2018 Ste Tws - Leber

Northern State University
Student Teaching Experience

Teacher Work Sample
Fall 2018
Candidate Name: Catherine Leber
Candidate Website Address: Missleber.weebly.com
Candidate ID Number: 7257830
Name of School where data Mike Miller Elementary

was collected:
Subject/Content Area: 4th Grade
Grade Level: 4th
Date Submitted:
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: electronic submission)
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction
on students’ learning as well as provide evidence of candidates’ teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another person’s ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font and print on both sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
Submission
An electronic copy of your completed TWS must be submitted to:
 D2L for ELED/SPED/SEED 488

 Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
 Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.
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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.
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.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization
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 is to better be able to voice and express my expectations of students as well as
procedures and routines in the beginning of the year, lesson, etc. While teaching one of my
formal lessons for my past Pre-Student Teaching Experience, I did not state in the beginning of
my lesson what my expectations were as well as what the students could expect for the lesson.
The students did well, but the management could have been better. My goal is to have better
classroom management skills and organization before I take over the classroom rather than
learn later that I should have done things differently—in other words, my goal is to be more
“proactive than reactive.”
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
My steps and strategies for accomplishing this goal include learning as much as possible during
my online course for classroom management taught by Dr. Anna Schwan. Another step to
meeting my goal is to follow the procedures and expectations already set into place by my
cooperating teaching, Miss Liknes. Other resources I will utilize are my past documents and
plans that I created for SPED-410, Behavior Management for Students with Exceptionalities.
There will have to be some modifying done because of how much I have learned since taking
that class, but they will be a good guide and base to use. Other resources I could utilize could
be various Special Education articles that I have read in the past from classes, and the
information could be easily transferred over to the general education classroom and be even
more effective for the two students that have IEPs in the class. As she has taught in multiple
age ranges, Ms. Fosher will also be a good resource will various ideas that have worked in her
experience.
e. Reflect on your progress/growth toward achieving this goal:

Through the semester, I have gained many classroom management skills. This semester I
have been taking Dr. Schwan’s class online, and it really has given me many ideas for how to
improve on this semester, as well as, for my own classroom next year. I still slightly struggle
with being too “reactive,” especially in my tone, but working with Miss Liknes has helped me to
be more proactive. I really focused on tone for this semester as I naturally have a slightly
sarcastic tone at times, but I have truly gotten better at reigning that in as students at this age
level don’t quite understand sarcasm that well yet. My relationships that I have built with
students this semester is really what helped with my classroom management skills. Another
thing that helped me learn the most through this experience was the fact that Ms. Liknes had
such a strong faith in me when it came to handing the classroom over to me. I found being on
my own was more stressful than I thought it would be, but it really put my skills learned in
classes to the test in the realest way possible. I, also, got much better at stating the objectives
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at the start of each lesson which helped with behavior as well as the students were more willing
to work toward a goal they knew they would reach at the end of the lesson—the objective.
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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 Description of the Contextual Factors

Factors
General Context of Your Students  Age – 9-10
(All subcategories listed in this box  Grade – 4th
are required.)
 3 students on IEP
Students’ grade and developmental  Content areas are all
levels; the age range of students;  7 in reading interventions
the content area being taught; any  20 students in all- 8 girls;12 boys
other factors that are pertinent to  1 Hispanic
understanding your class  3 Native American/Alaskan Native
assignment
Community The community of Aberdeen would be considered urban because of its location.
(e.g., whether the area is urban, The population is 27,4181. The average age is 34.9. The medium household
suburban, or rural; socioeconomic income is $47,290 with -0.53% as the declining poverty rate. The number of
information; census data for the employees is 14,705 with 1.04% growth. The poverty rate is 12%. White
community) residents (88.3%), 1,144 Native residents (4.17%), 682 Hispanic residents
(2.49%), 678 Asian residents (2.47%), and 388 Black residents (1.42%).
(Information found on https://datausa.io/profile/geo/aberdeen-
sd/#demographics)
District Percent attending 94% or more of enrolled days – 82.3%; ELA Multi Year
(e.g., enrollment; percent of students Proficiency – 56.68%; Number of students – 3430; Graduation rates – 83.28%;
receiving free or reduced-priced ELL – 4.48%; Students with disabilities – 12.85%; Economically Disadvantaged
lunches; graduation rates; – 40.5%; Hispanic/Latino – 5.39%; American Indian/Alaskan Native – 6.88%;
ethnicities; percent of students with Asian – 3.41%; Black/African American – 2.39%; Native Hawaiian/Pacific
IEPs; percent of students who are Islander – 0.29%; White/Caucasian – 77.23%; Multi-race – 4.4%
ELLs; per-pupil expenditures)
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School 76% Caucasian, 1.9% African American, 2.9% Asian American,
(e.g., enrollment; percent of students 8.7% Native American, 4.8% Hispanic American, 10.6% receiving
receiving free or reduced-priced
lunches; ethnicities; percent of
special education, 32.7% Economically disabled.12 general
students with IEPs; percent of education teachers and 2 special educators. 10% ELL
students who are ELLs; teacher-to- Information found from the 2016-2018 Mike Miller Elementary
student ratio) School Improvement Plan found on
https://aberdeen.k12.sd.us/mikemiller/index.html
http://doe.sd.gov/NCLB/reports/2017/reportcard/2017school06001-
07.pdf
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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: Catherine Leber
Grade Level: 4th
Subject: Social Studies
Date: 9/18/2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4.H.2.3 Describe the influence of notable South Dakotans of the development of our state
4.H.1.2 Generate questions about multiple historical sources and their relationships to particular historical events
and developments
4.H.3.1 Compare and contrast life today with life in historical time periods
List the Rationale (cite theories or theorists):

