TLED 478 PRACTICUM PORTFOLIO

Student: Rebekah Chesney

Practicum Schedule & Dates:

November 20, 2023, and November 27th through December 1, 2023 (8 am -300 pm excluding

Wednesday as I have a class midday)

School

Speedwell Elementary School

6820 Cedar Springs Rd, Speedwell, VA 24374

Wythe County Public Schools

A Title 1 Accredited school that serves 134 students. Led by Principal Mrs. Ami Scott, the

school is supported by a team of 12 full-time teachers, 3 part-time teachers, and 7

paraprofessionals.

Class

Grade Level: 4th and 5th grade

Cooperating Teacher: Mrs. Wendy Horton

Total Number of teachers: 1

Total number of paraprofessionals: 4th grade has 2 paraprofessionals 5th grade has none.

Total number of students: 4th grade has 15, 5th grade has 21

Average daily attendance: 4th grade 80% , 5th grade 95%

Ratio of male to female students: 4th grade 10 to 5, 5th grade 13 to 8

Cultural/ ethnic Diversity of students: 4th grade 1 Hispanic student, 5th grade 0
Academic Diversity:

4th grade: 9 are performing below grade level, 4 are at grade level and 2 are above grade level

5th grade: 8 are performing below grade level, 10 are at grade level and 3 are above grade level.

English Language Learners: None

Number of students identified as gifted: 4th grade 0, 5th grade 1

Number of students repeating the current grade or course: 4th grade 0, 5th grade 0

Number of students with 504 Plans: 4th grade 0, 5th grade 1

Number of students involved in child study/special education eligibility process:

4th grade 0, 5th grade 1

Number of students identified as eligible for special education services:

4th grade 7 students identified as eligible for special education services

2 students with learning disabilities.

3 with autism spectrum disorder

4 with other health impairments

1 with speech and language disabilities

2 receiving pull out services with the Occupational Therapist

3 are unusually demanding of time or energy not identified in other categories.

2 have excessive absenteeism/tardiness.

5th grade 2 students identified as eligible for special education services

1 student with learning disabilities.

1 with autism spectrum disorder

3 are unusually demanding of time or energy not identified in other categories.

 1 with other health impairments

1 have excessive absenteeism/tardiness.

During my practicum at Speedwell Elementary led by Principal Mrs. Ami Scott, the

school is supported by a team of 12 full-time teachers, 3 part-time teachers, and 7

paraprofessionals, ensuring comprehensive educational support. I have been privileged to work

with Mrs. Wendy Horton, who skillfully navigates between teaching 4th-grade Math and

Virginia Studies, as well as 5th-grade Math and U.S. History, and this experience has been truly

enlightening.

In the 4th-grade classroom under Mrs. Horton's guidance, there's a diverse mix of genders

and glimpses of ethnic diversity. Among the 15 students, there are 10 boys and 5 girls, with one

Hispanic student and the remaining students being White. Of these students, 2 perform above

grade level, 4 are at grade level, and 9 are performing below grade level. Additionally, 7 students

are identified as eligible for special education services, comprising various needs such as

learning disabilities, autism, other health impairments, and of the 7, 2 also receive occupational

therapy and Title 1 support.

Similarly, in the 5th-grade class, the gender diversity is notable, with 13 boys and 8 girls,

all belonging to the White ethnicity. Among these students, 3 perform above grade level, 10 are

at grade level, and 8 are performing below grade level. Additionally, 2 students are identified as

eligible for special education services, encompassing needs like learning disabilities and other

health impairments, while one student is currently in the special education process.

On average, the classrooms encounter 3 or 4 disruptions per day, primarily minor

instances such as occasional calling out or minor behavioral issues stemming from students'

enthusiasm. Notably, these disruptions, particularly outbursts by neurodiverse students, are

generally overlooked, as they rarely impede the instructional process. However, they necessitate

redirection and may influence instructional planning. To manage them, Mrs. Horton incorporates

engaging activities and leverages the well-equipped classroom for hands-on learning

experiences, improving overall instruction quality.

Recognizing the impact of disruptive behavior on the learning environment, I have come

to realize the necessity of deepening my understanding and skills in managing such behaviors. I

aim to explore and learn more about the causes and triggers behind disruptive behavior to

proactively develop strategies and interventions—an effort crucial in creating a more supportive

framework for students exhibiting these behaviors and fostering a more inclusive and conducive

learning environment.

