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Northern State University
Student Teaching Experience

Teacher Work Sample
Fall 2018
Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
 Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
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Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

The framework category that my goal falls under is Knowledge of Pedagogy.
b. Identify the specific Category Outcome you will use to determine your goal:
The specific category outcome I chose is the planning and implementation of lesson plans.
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this experience is to do a better job capturing my students’ attention with my lesson
introductions/openings, as well as do a better job communicating learning objectives to my students. I chose
these goals because during my pre-student teaching experience I found that some of my lesson openings were
not very exciting for students, and if I want my students to be excited about learning every day I need to bring
the excitement and hook my students from the start. I also found that I didn’t always communicate objectives to
my students in my prior experience, so I want to do a better job of that so that students will know what they are
specifically working towards as a goal and why it is important.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will spend more time focusing on all components of my lessons when planning them, focusing on how I will
draw my students in and how I will communicate goals and objectives to my students. I will use my cooperating
teacher as a resource; watching how she communicates to students will help me see different strategies I can
use. I will also use The Teaching Channel as a resource to get new ideas for strategies and activities I can use
in the classroom.
e. Reflect on your progress/growth toward achieving this goal:

I believe I made great progress towards my goal of planning and implementing lessons during my Student
Teaching Experience. At the beginning of my experience I was focusing on verbally saying the goals to
students, but by the end I realized that they best way I can communicate learning goals with students is also by
also posting them, so they have a visual of the goals. That way, my students were hearing me talk about our
goals and what we would be focusing on in class, but they were also able to see and read the goals and then
refer to them if they wished. I also became more comfortable finding new ways to engage my students during
this experience; some examples of ways I found to engage my students include showing videos that relate to
what we will be discussing, reading a story, asking a question that will go along with what we are going to learn
or discover, and lastly just approaching the lesson in an excited manner. I feel a lot more confident in all
aspects of planning and implementing lesson after my Student Teaching Experience; there is always more to
learn, but I feel that this experience has greatly prepared me for taking on a classroom of my own.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students  4th grade

(All subcategories listed in this box are required.)  Ages 9 and 10
 Most students fall into Piaget’s concrete
Students’ grade and developmental levels; the age range
of students; the content area being taught; any other operational stage of cognitive development
factors that are pertinent to understanding your class  Some students may still be in the
assignment preoperational stage of cognitive
development
 Students with IEPs: 2
Community  Urban Community

(e.g., whether the area is urban, suburban, or rural;  Population approximately 27,000
socioeconomic information; census data for the
 Caucasian = 91.3%
community)
 African Americans = 0.8%
 American Indian = 3.9%
 Asian = 1.1%
 Pacific Islanders = 0.5%
 Other = 1.4%
District  District enrollment: 4,502

(e.g., enrollment; percent of students receiving free or  Graduation rate: 93%
reduced-priced lunches; graduation rates; ethnicities;
 Ethnicities: Hispanic, Native American, Asian,
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures) African American, Pacific Islander,
Caucasian, Other
 Free/Reduced lunches: 40.75%
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 Students with IEPs: 15.1%
 ELL Students: 3.21%
 Per-pupil expenditures: $8,52
School  Enrollment: 403

(e.g., enrollment; percent of students receiving free or  Free/Reduced Lunch: 38.5%
reduced-priced lunches; ethnicities; percent of students
 Ethnicities: Hispanic, Native American,
with IEPs; percent of students who are ELLs; teacher-to-
student ratio) African American, Pacific Islander, Asian,
Caucasian, Other
 ELL Students: 6.5%
 Teacher/Student Ration: approximately 1:14
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Toriana Mekash
Grade Level: 4th grade
Subject: Science
Date: 9/10/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. (SEP: 1;
DCI: PS3.A, PS3.B, PS3.C; CCC: Energy/Matter)
4-PS3-4 Design, test, and refine a device that converts energy from one form to another.* (SEP: 6; DCI: PS3.B, PS3.D,
ETS1.A ; CCC: Energy/Matter)
List the Rationale (cite theories or theorists):

I will use explicit instruction (Anita Archer) to introduce how the students will be completing the experiment and I
will use Howard Gardner’s multiple intelligences to accommodate to different learners. This lesson and its activity
will meet the needs of interpersonal, bodily-kinesthetic, visual-spatial, and logical-mathematical learners.
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List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
 Students will be able to determine where the highest hill is located on a roller coaster
 Students will be able to determine where objects need to be placed on their roller coaster so that energy is
transferred when objects collide
 Student will be able to construct their own roller coaster that is capable of having enough energy to get two
marbles to the target area
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The objectives for this lesson are appropriate for the students because the students have had enough prior
knowledge to complete the learning objectives. The objectives are also appropriate because there is a South Dakota
State Standard that is listed for the students to learn and do by the end of 4th grade.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Within the classroom, the gender ratio is 13 girls to 8 boys. There are 2 students with IEP’s. The percentage of
Caucasian students is about 90%.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The students within the classroom that I was placed in have various learning traits and different levels of multiple
intelligence (Howard Gardner). Some students need to be near the board or teacher to ensure they stay on track and
so the teacher can assist them if they have any questions.
List the materials/resources you will need to teach the lesson.
 Foam roller coaster tracks (made in previous lesson)

