Northern State University Student Teaching Experience Teacher Work Sample Spring 2018

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2018
Candidate Name: Breanna Hauge
Candidate Website Address: https://breannahauge.weebly.com
Candidate ID Number: 7245475
Name of School where data Mike Miller Elementary

was collected:
Subject/Content Area: General Education
Grade Level: 2nd
Date Submitted: April 13, 2018
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)
1|Page
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.
2|Page
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.
3|Page
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.
Throughout my experiences, my goal is to always be more effective with classroom

management and organization which includes, keeping students focused and on task
throughout the lesson and activities to follow. If students are off task, I will make an effort to
implement a management strategy that my CT already has in place.
I chose this goal because in my previous experiences, I have noticed that I struggle keeping the
students on task during the lesson. Some chatter is okay throughout the lesson when we are
conversing and doing activities, but it’s more difficult to receive their full attention again when it
is needed to move onto another concept. I have set this goal not only for myself as a future
educator, but also to be a better educator for my students.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
In order to accomplish my goal, I will discuss and observe effective classroom management
strategies my cooperating teacher uses with her students in the classroom. During the first
couple weeks, I will observe which types of activities create the most distraction, which will give
me a better idea of which activities to avoid when implementing my lesson. I will implement
strategies that the students are already used to within their classroom.
e. Reflect on your progress/growth toward achieving this goal:

Now that I have finished my student teaching, I am glad I focused on classroom management
and set that as my goal throughout this experience. My cooperating teacher was a major
influence of the development of my own classroom management. When I first stepped into her
classroom, I got the sense of order and control within the first few minutes of being in her
classroom. She definitely has some amazing classroom management strategies that helped me
develop my classroom management as well.
One management strategy I used quite a bit was when I saw student doing kind things, turning
their work in, working on the appropriate task, doing things the first time, etc., I would make eye
contact with them and simply say “clip up.” This meant they were able to move their magnet on
the behavior chart up to a higher level. All the students started out at the same point every day.
It depended on their actions, behaviors, etc. whether or not they moved up or down. Here is the
breakdown of the behavior chart:
- Green (ready to learn): all students start here at the beginning of the day.
- Blue (great choice)
4|Page
- Pink (outstanding)
- Purple (super star)
- Yellow (reminder)
- Orange (stop and think)
- Red (contact home)
Another strategy that really helped me in the classroom was the presentation of directions. I
learned from experience that you should always give your directions to the task before handing
out materials or letting them move around the room. In the beginning of my experience, I
expected the students to do what I asked, quickly and quietly. Once they got to their destination,
I found they did not listen as well as they did if they would have stayed on the floor with me
before moving. I also learned that giving the student the materials and resources prior to giving
directions created a lot of distraction. Once I talked to my teacher about my frustration, she
explained that do everything after you give directions. That way they know what is expected and
you do not have to explain your directions more than once.
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.
5|Page
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students - 2nd Grade

(All subcategories listed in this box are required.)
Students’ grade and developmental levels; the age range

of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
Community - Urban area as the population is 28,415

(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
people as of 2016
community) - Median Household Income: $47,540
- Estimated per capita Income: $25,468
- Community Demographics:
Male Population 48.2%
Female Population 51.8%
Caucasian 90.3%
American Indian 4%
Hispanic 2%
Asian 1.3%
Mixed Races 1.2%
African American 0.8%
Pacific Islander 0.03%
District The Aberdeen school district is comprised of

(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
eight attendance centers: one 9-12 high school,
percent of students with IEPs; percent of students who are two 6-8 middle schools, and six elementary
ELLs; per-pupil expenditures) buildings.
- Enrollment: 4,485
- Percent of students who are ELL: 2.7%
- Per-pupil expenditures:
- Total Educational Expenditures:
$28,284,163
- Cost Per ADM: $6,683
- Ethnicities:
 White: 82%
 Hispanic: 3.3%
 Native American: 6.5%
 Asian: 2.6%
 African American: 2.2%
 Pacific Islander: 1%
 Multiracial: 3%
- Free and reduced lunch percent: 32.1%
6|Page
- Students on an IEP: 14%
- Percent completion of high school:
89.97%
School **Because Mike Miller Elementary is a new

(e.g., enrollment; percent of students receiving free or school, the information displayed below is the
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
data of students in grades 3-5 from the 2016-
student ratio) 2017 school year.**
- K-5 Enrollment: 235

- Free/Reduced Lunches: 40+%
- Ethnicity:
White: 76%
African American: 1.9%
Asian: 2.9%
Native American 8.7%
Hispanic 4.8%
Pacific Islander 5.8%
- Percent of Students with IEPs: 15%
- Percent of ELL Students: 8%
- Teacher-to-Student Ratio: 1:19
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
7|Page
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Breanna Hauge
Grade Level: 2nd
Subject: Reading/Language Arts
Date: February 7, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-LITERACY.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2
reading and content, choosing flexible from an array of strategies.
List the Rationale (cite theories or theorists):
In Vygotsky’s theory of Zone of Proximal Development (ZPD), it is based on the beginning of the lesson,
students will not know how to do the skill; however, throughout the lesson, they will learn how to complete
the skill with different ways to expand their knowledge with help from a teacher or someone else. By the
end of the lesson, they will be able to master the skill independently and prove that they understand the
skill with minimal help.
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 define and identify multiple meaning words. The students will be demonstrating
their knowledge throughout various centers pertaining to multiple meaning words focusing on different
tasks.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The students have not been introduced to the topic of multiple meaning words (homonyms). According to
the results of the pre-assessment, they do use their context clues quite well in order to find out the correct
definition of the word. Previously this year, they were introduced to homophones (words that have the
same pronunciation, but different meaning or spelling, e.g. new and knew). Prior to the pre-assessment, I
briefly introduced the concept of multiple meaning words and they did get the two confused. Teaching this
lesson will broaden their vocabulary, which in return will better their writing.
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).
- 17 2nd Grade Students
- 8 female to 9 male
- Special Needs:
o Language Needs: 3 students are ELL
o Academic Needs: 2 students on IEP, 1 student low level functioning
- Ethnicities:
o Caucasian: 12 students
o African American: 1 student
o Hispanic: 1 student
o Native American: 1 student
o Asian: 1 student
8|Page
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).
- 2 students on IEP
- 1 student on IEP receives help from the resource room during reading.
- 1 student is low level functioning and requires further instruction and one-on-one attention during most of
independent work.
- There are 3 students in the classroom that are English Language Learners. 2 of the 3 can converse and engage
normally with other classmates. The other requires many things to be translated into Spanish, then read aloud to
him.
List the materials/resources you will need to teach the lesson.
Lesson
 SMART board and PowerPoint
 Sticky notes
 Timer
Center 1 (Cut and Paste)