Instruction, while primarily teacher-led, is crafted to meet diverse student needs through a

tailored blend of strategies. Mrs. Horton adeptly combines differentiated materials,

individualized attention during whole-group instruction, and opportunities for collaborative or

independent learning. These approaches allow her to adapt teaching methods to accommodate

various learning styles and abilities. Such tailored instruction aligns with Mrs. Horton's skill in

nurturing an inclusive educational atmosphere.

Classroom Setting

Class Schedule:

Starting at 8:15 am, the 4th grade students arrive, unpack, and take a bathroom break. Following

these initial routines, we proceed to attendance, lunch count, and morning math work.

Subsequently, we engage in 'Tiger TV,' the pre-recorded morning meeting by the principal,

played on our individual smartboards. (https://youtube.com/shorts/KCDzt4sy8g4)

Academics commence with (all times are fluid based off student understanding of the materials):

Math at 8:30 am (Small groups with the 2 SPED teachers taking a group each at 9:00 am till 9:30

am).

9:30 am to 10:00 am we continue large group math instruction.

10:00 am till 11:40 am is dedicated to Virginia Studies

11:45 am to 12:10 pm is Recess for both 4th and 5th grade (at this point students take their

materials to the hallway and place them along the wall between Mrs. Hortons class and the other

4/5 grade teacher Mrs. Waters class.)

12:10 am to 12:40 pm Lunch for both 4th and 5th grade

At this point Mrs. Horton gets the 5th grade class.

|12:45 pm to 2:15 pm is dedicated to Math and U.S. History there is no set timeline for each.

(Small groups with the 2 SPED teachers taking a group each at 1:45 pm till 2:15 pm).

2: 15 pm to 3:00 pm Specials AKA Encore and Teacher planning period

Gym – Mondays, Art – Tuesdays, Music – Wednesdays, Library – Thursdays, Computer Science

- Fridays.

3:00 pm Mrs. Horton gets the 4th grade class back. Students clean their area, pack up, put their

Chromebooks in the cabinet to charge and have their behavior logs signed (bus riders may use

this time to finish assignments or Mrs. Horton puts something on the Smartboard (usually

something like Magic School bus or Wild Kratts).)

The school day concludes with parent pick-up dismissal at 3:15 pm, followed by bus rider

dismissal at 3:25 pm, with the workday officially ending at 3:30 pm.

Classroom Expectations:

https://youtube.com/shorts/RpfXTccCnSY Cody (permission was received from his mother -a

school employee - beforehand) narrates the class rules and expectations. Mrs. Horton does not

have any specified rules or expectations however we have a new 4th/5th Language Arts/Science

teacher this year and she brought these with her. To remain consistent with the other 4th/5th class

she uses them too. The rules are posted above the whiteboard for all to see.

Physical Classroom and Instructional Organization:

Here in Wythe County, we're fortunate to have large classrooms and smaller class sizes.

Mrs. Horton's classroom is best described as a large rectangle—a space she's occupied for over

25 years, she has amassed an extensive collection of books and resources. (A 360 view

https://youtu.be/Snt1cFmMGc4)

Upon entering her room, you'll immediately notice her desk positioned on the right,

flanked by bookshelves, filing cabinets, and a bulletin board brimming with reminders. One of

Mrs. Horton's bookshelves conveniently holds class bins categorized by grade and subject,

providing a repository for extra assignments in case students misplace their work. Positioned

behind her desk is a dry erase board adorned with magnetic math words, symbols, and several

large maps that can be pulled down to highlight specific features. On the same wall as the dry

erase board, resides the smartboard, accompanied by a small desk housing a laptop wired to it.

This setup enables Mrs. Horton to seamlessly load content from the laptop using either the

ELMO system or various websites, enriching the learning experience for her students.

Arranged in two columns facing the wall housing Mrs. Horton's desk, the smartboard,

and the dry erase board, students are grouped in clusters of three desks each. This deliberate

organization creates an interactive and collaborative setting conducive to effective learning. By

positioning students in these groupings, the classroom fosters a dynamic environment where
students can engage with the instructional materials on the wall while also participating in group

discussions and collaborative activities. This seating arrangement not only allows students to

focus on the instructional tools displayed but also encourages peer interaction and teamwork.

