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The population in the of the city of San Antonio is 1.493 million people according to live in San
Antonio Texas the growth continues in San Antonio(United States Census, 2017).San Antonio is
the third largest growth in population city in the United States with (San Antonio Business
Journal, 2018). The affect for planning, instruction and assessments will be to keep in mind the
socioeconomics and diversity in the classroom for all students with the ultimate goal for them to
learn.
B. District Demographics
The name of the school is Morrill Elementary. The grades are Pre-k to fifth. The numbers of
schools in the Harlandale School District are thirteen. 100% percent of the students receive free
lunch. Morrill elementary is a small school with the student ratio to teacher helping with the
planning, delivery, assessments in good standing and the demographics not affecting. According
to the Harlandale School District demographics are 95,496 in population. The male population is
47,047, the female population is 48,449. Occupational employment is white collar 3967 and blue
collar is 2393. Total households are 29,998, family households are 23,204, non-family
households, 6.793, households with children 13,572, households without children 16,424.
average people per household 3.16. In the district the education of the population with no high
school 11,983, some high school, 10,641, some college 10,784. Associate Degree 2,346,
married 21,276, Married 24,2340, Separated 4,420, Widowed 1,239, divorced 7,157.Household
Income and average Income is Median income under 25 years of age 24 is 24,351. Median
income for 25-44 years of age is 33,820. Median income for 45-64 years of age is 39,074.
Median Income over 65 is 31,903. Average household income is 36,401. Median household
C. School Demographics
According to Texas Tribune Morrill Elementary School serves grades Pre-k to fifth and has 509
students and each teacher has 17.4% students in the classroom. One hundred percent of the
students receive free lunch. It is a title one school. The school has 1% African American, 0%
Pacific Islander, 0% American Indian, 8% White, 1% Asian, 499% Hispanic. At risk students is
79%, Economic disadvantaged 90.8% and Limited English proficient 25.7%.(Texas Tribune,
2017)
classroom with no rotations. The content area is reading, math, science and social studies, we
have fourteen boys and six girls. It has fourteen Hispanic boys five Hispanic girls and one
Caucasian girl. The socioeconomic is below the poverty line for the school and class. According
to the Texas Tribune Morrill elementary has 498 students or 98.4% are Hispanic they are equal
females and males in the census for the school. 100% of the students receive free lunch. In 2016
the results for passing the State of Texas Assessments of Academic Readiness test was 78%. The
students that are in the gifted and talented program are 3%. Students have a 25% limited English
B. Environmental Factors
The classroom has tables with chairs and not desks for each student. There is a carpet in the
corner of the room with books for the children to read from the library as well as books the
teacher has readily available to use. The students have access to dictionaries. I pad are
reserved for each student from the library on first come first serve on a weekly basis. The
students have good parental involvement with the teacher. According to Texas Tribune
Morrill Elementary is a school with safety procedure for lock down, fire, and safety as well
as guidance for behavior and nutritional choices are practice in the school. The teaching to
classrooms have a sink for hand washing the school has one science lab, cafeteria, three
student bathrooms and four staff bathrooms, the offices have easy access for faculty and staff
In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
The lessons will be planned for all students the same. The delivery will be modified and
accommodated according to the Individual Education Plan, 504, and gifted and talented as stated
Texas.gov., 2017).
(5) “Geography. The student uses simple geographic tools such as maps and globes. The
2017).
(A) “ Interpret information on maps and globes using basic map elements such as title,
orientation (north, south, east, west), and legend/map keys” ( Social Studies TEKS-
(6) “ Geography. The student understands the locations and characteristics of places and
regions in the community, state, and nation. The student is expected to:” (Social Studies
each of the oceans, on maps and globes; “(Social Studies TEKS-Texas Education Agency
–Texas.gov., 2017).
Learning Goal
The overall learning goal for the unit is for the student to learn the seven continents on a map.
The student will be able to identify where the continents are in a Map at the end of this unit.
Measurable Objectives
The measureable objectives are as follow.
To use a compass rose to identify cardinal direction north, South, East west.
To identify the continents by name.
To identify on a world map where they live.
Identify the The student The student The student The student The student
continent labeled the labeled half labeled is labeled some did no label
where you continent on of the partial of of the the
live on the a map where continent on the continent on continent on
map. they live. the map continent on the map the map
where they the map where they where they
live. where they live. live.
live.
Map has all Map has Map has Map has Map has
Identify and seven five three two zero
label all continents continents continents continents continents
Seven labeled. labeled. labeled. labeled. labeled.
Continents
All Only five Only three Only two Zero
Continents continents continents continents continents continents
are outlined are outlined are outlined are outlined are outlined
on the map. on the map. on the map. on the map. on the map.
Draw a A Compass A Compass A compass A Compass There is no
Compass Rose is Rose is Rose is Rose is Compass
Rose drawn missing two missing missing two Rose drawn
completely points on three points points on on the map
on the map. the map. on the map. the map.