 Worksheets A and B
 Scissors
 Glue
 Pencil
Center 2 (Froggy Games)

 Game board
 Cards
 Place keeper
 Dice
Center 3 (Dictionary Discovery)

 Student dictionary
 Paper
 Clipboard
 Pencil
Center 4 (This or That Task Cards)

 Task cards
 Answer document
 Clipboard
 Pencil
Center 5 (Epic/Read to Self)

 iPad
 Epic- A Bat Cannot Bat, A Stair Cannot Stare
 Read to self-book
Technology
9|Page
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will be incorporating technology into my lesson in multiple ways. My pre-assessment is a quiz each student takes on
their iPads. This is such a great tool because it sends me the results of each students’ quizzes.
In my lesson, I will be displaying my PowerPoint on the SMART board for easier viewing for students.
My final center, when students have finished all other centers, students will be reading the book titled A Bat Cannot
Bat, A Stair Cannot Stare through the EPIC app on their iPads.
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. *
One student has very little English vocabulary and learns best when he can listen to items in his native
language (Spanish). Prior to the lesson, I will translate each direction sheet into Spanish for him. He will be
able to bring his iPad with as he rotates centers and translate the products that he needs to on his own.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will be administering a 6-question quiz to each student two days before the lesson is given in order to have
an adequate amount of time to adjust my lesson according to the results from the quiz. This quiz includes
sentences with multiple meaning words and the students are to choose the correct definition that relates to
the multiple meaning words using context clues within the sentence.
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)
Pre-Assessment Results
6 6 6
6
5 5 5 5 5 5 5 5 5
5
Number of Points Earned
4
4
3 3
3
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student Number
10 | P a g e
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.
Throughout the lesson, I will be sure to call on a diverse group of students to answer questions. This will
make everyone feel included and also decrease unwanted behavior. This will also keep children on their
toes and thinking as they don’t know whether they will be called on. In this class, there are a few students
that get chatty and off task at times; I will be sure to reminded them to stay on task while rotating around to
different centers and independent work. During centers, I will be stationed at center 3 to start off, but then
continue to walk around to make sure the other students are on task. Having three adults in the room is
such a big help. I will have the classroom grandma be supervising center 2 and my cooperating teacher
supervising center 4. This are the centers that will require the most supervision and the most structure.
Having an adult at the center will help with questions and efficiency.
Having the students up and moving around will also get them more engaged in their activities. They will
have 6-8 minutes at each center. Having a visual timer will motivate them to stay on task and get their work
done because they know they have a specific time they need to be finished. The time constraint will also
decrease unwanted behavior.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start my lesson off by having the students read the definition of multiple meaning words together as a
class. Then, I will give the students some examples and use them in a sentence.
- Bat: equipment used for baseball or a flying animal
o Joe will need his bat for baseball practice.
o We saw a bat fly out of the cave.
- Light: not heavy or a lamp
o The chair was very light.
o I turned on the light to see in the dark.
- Waves: moves up and down or ridges of water on the surface of water
o The kite waved in the sky.
o Boats create many waves in the water.
- Fly: to move throughout the air or an insect with one pair of wings
o My brother could not way to fly in the airplane.
o The fly kept bothering me at the picnic.
“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).
After giving the students a few examples to get them thinking about multiple meaning words, I will ask the
students to partner up and think of some other multiple meaning words. Once the students talk to each
other for about 30 to 45 seconds, I will call on some groups to share one word they thought of and the
different meanings. I will write these new words on the SMART board.
11 | P a g e
I will then model each center before splitting them up into groups. This will decrease the amount of
questions before each center.
“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?
During this portion of the lesson, the students will be working either as a team, with a partner or
individually, at the different centers set up around the room.
At each station, there will be instructions relating to the task(s) that need to be fulfilled during their time at
the center. Along with modeling the centers before the group separates, and the direction sheets, this will
decrease the amount of questions that I will get. Each center is briefly explained below.
Center 1- Students will be given a choice of two worksheets and they are to cut and paste the definitions
next to the correct word.
Center 2- Students will be playing a game where they are given a sentence and they have to choose the
correct definition of the multiple meaning word.
Center 3- With a partner, the students are to look up the definitions of the words provided to them on the
direction sheet then write the definition of each version of the word, and lastly, use each word in a
sentence.
Center 4- Students will be rotating to each task card and will write the corresponding answer on their
answer sheet.
Center 5- Read A Bat Cannot Bat, A Stair Cannot Stare on EPIC or read to self.
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.).
Once all the students have returned to their desks, I will address the sticky note on their desk. At this point, I
want to see what they know before the post-assessment. On their sticky note, I will have them put two
examples of multiple meaning words. This will be their exit ticket to end the lesson.
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 the same quiz as the pre-assessment. Student were to read the sentence and choose
the correct definition that relates to the multiple meaning words using context clues within the sentence. I
have attached a sample document of the questions from the pre-and post-assessment at the end of the
lesson plan.
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.
12 | P a g e
Pre and Post-Assessment Results
7
6 6 6 6 6
6
5 5 5 5 5 5 5 5 5 5 5 5 5
5
4 4 4 4 4
4
3 3 3
3
0 0 0 0
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student Number
Pre-Assessment Post-Assessment
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.
What went well?
The one part that I felt went really well was my pre-assessment. As you can tell from the data above, my
pre-assessment results were great. The pre-assessment quiz was taken two days prior to the lesson on
multiple meaning words. There was not assistance given, other than reading the questions to some students
who needed it. Based on the results of the pre-assessment, only a brief lesson was needed on multiple
meaning words.
Another success in my lesson was the centers. The idea of different centers was a good idea because it got
them up and moving around. Each center focused on multiple meaning words but in a different way. These
centers got students working in groups, individually and as a team. The part where I went wrong was the
number of centers. With the time allowed for reading, I planned too much. I will talk more about this in my
revisions.
To end my lesson, I used exit tickets as a way of formative assessment. Exit tickets are a good way to quickly
check the understanding of your students on a certain topic. Because I used this form of formative
assessment, I got an idea about which words they really caught onto. I also noticed there was a little
13 | P a g e
confusion. Because of the confusion of multiple meaning words, I reviewed the next day to clear up any
misunderstandings.
What was challenging?