Towards the rear of the room are two closets designated for students to stow their book

bags—boys' belongings on the left, girls' on the right—doubling also as supplementary storage

space. Nestled between these closets lies Mrs. Horton's classroom library, a collection created

over the years through student contributions and acquisitions. While the books may not be

leveled, they offer a diverse range of reading materials that cater to various interests and reading

levels.

Positioned behind the door, stands another bookshelf housing manipulatives, extra

tissues, cleaning supplies, and assorted items readily accessible to students. Adjacent to this shelf

is a long wall equipped with cabinets at the bottom and a shelf adorned with stacked crates—a

space meticulously organized for students to store their materials.

(View of the classroom from the student’s perspective as well as Mrs. Horton.)
Students & Behavior Observations:

During class time, several students exhibit high energy levels and engage in lively

conversations, occasionally creating a somewhat boisterous atmosphere. The classroom

dynamics include frequent verbal interjections, necessitating significant effort to maintain focus

and redirect attention. The presence of multiple students with ADHD and Autism presents

unique challenges, demanding considerable effort to manage disruptions and create an optimal

learning environment.

Among these students, two, particularly one diagnosed with both Autism and ADHD,

frequently navigate the back of the classroom, moving around and occasionally expressing

themselves through vocalizations. These movements and vocalizations, while disruptive at times,

reflect the student's engagement and sensory needs within the learning environment.

Efforts to engage and manage these behaviors take precedence, aiming to provide

individualized support for neurodiverse students while preserving a harmonious classroom

setting for the benefit of all learners.

Instructional Activities & Planning

Implemented Lesson Plan 1: Lesson Plan w/ Rubric

Teacher Rebekah Chesney Date November 27, 2023

Candidate: Taught:

Cooperating Mrs. Wendy School / Speedwell Elementary

Teacher: Horton District: Wythe County Public Schools

Grade: 4th Field Dr. Blakeslee

Supervisor:

Unit / Math and Language Arts

Subject:

Lesson Title / Exploring Characteristics of Solid Shapes & Descriptive Writing

Focus:

PLANNING AND PREPARATION

Content Knowledge

In this Math and Language Arts integrated lesson, students will explore the characteristics of

solid shapes while honing their descriptive writing skills. They'll identify, compare, and contrast

geometric shapes according to Virginia's Standards of Learning (SOL) for Math (Measurement
and Geometry 4.11). Additionally, they'll practice writing cohesive paragraphs that vividly

describe these shapes, aligning with Language Arts Writing (4.7) objectives. The lesson caters to

diverse learners, ensuring accessibility and engagement through various learning styles and

needs. The lesson plan was meticulously designed, aligning with SOL standards for Math and

Language Arts. It incorporates hands-on activities with magnetic shape kits and Smartboard

interactions to cater to different learning preferences. Students engage in collaborative activities,

brainstorming sessions, and descriptive writing tasks, fostering enhanced understanding and

participation. This lesson bridges information learned in third grade with what students will learn

in fifth grade.

Learner Differences

In this Math and Language Arts integrated lesson, particular attention has been given to creating

a supportive environment for students with ADHD, Autism, and lower reading skills. The lesson

incorporates strategies that accommodate their needs. Visual aids and interactive Smartboard

features assist visual learners and provide clear, visually supported instructions. Additionally,

sensory tools or fidgets are available to aid focus for students with ADHD and Autism, fostering

a conducive learning atmosphere. For those with lower reading skills, simplified instructions,

graphic organizers, verbal cues, and hands-on activities are included to ensure comprehension

and engagement. Moreover, the lesson offers activities specifically tailored to address various

learning styles and multiple intelligences, creating a diverse and inclusive learning experience

for all students.

Outcomes/Goals
Students are expected to achieve the following learning targets because of this Math and

Language Arts integrated lesson:

Math Learning Target (Measurement and Geometry 4.11):

 Identify, describe, compare, and contrast plane and solid figures based on their

characteristics.

 including the number of angles

 including the number vertices

 including the number edges

 including the number and shape of faces.

Observation of these outcomes will be observable through students' abilities to articulate the

characteristics and differences of various solid shapes using descriptive language.