I will be following the 5E learning cycle. Technically this is specifically used for teaching science, but it works in this
case as well. The lesson will start by engaging the students with their knowledge of South Dakota’s original
inhabitants. Then it goes on through Explore by reading the text book and learning new information through a story
on Epic!. The students will get the Explain what they have learned in the first chart. They will then Extend to
comparing and contrasting the differences between Native Americans life in the 1700s in South Dakota and their
lives. The Evaluate will be the teacher reading through their charts and having group discussions.
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 identify notable Native Americans of the Sioux tribe in South Dakota.
Students will be able to make a chart comparing today with life in the 1700s for a Native American in South Dakota.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
4th grade is a time for students to focus on state history, as that is what the standards are focused around, and
having the students learn more about the Native American tribes that live(d) in South Dakota is a great way for the
students to open their minds to other traditions and ways of life than they are used to. This can also be a way to
break stereotypes that students may have in their minds about Native Americans that they may have previously
learned or heard. This is also a way for students who identify as Native American to share and compare.
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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).
Three students on IEP; 7 in reading interventions; 20 students in all- 8 girls;12 boys; 1 Hispanic; 3 Native American
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).
There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is
that I will call on students who do not normally talk to get them more comfortable with speaking in front of the
class. I will also have the students practice working in groups as that is something they struggle with. Some
students struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the
students to hear some of the more challenging words before working on it with a partner.
List the materials/resources you will need to teach the lesson.
South Dakota History textbook, iPads with Epic! to read a book on, papers, pencils, SMART Board, and markers for
whiteboard.
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.
Students will use a book on the app Epic! to engage more with the topic than simply using their textbooks. The app
will go more into depth on the Sioux tribe, specifically, because there were not as many resources for the other
tribes mentioned in the book.
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. *
Students in this particular class needs a lot of prompting and reminders while working. One particular student needs
a lot of prompting as otherwise she will sit there the whole-time work is supposed to be worked on. Working in
groups is great for this class because it is helping teach them how to work in groups, but it also puts almost more
accountability on the students than if we were working this through as a whole class. Putting students that need a
little extra help with students who excel is a great way for both students to learn from one another—as long as they
are being monitored so that one student does not do all the work while the other student copies. If needed, we can
use a timer system for students that struggle working for long periods of time. For example, work for 5 minutes, get
a 2-minute break. That would be something that would be assessed and decided throughout the lesson.
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.
Students will listen to the chapter first before completing a page from their workbook that allows them to go
through the chapter again in a more structured way. During this time, I will walk around and use a form of formative
assessment to simply ask the students questions that make them start to think about “how is this different from my
life.”
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)
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Based on the pre-assessment, I will know just how much extra direct instruction the students need on the
various sources that we went over previously to truly understand some of the concepts that were
described in the books.
Series 1
4.5
3.5
2.5
1.5
0.5
0
13/25 14/25 15/25 16/25 17/25 18/25 19/25 20/25 21/25 22/25 23/25 24/25 25/25
Series 1
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.
One classroom management technique that I like is the form of “call and response” as a whole group because the
students then know just what is exactly expected of them and when they can talk. Another technique will be having
the groups planned ahead of time so that the students will flow into them more quickly than if they chose partners
or if I took class time to do so. If needed, we can use a timer system for students that struggle working for long
periods of time. For example, work for 5 minutes, get a 2-minute break. That would be something that would be
assessed and decided throughout the lesson.
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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.
When students come into the room from recess, they will have their Social Studies book on their desk. If
they do not have their iPad, they will grab that. I will talk to the students about the pictures that were
shown in both the chapter and in the book on Epic!. We will discuss what they mean and what they
represent. I will ask questions such as, “why was this person important;” “what do you think life would be
like living in a tipi?” I will also utilize the “think, pair, share” technique to get students to think out loud
with partners. After all, the person doing the talking is the person doing the learning. After the discussion,
I will have a student hand out the worksheet. I will explain to students that first thing we are going to do is
take the information that we read in the chapter and the book on Epic!, and sort it out and put it in our
own words. By doing this, I will explain, they will be better able to show that they can take information out
of a book and put it their own words or be able to explain it through drawing.
“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).
The first thing we will do together is read the directions at the top of the page to ensure that they are
getting read. We will do the first example together. I will demonstrate for students how to find
information from the text by modeling. We will first see if there is any information that we remember
specifically from reading. If not, then that means we need to search our book. We will scan in the book
for key words, such as “roles of men” or “jobs.” This will be a good time for students to practice skimming
instead of reading word for word every time. At this point, they should have already read their text book
twice and their Epic! book once. We will also work on that if we know certain subjects already, do those
first. This will make it less stressful when you do get stuck later as there will be fewer blank spaces to get
stuck on. Once we get through one example and I know students understand what is expected of them, I
will have the groups get together to start working. If the students are still unsure of the process, we will go
through another example.
“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?
At this point, the students will be in their pairs/groups working on filling in the chart from information
from the book. This is a great way to show their thinking process when it comes to using text evidence to
draw conclusions. When the students are all done filling out the first chart, they will turn it over to the
back, and with their partner, decided what was similar and what was different from our lives now. When
all the groups are back, we will have a big group discussion about how maybe some people have things
that are the same that others have as different. This will help students to see that the world is more
diverse than what they think. We will then talk about how some parts of the culture are still relevant
today for the Native Americans in South Dakota and across the nation in other tribes.
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.).
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After the discussion, we will end the lesson with students writing an exit slip with one thing that would be
different in their lives if they were a Native American in the 1700s. They will hand these in as they are
walking out the door to recess.
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.
The post-assessment is a post-it note with students writing one way their lives would be different if they were a
Native American in the 1700s. I will analyze the results from these statements and figure out how much information
needs to be more directly taught to the students.
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.
Post-Assessment Results
25
20
15
10
0
4.H.2.3 4.H.1.2 4.H.3.1
Mastered Progressing No progress
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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.
This lesson ended up taking much longer than I had thought originally. At first, I had thought it would take a day for
the initial parts that included reading the chapter and filling out the student workbook sheet. That ended up taking
a total of 2 ½ classes. That ended up setting us back on the filling out of the sheet that I created for the lesson that
combines more of the standard of comparing and contrasting. That is something though that I am noticing through
all of the lessons and subjects that I have since taken over in teaching. It almost always takes longer than I expect it
to. The nice thing from this then is that I always have something for students to be working on instead of struggling
to find something for them to do. One thing that went really well was how explicitly I wrote the directions on the
page as well as going over them for the entire class. It also worked super well to have them working in groups
because I planned for the groups to have students who will push the other’s thinking rather than letting them pair
up in groups of people who will always choose to work together. Also, I paired up multi-ability groups, and this
worked well because the students that normally get their work done in a rush had the opportunity to slow down and
really absorb what they were learning, and they were also able to help the students who maybe would have
struggled more on their own. I, also, really enforced “helping” over giving the answers. We had some great
discussion about what the difference is. One thing that a student got confused on was the “resources” section of
the page. They thought “resources” meant where you got the information from, rather than the resources that
Native Americans had (this includes from hunting and farming). Most of the students, based on the data I was able
to gather from observing them work and assessing their finished work, are at a “progressing” level for all of the
standards. Some of them, however, really seemed to grasp the fact on how Sitting Bull and Crazy Horse were
important then and now. This means that I will have to revisit this topic and go over them again in future lessons.
There was also one student who didn’t quite grasp the concept of how to compare and contrast their life from what
we learned about the Dakota Indians. This student is on an IEP for a SLD, but it is still a concept that we are working
to understand better.
Lesson #2

