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Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Laptop/Projector - The materials selected to implement this
- Powerpoint presentation lesson were chosen to aid the needs of the
- Mentor text learners in the classroom. There are a lot of
- Handouts visual aids in this lesson in the form of
- Classification note sheet powerpoint presentations and books that
- Exit ticket allow students to better understand the
information that is being taught.
- The teacher will be using a variety of
methods to deliver instruction to students.
To be prepared for each part of the lesson,
the teacher will need to make sure that
handouts, books, and other resources are
prepared to allow the lesson to flow
seamlessly.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
1) Introduce FISH as the topic that students
will become smarter about.
2) Introduce learning objectives and
expectations for the class.
3) How many species of fish are there? Almost - Relating the material to the students lives,
30,000! We will be able to take a look at allows students to learn more about their
some of those different species thanks to the teacher and where she is from as well as
lobsterman from Frenchboro! - show about some fish that live off the coast of
slideshow. Maine.
4) Now that weve seen some neat looking fish - Students are also getting a little bit of Mane
from Maine - lets dive into a book and Geography by showing them where
become smarter about fish and learn what Frenchboro, ME is located on the map.
traits make them unique vertebrates. Read
Do You Know About Fish.
5) Come together on the floor in the front of
the room and brainstorm the traits for fish.
a) Fish live in water.
b) Fish have gills. --- Gills look a little
like filters. When water flows across
the gills, oxygen passes from the
water into the fish.
c) Fish have fins.
d) Most fish are cold-blooded.
(exceptions are Tuna family and
Mackerel Shark family).
6) Sparky hands out Fish note sheet. Ask for
more volunteers to hand out cover page,
rubric, and paperclip to keep all the
notebook pieces together. Explain the
rubric, and self-assessment.
7) Students copy down brainstorm from the
board and begin illustration. If there is time
left over, students have the opportunity to
go back and work on their other vertebrate
classification notes.
8) Students complete exit ticket and turn in.
Meeting students needs (differentiation, Instructional Decisions / Reasoning
extensions, modifications, accommodations) - Specific students in the classroom need to
- AMa will need to have frequent check ins to have frequent check-ins to be successful in
make sure the student is attentive and not independent writing assignments. It is the
distracted by something in desk. This teacher's responsibility to provide those
student will also need to be redirected students with the supports they need to
frequently during the independent writing succeed and learn during instruction.
periods because they will not complete their - The differentiation in this lesson was
work. designed to make sure each learner is able
- QM has been very fidgety and talkative to relate to and access the information being
recently, taking away from their peers presented. Students were able to share their
ability to learn. While participation is own knowledge about fish as they went
usually good, this student needs to make through the slideshow. The students had
sure they are getting all the pertinent many life experiences and questions about
information - this will result in frequent fish as they were able to view the different
class reminders of giving 5 as to not single fish from Frenchboro waters.
out this student.
Differentiation:
- Hooking students with question
- Technology - Powerpoint presentation
- Mentor text
- Whole class instruction
- Independent work
- Illustration
- Guided note taking
- Homework
Rationale: This lesson was developmentally appropriate for all learners in the classroom. When the lesson
was created, each learner in the classroom was taken into account. The lesson was modified during
instruction when the teacher realized that students were enjoying and teaching each other about fish. The
students were interested in the material because the teacher related it to their own lives. The learning
objectives for the lesson are age appropriate and ask the students to synthesize the information delivered
to them in the lesson practice the science skills from the Maine Learning Results.
Standard 2:
Paraphrase: The teacher understands that each student learns differently and each student comes from a
diverse culture. The teacher applies that knowledge to create a classroom community that is an inclusive
learning environment.
Rationale: The lesson took into account the individual differences between learners in the classroom. The
students needs were a priority in creating this lesson, as all students were encouraged to share their
personal knowledge or new ideas. By showing the powerpoint presentation that related to their lives,
students were able to share out prior knowledge and experiences. Individual students were also
accommodated in the lesson to ensure they were able to successfully explain what they learned and
demonstrate to the teacher that they met the learning objectives for the lesson.
Standard 3:
Paraphrase: The teacher works with learners in the classroom to foster a collaborative learning
environment that encourages positive interactions with peers, and actively engaged, self-motivated
learners.