The biggest challenged I faced throughout my lesson was time management. For the number of activities, I
had planned, there was not enough time. At each center, I allowed seven minutes. After all students got
their supplies and situated at the center, sometimes there was only four or five minutes left to complete the
center. Following the lesson and speaking to my CT and US, they both agreed that time management comes
with experience and practice.
Another challenge that I faced was keeping students on task at different centers. This challenge was minor,
because most students stayed on task but there were certain centers that allowed for more side
conversations to occur. When monitoring at different centers, I would have to remind certain groups to stay
on task in order for students to complete the task in the time allowed. Usually one reminder would do the
trick. Again, this will come with experience, and not all conversations are bad when doing educational
centers.
I noticed students got more confused as the lesson went on, which is obviously what I was trying to avoid.
An anchor chart displaying the definitions and examples would have been helpful for students to refer back
to throughout the different lessons. This would have decreased the number of questions I received.
What needs revision?

If I were to reteach this lesson again, there are a couple things I could change. First off, I would have done
the task cards as a class instead of making it a center for the students to do independently. I didn’t realize
the font was a little hard to read for second graders. I would have had them all at their desks and I would
read the cards aloud. Then, they would right the corresponding answer on their answer document.
I believe since taking away one center that the students were to do independently, would have helped with
the overall time management of the lesson. There was just not enough time for all the centers that I had
planned. Doing to task cards together would have allowed the students more time to focus on the other
centers. I also could have broken this lesson up into two days to allow for more complete instruction and
project results.
Looking at my post-assessment results, it appears that my lesson did not go so well. My numbers did
decrease; however it could have been the timing of when the post-assessment was given. I did not realize
that some students simply did not take the post assessment (hence the 0’s). If we had time, we had a plan
to redo the post assessment, but we simply ran out of time. In a few weeks, we have a review week over all
the topics in the last unit, one being multiple meaning words. Hopefully during this time I will be able to
clear up any misunderstanding.
Overall, I feel my classroom management was okay throughout my lesson. It could have used some work. It
is hard to totally replace the classroom teacher with the same voice and confidence when doing my own
lesson. My presence needed to be known more. My US and CT both agreed that my classroom management
and voice will improve overtime.
14 | P a g e
Lesson #2

Grade Level: 2nd
Subject: Language
Date: February 15, 2018
PLANNING
CCSS.ELA-LITERACY.L.2.1.E
Using adjectives and adverbs, and choose between them depending on what is being modified.

students will not know how to do the skill; however, throughout the lesson, they will learn how to
complete the skill with different ways to expand their knowledge with help from a teacher or someone
else. By the end of the lesson, they will be able to master the skill independently and prove that they
understand the skill with minimal help.
Students will be able to distinguish between adverbs of when and where from adverbs of how. They will also be able
to find the adverb that tells how within a sentence.
The students have been introduced to the topic of adverbs that tell when and where, but not adverbs that tell how.
This lesson will broaden their vocabulary which will enhance their writing skills.
- Special Needs:
o Academic Needs: 2 students on IEP, 1 student low level functioning
- Ethnicities:
o Asian: 1 student
15 | P a g e
- 2 students on IEP
- 1 student is low level functioning and requires further instruction and one-on-one attention during most of
independent work.
normally with other classmates. The other requires many things to be translated into Spanish, then read aloud
to him or further one-on-one instruction.
-SMART board and presentation