Grade Level: 4th
Subject: Social Studies
Date: 9/25/2019
PLANNING
4.H.2.1 Explain the effects of conflicts and the establishment of reservations on the American Indians culture
4.G.1.1 Locate major political and physical features of South Dakota and the United States on a map or globe
OSEU Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South
Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.
Students in this grade are within the concrete operational thinking zone of Piaget’s 4 stages. Students are doing
much better with being able to solve things more in their heads than they are by doing it all out with manipulative.
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This activity helps students to be able to use symbols on a map by having the students think more logically and
methodically about the manipulation of such symbols.
Students will be able to explain the effects of conflict and the establishment of reservation on the American Indians
culture. Students will be able to locate major political and physical features of south Dakota on a map.
4th grade is a time for students to focus on state history, as that is what the standards are focused around, and this
lesson will teach students more about the physical and political history/geography of the state. This will also expand
on their previous knowledge of Native Americans in South Dakota and how they once controlled the region to now
where there are such small reservations.
class. I will also have the students practice working in groups as that is something they struggle with. Some
students struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the
students to hear some of the more challenging words before working on it with a partner. There are 3 students on
IEPs who do need modifications made for them. The way to make modifications for these students will be that I will
have part of the map drawn for the students and some of the key made for the students. This way, they are able to
add in some to the map and to the key.
SD map, SMART board, Social Studies textbook, colored pencils/crayons, pencils
Technology
I will utilize the SMART Board by having a slide premade with the state maps ready to be used so that what I am
modeling on the board looks just like what the students have in frnt of them.
Accommodations: Base this on the information you provided for Classroom Demographics and
There are 3 students on IEPs who do need modifications made for them. The way to make modifications for these
students will be that I will have part of the map drawn for the students and some of the key made for the students.
This way, they are able to add in some to the map and to the key.
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I will give the students a map of South Dakota on Friday, and their task will be to fill in as much as they know about
the history of South Dakota on the map as well as a few geographical markers will be encouraged.
Based on how much the students know will depend on how much teaching needs to go into the physical
geography of SD meaning whether we need to go into detail about where the Black Hills and Missouri River
are or if I just have them draw them on their own.
students then know just what is exactly expected of them and when they can talk. If needed, we can use a timer
system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute
break. That would be something that would be assessed and decided throughout the lesson.
Implementation
“I Do”
The students will start with their blank maps of South Dakota on their desks. We will have out colored
pencils as well, and we will fill out what our map looks like before the settlers came. This will include the
Missouri River and the Black Hills for physical geography, and then we will discuss that the Native
Americans had free reign of the land because it was theirs and mark it purple on our map.. Then, we will
discuss what we read the day before about the various settlers and explorers that went through South
Dakota. I will have the students do “think, pair, share” to discuss what they think all changed after the
settlers traveled across compared to what SD looked like before they came. We will also discuss how the
Native Americans who were in SD and how their lives may have changed. I will have them discuss this as a
group, and then choose one answer to share with the class, and we will write our predictions on the board.
This is when we will go into the “we do” section where we will fill out our second map which is a
combination of a map and a timeline.
“We Do”
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I will
model this on the board as this is one of the first times the students are learning and making maps. The
first things we will draw in on our maps are the Missouri River and the Black Hills because they are the
physical constants and good markers to show various trails and towns that will be added along the way.
After that, we will circle West River in pencil because the French laid claim (or said they owned it) in 1743
when they discovered it. At the bottom of the map, we will write in our key that our pencil circle equals
the French in 1743. From there we will go into what the Louisiana Purchase 1803 was, and we will circle
SD in blue and outside of SD so that the students know that the Louisiana Purchase included much more
than just SD. We will put on our code. Then in green, we will draw a line with arrows on it to show the
trail Lewis and Clark 1804 took along the Missouri River. We will put this at the bottom on our key. Then
we will put in yellow a star on our map to show Fort Pierre was the 1st permanent settlement in SD. We
will put that in our key on the bottom that it happened in 1817. We will mark Hugh Glass’s journey where
he was left for dead near present-day Lemmon and crawled 200 miles to the nearest settlement after
being badly injured by a bear. We will then put a red dot where Sioux Falls is because that was the next
large settlement that was declared in 1856. We will put in our key that the dot means SF in 1856. Then we
will cover the Ft. Laramie Treat that said that NA could have West River and the settlers would stay on the
east side of the state. We will predict if that will happen. Then we will cover the western half in purple to
show that it is all that the NA get. At the bottom, we will write in our key that the FT. Laramie treaty was
signed in 1869. Then I will have the students predict what will be discovered in the Black Hills. We will
discuss how gold was discovered in the BH. This will be marked my yellow nuggets in the BH. We will
discuss how that caused what is called a GOLD RUSH in 1874 meaning that everybody wanted to go find
gold and get rich. Did that respect what the Ft. Laramie Treaty said about how the NA can have the west
side of the state. We will also then go into discussing how the settlers ended up going onto the west side
of the state, meaning that we broke the treaty. But nothing really happened about it. Then we will outline
the state in orange and put at the bottom in the key that the orange symbolizes that SD became a state in
1889. This will lead into a discussion about how all of these things and changes have happened before SD
even became a state. I will have two students pass out scratch paper while I hand out the prompts for the
journaling at the end. I will explain to students that this is a sort of “first draft” for what their final project
will look like which we will hang up in the hallways.
“You Do”
objectives?
The students will journal for 5 minutes independently at the end of the lesson or the next day. The
students will be given prompts-1 will be to write from Lewis and Clarks point of view a journal entry and
the other will be a journal entry from a Native American tribe that Lewis and Clark met along their journey
through South Dakota. Students will write these first (first draft) on a sheet of lined paper. I will assess
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these journal entries, and from there, students will write them nicely on a blank sheet of printer paper.
These will then be crumpled to make look old, and I will soak them in coffee water to give them a yellow-
