incorporate this
!ithin my lesson in some !ay. "s, % taught my lesson, % made sure they had the definitions do!n
pact before % had them start identifying them. he students really en$oyed the book % chose to use
for our read-aloud. Some of the students had already read it, but !ere still eager to hear it again. %
asked those students not to reveal any important information about the book as !e read it. "s !e
identified the story elements, the students !ere eager to ans!er Fuestions. "t first, they !eren(t
practicing good discussion behavior by shouting out ans!ers and talking !hile others !ere
talking. "s a result, % had students raise their hands to ans!er Fuestions instead of having them
ans!er together. "fter this lesson, % gave the students a short FuiA and the large ma$ority of them
did very !ell. hey !ere able to identify the elements of a story and their definitions. % really
en$oyed this lesson and !ould use it again in the future.
Lesson 'lan 1 "Writin,= Comic Strips%) % taught this lesson to t!o fifth graders and one fourth
grader. % !as a little nervous about teaching it because % didn(t think they !ould be too enthused
about it and dread the thought of having to do !riting. Onlike the last lesson, % had taught them
H-eometry using &lay 4oughI, % didn(t have any fun things for them to play !ith. #ut to my
surprise, as soon as % mentioned the comic strips, they got very excited about it. .ach student
took a different approach to !riting about their comic strip. hey all !orked very hard and
diligently on their assignments. %nitially, this lesson !as only supposed to last thirty minutes. "s,
% taught the lesson, % noticed they struggled dearly !ith using proper grammar, punctuation, and
spelling !hich extended the lesson to an hour. My cooperating teacher stated this !as something
they needed to practice on and suggested % continue. % rotated to each student as they !ere
!riting and read of their shoulders. %f % noticed anything that they all seemed to be struggling
!ith, % took a second to do a mini-lesson on the !hite board so they could all see ho! to go
about fixing that problem. % also decided to do a mini-lesson on ho! to include dialogue !hile
!riting. % !ould definitely do this lesson again in the future. his lesson could be used an
introduction for student to learn about creative !riting. Students could include themselves !ithin
the strips and !rite about different prompts. hey !ere all very excited about reading !hat they
had !ritten. here !as even a little disagreement bet!een t!o students about !ho !ould read
their story last to end the lesson. o solve this problem, % had both students pick a number
bet!een one and ten. he student !ith the number closest to mine got to read their story last.
hey stories !ere very entertaining to hear.
2e(lection on possi-ilities (or 'ro(essional *evelopment) "s % taught my lessons, % noticed
that % struggle !ith time management. % have a tendency to get so involved !ith my students that
% do not pay any attention to the time. here !ere also times !here % taught parts of my lesson
too fast and % could have slo!ed things do!n to provide the opportunity for more student
discussions and to assess student comprehension. % !ould like to !ork on my time management
skills and also !ays to continue building good classroom management. % didn(t have any
behavior problems during my lessons, but there !ere times !here % should have taken a little
more initiative to handle the students Hmainly during discussionsI. My cooperating teacher gave
me some very helpful advice about ho! to go about doing so.
7. +ommunication and +ollaboration H25 <.;IH"&S /=I
Amani Cox
'arents> <uardian Communication 'lan) o keep in close contact !ith my student(s parents
and guardians, % !ill take on a variety of methods. here !ill be &arent-eacher conferences and
regularly scheduled %.& Meetings. 4uring %.& meetings, % !ill meet !ith the parent and0or
along !ith the Multi-disciplinary team to discuss academic progress, classroom achievements,
accommodations, and concerns % may be having regarding behavior in the classroom. "n %.&
meeting absence !ill be recoded and documented, but an in class meeting can be conducted at
the parents digression. &arents !ill receive calendars of upcoming %.& meetings and reminders
as the dates approach. %f a parent is not physically able to attend a parent-teacher conference,
phone sessions !ill be arranged. % !ill also be open to the option of addressing the parent by
email, if necessary. elephone and email conference sessions !ill cover the same material. .ach
student !ill have a behavior log that they !ill take home in a folder for a parent to sign. % !ill
send out !eekly ne!sletters to inform parents of !hat happening on a day to day basis. hey
!ill be a!are of !hat !e are learning in the classroom, !hat events are happening around the
school, and even the lunch menu. Students !ithin households !ith parents !ho speak a different
language !ill be sent an alternative version of the ne!sletter in their native language. &arents
!ho fail to return signed ne!sletters !ill receive phone calls to address these topics.