-Sticky notes
-iPad
-Worksheet
Technology
Technology will be used in multiple ways throughout my lesson. My lesson “lecture” is slides on the SMART board.
This is an easier way to present to a group of students. It allows the students to be interactive with the activities and
it is also easier for viewing for all students. They will also have an activity on their iPads. With this activity, they will
have a fill in the blank sentence with a word bank of adverbs that tell how and
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
One student has very little English vocabulary and learns best when he can listen to items in his native language
(Spanish). The independent work (also post assessment) will be put into his red basket that is done with an adult
within the school building that works with him weekly on assignments. This is such a helpful tool to both the student
and the teacher. She speaks full Spanish and understands the student and his needs.
The pre-assessment will consist of a short question and answer with the students prior to the lesson. I am hoping
they will remind me that they have learned about adverbs that tell where and when. At this point, I will tell them
there is another type of adverb, adverbs that tell how. I will ask them if they have any ideas about what words may
qualify as adverbs that tell. Some possible answers would be: quietly, quickly, loudly, softly, etc.
Following the conversation about the different types of adverbs, it was apparent that they have not been
introduced to the topic of how adverbs. Prior to the lesson, they were introduced to adverbs that describe
when and where. They were still set on the adverbs that tell when and where and could not grasp the
conversation of adverbs that tell how.
16 | P a g e
Throughout the lesson, I will be sure to call on a diverse group of students to answer questions out loud. This will
make everyone feel included and also decrease unwanted behavior. This will also keep the children on their toes and
thinking as they don’t know whether they will be called on. I will use cues to let the students know that they need to
complete tasks in a certain about of time. Students will also have the opportunity to talk to their peers to solve
problems I may ask to the class. They will be asked to link up and share with the partner next to them. Students
often learn listening to their peers rather than the teacher 24/7 and this will allow them to get a different
perspective on particular answers. When working on independent work, I will be monitoring the classroom and
meeting up with students who may need further instruction. If students get off task, I will gently remind them to
keep working in the time allowed.
Implementation
“I Do”
I will start my lesson off by asking the students, “What have we learned so far about adverbs?” Their
answers should be something about adverbs that tell when and where. I will then ask for examples of
those types of adverbs. I will then mention that “We will be introducing another type of adverb today!
Adverbs that tell how!” I will then give them some examples (quickly, quietly, loudly, softly). After I write
those words on the board, I will ask them if they see something that all the adverbs have in common. I am
mostly looking for the –ly ending. The –ly ending tells describes the action. We will then move into some
practice on the SMART board. I will have example sentences on the board, and then I will have them fill in
the blank. Then, they will have an independent activity to do on their iPad with the same format- fill in the
blank sentences with an adverb that tells how wordbank.
“We Do”
The students will complete an adverb activity on their iPads. Once they have finished, we will do a couple
together as a class.
“You Do”
objectives?
Students will be asked to complete a worksheet on adverbs that tell how. The worksheet consists of fill in
the black questions and multiple choice questions.
Lesson Closing
Once we have finished the activities on the SMART board, students will have a sticky note on their desk.
With these sticky notes, the students will write two examples of adverbs that tell how. Their names will be
on the back, so I will be able to quickly assess who are on track and who are not.
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 will consist of a worksheet that is to be done independently.
Analyze
17 | P a g e
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
Post Assessment Grades
1
2 Number of students
11
100% 99-90% 89-80% 79-70%
Reflect
conclusions.
Overall, this lesson went very well. My time management improved greatly during this lesson. I kept the
“lecture” part of my lesson very short. Having the students sit on the floor and listen to a lecture for a long
amount of time, they lose interest, and get antsy. My goal going into this lesson was to keep the lecture
short, around 5 or 8 minutes, and I did just that. The lecture was kept very short in order for the students
to be able to focus and then move onto some activities we would do together regarding adverbs and they
were then to work independently on their worksheet/post-assessment. The students enjoyed being able to
come up to the board, tell the class their answer and explain their thinking. They also really enjoyed the
technology activity. Anything involving their iPads is a great time for them!
If I were to teach this lesson again, I would do an actual pre-assessment to assess their knowledge prior to
doing the lesson. Before my lesson, I discussed the topic of a pre-assessment for adverbs that tell how. She
explained that one was unnecessary because they have yet to be introduced to this topic. It would have
been interesting to see where their thinking was and where they were at with the topic of adverbs that tell
how.
18 | P a g e
Lesson #3

Grade Level: 2nd
Subject: Math
Date: March 26, 2018
PLANNING
CC.K-12.MP.4 Model with mathematics.
CC.K-12.MP.5 Use appropriate tools strategically.
CC.K-12.MP.7 Look for and make use of structure.
2.NBT.1 Understand that the three digits of a three-digit number represents amounts of hundreds, tens, and ones;
e.g., 706 represents 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: (a) 100 can be
thought of as having a bundle of ten tens called a “hundred.”, (b) the numbers 100, 200, 300, 400, 500, 600, 700,
800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.3 Reads and write numbers to 1000 using base-ten numerals, number names and expanded form.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and
< symbols to record the results of comparisons.
2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Students will be able to read and write 3-digit numbers, add 10 or 100 to given numbers between 100-900, as well
as subtract 10 or 100 from a given number between 10-900. Students will also be able compare 3-digit numbers.
In second grade, this will be a topic that is brand new to the students. Knowing how to model and represent three
digit numbers as 100s, 10s, and 1s, will set them up for working with 4-digit numbers in 3rd grade.
- Special Needs:
o Academic Needs: 3 students on IEP
- Ethnicities:
19 | P a g e
o Asian: 1 student
- 3 students on IEP
- 1 student on IEP receives help during math time outside of the classroom with the special education teacher to
develop math skills.
-Math Teacher Manual