stained look. Students will then proudly display these journals in the hallway as the “Missing Journals of
the Lewis and Clark Expedition.”
Lesson Closing
Have students do an exit slip on a sticky note of one thing that changed from South Dakota from before
the settlers explored to after South Dakota became a state.
The post-assessment will include myself looking over the journals that the students have completed with using a
rubric to judge how neatly they are done and how well the students understood the information with what details
they put in their journal.
Analyze
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Points out of 20 for Letters
10.2
10
9.8
9.6
9.4
9.2
8.8
8.6
8.4
19 20
Points total
Upon viewing the letters, students had a good understanding of the Lewis and Clark expedition through
South Dakota. They also showed their knowledge of how the Native Americans probably felt when these
new explorers came to their land. They used their knowledge from the chapters to add detail to their
letters. Here are a few. The main issues came from spelling errors that were made while writing.
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Points Earned from Maps
12
10
0
22 23 24 25 26
Students
From looking at the maps, the students showed great knowledge of how the Native Americans had land
taken away from them, which was the first step toward reservations being established. They are all
progressing toward having mastered the standard, but during this lesson we made a large leap forward.
Reflect
conclusions.
During my lesson, I ended up rushing quite a bit because I wanted to get all of the lesson done in the short time that
I had. The lesson ended up being around 20-25 minutes long which was not as much time as I was planning to have.
Because of this, my timing was way off from what it should have been and students did not have understanding of
much after this time period. I did well, however, with wait time for certain students because we have quite a few
shy students who do not like to talk, but I encourage them greatly as it is good practice for them. The next day,
however, we were able to review what we went over the day that I was observed. It worked out well this way
because then the students who had fallen behind were able to catch up while we all reviewed. After that, we took
our time to ensure understanding for all students. I made the map on the board while using Smart Notebook. This
was a suggestion made to me by Ms. Fosher after observing me the first day. From there, it went quite well.
Another thing that I do well is classroom involvement because I try my hardest to call on all the students at least
once during lessons. I want all the students to feel like they belong and matter. Also, I have a good connection with
the students and a good classroom presence. That has always been something that I have been proud of and
continued to work towards. There was quite a bit that didn’t go as planned, but despite things going wrong before
the lesson and being stressed, I was able to keep it professional because my feelings didn’t matter in that moment,
the students learning did. The lesson took much longer than I had planned—over a week. It ended up being more
like a unit than a lesson, but the students enjoyed it and learned from it. So, I consider it a success.
Lesson #3
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Lesson #3 –
Grade Level: 4 th
Subject: Math
Date: 10/16/2018
PLANNING
MP1, MP2, MP5, 4.OA.4-Using whole number in the range 1–100. a. Find all factor pairs for a given whole number. b.
Recognize that a whole number is a multiple of each of its factors. c. Determine whether a given whole number is a
multiple of each of a given one-digit number. d. Determine whether a given whole number is prime or composite.,
4.NBT.6-5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.
By looking at past assessments, both summative and formative, I have been able to identify that the students in my
class are in a zone of learning where they are close to mastering single digit multiplication, but they are still working
toward understanding some of the facts and how to get them. The students are in that perfect “zone of proximal
development” for multiplication that it is time to introduce and scaffold the learning of division. Division should be
taught along with multiplication as the facts are all the same just in a different order as addition and subtraction
should be. This lesson scaffolds, starting with quite a bit of supper, the process of division.
Students will be able to start solving division problems by understanding in this hour long lesson that division is to
multiplication as subtraction is to addition. Students will be able to find this out by using arrays and illustrations made
to solve story problems.
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Students have almost mastered basic multiplication of 2 one-digit numbers. Adding in division to their abilities in
mathematics is essential so that they can combine their already working knowledge of multiplication. This way they
are mastering one skill (multiplication) by learning a new skill (division).
class. I will also have the students practice working in groups as that is something they struggle with. Some students
struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the students to hear
some of the more challenging words before working on it with a partner. There are 3 students on IEPs who do need
modifications made for them. The way to make modifications for these students will be that I will have part of the
map drawn for the students and some of the key made for the students. This way, they are able to add in some to the
map and to the key.
Chart paper, connecting cubes, color tiles, student activity book, Smart Board
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Technology
The Smart Board will be used for the 10 minute math start of the lesson. This part of the lesson gets the students
engaged as well as continues to bring up skills for students to continue working on skills that we aren’t necessarily
focusing on at the time. Also, the pre-assessment will be given to students through the Classflow app on their iPads.
This is a great way for students to be assessed in a different way instead of simply pencil and paper
Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge
of Students above.
There are 3 students on IEPs who do need modifications made for them. Students who are not yet using known
multiplication or division relationships to solve these problems will benefit from modeling the action of the problems
by using cubes and drawings. They will help students to make connections to what they do with the cubes.
Students will complete a pre-assessment on the Friday before the lesson so that I have time to adjust my lesson
accordingly to what the students know. The pre-assessment includes concepts that students already know including
multiplication, but it also introduces them more to division to see what they know. The pre-assessment will be given
through the Classflow website on the students iPads as a way to incorporate technology into the lesson, and it gives
students more variety in how they are assessed. It is a useful app, and once the students are connected to my class,
there are a variety of resources that I can make or choose to have the students complete. Students will be encouraged
to use scratch paper to show their work and will hand that piece of paper in with their names on it.
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Depending on how the students do on the pre-assessment, this will tell me how much direct instruction will
be needed to show the comparisons between multiplication and division. Based on the discussions that
students and I have had thus far, they are excited to learn division as it is new and intriguing.
One thing that I did learn based on this assessment was that technology never quite works the way you
want it to. We had some technical difficulties where the test would all of a sudden kick them out of the
test and they would have to start over. This was the best data that I could get from the students with it