Language Arts Writing Learning Target (4.7):

 Write cohesive paragraphs focusing on describing solid shapes.

 Utilizing pre-writing strategies

 clear topic sentences

 multiple related paragraphs

 style elements

 supporting details that elaborate the main idea.

These learning targets are appropriate based on the prior assessment of students' understandings,

aligning with the Virginia Standards of Learning (SOL) for Mathematics and Language Arts.
They are observable and measurable, as they can be demonstrated through students' verbal

explanations of shapes' characteristics and their written descriptive paragraphs.

Essential Questions:

 Question: "What makes each shape special and different from others?"

o Facilitate a group discussion where students propose their thoughts on the

unique aspects of shapes.

o Encourage them to use descriptive language and relate shapes to real-life

objects or scenarios.

 Question: "How can we use words to describe shapes and make them interesting?"

Engaging Descriptive Skills:

o Initiate a brainstorming session where students suggest ways to describe

shapes vividly.

o Encourage them to think creatively and use expressive language, connecting

shapes to relatable objects or experiences.

.Outcomes Associated with the Lesson:

 Students will identify and describe characteristics of various solid shapes.

 Students will compare and contrast the properties of different solid shapes.

 Students will construct cohesive paragraphs describing the characteristics of specific

geometric shapes using language arts techniques.

 Students will demonstrate understanding of Math SOL 4.11 by articulating the

differences between plane and solid figures based on their characteristics.

These outcomes align with the targeted Math and Language Arts standards, providing a

comprehensive understanding of solid shapes and descriptive writing techniques within the scope

of the lesson.

Standards

Math Measurement and Geometry 4.11

The student will

 identify,

 describe,

 compare,

 contrast plane and solid figures according to their characteristics

o number of angles,

o vertices,

o edges,

o number and shape of faces

using concrete models and pictorial representations.

Language Arts Writing 4.7

The student will write cohesively for a variety of purposes.

 b) Focus on one aspect of a topic.

 c) Use a variety of pre-writing strategies.

 d) Organize writing to convey a central idea.

 f) Write a clear topic sentence focusing on the main idea.

  g) Write two or more related paragraphs on the same topic.

 i) Utilize elements of style, including word choice and sentence variation.

 j) Revise writing for clarity of content using specific vocabulary and information.

 k) Include supporting details that elaborate the main idea.

Resources and Materials

 Smartboard

 Magnetic Shape Kits

 Paper and Pencils

 Students chrome books

 Visual Aids (Pictures, Diagrams)

 Sensory Tools or Fidgets

 Preprinted Graphic Organizers

 Preprinted copy of writing Rubric.

These materials and resources were selected to foster active learning. The Smartboard

encourages interactive discussions and visual learning, while the magnetic shape kits promote

hands-on exploration of geometric shapes. Visual aids support understanding, and additional

resources offer extended learning opportunities for early finishers, ensuring engagement

throughout the lesson.

Technology

Technology plays a pivotal role in enhancing the lesson's design and delivery while fostering

active learning. Here's a breakdown of the technology needed.

  For Students:

o Smartboard - Engages students visually and interactively, allowing them to

participate in discussions, collaborate on activities, and explore shapes through

interactive visuals.

 For Teacher:

o Smartboard Enables the teacher to present visual aids, demonstrate concepts

interactively, and guide discussions effectively.

o Access to Digital Resources: Ensures the teacher has access to digital resources

such as online worksheets, visual aids, and other instructional materials.

The use of technology, specifically the Smartboard significantly enhances the lesson's delivery

by providing interactive and visually stimulating content. It fosters active learning by

encouraging student participation, enabling manipulation and exploration of shapes, and

facilitating dynamic discussions. Overall, technology serves as a valuable tool in promoting

engagement, interaction, and deeper understanding within the lesson.

INSTRUCTIONAL DELIVERY

Learning Environment

Supporting both individual and collaborative learning while fostering positive interaction in the

classroom involves a multifaceted approach. Here's how:

 Group-Based Activities: Organizing students into groups for hands-on exploration with

magnetic shape kits promotes collaboration. Pairing students with different strengths

foster peer-to-peer learning and teamwork.

 Interactive Smartboard: Encouraging students to interact with the Smartboard fosters

active participation. Activities like collaborative brainstorming on the Smartboard

promotes engagement and interaction.

