Morgan Chambers

TWS 4

Lesson 1- Cards and Counters

A.

Lesson Objective

Assessment of the
Objective

Accommodations

The student will be

able to demonstrate an
understanding of the
relationship between
numbers and quantities.
K.CC.B.4

Pre- Based on the

Montessori curriculum
and the individuality of
the lesson the pre
assessment of this lesson
would be mastery of the
previous lesson in the
math curriculum.
(observational/3 period
lesson)
During-The presentation
of the lesson is given
individually to the child.
During this time the
assessment of
understanding of the
child will be
observational.
Post- After the
presentation, the student
will be given the
opportunity to work with
the lesson during work
time to work towards
mastery. (observational)

This is a lesson that is

taught individually
and at the students
pace.
Accommodations will
vary based on the
needs of the student
being taught at that
time, since the lesson
will be done one on
one with the teacher
and student any
modifications that
that student may need
will be addressed
then.

Use of
Formative
Assessment
Data received
from this
activity will
help to guide
instruction of
the objective
further or to
move on to the
next topic based
on the students
success.

B. Pre-assessment- Based on the Montessori theory, students move through the

curriculum when they have shown understanding of the previous lesson and are ready
to further their knowledge. Due to this, students are pre-assessed for this lesson by
being able to complete the previous lesson in the curriculum (spindle box) with
mastery.
During assessment- During the presentation of the lesson and initial interaction with
the materials by the student, I observed the students actions and answers while
working with the lesson. While observing the student I looked for the following:
how/if the connection between quantity and symbol was being made, are there any
errors being made, why are they being made, do I need to reshow the lesson?
Post-assessment- When the students has shown that he has mastered the lesson and
understands the objective, he is then to proceed through the curriculum. This can be

Morgan Chambers
done through observing the child complete the lesson or by having the child complete
a 3 period lesson after completion of the lesson.
C. Post assessment results Below= did not meet lesson objective
Developing= understanding of lesson objective, but does not have 100%
knowledge
Mastery= 100% knowledge of lesson objective
Student

Below

Developing

Mastery

1 high achieving
student

2 middle achieving
student
3 low achieving

student
4

10

100% of the students met or were above standard for this lesson objective
70% of the students should mastery of the lesson objective

Morgan Chambers

Lesson 2- Life Cycle of a Bird

A.

Lesson Objective

Assessment of the
Objective

Accommodations

Students will be
able to develop a
model of the life
cycle of a bird
and explain the
cycle orally.
K.L.2A.1

Pre- As a class, we
will discuss the life
cycle of bird and
read the book from
Egg to Robin.
(Observational; are
students engaged in
reading)
During- As a class,
after reading, we will
discuss the sequence
of the life cycle of a
bird and shown in
the book and
students will answer
questions based on
the reading. After
discussion, students
will be shown a shelf
lesson for
constructing their
own life cycle of a
bird model(student
answers)
Post- Students will
construct the life

During the reading

and whole group
discussion, the ESL
student will be
allowed to sit at the
front so that she
will be able to
vividly see the
picture of the life
cycle and the
sequence that it
goes in. The
construction of the
model will be done
during work time
and a model of the
activity is placed of
the tray with the
materials as well.
Therefore, students
who may need help
can refer to the
model and/or ask
for further
assistance. The
student with

Use of
Formative
Assessment
Data received
from this
activity will
help to guide
instruction of
the objective
further or to
move on to the
next topic
based on the
students
success.

Morgan Chambers
cycle of the bird
model.
(checklist)

cerebral palsy will

have his assistant to
help him if needed.