kicking them out after 15 minutes. The ClassFlow app caused a bit of a headache for all of us, the
students and myself, but I plan on having the students create actual usernames instead of using their first
names as a “guest” every time. It was the first time for any of us using it, and we need more practice.
With the results though, I learned that certain students are struggling on the division parts, but we are
doing better on the multiplication that I thought. However, I will put more details into my instruction on
how division and multiplication work together.
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students then know just what is exactly expected of them and when they can talk. If needed, we can use a timer
system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute
break. That would be something that would be assessed and decided throughout the lesson. Another management
plan that I have been working to incorporate is called “kind or quiet.” Lately, students have been struggling with rude
or unnecessary comments, and now, when students make those comments, I simply respond, “was that kind?” And if
the students says no, then we discuss how then we should have chosen to be quiet. Another technique is “planned
ignoring” of certain behaviors that are not needed in a productive classroom. I have tried talking with the student
multiple times about these behaviors, and he is still struggling on what the right thing to do is, and the function of the
behavior is attention from his classmates and myself.
Implementation
“I Do”
The first thing that students will do is a “counting around the class” activity that they have participated in
before but with a different integer. They will count around the class by 9s. Each student says another
multiple of 9 until all the students have counted once. I will highlight the multiples of 9 by writing them on
the board as students say them. I will ask questions to the students such as, “how many students have
counted at 45? 99? 171?” “what is a multiplication that would represent 11 people counting by 9s” “how
would you write this equation as a division problem. The discussion will take approximately the first 10
minutes of class. Next, we will go into grouping with division as the goal. Instead of doing long division right
away, we will think of division through multiplication. I will have the story problem, “Michael has 36 skittles
and 4 friends he wants to share them with, how many skittles does each friend get?” I will walk through the
steps with students using the “Classflow app” on the Smart Board.
“We Do”
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The follow story problem will be written on the board: “Ms. Santos owns a neighborhood grocery story. She
has 56 apples to arrange in rows for her window display. She has room for 4 rows in her window. How
many apples will there be in each row if she puts the same number in each row?” There will be color tiles,
cubes, Array cards, and grid paper for use as needed. Students will work on this problem with partners. We
will then go into how an example of how to solve this. The first thing that the student did was to put 5 tiles
in each row of 4. “Can anyone think of why we would do this? What would we do next?” The next step
would be saying that we could add 5 more tiles to each row, using 40 tiles in all. What multiplication
equation could you use to show your second step? How can you should that you used up 40 tiles? We
would then do this example together on the board. I will show the students several ways in which they
could record what the picture represents. Next, we would go into how many apples are left to organize into
rows. And how we would get into more division story problems.
“You Do”
objectives?
Students would then go on to working with their partners to complete 4 other story problems with
division. I will go around the room while students are working to suggest possible strategies to help
students get to their answers faster by using multiplication facts they already know. This will allow students
to work at their own pace with their partners while allowing me to give more attention to students that
need the assistance. Students will be able to complete the problems around the room as long as they are
working “actively” with their partners. This allows students to move as they need to in order that students
who need to have that mobility in order to learn most effectively. Students will work with their partners
until 5 minutes before the lesson closing. If students finish the 4 problems, they will be directed to work on
pages 18-19 on their own. These pages are to practice their multiplication combinations and noticing
patterns within the combinations of 2s, 4s, and 8s. The second page is about self reflection for students
with what multiplication combinations they struggle with, and how they remember or solve them. This is a
good way for students to self-reflect on the problems they struggle with and will hopefully make the
problems more meaningful.
Lesson Closing
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When there are 5 minutes left of class, I will have the students come back to their desks. We will have a
class discussion on how multiplication and division have a similar relationship that addition and subtraction
have. The students will end the lesson with an exit slip of “Where are we going” meaning what do the
students think we will learn tomorrow? It helps them to predict where their learning may take them.
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.
The pages 16-17 the students complete in their workbooks will serve as a post-assessment for the students. This is
the first lesson that we will work on within the unit for division. I have high expectations for the students, but I am
looking more at effort toward learning rather than perfection right away. The areas I will look at include whether the
answer is correct, the steps that the students take to get to the answer, and the manipulative or drawings they
completed.
Analyze
Chart Title
25
20
15
10
0
Question 1 Question 2 Question 3 Question 4
Answered Correct Answered Not Correctly Not finished
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Reflect
conclusions.
Things that went well from the lesson included introducing division on the board with its matching multiplication
problem before teaching division separately. It helped the students to see that they really are the same problems but
in a different order—they mean the same thing. One thing that I will express tomorrow is that the relationship is
similar to the “friendship” that addition and subtraction have. They are opposites that work together. One area that
went better than expected was when a student started to show signs on an oncoming behavioral issue, we were able
to redirect to a new location. The problem was that the student was doing his work aloud when it was distracting
other students—this is okay, but I could tell the student was doing it to cause problems. I asked him to make the
decision of whether he would rather do his work quietly at his desk or go to the back table where he could count in a
whisper all he wanted; he chose the back table. It took a lot of explicit instruction to keep him on task, but he did well
the rest of the lesson without any other issues. The class started a new management technique before the lesson
started called “And a hush fell over the crowd.” Basically, after I say that, the students know to say “hush” and then
fall silent. It worked well for most students, but some decided to carry out the “hush” to an extreme a few times.
Planned ignoring worked to reduce that behavior that was being done because of a need for attention. The students
did really well working on splitting up the larger number into groups when working on story problems. And they
showed in their practice problems that some were starting to grow to not having to put each individual manipulative
in one-by-on, but they were starting to put in groups of 5 and 10 to match the multiplication problems they already
know. It was a successful start to learning division.
Lesson #4