 Structured Discussions: Facilitating structured discussions about shapes, encouraging

students to share their observations and ideas, creates a positive environment for

interaction. This allows students to learn from one another's perspectives.

 Inclusive Activities: Tailoring activities to accommodate diverse learning styles and

needs ensures inclusivity. Visual aids, auditory cues, and hands-on tasks cater to different

preferences, enabling every student to engage actively.

 Positive Reinforcement: Providing positive feedback and acknowledging students'

contributions fosters a supportive atmosphere. Encouraging respectful listening and

valuing each student's input contributes to a positive learning environment.

 Collaborative Writing Tasks: Grouping students to collectively work on descriptive

writing tasks encourages collaboration. This promotes idea sharing, peer editing, and

teamwork, enhancing both individual writing skills and cooperative learning.

 Peer Assistance: Encouraging students to support their peers, especially those with

specific needs, cultivates a sense of empathy and teamwork. Students helping each other

creates a positive interaction dynamic.

 Group Reflections: Concluding activities with group reflections allows students to share

their experiences, learn from one another, and celebrate collective achievements,

reinforcing positive interaction.

By incorporating these strategies, the classroom becomes an environment that supports

individual learning styles, encourages collaboration, and nurtures positive interactions among

students, fostering a more engaged and inclusive learning experience.

Introduction/Activating Strategies

To engage learners and launch the lesson while activating prior knowledge, I'll employ various

strategies tailored to the Math and Language Arts integrated lesson on solid shapes and

descriptive writing.

Interactive Questioning: Begin with open-ended questions about shapes, encouraging students to

share what they already know. For instance, "What shapes can you name, and what do you know

about their characteristics?"

Visual Stimuli: Display visual aids or diagrams of different shapes on the Smartboard, prompting

students to identify and describe the shapes they recognize. This visual cue engages visual

learners and triggers recognition of prior knowledge.

Brainstorming Session: Utilize the Smartboard for a collaborative brainstorming activity where

students contribute shapes they recall and their characteristics. Encourage active participation by

allowing students to interact with the Smartboard to write their answers on the board.

Recall of Previous Lessons: Briefly revisit concepts learned in prior Math classes, emphasizing

similarities between plane and solid figures. This serves as a bridge to activate their previous

knowledge and connect it to the current lesson.

Hands-On Exploration: Introduce the magnetic shape kits, encouraging students to explore and

build shapes in pairs. Guiding questions can include, "Can you create a shape that matches this

description?"

Connection to Writing: Introduce the Language Arts aspect by discussing how words can

describe shapes. Encourage students to think about how they might describe a shape in writing.

By incorporating these strategies, the lesson launches with interactive engagement, activating

prior knowledge about shapes, encouraging collaboration, and setting the stage for the

exploration of solid shapes and descriptive writing.

Instructional Strategies

Hands-On Shape Exploration (30 minutes):

Guided Process (10 minutes):

 TSW work in pairs with magnetic shape kits, constructing various solid shapes.

 TTW guides and prompts discussions about the shapes' characteristics.

 TTW emphasize the identification of features like edges, vertices, and faces.

Expanded Understanding (10 minutes):

 TSW compare and contrast shapes, identifying their unique attributes and discussing

similarities and differences.

 TTW discuss real-life examples where these shapes are found, connecting the lesson to

the real world.

Real-World Application (10 minutes):

  TTW engage students in a discussion about how these shapes are utilized in everyday

life, encouraging critical thinking about practical applications.

Descriptive Writing Activity (30 minutes):

Writing the Descriptive Paragraph (15 minutes):

 TTW provide students that need extra assistance with preprinted copies of the description

writing organizers.

 TTW guide them through the writing process, reminding them to describe shapes using

vivid language and organize their ideas effectively into cohesive paragraphs.

 TTW encourage teams to work on their writing together. The task is: “Describe a mystery

shape without revealing its name in a descriptive essay.” They should use vivid

descriptions to allow others to guess the shape being described. Have peers read each

other's descriptions and attempt to identify the shapes based on the writing

 TTW provide a copy of the rubric that will be used to assess their writing.

Collaborative Discussion and Presentations (20 minutes):

Guided Process, Expanded Understanding and Real-World Application:

 TTW encourage each group to share observations and explanations about shapes with the

class. We made it a competition to see how fast other groups could identify the shape.