-SMART board
-Math Jump Drive
-Student Worksheets 73 and 74
-1-1000 chart packet
Technology
Technology will be used in the beginning of my lesson. My lesson “lecture” is slides on the SMART board. This is an
easier way to present to a group of students. It allows the students to be interactive with the activities and it is also
easier for viewing for all students.
When/if students finish early, those students will be directed to their iPad and start the new section on IXL about 3-
digit numbers.
My three students who are ELL students, will need more time and more check-ins throughout the day. They are
more than capable of doing it, just need some extra one-on-one instruction and that support from adults in order to
stay on track.
The pre-assessment will consist of a worksheet where the student is given a number, the students are asked to
identify the sticker notation, number of sheets, strips and singles, hundreds, tens and ones, and write the equation
for the given number. The pre-assessment will be given the day before the lesson. This will give me enough time to
make any modifications to my lesson plan if need be.
20 | P a g e
16
14
12
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Student Number
Throughout the lesson, I will be sure to ask for student interaction and engagement throughout the whole lesson.
This is best for students- not only are the interacted and engaged throughout the lesson, but this gives them the
opportunity to explain themselves. Some students that may not understand the concept or topic, this would be a
good tool for them to follow along with their classmates. They may have a better way of explaining it to them rather
than myself.
When it comes to independent work, I will be walking around making sure each student is on task and redirect
unwanted behavior or any misunderstandings. This is a great time to work more one-on-one with students who
many need further instruction.
As a class, we are really working on raising our hands to get my attention. This is good practice. Math can be a more
difficult subject to wait for help, and this is just what students need. They need to be patient because they need to
understand that I am with another student at that time and I will be with them as soon as I can.
Implementation
“I Do”
2. I will start by reading the story problem from the teaching manual. “Sally went shopping at Sticker
Station. She bought 6 strips of ten stickers and 2 singles. How many stickers did Sally buy? How could we
record this using an equation?” I will ask students for any ideas about what our equation would look like. I
am looking for 60 + 2 = 62. Next, I will ask students to explain what each number represents when relating
the numbers back to the number of stickers Sally bought. (60=6 strips of 10 and 2=2 singles).
3. My next story problem will involve a sheet of 100 stickers. “Sally also bought some moon stickers.
She bought one sheet of 100 stickers, 2 strips of 10 stickers and 4 singles.” We will discuss how much a
21 | P a g e
sheet represents (100). We will also discuss as a class how a sheet of 100 can also be represented as 10
strips of 10. I will draw my notation on the board. They will be asked to turn and talk with the student next
the them about how we could write an equation for the number of stickers Sally bought.
4. I will draw the representation of 146 stickers on the board and will ask students to identify the
hundreds, tens and ones. Once we have finished, we will formulate an equation.
5. Students will be asked to talk about how many stickers Sally bought versus James. “Who bought more
stickers? Sally or James? How do you know? Show me your notation.” This is where we discuss that first,
we are looking at the number in the hundreds place, then the tens, then the ones. (Write 146 > 124 on the
board.) Discuss the meanings of >, < and =. (Song)
“We Do”
1. To begin my lesson, we will be working together to discuss and notice the differences and similarities
between the 1-100 chart in the classroom and the chart they have in their packets. At this point, students
are pretty familiar with the 100 chart. We will then move onto talking about the similarities between to
100 chart and the 200 chart they have in front of them. Together, we will fill out the first couple rows of
the 201-400 chart on the board. Students then will be redirected back to their desk to finish filling in their
own charts.
“You Do”
objectives?
6. Students will be given a worksheet at the end of the lesson to test of understanding. On these
worksheets, students will be given a number. Based off the given number, they will have to draw the
sticker notation, write the numbers of sheets, strips, singles, as well as hundreds, tens, and ones. Finally,
students will be asked to give an equation that represents the given number. With the equation, I will
really focus on breaking the number up into hundreds + tens + ones = given number. This will be easier for
both them and myself to see their thinking.
Lesson Closing
Once the students are finished with their worksheet, the students will be given a sticky note. The sticky
note will act as a form a formative assessment. On their sticky note, they will be asked to draw and write
the equation for the number displayed on the board (178). I will be looking for sheets, strips, singles and
the equation should have hundreds + tens + ones = 178
22 | P a g e
Analyze
23 | P a g e
Pre and Post Assessment Results
16
Number of Points Earned 14
12
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Student Number
Reflect
conclusions.
What went well?
-Overall, I feel my lesson went well. Math is a hard subject to involve students in, but I got to involve students in my
lesson by having them come up and hold and count my “stickers” the other students also were engaged because
they were looking forward to going up to the front of the room to help me as well. This was a great way to relate to
the students. Throughout the year, the students have been visiting the “sticker station” when working with certain
concepts and skills. I related that to my lesson and told the students that I actually got a chance to go to the sticker
station over the weekend and I bought stickers for the class. That immediately caught their attention and they were
excited to learn for the rest of the lesson.
-My strategy for calling on students has also improved throughout my experience. Both my teacher and cooperating
teacher have brought it to my attention that I tend to call on the same students from lesson to lesson or question to
question. This lesson I used the classroom popsicle sticks to call on students. By using the popsicle sticks, it kept
students more on task and on their toes because they knew they would eventually be called on. The only downside
of using the popsicle sticks, once a student has been called on to answer a question, they may not focus anymore
because they know they have already been called and had to answer a question.
What was challenging/needs revision?

-My cooperating teacher brought it to my attention that there are a handful of students that generally tent to finish
earlier than all the other students, and they are left wondering what to do. This will come with experience, but
always having a challenge activity or problem for those students could have been helpful in this situation. In this
situation, I had them continue working on their 1,000 packets. Following my lesson, I spoke to Mrs. Tennant and
asked her what she would have done in this situation, and she agreed, she would have done the same thing.
24 | P a g e
-My classroom management has improved immensely over the time of this experience. One thing I do need to work
on is efficiency when it comes to before, during and after the lesson. If there is an activity that the students are
going to be asked to do right at the beginning of the lesson, I should have these resources on their desks and the
directions posted on the board. That way students know exactly what they are to do right away. During the lesson,
use the time when the students are up at the board, discussing with other students, etc. to pass out papers that they
students will be working on next. After, have the directions posted on the board and be consistent with each and
every student. Always using the hand in box for all papers, is necessary in order to have everything in one place so
nothing gets misplaced. Have the directions and expectations posted are said out loud to the students and have
them repeat them back to you so they know exactly what is expected.
Lesson #4