 A yardstick
 5 rulers
 Masking tape
 Pens
 Pencils
 10 Marbles
 5 paper cups
 Bumper Coaster Worksheet
 Mystery Science videos (https://mysteryscience.com)
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will use the SmartBoard to show videos and examples to students of how a real roller coaster works. The videos are
from the website “Mystery Science.” This will enhance student learning because students will actually see through
the video a roller coaster starting and moving through its track, versus just talking through the process or drawing a
picture. The video will also aid in showing students step by step instructions for building the roller coaster.
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Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will assign the groups that students work together in, versus the students choosing on their own, so that there is a
mix between higher-level learning students and lower-level students in each group. This will give higher-level
students a chance to reach a greater level of understanding by potentially helping explain something to his/her
peers, and it will allow lower-level students to hear reasoning from a peer, not just a teacher.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will give the students a three-question quiz two school days before to this lesson to see if the students have any
prior knowledge of what we will be covering in the lesson.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will direct by lesson; I will know which points to discuss more in depth
with students, and I will know if there are any points that I don’t need to cover as much because they
already understand it. Based on the assessment, I found that half of the students understood where the
highest hill on a roller coaster should be, and the other half did not. The results of the last two questions
on my quiz were kind of all over the place, I think that many students were just guessing because they
were not sure.
Bumper Coaster Assessment

Pre-Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 13
Student 20
STUDENT
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Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.
I will walk around the room while students are constructing their roller coasters to help with any questions they may
have and to monitor or redirect any off-task behavior. I will also use the online videos and discussion points to keeps
students engaged and talking to one another.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 I will introduce the lesson by asking students if they remember where the highest hill on every
roller coaster is and why it is that way
 Next, I will reinforce to students that roller coasters get all their energy from the first big hill; the
energy stored going up the big hill gives the coaster energy for the whole ride
 I will tell students that we are going to use our roller coasters we built last week in this experiment
as well
 I will also tell students that the goal today is to design a roller coaster that will get two marbles to
reach the destination inside of the cup at the end of the roller coaster; we want to know the best
placement of the marbles to both successfully reach the target
 Then we will watch a series of videos on Mystery Science that shows and explains how to build the
bumper roller coaster. I will ask students questions that we will discuss with partners or as a group
in between videos
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 Students will break into their assigned groups and follow the directions on how to finish setting up
their roller coaster for the experiment
 A video will be on the SmartBoard with all the instructions, and I will also be walking around to
assist groups with the construction of their coaster if needed
 After the groups roller coaster is complete, they will begin testing five different scenarios with
marbles on their coasters and will record their results on worksheet provided for them
 We will complete the first scenario as a group so I am able to model to students how to fill out their
worksheet as they complete the experiment
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students will complete the worksheet they are given with data they observe during the
experiment/scenarios
 After testing and recording all 5 scenarios with their roller coaster, students will independently
answer two follow up questions at the bottom on their worksheet
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 Lastly students will complete the short post assessment, which is the same three questions as the
pre-assessment
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
I will reemphasize the lesson objectives by telling students that the first hill of a roller coaster is very
important, and then ask students if they can share why it is important. Then I will remind students that the
rest of the hills cannot be higher than the first, because there will not be enough energy to make it over a
hill bigger than the first. Finally, I will ask students to share where they were able to place the extra
marbles in their experiment so that both marbles reached the target.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
Pre and Post Assessment:
Mystery Science Bumper Coasters
1. Where is the highest hill located on a roller coaster?
2. If the beginning location of both marbles is like the picture below, will both marbles make it to the
target cup? (Yes or No)
3. If the beginning location of both marbles is like the picture below, will both marbles make it to the
target cup? (Yes or No)
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Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
The results of the post assessment show that 80% of the class got 100% on the post assessment. Most of
the students achieved all of the learning goals, and all students achieved the main idea of the lesson which
was in order for a roller coaster to have enough energy to make it all the way through the track, the
highest hill must be the first hill; this was question one on the post assessment and all students got this
question correct. Of the four students that did not get all the answers correct, two of the students were
gone during part of the lesson so that may have been a factor in their post assessment score.
Bumper Coaster Assessment

100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30% Pre-Assessment
20% Post Assessment
10%
0%
Student 5
Student 1
Student 2
Student 3
Student 4
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 13
Student 20
STUDENT
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Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Things that went well in my lesson include changing up my plan in the middle of the lesson/demonstrating on one
roller coaster, and the great discussion/feedback that students had with me and one another. I didn’t plan on going
through all scenarios as a group at one roller coaster station, but some groups could not get their roller coaster to
stand so I needed to make a change in the lesson. I brought all groups up to the front by the group that built a sturdy
roller coaster and it went well transitioning to that; students seemed to be locked in and focused when we worked
through the scenarios as a group, so I was happy with the change I made. After the demonstration, I asked students
the follow up questions and there was great conversation going on between students. I called on students to share
why they felt certain scenarios worked, and I also had students turn to a peer and explain why a situation didn’t
work and how it could be changed to work.
There are a few things I would change if I were to teach this lesson again. One thing is that instead of each individual
group making a roller coaster, I would make one model for the whole class to experiment with. We would complete
each scenario as a class and move through the worksheet together, and then I would have the students answer the
last two question of the worksheet on their own after a whole group discussion recapping the experiment. Along
with all of those changes, I would only use the Mystery Science instructional video for introducing the experiment,
but I would walk through the steps for building the coaster on my own to avoid the lag time that the internet/iPad
caused. One final thing I would have done different, and I will do this with my students before doing a lesson like this
again, is explain to students how we work in groups. I will tell them that when working in groups we need to work
together, be respectful, actively participate, use indoor voices, and stay on task.
Attachment 1: Bumper Coaster Worksheet
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Lesson #2