 TTW engage in discussions solidifying understanding through peer sharing and feedback.

 TTW encourage questions and clarification among peers.

 TTW encourage students to think about scenarios where descriptive writing and

understanding shapes are valuable outside the classroom such as in Architecture and

Construction.
Remediation Worksheets and Independent Practice:

Students needing extra support or alternative assignments will use the graphic organizers to

complete a simplified version of the writing (students need only come up with 1 paragraph) or on

the worksheets listed at the end.

TTW offer individual assistance and guidance as needed.

TTW monitor progress and understanding, addressing any difficulties students may encounter.

TTW encourage students to apply their learning to real-world scenarios by identifying shapes in

their surroundings.

Extension Activities

Early finishers can choose to:

o Students can create a short story where shapes play a central role. Incorporating

the shapes as characters, settings, or plot elements.

o Write stories and illustrate them using shapes or drawings that represent the

characters/scenes described.

o Math games through Prodigy online (Mrs. Horton always allows this for anyone

finishing early).

TTW monitor engagement and offer support to students in navigating extension activities.

TTW encourage students to explore further and apply their knowledge to more complex

problems.
TTW discuss with students how the extension activities relate to the lesson content and real-life

scenarios involving shapes.

These learner-centered activities employ various teaching strategies, promoting engagement,

collaboration, critical thinking, and real-world application, ensuring students expand and solidify

their understanding of solid shapes while applying their knowledge in authentic contexts. These

learner-centered activities employ various teaching strategies, promoting engagement,

collaboration, critical thinking, and real-world application, ensuring students expand and solidify

their understanding of solid shapes while applying their knowledge in authentic contexts.

Closure

To bring closure to the Math and Language Arts integrated lesson on solid shapes and

descriptive writing, several strategies will be employed to summarize the key concepts and

reinforce learning:

Summarizing Key Points:

Recap the characteristics of solid shapes and the significance of descriptive writing in effectively

conveying information about shapes.

Student Reflections:

Encourage individual or paired reflections on the lesson's key learnings. Students can share

insights or interesting discoveries from the activities conducted either verbally or by creating a

new google doc and sharing it with the teacher only.

Real-World Application Discussion:

Lead a brief discussion on how understanding shapes and descriptive writing skills can be

applied in everyday life. Prompt students to think about scenarios where these skills are valuable.

This closure approach allows for a summary of the core concepts, gives students a chance to

reflect on their learning, discusses real-world applications, and extends the lesson's concepts for

further exploration at home.

Differentiation To meet the needs of diverse learners in the Math and Language Arts integrated

lesson on solid shapes and descriptive writing, several differentiated instructional strategies will

be employed, including technology integration:

Visual Learners:

Utilize visual aids and diagrams on the Smartboard to illustrate shapes and their characteristics

vividly. Also point out the numerous posters and anchor charts in the room. This caters to visual

learners' preferences for visual representations.

Hands-On/Tactile Learners:

Incorporate the use of magnetic shape kits for hands-on exploration and manipulation of shapes.

This engages tactile learners in kinesthetic learning.

Technology Integration:

Utilize the Smartboard for interactive activities, visually appealing demonstrations to provide

resources matching different learning styles.

Simplified Instructions:

Offer clear, concise instructions and detailed graphic organizers to provide visual cues to support

students with lower reading levels, ensuring their active participation and understanding.
Support for ADHD/Autism:

Create a supportive environment by allowing the use of sensory tools or fidgets and providing

structured activities. This supports students with ADHD or Autism in maintaining focus.

Flexible Grouping:

Strategically group students, pairing diverse learners to encourage collaborative learning and

mutual support among peers.

Extension Opportunities:

Provide extension activities through differentiated assignments to challenge advanced learners or

cater to varying learning paces.

Varied Assessment Methods:

Offer diverse assessment options, such as verbal explanations, written responses (or digital

responses), or visual presentations, allowing students to demonstrate their understanding in

preferred formats.

By implementing these differentiated strategies and integrating technology, the lesson effectively

accommodates diverse learning styles and needs, ensuring an inclusive and engaging learning

experience for all students.