Grade Level: 2nd
Subject: Math
Date: April 2nd, 2018
PLANNING
2.NBT.1 Understand that the three digits of a three-digit number represents amounts of hundreds, tens, and ones;
e.g., 706 represents 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: (a) 100 can be
thought of as having a bundle of ten tens called a “hundred.”, (b) the numbers 100, 200, 300, 400, 500, 600, 700,
800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundred (and 0 tens and 0 ones).
2.NBT.3 Reads and write numbers to 1000 using base-ten numerals, number names and expanded form.
This will be interesting to measure and see the growth of my students with the concepts of hundreds.
When I gave them my pre-test, I told them that I could not help them, I was not taking a grade on it, and
that I just really want to see what they know. I explained to them that they will be taught the concept later
and that they were helping me with my assignments for Northern. To say they were unhappy and
frustrated with me is an understatement. I had some students in tears and some just completely shut
down. Those students I did guide in the right direction. It will be cool to see how their view of the concept
has changed throughout the course of the last couple lessons.
Students will be able to read and write 3-digit numbers, add 10 or 100 to given numbers as well as subtract 10 or
100 from a given number. Students will also be able to write equations that are broken up into hundreds, tens, and
ones.
25 | P a g e
In second grade, this will be a topic that is brand new to the students. Knowing how to model and represent three
digit numbers as 100s, 10s, and 1s, will set them up for working with 4-digit numbers in 3rd grade.
- Special Needs:
- Ethnicities:
o Asian: 1 student
- 3 students on IEP
- 1 student on IEP receives help during math time outside of the classroom with the special education teacher to
develop math skills.
-Teacher Manual
-Red Jump Drive
-SMART board
-Student worksheets 75-77
-1-1000 charts
-sheets, strips and singles
-dice
Technology
Technology will be used in the beginning of my lesson. My lesson “lecture” is slides on the SMART board. This is an
easier way to present to a group of students. It allows the students to be interactive with the activities and it is also
easier for viewing for all students.
26 | P a g e
My three students who are ELL students, will need more time and more check-ins throughout the day. They are
more than capable of doing it, just need some extra one-on-one instruction and that support from adults in order to
stay on track. I will also partner them with high functioning students that can explain it to them when I am working
with other students.
The pre-assessment consisted of eight questions and was given a few days in advance. On the pre-assessment, the
students were asked to break a number up and tell me how many hundreds, tens, and ones were in the given
number, as well as write an equation. The key to the equation was to break the given number into hundreds + tens +
ones = given number. For example, If my number was 378, my equation would look like this: 300+70+8=378.
Some students broke up the number into 300+78, but I was looking for the breaking up the number all the way
down to hundreds, tens and ones.
9
7
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Student Number
Throughout the lesson, I will be sure to ask for student interaction and engagement. When doing any type of writing
or answering questions on the SMART board, I will ask for students to come up, write and explain their thinking. I
will be sure to call on a diverse group of students, this way I can formatively check of understanding. To call on
students, I will use the classroom sticks to draw names to answer my next question or/and add to the thinking of the
prior students.
27 | P a g e
This lesson will consist of a math workshop, which means students will be able to move around the room and work
with partners. During this time, I will be checking in with different groups to see how they are doing. This will be a
good time to meet with students that need a more one-on-one instruction and/or further instruction to correct any
misunderstandings. To decrease the number of groups I have to meet with individually, I will strategically place my
higher-level students with my lower level students. This will give me confidence that I do not have to work solely
one-on-one with a certain group which means I will be able to micromanage the entire classroom. Plus, sometimes
students learn best from peers- this is the environment I am trying to create.
There are specific students that are really working on raising their hand in order to get my attention, rather than
following me around or shouting my name across the room. Before asking me for help, I would like them to ask their
partner first if they can help them in any way prior; if not, at that point the student may raise their hand and
patiently wait for me to come to their group. I will make these directions clear prior to math workshop.
Implementation
“I Do”
3. I will have students come to the front of the classroom and hold my sheets of stickers. As the students
come up, we will fill out the chart together to track our counting. I will ask the students how many total
number of stickers I have and how that relates to how many sheets of 100 I have and what pattern they
notice as we move down the chart. Each time I have a new student come up and hold my stickers for the
class to see, I will ask them a question. Some example questions are: “If I bought 300 stickers, how many
sheets of stickers would I have?” (I have two sheets of two groups of 100 stickers.), “What if I add another
sheet to the group of 300 stickers? How many would I have now?” (400) When I add one sheet, how many
stickers am I adding?” (100). Once we have gotten down the relationship between the two numbers, we
will then focus on how our total number of stickers changes.
4. I want the students to understand that each time I add a sheet of stickers, I am adding 100 stickers to
the total. As I add a sheet, the total number of sheets changes and that just the first number changes and
also tells me how many groups of 100 I have.
“We Do”
1. To begin my lesson, we will be working together to discuss what we already know about hundreds, tens,
and ones. The main concept I would like to review with the students is that sheets= 100, strips= 10, and
singles= 1. This will be important for all students to master before moving onto independent practice.
2. Throughout the year, they have been working with various concepts while visiting Sticker Station. Today
we will be referring back to this topic. Over the weekend, I visited Sticker Station and bought some
stickers. I need the students help in counting how many stickers I bought. I will have a chart drawn up on
anchor chart paper that the students will help me fill in as we count my stickers.
4. As a class, we will then break numbers down into hundreds, tens and ones. I will write those three
words on the board and have the students come up and fill the numbers in. Total, I bought 700 stickers.
The students will realize that I have 7 groups of hundreds, 0 groups of tens and 0 groups of singles. This
also relates to how many sheets, strips and singles I have.
5. Next, I want to see how the students are grasping the concept. “Suppose I add 5 single stickers to my
total. How many stickers will I have no? How would my information change?” (7-hundreds, 0-tens and 5-
singles.)
28 | P a g e
6. Finally, we will talk about writing equations for three digit numbers. When the students wrote the
equations for the pre-assessment, many students broke the number into hundreds+tens and ones= given
number. I will emphasis that each equation need three parts (hundreds+tens+ones), even if the number is
a zero. I will give the students the example of the equation of 700 and 705. I will then give them a number
to write an equation for on their own.
“You Do”
objectives?
7. Before dividing the students up into partners for math workshop, I will explain the instructions and
expectations for the three different workshops.
- Plus or Minus 10 or 100
- How many stickers?
- Guess my number 1-1000
8. Students will be given a partner. This partner will be their partner for math workshop.
Lesson Closing
Once the students have been given a good amount of time to hopefully get through at least two of their
math workshops, I will bring the students back together. I will have a number on the board. The students
will be asked to identify the number of hundreds, tens and ones. They will also be asked to write an
equation that represents the given number. This will be used as an exit ticket and formative assessment to
check students understanding.
There will also be a homework page going home that night that focuses mainly on equations.
The post-assessment consisted of eight similar questions as the pre-assessment. The post-assessment was in the
form of a worksheet that went home with the students at the end of the school day to review what we went over
that day during math. The worksheet was to come back the following day. On the post-assessment, students were
asked to break a number up and tell me how many hundreds, tens, and ones were in the given number, as well as
write an equation. The key component that I was looking for, and that we hit hard that day in math, was breaking
the number into three parts (hundreds, tens, and ones) for the equation. I stressed that each equation needs to
have three numbers before the equal sign. The results and equations were much better on the post-assessment.
Analyze
29 | P a g e
Pre and Post Assessment Results
9
6
Points Earned
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Student Number
Reflect
conclusions.
What was challenging/needs revision?
-The pre-assessment was challenging for me, but also my students. It was challenging for my students because I
honestly just wanted to know what they knew this far in the year. With this concept, it was not much at all and they
were frustrated with me because I would not guide them to the correct answers. I could see the frustration on most
of their faces. After I explained that this will NOT be graded and it is an assignment that will be helping me shape the
lesson for next week for one of my classes, I could see some relief come to some of my students.
-Time management has been a challenge for me throughout my whole student teaching experience, but I have seen
great progress in myself and so has my cooperating teacher and supervisor. This lesson challenged my time
management because the students were not grasping the concept as quickly as a thought they would. Because of
the extra time spent on the lesson, that left less time for their math workshops. We did get through two of the three
math workshops. Instead of giving them 15 minutes per math workshop rotation, I should have given them 10
minutes so they were guaranteed to get through all three rotations.
What went well?