Grade Level: 4th
Subject: Social Studies
Date: 9/24/18
PLANNING
4.G.3.1 Describe how natural and human conditions shape places and regions.
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Rationale (cite theories or theorists):

I will use explicit instruction (Anita Archer) when introducing vocab and explaining concepts to students. I will also
use Vygotsky’s theory of Zone of Proximal Development (ZPD), which states that at the beginning of a lesson
students will not know how something at the beginning, but throughout the lesson they learn ways to expand their
knowledge with help from someone else. By the end of the lesson, students should be able to understand and
explain on their own, or they will understand it with minimal help.
 Students will be able to identify natural resources in the United States
 Students will be able to explain ways people can conserve resources
 Students will be able to communicate their ideas with partners and in whole group discussion
The objectives for this lesson are appropriate for the students because the students have had enough prior
knowledge to complete the learning objectives. The objectives are also appropriate because there is a South Dakota
State Standard that is listed for the students to learn and do by the end of 4th grade.
Within the classroom, the gender ratio is 13 girls to 8 boys. There are 2 students with IEP’s. The percentage of
Caucasian students is about 90%.
Describe your Knowledge of Students: In terms of the whole class and individual students
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 Social Studies workbook

 Post assessment
 Pencils
 Smartboard
 Sticky notes
Technology
I will use the smartboard to have an interactive chart for students. I will randomly draw students to come up to the
board to drag a resource into the category of renewable or nonrenewable. The students also have a chart in their
book to go along with this that they will complete as we do this activity on the board.
Accommodations Base this on the information you provided for Classroom Demographics and
There are two students on IEPs that will take the test at the back table in the classroom with me. I will go through
the test with them at the same time and read each question out loud to the students.
I will give students a 10-question quiz to see what they already know about regions and resources. I will give the quiz
two days before the lesson so that I can see what areas I may need to focus on more when I teach the lesson.
Based on the pre-assessment, I will know what areas of the lesson students may already understand and
which areas I will need to focus on during instruction. I know that I will need to focus on explaining to
students what a natural resource, nonrenewable resource, and a renewable resource are, as well as give
many examples of each.
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Social Studies Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
Pre-Assessment
30%
20%
10%
0%
Student 8
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
STUDENT
I will have students stand up when they are repeating after me some vocabulary words, so that they are actively
engaged and speaking the definitions. I will also stop and ask questions and we will fill in answers in the workbook
throughout the reading so that students are on task and do not fall behind in the reading. I will also use callback cues
to get the students’ attention after they have been discussing with their shoulder partners, or just to redirect off task
behavior.
Implementation
“I Do”
 I will begin the lesson by telling students that paper and furniture can be made from wood/trees,
and then I will ask the students what can be made from corn?
 Next, I will tell students that we are going to talk about natural resources and regions
 I will read the textbook pages to the class throughout the lesson
 I will stop to go over certain vocab (natural resources, nonrenewable, conserve, and renewable) as
a class by having them “Mirror my words” (repeat after me)
 I will provide examples to students of natural resources, resources important to South Dakota,
renewable resources, nonrenewable resources, and ways to conserve natural resources
“We Do”
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 I will ask the following questions throughout the reading:
o How do people use soil and water as resources?
o What resources are needed for farming? And what kind of climate is needed?
o What resource do you think is important to South Dakota? It shapes our region and provides
jobs for many
o Resources can provide jobs. What types of jobs can be found in an area with lots of water as
a natural resource?
o What is the difference between a renewable and nonrenewable resource?
 Students will discuss the questions with a should partner, and then we will discuss the questions
class
 We will answer comprehension questions at the bottom of each page as we read through the text
 We will fill out a chart on renewable and nonrenewable resources on the Smartboard as a class
o I will randomly select students to come up to the board to complete the activity
“You Do”
objectives?
 Students will complete the two questions at the end of the reading in their workbook
independently
 Students will also complete their post assessment questions after they complete the sticky note
exit ticket
Lesson Closing
 I will reemphasize the lesson objectives by asking students to tell me what natural resources are
and examples
 I will close the lesson by telling students to write on a sticky note one new thing they learned today,
and then they will stick them up on the board and grab their post assessment test
(Copy of assessment below)
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Name: _____________________________________
Regions and Resources

MATCHING
1. _______ Natural Resources

a. can be replaced
2. _______ Nonrenewable
b. to save or protect
3. _______Conserve c. something in the environment that people can use
d. cannot be replaced or would take a long time to form again

4. _______Renewable
ANSWER THE FOLLOWING QUESTIONS:
5. What type of job might you find in a region with rich soil and the right climate?
6. What type of job might you find in a region with water sources (lakes, rivers, ocean)?
7. List one nonrenewable resources:
8. List one renewable resources:
9. Name one way people can protect natural resources?
10. Name one natural resource that is important to South Dakota. Why?
Analyze
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Overall, the results of the post assessment showed that students understood the main idea of natural
resources. The class average for the post assessment was 85%, and I think that could be even higher with a
little more time spent discussing this topic in class. One student was absent during this lesson, so there is
no post assessment score represented on the graph below (Student 12).
Regions and Resources Assessment