Grade Level: 4th
Subject: Math
Date: 11/5/2018
PLANNING
4.OA.1 Use and interpret multiplicative equations.
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem), and distinguish multiplicative
comparison from additive comparison.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
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4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using
strategies based on place value, the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Rationale (cite theories or theorists):
One theory that I base my teaching style on is “connectivism.” In all subjects, connections can be made to
something that we already know. This lesson is all about making connections between doubles and halves of related
multiplication problems. It works well for students to learn from what they already know and continue to grow
“dendrites” (Marcie Tate). Marcia Tate’s theory is all about having students grow dendrites to make connections
from things known to things learning.
Students will be able to use and interpret multiplicative equations. Students will be able to multiply or divide to
solve word problems involving multiplicative comparison. Students will be able to multiply a whole number of up to
4 digits by a one-digit whole number. Students will be able to find whole-number quotients and remainders with up
to 4 digit dividends and one-digit divisors.
Students are working towards mastering multiplications. This lesson is all about finding connections to master
multiplication and division. Also, students are still in that concrete operational stage according to Piaget’s theory.
They are really attached to having more real life situations, and this curriculum focuses on story problems and real
life situations.
Describe your Knowledge of Students: In terms of the whole class and individual students
class. I will also have the students practice working in groups as that is something they struggle with. With the 3
students on IEP’s, we really just focus on modeling and pairing students in groups with other students who will be
good models of behavior and learning. Some students need things written on the board more than just hearing, and
other students are very artistic learners that do best when they can show their work creatively rather than with just
writing a paragraph or answering questions.
Teacher’s edition of “Investigations,” SMART Board, pencils, connecting cubes, pages 52-54 of student activity book,
expo markers.
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Technology
For the beginning/introduction of the lesson, students will use expo markers on their desks as white boards. On the
board, there will be a quick image where students will have to draw patterns to create multiplication and division
problems. The first time they see the pattern it is for 3 seconds. The second time is again for 3 seconds. The last
time it stays on the board, and we discuss. The SMART Board has the timer already incorporated into the program.
Accommodations Base this on the information you provided for Classroom Demographics and
There are 3 students with IEPs within this classroom. Two of the students utilize a two-on-one aid that comes in to
help with math, especially with individual work. However, I have a student who is on an IEP for reading skills, but we
struggle with math as we need concrete manipulatives in front of us. He is always given the option during individual
work time to work at a back table with me either as one-one-one or a small group with manipulatives. This really
works well for him as he struggles with visualizing without the manipulatives.
On Friday of last week, students took an assessment based on their multiplication combinations. This worked to see
where students were at with knowing their facts, and it also showed me how students were solving their problems
as some created multiple towers, counted by fingers, or knew them off the tops of their heads.
The students who know the combinations off the top of their heads are going to be able to work through
the problems more quickly during the individual work time—I have created more complex problems for
the students to work on to have them continue to be challenged and learning. Also, through the
assessment, I was able to see which students will need more practice with multiplication combinations and
may need to work in small groups during individual work time.
There are many behavior strategies in place including, “If you can hear me clap once” and “and a hush fell over the
crowd” call-backs. There is also the motivational strategy of “kind or quiet” for students who have a problem with
making unkind comments. I have also had to introduce a new strategy or mindset for students to think before they
act and to be more proactive—they are supposed to think, “would a teacher do this?” or “would Miss Leber be
happy if she saw me doing or saying this?” It has been in effect for a few days, but so far, it has at least been a good
reflective tool for students to use if they are confused for why their actions were considered inappropriate. We also
try to avoid long transition periods as much as possible to cut down on the time where students do not have
anything to do.
Implementation
“I Do”
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To start this lesson, students are to solve two related division problems in pods. This is something that the
students can do before the “true instruction” begins. Students solve the word problems in their activity
book on page 52. Students will be given 5 minutes to solve each problem as a group. Once done with the
first problem, we will go through it together on the white board, so all students are doing it the right way.
I will ask the students, what is the relationship between 14 and 28 (they are the divisors and 14x2=28). We
will discuss how 28 is double of 14 by talking about how 14x2=28 and 28 ÷2=14. Then, we will talk about
the answers we got of both problems—6 and 12. I will show the students how 6 is half of 12 and 12 is
double of 6. I will show the relationships to the two division problems the students made 168 ÷ 28 = 6 and
168 ÷14 = 12. I will draw on the board the connections.
“We Do”
After doing the two word-problems on the board for the “I Do,” we will work towards answering the
problems on page 53. We will complete parts a. – f. together on the board and in the books. For example,
a. has the multiplication problems 8x4= and 16x4=. First, we will complete 8x4=32 as that is one of our
multiplication combinations that students are working towards knowing and understanding. Then, we will
talk about what the relationship is between 8 and 16. We will discuss that 16 is 8 doubled and 8 is half of
16. We will talk about that because 8x2=16, we can multiply 32x2= our answer. To make sure that this
method works, we used or long way to figure out 16x4 of doing (4x10)+(4x6) = 64. We did this for parts a.
– c. where we do both methods of the long way and trying to find the connection. For parts d.-f. we know
that we can just do it the connection way because we have proved that both ways work, but the
connection way (of doubling and halving) works faster.
“You Do”
objectives?
Students will complete the rest of page 53 with their desks which involves them creating a picture of how
the problems work and explaining why this method works. If students can explain it, then they are
reaching the highest level of learning with their specific skills. The last part of the lesson will have the
students working on pages 55 and 56 individually (while I pull a small group). Pages 55 and 56 work on
having students use the skills they learned today while incorporating skills from past lessons so that
students are continuously working on skills instead of forgetting the skills after taking the assessment at
the end of the unit.
Lesson Closing
We will come together as a class and review what “doubling” and “halving” mean in terms of which is
multiplying, and which is dividing. Students, on a sticky note, will fill out an exit slip to solve the problems
4x12 = and 8x12 =. They will also have to explain how they go their answer by drawing a picture or
explaining in writing.
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The post-assessment is stated above on how the students will create an exit slip of 4x12= and 8x12=. They will also
have to draw a picture or explain in writing to show a higher level of understanding.
Analyze
Post-Assessment Results
16
14
12
10
0
Completed Incorrectly Complete Correctly, but no Completed All Correctly
explanation
Number of Students
All but one student completed the multiplication problems correctly. However, 5 students couldn’t quite explain
why the answers were related. Today, the day after the lesson was taught, I was able to pull a small group to use
manipulatives to go over the homework again to show more and more why the two equations are related. The rest
of the class was able to answer the problems correctly while being able to explain it in writing on why they were
connected. This lesson worked really well in having the students not only know the answers, but also draw a picture
and write out why.
Reflect
conclusions.
This lesson helped to work more toward having the students have a deeper understanding of multiplication and
division. This lesson was all based on having the students learn a new strategy for multiplication. One thing that I
would have done differently is pull a small group during the “I do” part of the lesson. This may have ended up
having more positives in the post-assessment. The one student who didn’t get the multiplication problem right is on
an IEP for SLD in reading, but he does have a negative attitude about school in general from struggling with reading.
We are really focusing on positive feedback and oral praise to build up that confidence and attitude about learning.
He, also, really benefits from having someone work with him one-on-one, but he has shown that he can do the work
independently when he puts his mind to it. The lesson, in general, was a success as students showed in the post-
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assessment that they can see the relationship between similar multiplication problems which will continue to
improve their multiplication skills and understanding division.
Lesson #5

