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Teacher Work Sample
Teacher Work Sample
Teacher Work Sample
Practicum 360
Michael Allen
Teacher Work Sample
teacher, Jordan Wheeler, in 2nd grade. Jordan has a class that has over 50%
of her students as being flagged high ability. The class size is 23 students,
which the majority of the class is from middle class families. There is one
student that is from the lower class family. There is also a student who has
Class/Classroom Information
5. Time available each day to teach all students (in this class): 7:35-2:08
6. Resources (equipment and supplies) available for this class (mark one):
rationing of supplies)
Racial breakdown:
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
White: 92.2%
Hispanic: 2.8%
Individual Differences
Note other class/classroom conditions, if any, that have caused you to adjust
my instruction.
Another student that rushes through all of the assignments, I have plan
ways:
o Carousel Brainstorm - Chart papers containing statements or
connected with a topic. They should consider how the topics link
marker to add new ideas) or draw new ones that reveal their
expanded understanding.
o KWL Charts - K-what does the student know? W-what does the
student need and want to know? L-what did the students learn?
Connect Standards/Foundations
on Activities
3.ESS.1 Identify and describe Distribute blue Analyzing different
Education Department
This lesson would allow students to become cloud experts before making
Learning outcomes/objectives:
Students will identify and describe cloud types through a fill in the blank
Have students share their cloud pictures with labels and the likely
grade.
Materials Needed:
Pitcher of water
Lesson/Activity Presentation:
Anticipatory set:
Hold up a cotton ball and describe it as fluffy and soft. Ask students to
Are clouds fluffy and soft, too? Explain that though they may look fluffy and
soft, clouds are actually made of teeny tiny drops of water that are so small
they can float in the air. As long as the cloud and the air that it's made of are
warmer than the air around it, it floats. Stretch another cotton ball into an
elongated shape and add that clouds have different shapes and sometimes
colors. The shapes and colors can help us predict the weather. Pick up
another cotton ball and hold it up high, then towards your middle, then to
your shoes as you explain the high cloud group as cirrus the middle cloud
group as alto and the low clouds group as stratus. Announce that we will
learn to be cloud scientists today as we learn how to identify and even create
Teaching procedures:
1. Project the second page of the Cloud Chart and ask student volunteers
to find all of the cirrus, then alto, then stratus type clouds.
3. Point out the miles side of the chart and show that clouds start from
4. Point to and add features of each kind of cloud and explain that since
Cirrus clouds: These are made of ice and are blown by the wind into
long lines that are sometimes described as looking like horses tails.
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
through. The sun and moon can be seen behind them. They have a
Stratocumulus: These gray clouds hang low in the sky and look
but they are bigger puffs and are bunched together higher in the
sky.
Cumulus: These are the fluffy, cotton ball type clouds that are
has a top that looks like a huge pile of hair thats flat on the top.
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
Guided:
Review the answers with the whole class on the projected image of the
page
Independent:
Distribute blue construction paper, cotton balls, and chalk and allow
students to use the items to create and label a cloud of their own.
Ask students to think about what kind of weather is likely with the
cloud they create and to be ready to tell what that weather is.
Closure:
the sky it might be found (high, middle, or low) and what kind of
Differentiated instruction:
activity. Allow students to have more time to study the cloud chart
Technology (if appropriate): Using the IPads to research the clouds further
Reflection on lesson:
This was a fun short science lesson that we completed on one of the flex
days for math. This class was extremely enthralled in weather, so I felt as
group to allow research while creating their clouds with the cotton
balls.
The pre-assessment would be the brainstorming activity from before.
throughout the lesson by using the recall and wait time strategy. The
worksheets, but also having them recall at the conclusion of the lesson.
This lesson was implemented fairly close to what I had planned out
originally, but I did find a Youtube video to introduce this lesson as well
during my anticipatory set. If I was to teach this lesson again, I would could
up with a plan to make sure that everyone in the table group is participating
engaged. The part that surprised me the most throughout this lesson was
particularly cloud. Once the lesson was concluded, we went back to our
as to what they had learned from the lesson. There was a significant
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
final brainstorm activity. The best part about instructing this lesson was once
shouting on the playground that day saying, Miss Luckey, those clouds up
there look like Cumulus clouds! The most gratifying part of this lesson was
or higher this dictates that our students mastered this content. Per my
these cloud content based questions, which was their above-level content
questions. Clouds were the above level content for this assessment and on
the prior test gravity was their above-level content area, in which they only
prior science test. This data shows that this lesson implemented had
assessment.
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
Week 6 Assessment
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
The original expected outcome was achieved by this lesson, and I know
that it was effective because of analyzing the students work but also the
connection like observing the clouds during recess shows that the expected
outcome was achieved. Before starting this lesson, I assumed many of the
but I was completely wrong. Since the conclusion of this work sample, I
weather for this particular class when there was flex time.
collaboration, but still being able to grabbed the students attention when
at completion. I believe that the evidence from this lesson did depict student
student and professional life. The strengths I believe I possess are good time
very avid for planning and prioritizing tasks. I am detail oriented in many
ways. For instance, I pick up on body language very quickly when noticing
Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample
I fear a task will not get completed the way I would like it to be finished.