-Overall, I feel my lesson went well. My classroom management has improved as well as giving directions to my
students in order for them to know what is expected of them. Before they were given their packets and they could
move around the room, I kept them on the floor in the front of the room. I have learned from experience that it is
best to explain the directions and expectations before they can move around the room. In doing so, it decreases the
distractions and their attention is held which means I get less questions.
-Throughout the whole lesson, the students were on task and engaged. I had them come in and fill in my chart on
the board. Because I was drawing popsicle sticks, they did not know if they were going to be called on. This
30 | P a g e
increased interaction and kept students thinking. Throughout math workshop, because clear directions were given
prior, students worked the whole time because they knew they had to get things done in the 15 minutes that they
were given.
Lesson #5

Grade Level: 2nd
Subject: Writing
Date: April 2nd, 2018
PLANNING
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing
According to Piaget’s concrete operational stage of development, students start thinking more like adults.
During this stage, they will be able to relate their own lives to their writing. Throughout this lesson,
students will use their higher-level thinking skills to hone in on the topic of spring activities and relate it to
their own lives.
Students will be able to develop a rough draft of their poems, edit their work and then make a final copy.
The topic of their poem is spring.
This objective is appropriate for this age of students because it is important for students to relate activities
from their own lives and be able to develop a writing about it. In this case, we will be creating acrostic
poems on the topic of spring and the activities/events that go along with spring.
- Special Needs:
- Ethnicities:
31 | P a g e
o Asian: 1 student
- 3 students on IEP
- 1 student on IEP receives help during math time outside of the classroom with the special education
teacher to develop math skills.
- There are 3 students in the classroom that are English Language Learners. 2 of the 3 can converse and
engage normally with other classmates. The other requires many things to be translated into Spanish,
then read aloud to him or further one-on-one instruction.
-Example of final draft