Grade Level: 4th
Subject: Math
Date: 11/13/2018
PLANNING
4.NBT.4 Fluently add and subtract multi-digit whole numbers using an algorithm including, but not
limited to, the standard algorithm
4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg,
g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example,
know that 1ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems.
Rationale (cite theories or theorists):
One theory that I base my teaching style on is “connectivism.” In all subjects, connections can be
made to something that we already know. This lesson is all about making connections between
measurements they know how to take and now relative measurements to that they already know
how to take. It works well for students to learn from what they already know and continue to grow
“dendrites” (Marcie Tate). Marcia Tate’s theory is all about having students grow dendrites to make
connections from things known to things learning
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 fluently add and subtract multi-digit whole numbers using an algorithm
including, but not limited to, the standard algorithm. Students will be able to know relative sizes of
measurement units within one system of units including km, m, cm; gk, g; lb, oz; l, ml; hr, min, sec.
Within a single system of measurement, express measurements in a larger unit in terms of a smaller
unit. Students will be able to record measurement equivalents in a two-column table. For example,
know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Students will be
able to generate a conversation table for feet and inches listing the number pairs (1, 12), (2, 24), (3,
36)…. Students will be able to apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
Students in 4th grade have mastered being able to tell and write time to the nearest minute, along
with solving story problems related. Students in 4th grade have also mastered being able to measure
and estimate volumes and masses. The next step in their measurement and data is to be able to
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know relative sizes of measurements to have a better connection to measurements they already
know.
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).
Three students on IEP (all for SLD); 7 in reading interventions; 20 students in all- 8 girls;12 boys; 1
Hispanic; 3 Native American; Para-educator for 2 students on IEP.
Describe your Knowledge of Students: In terms of the whole class and individual students
There are no language needs in this classroom, but the students are quite shy. One thing that will
need to happen is that I will call on students who do not normally talk to get them more comfortable
with speaking in front of the class. I will also have the students practice working in groups as that is
something they struggle with. With the 3 students on IEP’s, we really just focus on modeling and
pairing students in groups with other students who will be good models of behavior and learning.
Some students need things written on the board more than just hearing, and other students are very
artistic learners that do best when they can show their work creatively rather than with just writing a
paragraph or answering questions.
Rulers, yardsticks/metersticks, SMART Board, Student Activity Book, notebook, iPads.
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.
The Smart Board will be utilized for the Smart Notebook that goes along with the curriculum for 10
minute math and throughout the lesson. Then, for the “You Do” portion of the lesson, students will
play measurement games on their iPads to enhance their learning.
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. *
There are 3 students with IEPs within this classroom. Two of the students utilize a two-on-one aid
that comes in to help with math, especially with individual work. However, I have a student who is on
an IEP for reading skills, but we struggle with math as we need concrete manipulatives in front of us.
He is always given the option during individual work time to work at a back table with me either as
one-one-one or a small group with manipulatives. This really works well for him as he struggles with
visualizing without the manipulatives. One student in particular struggles with inappropriate
behavior; so, we really focus on positive reinforcement, creating situations to succeed, and flexible
seating where he knows he can sit at the back table if that is less distracting. Also, the students know
that if I am sitting at the back table, they are welcome to come back and work as a small group. Now,
this has ended up being a large group of around 12 students, but some days, it is just 2 students
working with me. This is a good self-assessment for students to do and gives me more insight on
what students are specifically struggling on.
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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.
This pre-assessment works for the lesson but also for this chapter out of unit 4 as well. Unit 4
includes measurements and 2D geography. This pre-assessment has the students measuring using
the metric system. The metric system is a trickier for students due to the fact that we don’t use it as
much in the United States. The other reason this pre-assessment is used for this lesson is because it
shows the difference between cm and mm which helps the students to understand more about the
differences between the units. Also, it focuses on more than just measuring length—focuses on
volume and weight as well. This will give me a good view on what will need to be reviewed from last
year on measurements Tuesday.
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)
What Students Struggle With