Collea,ue communication> colla-oration plan) %n addition to meeting for regularly scheduled
%.& meetings, % !ill meet !ith my studentsK general education teachers to discuss and co-plan
lessons and activities to meet the needs of my students !hile that are not in my classroom. % !ill
also activiely participate in staff meetings and activities.
8. 2earning .nvironment H25 ;.D L ;.8IH"&S D L 8I
2ules) " set of standard, basic rules !ill be displayed in the classroom. "t the beginning of the
school year, students !ill critiFue the classroom rules and make any necessary, appropriate
changes or additions. he decided rules !ill be enforced for the rest of the school year. )ules
!ill be brief, simple, and easily remembered to guide student behavior. here !ill be a
discussion to set expectations, clarify and model appropriate and inappropriate behaviors !ithin
the classroom.
Basic 2ules
/. #e )espectful at "22 times.
;. #e 1onest.
<. Geep your feet, arms, legs, and ob$ects to yourself.
7. 4onKt yell...%nside voices.
?. )aise your hand to be heard. #e &atient
Conse@uences) Fair and reasonable conseFuences !ill be consistently follo!ed throughout the
school year. " Stop-light #ehavior chart !ill be displayed in the classroom.
-reen, -reat #ehavior
Amani Cox
-Eerbal *arning-
9ello!, +ould be better H; minutes in the hinking +ornerI
-Eerbal *arning-
)ed, #ad 4ecision H; minutes in hinking +ornerI &arent phone call
.very student !ill begin the day on the green light. he green light signaliAes making good
choices and follo!ing classroom rules. %f a student makes a bad decision, they !ill be given a
verbal !arning. "fter the !arning, they !ill move their name peg to the yello! light. he yello!
light is a reminder for students to think about their actions and correct their behavior. "fter
moving to the yello! light, students !ill have to spend t!o minutes in the hinking +orner.
"fter time has elapsed, students have to me !hat actions they are going to change to correct their
behavior. %f a student persists !ith bad behavior, they !ill receive a final verbal !arning. "fter
their final !arning, students !ill be moved to the red light. he red light is a reminder to stop
their bad actions. "fter their elapsed time in the hinking +orner, students !ill !rite a brief
explanation about their behavior and !hat they are going to do to make better choices. Students
!ith poor motor skills !ill verbally explain !hat they are going to do. Students have the
opportunity move back up to either the yello! or green light as they display good behavior and
make good decisions.
'ositive 2ein(orcements)
&ositive &raise0 attention, Students !ill receive specific targeted praise for doing !ell on
assignments and modeling good behavior in the classroom after the desired behavior is sho!n.
)e!ards, )e!ards !ill be given sparingly and randomly to students !ho model and improve
their overall behavior Hex, Stickers for exceeding expectations. "s students collect stickers, they
!ill be displayed in a chart. *hen students receive a certain amount of stickers, they receive a
bigger priAe.I
.e,ative 2ein(orcements)
&op QuiAAes, Students !ill be randomly issued pop FuiAAes throughout the year. %f every student
turns in their home!ork, the class !ill earn a !eek !ithout a FuiA as a method of reinforcement
for turning in home!ork.
.on=5nstructional 2outines and 'rocedures
1. "t the start of class, students !ill place any book bags and belongings in their assigned
their cubicles. "fter placing belongings, students !ill begin !riting in their daily
$ournals about a selected topic or prepare their materials for their lesson in their assigned
seats. "ttendance !ill be taken discreetly by the teacher.
4. "fter receiving instruction, students are to begin their assignments either one-on-one,
independently, or in their small groups.
Amani Cox
D. *hen the teacher places her finger over her mouth, this signals that students are being too
loud and should Fuiet do!n. *hen the teacher raises her hand, this signals students are to
stop talking and pay attention. Students !ill raise their hands, as they notice, to signal the
rest of the class.
E. Students are to raise their hands to get up from their seats, to get supplies, etc.
9. *hen transitioning to and from their general education classrooms, students should
Fuietly put their materials a!ay and exit the classroom !ithout disturbing their peers.
1F. Students may go to the bathroom as they please. " bathroom is located !ithin the
classroom. hey do not have to raise hand to be called upon to avoid accidents.
11. *hen students turn in assignments, students !ill place assignments in basket near the
teacherKs desk.
12. %f students finish their !ork early, they !ill complete missed assignments, make
corrections to home!ork0 class !ork or they may get a book from the reading corner and
read until advised to other!ise.
1$. Snacks !ill be provided in the classroom for students daily. Students may get a snack as
they please H!ith some digressionI.
14. 4uring emergency situations, students !ill follo! the appropriate safety procedures as
directed by the teacher.