Pre-Assessment Post Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
Reflect
conclusions.
One thing that went well during the lesson was the smartboard activity/chart; this was much more interactive and
engaging than just discussing the chart in the book and having them write it down without a visual. Another thing
that went well was having students “mirror my words” (repeat after me) with some of the vocabulary. I really like
this method because it allows students to say the definition of the word numerous times, and since the person doing
the talking is the person doing the learning, I believe it is very important to have students saying the word and
definition to one another.
If I were to teach this lesson again, I would like to take an extra day so that students could make a poster, brochure,
or visual of their choice on a natural resource. I think having students do this would expose students to even more
examples of resources and having a visual would help build a long-lasting connection for students. Another change I
would make is have the students present the posters or brochures to the class, to share what they discovered in
groups about natural resources. I also would add to my smartboard activity by including all the questions/fill in the
blanks that are included in the student textbooks. Students liked coming up to the board, so this increased
participation from students who don’t usually raise their hand to share an answer.
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Lesson #3

Grade Level: 4th
Subject: Math
Date: 10/4/18
PLANNING
CCSS.Math.Content.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.Math.Content.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find
and interpret the difference in length between the longest and shortest specimens in an insect collection.
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

I will use explicit instruction (Anita Archer) to introduce beginning and line plot and comparing data, and Vygotsky’s
theory of Zone of Proximal Development (ZPD), which states that at the beginning of a lesson students will not know
how to solve the problems given to them, but throughout the lesson they learn how to solve with different ways to
expand their knowledge with help from someone else. By the end of lessons, students should be able to practice the
skills by doing independent practice and prove that they understand, or they will understand it with minimal help.
 Students will be able to subtract multi-digit whole numbers
 Students will be able to make a line plot and solve problems using a line plot
 Students will be able to communicate their ideas with partners and in whole group discussion
The learning objective are appropriate for the students because subtracting multii-digit whole numbers is something
they will use often outside of the classroom. They are also appropriate because the students have had enough prior
knowledge to complete the learning objectives. There is also a State and Common Core Standard that is listed for
the students to learn and do by the end of 4th grade.
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Within the classroom, the gender ratio is 13 girls to 8 boys. There are 2 students with IEP’s for Specific Learning
Disabilities; both students have goals of working on expressive language, Oral expression, and listening
comprehension. The percentage of Caucasian students is about 90%.
 SmartBoard
 Document Camera
 Student Activity Book
 Pencils
 Teacher copy of Mystery Data
Technology
I will use the SmartBoard for Daily Math instruction at the beginning of the lesson, as well as to show visuals of the
data. I will also use the document camera to share examples of students’ line plots they created in the previous
lesson. All these things will enhance my lesson by showing clear visuals to all students. The iPads will be used for
quick finishers, as they will be instructed to go into their Reflex app for review of multiplication and division. This
enhances student learning because this app gives students different levels of challenge when it comes to multiplying
and dividing, and it monitors students progress and accomplishments.
Students will be paired up with their shoulder partners, so there is a mix between higher level and lower level
learning students. While students are working on their post assessment, I will spend more time between two
students on IEPs and will read questions out loud to these students to ensure understanding of the question.
I will use a 3-question pre-assessment to assess students’ prior knowledge of line plots, median, and range. In the
assessment students must take data that is given to them and put it into a line plot, as well as determine the range
and median.
19 | P a g e
The results of the pre-assessment will tell me what instruction on line plots I will need to do during whole
group instruction for the lesson. I will be assessing if students can correctly plot the data, as well as include
a title and labels. The assessment will also show how in depth I need to go into explaining median and
range, or if I just need to be sure to address these terms to certain students. Based on these results, I will
be spending extra time in the lesson before this, as well as during this lesson, stressing the components of
a line plot and the vocabulary terms median and range.
Math Pre-Assessment
Pre-Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
Certain students sit in the front row so that I can help them stay on task. I will use callback cues to get the students’
attention after they have been discussing with their shoulder partners, as well as use the callback cues to redirect off
task behavior. I will walk around the room while they are working in pairs to help with any question’s students may
have and to ensure they are engaged in the activity.
Implementation
“I Do”
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The beginning of this lesson will be carried over from the previous lesson.
 I will ask students to have out their mystery data worksheets from the previous lesson, and then I
will ask for a student to describe the data in Mystery Data B
 Next, I will ask for volunteers to share their theories about the data and their reasoning behind
their theories
 I will emphasize that there is no way we can know for sure what the Mystery Data represents, but
we are practicing developing theories that match the data
 If a students’ theory ends being correct, I will reveal the mystery data, but otherwise I will wait to
reveal it until the end of the lesson
 We will then move on to discussing Mystery Data C, and I will ask students to share some of the line
plots they created of the data
 I will ask students the following questions as we look at different line plots:
o What do you notice about how they (the different line plots) are similar and how they are
different?
o Do they all have a median of 19.5
 After I reveal the data values for Mystery Data C, I will also show the line plot for the data and will
ask students how it is possible that such different data could have the same median, highest, and
lowest values?
 Next, I will share that the median and extreme values provide landmarks for the data set
 I will also explain to students that the median in relation to the highest and lowest values provides
one indication of how the data are spread out
 I will stress the landmarks help us imagine what the data looks like, but they don’t provide all the
information that a line plot does about how the data are spread out in each half of the data
“We Do”
 We will begin the activity for today, Comparing WNBA Players’ Points Per Game
 I will ask a student to explain how the game of basketball is scored, and I will help if needed
 Then I will tell students that we will be representing, comparing, and analyzing data about some
players in the Women’s National Basketball Association (WNBA)
 We are going to look at the number of point two players scored during the games of the 2003
season and compare them
 I will emphasize that the number of points scored during a basketball game is important because
the team that scores the most points at the end of the game wins
 Next, I will explain that they are going to be comparing the points Yolanda Griffith and Mwadi
Mabika scored during each game they played in the 2003 season, with the data given to them on
page 31
 I will ask students to look at the line plot on page 31, and I will ask students to explain what the Xs
stand for on this line plot (one X = that many points in one game)
 We will then brainstorm ideas and strategies for completing a line plot of Griffith’s data, and how
to be sure we do not skip any data
 Finally, students will work in pairs to complete page 31-32 in their SAB (each student completing
the work in their own workbook, but can discuss and come up with answers together)
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“You Do”
objectives?
 Students will complete page 33 in their Student Activity Book independently as homework and the
post assessment (if students do not finish during the class time they will be given time during work
time to finish)
 On this worksheet, students need to put data into a line graph, describe the data, and share
information such as range and median
 I will instruct early finishers to log into Reflex on their iPad and begin working on
Multiplication/Division
Lesson Closing
I will reemphasize the lesson objectives by asking students what a line plot shows readers, as well ask what
median and range mean. Finally, I will ask students to give a thumbs up if they feel comfortable making a
line plot.
22 | P a g e
Analyze
Based on the results of the Pre and Post-Assessments, there was great growth shown by all students. In
the Pre-Assessment, all but one student was 40% or below. On the post assessment, all students are at
60% or above, and the majority of students are at 80% or above. Before this lesson the students really
struggled with making a line plot as well as finding the range and median. When going through the post
assessments, I noticed so much growth with the students’ line plots; all students were able to master this
specific skill. One thing that some students were still confused about on the post assessment was the
range, a handful of students were still writing it as 6-15 (for example), instead of writing it as the difference
23 | P a g e
between those two numbers. We deal with range in the next few lessons to come, so we will continue to
work on that specifically.
Math Post Assessment