9
8
7
6
5
4
3
2
1
0
Labeling Reading Measurements Not Directly Reading a Scale/Ruler
Labeled
Students
34 | P a g e
While going through the completed pre-assessment, there were quite a few concepts that
students are struggling with including: labeling, measurements without numbers directly on
them, and reading a scale/ruler in general. Students and I will work toward estimating
lengths and heights of various items around the classroom. Having students practice and
develop their estimating skills will help to gain more understanding with reading a ruler in
general as students will become more knowledgeable of what the right answer would be just
by estimating.
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.
There are many behavior strategies in place including, “If you can hear me clap once” and “and a
hush fell over the crowd” call-backs. There is also the motivational strategy of “kind or quiet” for
students who have a problem with making unkind comments. I have also had to introduce a new
strategy or mindset for students to think before they act and to be more proactive—they are
supposed to think, “would a teacher do this?” or “would Miss Leber be happy if she saw me doing or
saying this?” It has been in effect for a few days, but so far, it has at least been a good reflective tool
for students to use if they are confused for why their actions were considered inappropriate. We also
try to avoid long transition periods as much as possible to cut down on the time where students do
not have anything to do. One student in particular struggles with inappropriate behavior; so, we
really focus on positive reinforcement, creating situations to succeed, and flexible seating where he
knows he can sit at the back table if that is less distracting.
Implementation
“I Do”
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
Because this is the first day that we will be working on measuring for the year, we will review
the various tools that the students had used in 3rd grade. I will ask for students to look around
the room and tell me some things we could measure in our classroom. Some examples could
be: area, volume, perimeter. We will work toward using proper vocabulary for linear
measurements. I will then ask “when we measure the length of an object, what are some of
the units we could use?” Examples could include: inches, feet, yards, centimeters, and
meters. I will then point out that we will be using a ruler with inches on one side and
centimeters on the other, and then metersticks with centimeters on one side and inches on
the other. “We will find objects in the classroom that are equal to each unit of these
measurement tools in length. Does anyone see what could be able a foot long?” We will
look for 2 or 3 examples together and write them on page 1 of Unit 4 in their math practice
books. We will then go through the same thing together for an inch, yard, and meter.
“These are what we call benchmarks.” We are going to use the Smart Board as chart paper
to create a chart of “Benchmarks for Measuring.” I will then list off a few benchmarks such
as the computer is a foot wide, your fingernail is about one centimeter wide, and our desks
are about one yard off the floor. We will then go to find more benchmarks.
“We Do”
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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).
We will then come up with different benchmarks for students to use. We can use the
examples listed and the ones on page 1. We will then go on to discuss “if I needed to cut 2
feet of ribbons, but don’t have a ruler or a meterstick. What could I use instead?” I will have
students suggest a few ideas for what may be close to a foot. And that maybe, we could use
two of those lined up to each other. We will then discuss that a benchmark is something
familiar that is the same size (or almost the same size). Benchmarks help get a good idea of
how long these units are. We will then work on page 2 from their work books trying to, first,
make an estimate of how long the objects are, but then, they will take the actual
measurements of the items using a ruler or yardstick. The students will have 15 minutes to
do all the estimates and measurements. Once done, we will come back together as a big
group to discuss. “Did you and your partner ever get different estimates for the same thing?
Why do you think this happened?”
“You Do”
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
Students will be provided a worksheet of various items. The work sheet gives various ways to
estimate and benchmarks. The students are to estimate how tall/big each item is. This will
give students multiple opportunities to practice their estimating skills as that is something
that takes a while to learn and master. Students will complete page 3, if time, from their
student work book to continue their practice of multiplication and gain more skills.
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.).
About 5 minutes before class is over, I will have students come together as a group. Students
will then be given a sticky note, and their job will be to write on a scale of 1-5 (one being
36 | P a g e
terrible; five being “I got this”) how they feel they do at estimating and measuring. They will
then be told that they have homework—page 4 from their workbooks so that they can ask
various adults about situations where they have had to measure or estimate. The students
normally don’t have homework unless they don’t actively work, however, this is something
that can’t necessarily be done at school as we want a variety of answers from adults.
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.
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.
37 | P a g e
Points earned out of 9
7
0
1-Jan 2 3 4 5 6 7 8 9
Points earned out of 9
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.
So the results were a little sporadic. Students did not master the standard as well as I had
hoped in the beginning. However, estimating is a hard thing to do when you don’t have a
huge understanding on measuring in general. We will work toward mastering measuring in
the future while also working toward estimating. 14 of the students got a 50% or higher, and
this was only the first lesson in the 1st chapter of a new unit. There were a few
behavior/management things that I wish would have gone differently. I have one student
who consistently continues to be defiant toward rules in the classroom and at recess, but
when he is in his small group when they meet in the resource room. I have continued to try
consistency and building that relationship with this student, however, as a way to increase
my management skills and his positive behaviors. One thing that I would do again for sure
with this lesson was where the students were able to get up and move around to measure
items around the class. This helped with their estimating skills because they were able to see
things up close to estimate whereas its harder to estimate when things are at a distance.
One thing I would change would be that when asked to estimate something that was about a
yard, I had one student, who I thought at the time was trying to be defiant, said “Sanford”
was about a yard. After talking with the special education teacher, she made the point that
maybe he thought that by “yard” we meant “backyard.” If I could re-teach this lesson, I
would have turned that more into a teaching moment.
38 | 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
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidate’s reflection on setting/achievement.
reflection. goal achievement is
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
Standards/Objectives standard(s). standard(s). state and/or national national standard(s).
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;
39 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
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 Does not include a copy
assessment.
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.
40 | P a g e
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
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
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
Analyzes items : students’ progress toward adequately address the students’ progress toward
mastery of the objectives following items: mastery of the objectives
students’ progress toward from pre-to-post from pre-to-post
mastery of the objectives students’ progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-
41 | 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
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
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.
42 | P a g e

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Northern State University

Student Teaching Experience

Candidate Name: Catherine Leber

Candidate Website Address: Missleber.weebly.com

Candidate ID Number: 7257830

Name of School where data Mike Miller Elementary

Subject/Content Area: 4th Grade

Grade Level: 4th

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: electronic submission)

I. Professional Goal Setting and Reflection

 D2L for ELED/SPED/SEED 488

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

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

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

Categories of Contextual Description of the Contextual Factors

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

Mastered Progressing No progress

Millicent Atkins School of Education: Common Lesson Plan Template

SD map, SMART board, Social Studies textbook, colored pencils/crayons, pencils

they put in their journal.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Catherine Leber

List the Common Core/State Standard(s) to be addressed in this lesson.

List the Rationale (cite theories or theorists):

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

Answered Correct Answered Not Correctly Not finished

Millicent Atkins School of Education: Common Lesson Plan Template

Millicent Atkins School of Education: Common Lesson Plan Template

Rulers, yardsticks/metersticks, SMART Board, Student Activity Book, notebook, iPads.

What Students Struggle With

Points earned out of 9

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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