-SPRING acrostic poem template
-Writing notebook
-Pencil
-Crayons, markers, colored pencils
-Ribbon
Technology
Technology is an editing tool for the students when they are in the editing phase of their writing. Once
they have shown either Mrs. Tennant or I, and we have indicated the changes they need to make in order
to improve their writing, the students may use their iPad to check spelling of words. To do this, students
are able to open their notes app on their iPad and use the voice icon and the correct spelling of the word is
displayed. However, the students are encouraged to use the student dictionaries first before using their
iPad.
My three students who are ELL students, will need extra time and more check-ins throughout the writing
process. They are more than capable of doing it, just need some extra one-on-one instruction and that
support from adults to stay on track and continue the higher-level thinking. In order to do this, they will
start in the classroom. During writing time each day, the three students are to go with the ELL teacher.
Here they will get the further instruction and attention they need in order to be successful.
The pre-assessment consisted of their rough draft of their SPRING acrostic poem. The students were to
write a poem that focused on the season of spring. Once students were finished with their rough draft,
they were to come show either Mrs. Tennant or myself. At this point, we looked over their poems for
spelling mistakes, missing punctuation, and off topic ideas. They were encouraged to think solely on spring
and what new things they can do now that winter is over. Many of the boys wrote “playing video games”
32 | P a g e
for the letter /P/ in their poems. In this situation, they were challenged to think deeper and what we could
do in the spring that starts with the letter /P/. Most of them ended up with ideas like: puddles are fun to
jump in, printing with chalk on the sidewalk, etc. These answers were much more focused on the topic of
spring. Once their rough draft was complete, and once again shown to Mrs. Tennant or myself, they were
instructed to move onto their final draft.
Not Applicable
Classroom management for this lesson was mainly focused on keeping students on task. Students are to be
working independently or quietly with others around them, in order to develop a spring focused acrostic
poem. While the students are working, I will be monitoring their progress by walking around and checking
in with each student and discussing their spring activities thus far. Once students start finishing their rough
drafts, this is the time that I will be editing their poems. We are in the self-editing phase now. This means I
underline or circle what is incorrect on their works and they do their best to figure out the correct spelling,
punctuation, etc. During this time, it will be critical that students. voices are at a whisper. This way I can
give corrective feedback without competing with their voices.
Implementation
“I Do”
To begin my lesson, I will explain that today we will be writing our own acrostic poems. The students do
one of these each season. It just depends if they remember the term acrostic or not. I will explain that this
time we will be writing poems about spring. I will show them my example of my spring acrostic poem.
Before letting them brainstorm ideas for their own poem, we will discuss the rules of an acrostic poem.
1. Brainstorm ideas about activities, topics, etc. that remind you of spring.
2. Write ‘SPRING’ vertically down the side of the paper of their rough draft.
3. Place your brainstorm words/phrases on the lines of the letters that begin with the same letter.
4. Finish the rest of your poem.
“We Do”
For the “we do” part of my lesson, we will discuss possible words/phrases that the students could use in
their poems. I will encourage them to just use these as starting thoughts and to think deeper about what
they enjoy about spring.
Once the students are finished with their rough draft, we will be discussing their poem one-on-one before
the students are to edit their poems independently.
“You Do”
33 | P a g e
objectives?
Students will be developing rough drafts and final copies of their poem independently. Once they are done
with their final copy, the students will be asked to double check their work using their writing checklists
within their desks. Items that are on their checklist include: “I used my best handwriting. I have all the
necessary capital letters and punctuation. I used my resources to help me spell words I were on sure of
and have them spelled correctly. My final copy is neat and clean. ETC.”
Lesson Closing
To close the lesson, students will write the final draft of their story that is laid out for them in the shape of
a kite. Once they are finished, they will decorate their kite. They will be able to pick out three colors of
ribbon that will be attached to the bottom! The kite poems will be hung up in the classroom and hallway to
bring spring into the school.
Here are some examples of some students’ final project results. This was one of my favorite projects! They all turned
out well and the students really enjoyed it!
34 | P a g e
35 | P a g e
36 | P a g e
Analyze
The students did a great job in putting their own thoughts and creativity into their writings. Most of the
students followed the instructions and did a great job when editing their work. After we were finished with
the project, students were excited to see their work displayed and explained how much they enjoyed the
project.
Below is the rubric that was used to grade the students’ final projects. (Don’t mind the wonky layout.)
37 | P a g e
4 3 2 1
I didn’t do
I did an
Awesome! I my
I did a okay job
formed ALL personal
good job but there
Handwriting of my
MOST of were
best. It was
letters too sloppy
the time. SOME
neatly! and hard to
mistakes.
read.
MOST of SOME of
ALL of my NONE of
my words my words
words are my words
Spelling spelled
are are
are spelled
spelled spelled
correctly. correctly.
correctly. correctly.
I did an I didn’t do
I did a okay job
I did my my best
good job when
BEST when when
when designing designing
designing
Design my kite and
designing my kite
my kite. I
my kite but I
took my should
and took could
time. have taken
my time. have more time.
taken
38 | P a g e
more
time.
Throughout I stayed I did not
My poem
my poem, I on the stay on the
had some
stayed on topic of topic of
On Topic topic of SPRING
parts that
SPRING
were not
SPRING the most of throughout
on topic.
whole time. the time. my poem.
Reflect
conclusions.
Overall, this is one of my favorite projects I got to do with my students. I enjoyed seeing their thoughts and
creativity go into their writings. No two writings contained the same things about springs. The final drafts
turned out so good and reflected each creator. One thing that I thought went well in my lesson was
challenging the students to stay on the topic of spring. It would have been easy for them to write an
acrostic poem about anything, but it challenged them and really narrowed their thinking. At the end, the
students really took pride in their poem and what they did. Overall, there is nothing I would change about
this lesson. If I could change one thing, I would love my students to work better independently. After my
lesson, I spoke with my cooperating teacher and discussed my thoughts. She agrees that the students need
to work on their independency, but she also said that will come with time and with age. I would love them
to feel confident in using the technology and dictionaries to help them better their writing, spelling, ideas,
etc. This would free up my time for students who really need the more one-on-one instruction and the
assistant in order to be successful.
39 | 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;
40 | 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.
41 | 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-
42 | 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.
43 | P a g e

Northern State University Student Teaching Experience Teacher Work Sample Spring 2018

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Northern State University Student Teaching Experience Teacher Work Sample Spring 2018

Uploaded by

Copyright:

Available Formats

Northern State University

Student Teaching Experience

Candidate Name: Breanna Hauge

Candidate Website Address: https://breannahauge.weebly.com

Candidate ID Number: 7245475

Name of School where data Mike Miller Elementary

Subject/Content Area: General Education

Grade Level: 2nd

Date Submitted: April 13, 2018

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:

Classroom Management and Organization

Throughout my experiences, my goal is to always be more effective with classroom

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

Task II: Contextual Information (see rubric for scoring details)

General Context of Your Students - 2nd Grade

Students’ grade and developmental levels; the age range

Community - Urban area as the population is 28,415

District The Aberdeen school district is comprised of

School **Because Mike Miller Elementary is a new

- K-5 Enrollment: 235

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

Center 1 (Cut and Paste)

Center 2 (Froggy Games)

Center 3 (Dictionary Discovery)

Center 4 (This or That Task Cards)

Center 5 (Epic/Read to Self)

What was challenging?

What needs revision?

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

-SMART board and presentation

The post-assessment will consist of a worksheet that is to be done independently.

Post Assessment Grades

100% 99-90% 89-80% 79-70%

Millicent Atkins School of Education: Common Lesson Plan Template

-Math Teacher Manual

Number of Points Earned 14

What was challenging/needs revision?

Millicent Atkins School of Education: Common Lesson Plan Template

What went well?

Millicent Atkins School of Education: Common Lesson Plan Template

-Example of final draft

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

You might also like