Post Assessment
100%
90%
SCORE (PERCENTAGE)
80%
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
Reflect
conclusions.
One thing that went well was the repeat after me/mirror my words strategy for helping students remember
vocabulary. I really love this strategy that was introduced to me by my CT. It allows students to hear the definition,
repeat it, and then teach it to a classmate. I think that students retain definitions because of the repetition and
because it is super catchy! The discussion that was going on between the students was something that I thought
went great as well. I had students go around the room at looking at each other’s line plots, and as students were
walking by classmates work they were discussing similarities and differences between the specific line plot and their
own line plot they made. Students also had great conversation amongst themselves when discussing finding the
median of the sets of data.
One thing I need to focus on with my lessons is pacing so that I have time to wrap up my lesson. In this lesson,
students took longer working on the activity with partners than I anticipated, and before I knew it we were out of
time and I didn’t complete my lesson closing. I am going to try the strategy of setting a timer while students are
working so that I am still able to stop and complete the closing, even if students aren’t quite finished.
Another thing I would change with this lesson, and in other lessons, is working with two of my students at the back
table when going through the activity/partner work. These two students work at about the same pace, and they
need a little extra guidance to stay on track; they also work better when questions are read out loud to them. By
doing this, I would be able to assess these students more closely to see what they need extra help with and I would
be giving these two students the greatest chance at success. Lastly, something I can continue to get better at is
communicating objectives to my students.
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Lesson #4

Grade Level: 4th
Subject: Reading
Date: 10/23/18
PLANNING
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

I will use explicit instruction (Anita Archer) to model rereading a text to better understand it and pick out key details
or main idea of a text. I will also use Vygotsky’s theory of Zone of Proximal Development (ZPD), which states that at
the beginning of a lesson students will not know how to solve the problems given to them, but throughout the
lesson they learn how to solve with different ways to expand their knowledge with help from someone else. By the
end of lessons, students will be able to use text evidence to pick out key details from a story as well as identify the
main idea of the text.
 Students will be able to use text evidence to help better understand informational texts.
 Students will be able to pick out key details and the main idea of informational texts.
The learning objective are appropriate for the students because they need to understand the main idea or the point
of a reading. They are also appropriate because the students have had enough prior knowledge to complete the
learning objectives. There is also a State and Common Core Standard that is listed for the students to learn and do by
the end of 4th grade.
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 Reading/Writing Workshop Textbook