Rationale: This lesson encourages positive social interaction because it validated students ideas. The
teacher began the lesson by reviewing expectations for respectful interactions and individual
responsibility for quality work. Because of this, the students were actively engaged in the material and
most were willing to take risks and share out their ideas. Those ideas were written on the board for all
students to see, making the activity exciting for students to allow them to see their ideas written out on the
whiteboard.
Standard 4:
Paraphrase: The teacher understands the material that is being delivered to students. The teacher creates
classroom experiences that allow learners to access and create meaningful connections to the material.
Rationale: The teacher demonstrated understanding the content being taught by using multiple
representations of the material that allows the learners to understand the skills that are being taught. In the
lesson, the teacher encourages students to use inquiry as they sort through the classification traits,
learning about the classifications in a reverse order. Students were asked to think about the fish that they
were viewing in the presentation and notice what those fish have in common.
Standard 5:
Paraphrase: The teacher is able to connect concepts during instruction and engage students in deeper
thinking by using and encouraging different perspectives. The teacher creates a learning environment that
fosters critical and creative thinking, connecting material to local and global issues.
Rationale: This lesson uses innovative applications of content by allowing students to lead the discussion
during the presentation section of the lesson. The students were allowed to create meaningful connections
between their own lives and the material. Students were able to learn about the fish that live off the coast
of Maine.
Standard 6:
Paraphrase: The teacher is able to apply multiple methods of assessment to aid students in becoming more
aware of the progress they are making. The teacher is able to analyze assessment data to inform planning
and instruction.
Rationale: The lesson implements different forms of assessment to monitor student understanding. The
teacher carefully observes and listens to student responses while the students are discussion their prior
knowledge and experiences. The teacher is also able to listen to many different answers from students
throughout the lesson to gain knowledge on student understand as well as misconceptions the students
may have. Students are also asked to fill out an exit ticket to allow them to demonstrate meeting the
learning objectives for the lesson.
Standard 7:
Paraphrase: The teacher draws upon multiple factors such as learner development, knowledge of content,
and pedagogy to develop lessons that supports and challenges each learner in the classroom.
Rationale: This lesson was carefully planned out to help students meet their learning objectives. Students
were given supports such as handouts guide students through the note taking process. The lesson was
appropriately sequenced to allow students to take their learning into their own hands, synthesize the
information given to them, and make generalizations about that information. The material was
differentiated to allow students to receive information in multiple ways and create multiple opportunities
for students to access information.
Standard 8:
Paraphrase: The teacher is able to implement multiple instructional strategies to promote deep
understanding of content and material by helping students create connections and build skills to access
and apply information.
Rationale: The teacher implements many different teaching and instructional styles into the lesson to
encourage learners to develop a deep understanding of the material. Examples of the different
instructional strategies implemented in the lesson are: Hooking students with questions, technology -
Powerpoint presentation, mentor text, whole class instruction, independent work, illustration, guided note
taking and homework.
Standard 9:
Paraphrase: The teacher is a reflective practitioner that is always evaluating their teaching practice and
interactions with individuals. The teacher is continuously seeking opportunities improve their practice to
meet the needs of their learners.
Rationale: The teacher demonstrates reflection and continuous growth in this lesson by sitting down after
the lesson is taught and analyzing student assessment data, student participation, and instructional
practices. The teacher analyzes about what went well during the lesson that helped the students meet the
learning goals, and what could be changed in the future to allow students to be more successful in
meeting their learning objectives.
Standard 10:
Paraphrase: The teacher finds opportunities to take on leadership roles and opportunities to take
responsibility for student learning. The teacher collaborates with students, parents, community members,
and other professionals to advance the profession and foster learner growth.
Rationale: In this lesson, the teacher demonstrated collaboration by meeting with their mentor teacher to
ensure that the lesson was meeting the needs of all the learners in the classroom. This allowed the teacher
to effectively differentiate the lesson and develop strategies that allowed the teacher to meet the needs of
all the learners in the classroom and encourage achievement. The teacher used the pre-assessment given
to students to mold the plan for the instruction.
ISTE (11.2):
Paraphrase: The teacher designs, develops, and evaluates learning experiences and assessments using
technology to maximize content learning.
Rationale: Technology was implemented to create and plan this lesson. The teacher used technology to
create a personalized powerpoint presentation that fostered independent learning and put the learning into
the students hands as they shared prior knowledge and experiences surrounding fish.