B. Pre-assessment- During the pre-assessment stage of this lesson, we discussed as a

class what the students knew about the life cycle of a bird. During this time I used
observation as my form of assessment because I observed and made note of the
students who did not gave a correct example of the life cycle, or did not participate at
all.
During assessment- After reading, the students were asked questions about the book
and the sequence of the life cycle. To gage the knowledge of all of the students they
answered questions such as, Touch your nose if a bird hatches from an egg. During
this discussion time I observed the students and their answers, taking note to students
who were not answering correctly. After the discussion, the students were shown
Post-assessment- For the post assessment, students worked individually during work
time and created their own model for the life cycle of a bird. To assess the students,
work they would bring their finished model to me during work time and I used a
check list to assess their knowledge.
C. Post-assessment resultsBelow- did not meet lesson objective
Developing- met lesson objective, though still needs practice
Mastery- knowledge of objective met and exceeds standard
Students

Below

Developing

1. High achieving

student
2. Middle achieving

student
3. Low achieving

Mastery

student
Average= all students met standard, 2 of those students exceeded standard

Checklist for post-assessment work

Students

Complete

Content

Met standard

Yes

Yes

Above

Morgan Chambers
2

Yes

Yes

Above

Yes

Yes (2 out of

Yes (verbally)

order)

Example of finished work model

Lesson 3- Peace education
A.
Lesson Objective
Students will be able
to discuss how to
promote peace and
handle conflicts in the
classroom without
bullying.
SL.K.1
S.S.C.A.

Assessment of the
Objective

Accommodations

Use of
Formative
Assessment
Pre-Before reading
Due to the type of
Data received
several peaceful scenario lesson,
from this activity
books, as a class, we
accommodation will
will help to
discussed what we think not need to be made
guide instruction
it means to be peaceful.
for students other than of the objective
(student answers)
the ESL student. For
further or to
During-After reading I
her I will one on one
move on to the
will introduced the peace discuss and
next topic based
table and demonstrated
demonstrate how to
on the students
how to invite someone to use the peace table if
success.
the table if you have a
needed. During the
conflict with them and
lesson, all students
talk through it.
participated in the
(student answers)
parameters set and
Post-After the
there were not any

Morgan Chambers
demonstration the
students will acted out
scenarios that could arise
in the classroom and
how to handle them
peacefully. They also
continued to use this as a
behavior tool throughout
the rest of the day and it
was been implemented
into the classroom
permanently.
(observational)

accommodations that
needed to be made
due to the verbally
communication
between peers.

B. Pre-assessment- During the pre-assessment stage of this lesson, we discussed as a

class what we thought it meant to be peaceful. During our discussion we also
discussed ways in the classroom that the students could be peaceful and things we
could do differently to promote peace. During this time I observed and noted the
students answers to see if they could give an example of tell me what it meant to be
peaceful in the classroom.
During assessment- After the discussion, we read several books about conflicts that
could arise in the classroom and how to handle them peacefully. After each book we
discussed how the students could have handled the situation without peace and how
they handled it instead. I introduced the peace table to the students and demonstrated
how to invite someone to the table to talk about a conflict.
Post-assessment- For the post assessment, students continued to role play scenarios in
which they could use the peace table to solve a problem and then continued to
implement the peace table into real life scenarios that occurred in the classroom
during work time and the rest of the day. During this time I observed the students
independently resolving their own conflicts with their classmates and returning to
work peacefully without interrupting other students.
C. Post-assessment resultsStudents

Below

Developing

Mastery

1. High achieving

student
2. Middle achieving

student
3. Low achieving

student

Morgan Chambers
4.

5.

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7.

8.

9.

10.

11.

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13.

14.

15.

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17.

18.

19.

20.

21.

85.7% of the students showed mastery in being peaceful in the classroom and
communicating with classmates
14.3% of the students showed knowledge of the lesson objective, but still had difficulties
verbally communicating peacefully with their peers

Lesson 4- Final bird assessment

A.

Morgan Chambers
Lesson Objective
The students will be
able to dictate and/or
illustrate their
knowledge of bird
characteristics.
K.L.2A.1
K.L.2A.3

Assessment of the
Objective

Accommodations

Pre- Students have

been working in the
previous days/week to
further their knowledge
of birds through
writing, drawing,
models, reading,
research, etc.
During-Using their
prior knowledge, each
student will say one
thing that they have
learned about birds to
help construct circle
map of knowledge.
(student answers)
Post- After the
discussion, students
will dictate and
illustrate 4 facts that
they have learned about
birds as a final
assessment for the unit.
(checklist)

For students who are

below average and/or
have difficulty
writing they will be
able to draw their
facts and then
verbally dictate them
to either myself or the
assistant so that it can
be documented. ESL
students will work
one on one with the
assistant so that she
can document the
facts as the student
says them under her
illustrations. The
student with cerebral
palsy will be assisted
by his shadow as
needed.