 Your Turn Practice Workbook
 Visual Vocabulary Cards
 SmartBoard
 iPads
 Pencils
Technology
The SmartBoard will be used to have a list of the vocabulary words for students, and I will also use the smartboard to
post the questions that students will be answering during our whole group and small group discussions. This will
enhance learning because it is a visual for students and a reminder of what students should be working on. iPads will
be used for students uploading a video on Seesaw, and they will also be used for early finishers to begin reading on
the Epic app.
Students will be paired up with their shoulder partners, so there is a mix between higher level and lower level
learning students. While students are working on their post assessment, I will work in a small group with the two
students on IEPs and will read questions out loud to these students to ensure understanding of the question.
Students were given a 4-question assessment on main idea and key details. In the assessment students need to state
what main idea means, pick out the main idea from two different passages, and determine key details that support
the main idea.
The results of the pre-assessment showed me that some students know what “main idea” means, but not
all students. It also showed me that I still need to emphasize pulling text evidence right from the story
when stating key details from a story.
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Reading Pre-Assessment
Pre-Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
attention after they have been discussing with their shoulder partners, as well as use the callback cues to redirect off
task behavior. I will walk around the room while they are working in pairs to help with any question’s students may
have and to ensure they are engaged in the activity.
Implementation
“I Do”
 The lesson will begin with reviewing vocabulary that was introduced in the prior lesson
o Compassionate
o Enterprise
o Exceptional
o Funds
o Process
o Routine
o Undertaking
o Innovative
 We will review vocabulary by “mirroring my words,” where students will stand up and repeat after
me, then teach each other by repeating the definitions to their shoulder partner
 Next, we will review the comprehension strategy of rereading
 I will remind students that when they read informational text, they can reread to understand
details they might have missed or ideas that were confusing at first
27 | P a g e
 I will model rereading to find text evidence on page 82 of their Reading/Writing Workshop book
 I will tell students if I want to better understand the way a business can help others, I will reread a
certain passage from the book, and then state the text evidence from the paragraph that tells us
how a business can help others
 After I model this example, we will work through an example as a class and with shoulder partners
(We do)
 Next, I will communicate to students that the main idea is the most important idea in a text, and
that key details give important information to support the main idea
 I will model to students how to identify the main idea and key details by rereading a paragraph on
page 80 and showing main idea and key details
 Then students will have a chance with their shoulder partner to identify the main idea of a different
section in the text and we will discuss as a class (We do)
“We Do”
 Students will reread page 80 in their literature book with their shoulder partner, looking for text
evidence on other examples of companies giving back to communities
 We will discuss as a class what they found for text evidence in the reading
 Next, students will reread pages 79-80 with their shoulder partner and begin identifying key details
and main idea
 We will discuss the key details and main idea as a class and students will fill out a chart in their Your
Turn Practice book to go along with the reading
“You Do”
objectives?
 Students will read a passage out of their Your Turn practice book with their shoulder partner
 Next, they will complete the worksheet that goes with the passage on key details and main idea
Lesson Closing
 I will reemphasize the lesson objectives by asking students two questions and discussing the
answers: What is main idea? What are key details?
 Finally, students will take a selfie video for the Seesaw app telling their parents what main idea and
key details are
 Students will complete the post assessment at the beginning of the next reading lesson
Main Idea
28 | P a g e
1. What does the term “main idea” mean?
a) Where a story takes place
b) Who the story is about
c) What the story is mostly about
d) How to make something
2. Joey ran down the field kicking the soccer ball. He got close to the goal and kicked as hard as he
could. The goalie caught the ball and threw it back out. Joey knew he would try again soon.
What is the main idea of this passage?
a) You can’t use your hands in soccer
b) Joey is trying to score a goal
3. Which supports the main idea?

a) He got close to the goal and kicked as hard as he could
b) Joey likes playing soccer
4. Is there a hairy monster in the Pacific Northwest? Some people think so. They say it lives in the
mountains. They call it “Bigfoot.” No one knows for sure if Bigfoot is real. Hundreds of people say
they have seen the monster, and many more claim to have seen its huge footprints. Reports state
that Bigfoot looks like an ape. It doesn’t run, but it walks very fast. Bigfoot is said to be a fast
swimmer as well. Reports of the strange Bigfoot make the monster and interesting puzzle.
What is the main idea?
a) The pacific northwest is a nice place to visit
b) Bigfoot looks like an ape
c) Bigfoot is still a mystery
d) Bigfoots physical features
Analyze
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Based on the results of the post assessment, it is clear to me that most students grasped main idea and key
details throughout the lesson. I noticed that if a student struggled with a question on the post assessment,
it was picking a detail that supports the main idea.
Reading Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
Reflect
conclusions.
One thing that went well during my lesson was the “mirror my words” vocabulary strategy. Students respond well to
learning their vocab words for the week in this format, I like that students are not only repeating after me but they
are also then repeating and teaching classmates for extra practice. Another thing that I thought went well during my
lesson was the way I had students work in pairs in their workbooks and then I was able to work in a small group with
two students. It was beneficial for the two students I worked with to have me read part of the passages and help
explain the questions at the end. Communicating my objectives to students verbally, as well as visually, was
something that also went well during the lesson.
One thing that I would revise if I were to do this lesson again would be to go over the questions for the assignment
as a class, after the students had read the passage with their partner and started to look for text evidence. Another
thing that I would do differently is have students highlight the key details from the passage they read in their
workbook; many students don’t always take enough time going back to reread and find text evidence, and by having
them highlight the text evidence in the passage they are forced to find the exact examples.
Lesson #5
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Grade Level: 4th grade
Subject: Writing
Date: 10/25/18
PLANNING
CCSS.ELA-Literacy.W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.4.1.d
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I will use explicit instruction (Anita Archer) to model using details in a reading to support an opinion essay. I will also
use Vygotsky’s theory of Zone of Proximal Development (ZPD), which states that at the beginning of a lesson
students will not know how to solve the problems given to them, but throughout the lesson they learn how to solve
with different ways to expand their knowledge with help from someone else. By the end of lessons, students will be
able to use text evidence to back up their thoughts in an opinion essay and wrap up their writing with a strong
conclusion.
 Students will be able to write about their opinion on a topic in an organized structure.
 Students will be able to write a strong conclusion to support their opinion.
 Students will be able to start a writing piece one day and either finish it or pick up where they left off and
continue writing the next day.
The learning objective are appropriate for the students because they need to be able to express their opinions
through their writing. They are also appropriate because the students have had enough prior knowledge to
complete the learning objectives. There is also a State and Common Core Standard that is listed for the students to
learn and do by the end of 4th grade.
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 Reading/Writing Workshop textbook