Assessment:

To measure understanding of the outcomes and standards in the Math and Language Arts

integrated lesson on solid shapes and descriptive writing, a variety of formative and summative

assessment tasks and instruments will be used, incorporating both informal and formal methods:
For students completing alternative assignments I will use a checklist instead of a traditional

rubric.

Formative Assessments:

Observations:

Informal assessment through observations during the hands-on activities and discussions to

gauge students' participation, understanding, and engagement.

Summative Assessments:

Written Descriptive Paragraphs:

Summative assessment where students compose descriptive paragraphs about specific shapes,

evaluating their ability to use descriptive language and articulate shape characteristics.

Shape Identification Quiz (for differentiation):

Summative assessment involving a quiz where students identify and label various shapes,

assessing their understanding of shape characteristics and recognition.

Written Descriptive Rubric:

⭐⭐⭐⭐ Excellent: ⭐⭐⭐ Good: Did ⭐⭐ Fair: ⭐

Awesome job! well but could Needs a little Needs

Very clear and add a bit more more work to Improvement: Not

exciting. detail. be super easy to understand;

clear. needs more details.

 Focused Topic:

(4.7b)

Clear topic

sentence. (4.7f)

At least 2

complete

sentences. (4.7g)

Included

supporting details.

(4.7k)

Score: _____/__16__

Assignment: Descriptive Paragraph on a Solid Shape (differentiation)

Criteria for Assessment:

Basic Structure:

( ) Begins with a clear topic sentence identifying the shape.

( ) Includes a few supporting details about the shape.

Sentence Structure:

( ) Uses simple and complete sentences to describe the shape.

( ) Attempts to vary sentence beginnings (using words like "it," "the shape," etc.).
Descriptive Language:

( ) Includes at least one descriptive word or phrase to illustrate the shape (e.g., round, straight,

big, small).

( ) Attempts to use simple adjectives or comparisons to describe the shape.

Spelling and Punctuation:

( ) Spells familiar words correctly or phonetically.

( ) Uses periods or capital letters at the beginning of sentences.

Content Understanding:

( ) Shows basic understanding of the assigned shape's characteristics.

( ) Attempts to relate the shape to a real-life object or scenario.

Effort and Completion:

( ) Completed one paragraph based on individual capacity.

( ) Demonstrates effort and attempted completion of the assignment.

This checklist offers a simplified evaluation format focusing on fundamental aspects of writing

for a student operating below grade level. It emphasizes effort, basic structure, and

comprehension while allowing for individual capacity. Adjustments or additional supports may

be needed based on the student's specific abilities and progress.

PROFESSIONAL LEARNING
Reflection

Evaluating the lesson involved examining areas where my learners’ encountered challenges

during the lesson. Some learners struggled with grasping specific shape characteristics or

expressing ideas effectively in descriptive writing, particularly those with diverse learning needs,

organizational difficulties, or challenges in understanding complex vocabulary. Identifying these

areas for improvement is crucial for enhancing the lesson's efficacy. To strengthen the lesson, I'll

focus on refining instructional strategies, ensuring clarity in explanations, and incorporating

more diverse perspectives and cultural references to make the content more relatable and

inclusive. This might involve providing clearer instructions, incorporating interactive elements

for better engagement, and encouraging feedback from students to enhance future lessons. The

aim is to create an environment that embraces culturally sustaining pedagogies by integrating

diverse cultural perspectives, stories, and examples into the lesson, ensuring representation and

inclusivity for all learners.

Lesson Outline:

Math and Language Arts Integration

Lesson Focus: Exploring Characteristics of Solid Shapes & Descriptive Writing

Objective:

Math (Measurement and Geometry 4.11): Students will identify, describe, compare, and contrast

plane and solid figures based on their characteristics, including angles, vertices, edges, and faces.
Language Arts Writing (4.7): Students will write cohesive paragraphs describing solid shapes,

utilizing pre-writing strategies, clear topic sentences, multiple related paragraphs, style elements,

and supporting details.

Materials:

 Smartboard

 Magnetic Shape Kits

 Paper and Pencils

 Chromebooks

 Visual Aids

 Sensory Tools or Fidgets

 Preprinted Graphic Organizers

 Writing Rubric

 Checklist for select students.

Lesson Breakdown:

Introduction and Prior Knowledge Activation (15 minutes):

Initiate a brainstorming session using the Smartboard to recall geometric shapes and their

characteristics.