Use of
Formative
Assessment
Data received
from this activity
will help to
guide instruction
of the objective
further or to
move on to the
next topic based
on the students
success.

B. Pre-assessment- As the final assessment of the unit, students previous work and
lessons taught in the days before to all of the students and their abilities to work
through those lessons was used as a pre-assessment for their readiness to complete
this activity.
During assessment As a class we created a circle map with everything that the
students had learned about birds during the unit. Each student was asked to tell at
least 1 fact about birds to contribute to the circle map. During this time I observed the
students answers so that I could see that each student knew at least one fact and by
creating the circle map, the students were able to begin thinking about knowledge
they had gained about birds prior to the assessment.
Post-assessment- For the post assessment, students worked individually to dictate and
or illustrate 4 facts about birds that they had learned during the unit. The students
work was assessed using a checklist looking for completeness, content, and
correctness of facts
C. Post-assessment resultsStudents

Below

Developing

Mastery

Morgan Chambers
1. High achieving

student
2. Middle achieving

student
3. Low achieving

student

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

78.5% of the students could successfully dictate and/or illustrate at least 4 facts they had
learned about birds during the unit
21.4% of the students could successfully dictate and/or illustrate at least 2 facts they had
learned about birds during the unit
Checklist for post-assessment work
Students

Complete

Content

Met standard

Yes

Yes

Above

Yes

Yes

Above

Yes

3 of 4

Yes

Lesson 5- Nest Design

Morgan Chambers
A.
Lesson Objective

Assessment of the
Objective

Accommodations

The students will be

able to design and
construct their own
birds nest from
materials found in the
environment.
K.S.1A.2

Pre- Students have

previously completed
lessons and the final
formative assessment on
birds. They will use their
prior learning to help
them conduct this lesson.
(observational)
During- Using previously
learned knowledge about
what types of materials
birds use to construct
their nest, students will
design and draw their
own birds nest design and
list the materials they
would use. (students
work/observational)
Post- after collecting their
materials from the nature
trail, students will
construct their own birds
nest and tell what
materials they used.
(student answers)

For students who

finish early, they will
be allowed to get
their book bags and
read until all students
have finished
working. For students
who may need help,
they can raise their
hand and ask for help
since the teacher is
not directly teaching
at that point in the
lesson. The student
with cerebral palsy
will be assisted by his
shadow on the nature
trail with any help he
may need collecting
materials.

Use of
Formative
Assessment
Data received
from this
activity will
help to guide
the direction for
further
instruction of
the lesson
objective, if
needed.

B. Pre-assessment- This lesson was used as a wrap up, end of the unit activity, where
the students were able to use their knowledge learned throughout the unit from
different lessons to assist them in this lesson. The students previous work from the
unit was used as the pre-assessment for their ability to complete this lesson.
During assessment- To begin the lesson, students recalled their knowledge about
different birds and how they made their nest and what materials they used. After this
discussion, students designed their own birds nest using whatever materials they
desired in their science notebooks. During this time I walked around the classroom
and observed the students while working.
Post-assessment- After the students had completed their design and shown it to the
teacher, each was given a plastic bag and as a class we took a trip to the nature trail to
collect materials to construct our birds nest designs. The next day students used their
materials to construct their nest using their drawn out design and the materials
collected the previous day. During this time I observed the students and asked

Morgan Chambers
questions such as What kind of materials are you using? What shape is our nest
going to be?.
C. Post-assessment resultsMastery- the student was able to design and construct their nest, as well as name
types of materials used
Students

Below

Developing

Mastery

1. High achieving

student
2. Middle achieving

student
3. Low achieving

student
4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

100% of the students were able to design and construct their birds nest in which they
recalled what types of materials they used and other information