 Pencils
 Notebook paper
 Smartboard
 Timer
Technology
The smartboard will be used to show examples of an opinion writing piece, as well as used to show examples of text
evidence in a reading. This gives students a visual to refer back to when working on their own writing, versus just
hearing examples and being expected to remember them. A timer will be used to help with transition times between
whole group work and individual work. A timer will ensure that students get enough time working on a task, but
then ensures that we move on, so they have enough time with the next part (individual writing) of the lesson.
While students are working on their writing piece, I will be sure to work with the two students on IEPs to help them
get their ideas started and organized to write their opinion piece.
I gave the students a three-question assessment that required them to identify a correct conclusion paragraph, pick
out text evidence to back up their opinion on a topic, and label (introduction, body, conclusion) paragraphs in an
example essay.
The results of the pre-assessment showed me that I need to focus on talking about where a conclusion is
located in a writing piece and the importance of the conclusion. I also need to remind students how to find
text evidence and then use it to support their opinion in their writing.
32 | P a g e
Writing Assessment
Pre-Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
attention and to redirect off task behavior. I will walk around the room while they are working on their writing to
help with any question’s students may have and to ensure they are engaged in the activity.
Implementation
“I Do”
 I will read out loud the first paragraph on page 86 in the Reading/Writing Workshop book and ask
students what’s the prompt asking?
 I will encourage rereading to find details that help understand the authors opinion
 I will model how we can go back to the story to see where the student models text evidence is
found
 We will analyze a student model of an opinion piece in the Workshop book and I will explain three
main focuses from the example that we will use in our own writing
o Sentence length
o Reason and Evidence
o Strong Conclusion
“We Do”
33 | P a g e
 We will begin working as a class on writing about the prompt: Which company in “Dollars and
Sense” is doing more to help people?
 I will tell students to cite text evidence
 I will remind students that this is an opinion writing, so they should state their opinion and use text
evidence to back up their opinion
 I will also remind students to focus on sentence length, reasoning/text evidence, and a strong
conclusion
“You Do”
objectives?
 Students will complete an opinion writing activity to answer the question “Which company in
‘Dollars and Sense’ is doing more to help people? They will need to include text evidence
 As they craft their response, they will keep in mind sentence length, reason and evidence, and
strong conclusions
Lesson Closing
I will reemphasize the lesson objectives by asking students to discuss with their shoulder partner why a
conclusion is important and what it tells readers. I will ask for volunteers to share what they came up with
while talking with their partners and we will discuss as a class. I will also give students the post assessment
if time allows or it will be given the next day during writing.
1. Circle the best conclusion paragraph below:

a. Christmas is my favorite holiday. Do you have a favorite holiday?
b. So you can see, Christmas is my favorite holiday because I spend time with my family, I bake lots of
cookies to share with others, and I get to give gifts to loved ones. Do you have a favorite holiday?
c. My favorite holiday is Christmas. I spend time with my family, I bake lots of cookies to share with
others, and I get to give gifts to loved ones.
2. What happens to rock during weathering? Read the passage from “A World of Change” to find out and
cite text evidence.
Some of Earth’s biggest changes can’t be seen. That is because they are happening very slowly. Weathering, erosion,
and deposition are three natural processes that change the surface of the world. They do it one grain of sand at a
time.
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Weathering occurs when rain, snow, sun, and wind break down rocks into smaller pieces. These tiny pieces of rock
turn into soil, but they are not carried away from the landform.
____________________________________________________________________________
3. Label each paragraph:

Introduction Body Conclusion
Many people think that recess is fun for kids no matter what but I think it is boring because there isn’t anything fun
to do. Right now at recess a lot of kids just sit on the grass because they don’t want to swing or play jump rope.
a
The first reason why we should have football is because it is good exercise. When you play, you get to run, throw,
and catch. For instance, when I was playing football last week Anthony had the ball and we all had to run after him
andbtry to get the ball to make a touchdown. My football coach says, “Football is a great workout.” We should have
football because it’s good exercise.
Another reason we should have football is because everyone can play football. I play with my brothers. Sometimes
c
my sister plays. Sometimes my dog catches the ball! This shows that everyone can play. Also, if you don’t know how
to play it is an easy sport to learn. You can just start playing. All you need is a ball and a yard. We already have a yard
at recess, we just need a ball. Our class says that five of us have balls at home that we can bring in. This shows that
everyone can play.
The last and most important reason that we should have football is because it is fun for everyone. Even people that
are just watching have fun! For instance, last weekend at Central Park I saw a game going on and the players were
running
d and catching and throwing and giving each other high fives. And the fans were jumping up and down and
screaming their heads off. We should have football because it is fun for everyone.
Recess is supposed to be fun. If we have football at recess we will get more exercise, play more, and have more fun.
When we were little we played on the swings or went down slides. But now everyone just sits around. It would be
e
better if we could play football.
a)
b)
c)
d)
35 | P a g e
e)
Analyze
Based on the results of the Post-Assessment, it is clear to see a lot of growth throughout the lesson on
students understanding of the structure and process of writing an opinion piece. Determining the structure
(introduction, body, and conclusion) is something students particularly struggled with during the pre-
assessment, but greatly improved on during the post assessment.
Writing Assessment
100%
90%
80%
SCORE (PERCENTAGE)
70%
60%
50%
40%
30%
20%
10%
0%
STUDENT
Reflect
conclusions.
One thing that went well during my lesson was students being able to pick out text evidence from the reading to put
into their opinion writing. Another thing that went well was students understanding what a conclusion is and being
able identify where it is located in a writing piece. Before this lesson, there was some confusion between conclusion
and introduction and students now have a better understanding between the two.
Something I would do differently if I were to teach this lesson again would be to allow a little extra time for the
lesson or break it up into two lessons. By the time students reread the story to formulate their opinion to write
about, they didn’t have as much time as I would have liked for writing their opinion piece. Another thing I would do
differently, is have students peer edit with partners after they complete their rough draft. Finally, students would
complete their a final copy, along with their draft, to me.
36 | P a g e
Teacher Work Sample Scoring Rubric
Student Teaching Experience
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal but needs to work to goal.
Setting and Reflection s/he will use to enhance goal achievement efforts. develop a more specific
achievement efforts. list of resources to be Candidate is not clearly
Candidate effectively used for achievement of able to reflect on his/her
Candidate is highly effective communicates any that goal. performance in the area
at communicating any progress/growth made of goal
progress/growth made toward the goal in the Candidate’s reflection on setting/achievement.
toward the goal in the reflection. goal achievement is
reflection. minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
Standards/Objectives standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
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encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students’ prior knowledge of students’ prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students’ prior students’ prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments assessment. Does not include a copy
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
(and/or pre) results.
assessment results (and pre- results (and pre-post show post assessment
post comparison if comparison if applicable) results (or pre-post Does not provide a
applicable) comparison if applicable) description of the post
Provides a description of the assessment results is
Provides detailed description post assessment results Provides a weak weak and illogical and
of the post assessment which somewhat addresses description of the post does not address all of
results which thoroughly most of the following items: assessment results the following items:
addresses all of the following which does not
students’ progress toward
Analyzes items : students’ progress toward adequately address the
mastery of the objectives
mastery of the objectives following items:
from pre-to-post
students’ progress toward from pre-to-post
mastery of the objectives students’ progress
factors that may have
from pre-to-post factors that may have toward mastery of the
affected the post
affected the post objectives from pre-to-
assessment results
factors that may have assessment results post
affected the post assessment
how the results of the
results how the results of the post factors that may have post assessment highlight
assessment highlight what affected the post what areas of the lesson
how the results of the post areas of the lesson will assessment results will require re-
assessment highlight what require re-teaching (if any)
39 | P a g e
areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection:
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
40 | P a g e
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Northern State University

Student Teaching Experience

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content  Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy  Planning Pedagogical Knowledge includes those

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

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

e. Reflect on your progress/growth toward achieving this goal:

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students  4th grade

Community  Urban Community

District  District enrollment: 4,502

School  Enrollment: 403

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

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

 Foam roller coaster tracks (made in previous lesson)

Bumper Coaster Assessment

Pre and Post Assessment:

Mystery Science Bumper Coasters

1. Where is the highest hill located on a roller coaster?

Bumper Coaster Assessment

Attachment 1: Bumper Coaster Worksheet

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

 Social Studies workbook

(Copy of assessment below)

Regions and Resources

1. _______ Natural Resources

3. _______Conserve c. something in the environment that people can use

d. cannot be replaced or would take a long time to form again

ANSWER THE FOLLOWING QUESTIONS:

7. List one nonrenewable resources:

8. List one renewable resources:

9. Name one way people can protect natural resources?

Regions and Resources Assessment

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

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

Math Post Assessment

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

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

 Reading/Writing Workshop Textbook

3. Which supports the main idea?

Rationale (cite theories or theorists):

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

 Reading/Writing Workshop textbook

1. Circle the best conclusion paragraph below:

3. Label each paragraph:

Teacher Candidate Name:_________________________________________________________________

Task I: Professional Goal Setting

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

Numerous Management and Management and Management and

Includes professional-quality Includes average-quality Includes poor-quality No quality

Overall Professional Quality of Teacher Work Sample

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