Identify and A Compass A Compass A compass The The
draw north, Rose has all Rose is Rose is Compass Compass
south, east cardinal missing missing Rose is Rose is not
and west on identification North and South and partially drawn or
a Compass labeled. West. East. drawn on identified.
Rose the map is
not colored.
Cut and Map has all Map has Map has Map has Map has
paste to seven five three two zero
Identify the continents on continents continents continents continents
Continents the map on the map on the map on the map on the map
on the Map correct. correct. correct. correct. correct.
color each
one.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds 2
Meets 19
Approaches 2
The state academic content standards will remain the same. The learning goal and
measureable objective will also remain the same
The teacher has the data that reflects on each student and determines that they had no
prior introduction to the content material and had no knowledge based on the end data
results. Each day the student will have a clear instruction of what they are to do. Then
planning is based on the teacher to have stations with different content for each
measureable objective and walk around the class to assist the student to learn the goal.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
(Free Clipart,2017)
Identify the The student The student The student The student The student
continent labeled the labeled half labeled is labeled some did no label
where you continent on of the partial of the of the the
live on the a map where continent on continent on continent on continent on
map. they live. the map the map the map the map
where they where they where they where they
live. live. live. live.
Map has all Map has five Map has Map has two Map has
Identify and seven continents three continents zero
label all continents labeled. continents labeled. continents
Seven labeled. labeled. labeled.
Continents
All Only five Only three Only two Zero
Continents continents continents continents continents continents
are outlined are outlined are outlined are outlined are outlined
on the map. on the map. on the map. on the map. on the map.
Draw a A Compass A Compass A compass A Compass There is no
Compass Rose is Rose is Rose is Rose is Compass
Rose drawn missing two missing missing two Rose drawn
completely points on the three points points on the on the map
on the map. map. on the map. map.
Identify and A Compass A Compass A compass The The
draw north, Rose has all Rose is Rose is Compass Compass
south, east cardinal missing missing Rose is Rose is not
and west on identification North and South and partially drawn or
a Compass labeled. West. East. drawn on identified.
Rose the map is
not colored.
Cut and Map has all Map has five Map has Map has two Map has
paste to seven continents three continents zero
Identify the continents on on the map continents on the map continents
Continents the map correct. on the map correct. on the map
on the Map correct. correct. correct.
color each
one.
Draw a line All seven Only six Only five Only four Zero
to the name questions are questions questions questions questions
of the correct. are correct. are correct. are correct. are correct.
tools such as tools such as tools such as tools such as tools such as
maps and maps and maps and maps and maps and
globes. The globes. The globes. The globes. The globes. The
expected to:” expected to:” expected to:” expected to:” expected to:”
on maps and on maps and on maps and on maps and on maps and
globes using globes using globes using globes using globes using
basic map basic map basic map basic map basic map
such as title, such as title, such as title, such as title, such as title,
west), and west), and west), and west), and west), and
The student The student The student The student The student
and regions and regions and regions and regions and regions
state, and state, and state, and state, and state, and
nation. The nation. The nation. The nation. The nation. The
expected to:” expected to:” expected to:” expected to:” expected to:”
and bodies and bodies and bodies and bodies and bodies
each of the each of the each of the each of the each of the
and each of and each of and each of and each of and each of
the oceans, the oceans, the oceans, the oceans, the oceans,
on maps and on maps and on maps and on maps and on maps and
The student will be The student will be The student will be The student will be The Student will
able to know all able to Identify able to learn what is able to label, cut, have an assessment
about maps and continents. a Globe and parts of and color continents on identifying the
features. Identify a Globe. and paste them on a name of the
continent where balloon to create a continent to the
they live. globe.. pictures trace and
label the continent.
Academic Maps Maps Maps Maps Maps
Language and Globe Globe Globe Globe Globe
Vocabulary landforms landforms landforms landforms landforms
What academic Continents Continents Continents Continents Continents
language will you Oceans Oceans Oceans Oceans Oceans
emphasize and Compass Compass Compass Compass Compass
teach each day Key Key Key Key Key
during this unit? Scale Scale Scale Scale Scale
Latitude Latitude Latitude Latitude Latitude
Longitude Longitude Longitude Longitude Longitude
Compass Rose Compass Rose Compass Rose Compass Rose Compass Rose
North North North North North
Summary of Shared reading on Shared reading on Shared reading on Shared reading on Shared reading on
Instruction and maps and maps and maps and maps and maps and
Activities for the continents. continents. continents. continents. continents.
Lesson Introduction of Transition to the Transition to the Transition to the Transition to the
How will the vocabulary. introduction of introduction of introduction of introduction of
instruction and Transition to vocabulary words vocabulary words vocabulary words vocabulary words
activities flow? interactive journal to and build on and build on and build on and build on
Consider how the color cut and label background. background. background. background. The
students will map features with Transition to Transition to Transition to teacher will handout
efficiently guided instruction. interactive social interactive social labeling with a out a map and the
transition from one Transition to studies journal to studies journal for pencil all continents student will trace
to the next. independent practice color cut and label parts of a globe. and coloring a copy where they live. The
instruction to draw my world with Transition to of all continents students will label
and color each guided instruction. independent practice with different the continents. The
feature. Technology Transition to to write about what colors. Transition to students will draw a
shows a video on independent practice a globe is and color cutting all of the line to the picture
brain pop for maps, instruction to color the globe. continents and and name of the
and map skills. North America red pasting them on continents.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Exceeds 2 13
Meets 19 10
Approaches 2 1
There were thirteen students that exceeded the post test, which was with the instruction, a hands
on activity, visualizing the continents using both technology and hands on globe to understand
kinesthetically where the landforms and continents were in the world. According to 5 E’s the
student will engage and make connection with activities, explore using skills for the globe and the
teacher will explain through verbalization and provide opportunities through definitions for
explanation of skills to learn while elaborating on the concept and evaluation with assessment to
develop the skill(Enhancing Learning, 2002).
The students did great when the teacher had a shared reading with different books for the
continents. The teacher had a one to one with hands on time with the globe for each student to
name the continents on the globe. The teacher used a map to trace the continent where they live
and it was successful. The teacher had an activity of a blowing up a blue balloon to represent the
globe. The student named the all of the continents on a hand out and colored each continent. The
students cut each continent and proceeded to paste them on the blue balloon that represented the
globe. The teacher based this activity on meeting all students’ needs for general education but
mostly for dyslexia and IEP student to meet all modifications and accommodations. The students
performed the assessments effectively based on the instruction it met the student needs with
accommodation and modifications that were met. The instruction and assessment was a success.
The teacher will continue to re-teach for approaches need with student and documentation will be
filed as needed for accountability. According to 5 E’s the student will engage and make
connection with activities, explore using skills for the globe and the teacher will explain through
verbalization and provide opportunities through definitions for explanation of skills to learn while
elaborating on the concept and evaluation with assessment to develop the skill(Enhancing
Learning, 2002).
Exceeds 0 3
Meets 3 2
Approaches 2 0
The analysis of the student is individually analyzed by the teacher, each student has different
needs and my interpretation is learning for each student was accommodated by reading to them
and giving them explicit instruction and the outcome was good. I interpreted that they did learn
and it was a successful unit. I attribute this because dyslexic students have problems with print
therefore I introduce activities with minimal print and explicit instruction on my part and the
students learned to love social studies and were very happy of the outcome which was a
phenomenal success. According to 5 E’s the student will engage and make connection with
activities, explore using skills for the globe and the teacher will explain through verbalization and
provide opportunities through definitions for explanation of skills to learn while elaborating on
the concept and evaluation with assessment to develop the skill(Enhancing Learning, 2002).
The students was giving accommodation and modification with the instruction and assessment by reading
the guided instruction on a daily basis to the students they were able to fulfill the activities and modifying
the activity and instruction with explicit instruction to meet each student individual needs. The teacher will
continue to use constructivism to assist the student if further understanding of the unit is need when
questions arise and further instruction is needed. According to 5 E’s the student will engage and make
connection with activities, explore using skills for the globe and the teacher will explain through
verbalization and provide opportunities through definitions for explanation of skills to learn while
elaborating on the concept and evaluation with assessment to develop the skill(Enhancing Learning, 2002).
Meets 16 10
Approaches 0 1
In comparison to the rest of the classroom the students did need a bit more instruction while the
teacher use redirecting and explaining through different guided instruction but the outcome was
good for the subgroup. The general group was independent and successful without any
modification or accommodation in independent or guided instruction. The teacher walked around
the classroom guiding them if necessary or assisting them yet they were very independent and
working collaborating with each other with the zone of proximal development and prior learning.
The objective to identify the continents has lead to add all the oceans in the world. The teacher
will build on the unit by adding this by reading with shared reading of the oceans, life in the
oceans and identify the location of the oceans to build knowledge by using visual instruction with
the globe as well as using kinesthetic instruction, technology of the creatures of each ocean,
cutting and pasting the oceans on a blue balloon with the continent with independent instruction
and guided instruction of naming all of the oceans by labeling them through these activities.
3. My goal is to have shared reading as a I will be able to develop this goal because I
whole group on a daily basis and attended a professional development
develop a good discussion when instruction and received guidance and
closing for each book that is read to information to have good outcomes on a
the student’s. daily basis during shared reading.
Reference
Brain Pop Jr.(2017).Retrieved From: https://jr.brainpop.com/socialstudies/geography/
Free Clipart.(2017).Retrieved
From:https://www.google.com/search?q=us+map+to+label&rlz=1C1CAFA_enUS656US
658&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwikv4n3wIvZAhVKzlkKHRi
_A_QQsAQIKA&biw=1242&bih=579