Encourage interactive discussions and visually supported descriptions of shapes.

Hands-On Exploration of Shapes (10 minutes):

Group students and distribute magnetic shape kits.

Guide students in constructing and discussing various solid shapes, emphasizing their unique

attributes and real-world applications.

Descriptive Writing Activity (35 minutes):

Guide students through writing cohesive paragraphs describing shapes using vivid language and

organization.

Encourage collaboration among pairs.

Collaborative Discussion and Presentations (20 minutes):

Introduced the writing as a competition. The task is: “Describe a mystery shape without

revealing its name in a descriptive essay.” Using vivid descriptions to allow others to guess the

shape being described. Have peers read each other's descriptions and attempt to identify the

shapes based on the writing. Encourage groups to share any additional observations about their

shapes with the class.

Foster discussions solidifying understanding through peer sharing and feedback.

Discuss real-world scenarios where descriptive writing and understanding shapes are valuable.

Remediation and Extension:

Offer individualized support using graphic organizers or alternative assignments.

Early finishers can choose from various extension activities:

o Create a short story where shapes play a central role. Incorporating the shapes as

characters, settings, or plot elements.

 o Write stories and illustrate them using shapes or drawings that represent the

characters/scenes described.

o Math games through prodigy.

Closure (5 minutes):

Summarize key points about solid shapes and descriptive writing.

Encourage individual or paired reflections on the lesson's learnings and their real-world

applications.

Differentiation Strategies:

Visual aids, hands-on activities, and simplified instructions cater to diverse learning styles and

needs.

Flexible grouping, varied assessment methods, and extension opportunities accommodate

different paces and preferences.

Assessment:

Formative assessments through observations.

Summative assessments through written descriptive paragraphs and shape identification quizzes.
Simplified checklist-based assessments for students operating below grade level.
Student artifacts:
Teacher Feedback
Formal Lesson Plan Reflection

Grade level: 4th

Lesson Title/Topic:

Math and Language Arts Integration: Exploring Characteristics of Solid Shapes & Descriptive

Writing

Standards/Learning Objectives:

Overarching Topic: Understanding solid shapes through exploration and descriptive writing.

Math and Language Arts Integration: Exploring Characteristics of Solid Shapes & Descriptive

Writing

Integrations:

Math (Measurement and Geometry 4.11): Students will identify, describe, compare, and contrast

plane and solid figures based on their characteristics, including angles, vertices, edges, and faces.

Language Arts Writing (4.7): Students will write cohesive paragraphs describing solid shapes,

utilizing pre-writing strategies, clear topic sentences, multiple related paragraphs, style elements,

and supporting details.

Overall Lesson Description:

The lesson aims to engage students in hands-on activities exploring solid shapes through

magnetic kits and then transition to descriptive writing to articulate their understanding. Students
will collaboratively write descriptive paragraphs about shapes and engage in a fun guessing

game to reinforce their learning.

Description of Students for this Lesson:

The students in the class have diverse learning styles and needs. To accommodate these

differences, the lesson employs visual aids, hands-on activities, and flexible grouping.

Additionally, there are differentiated activities for early finishers and simplified assessments for

students operating below grade level.

Instructional Activities and Strategies:

Activities include brainstorming, hands-on exploration of shapes, guided descriptive writing,

collaborative discussions, peer presentations, and extension activities like creative story writing

and math games.

Assessment Plan:

Formative assessments include observations throughout the lesson, while summative assessments

involve written descriptive paragraphs and shape identification quizzes. Differentiated

assessments, such as checklist-based evaluations, cater to students operating below grade level.

Personal Reflection:

At the last minute, I transformed the assignment into a competition in response to the students'

expressed interest and requests. This modification notably increased their engagement and

motivation, as they eagerly embraced the challenge to emerge as the 'winner.' Witnessing their
heightened enthusiasm and dedication was encouraging, showcasing the positive impact of

gamification on student participation.

However, considering the diverse nature of the class, this competitive approach presented

challenges, particularly for groups requiring additional support. Notably, one group, inclusive of

a student with autism and ADHD, encountered difficulties in generating a descriptive paragraph.

Their struggle culminated in a simplified rendition, mainly listing the characteristics of the shape

they intended to describe rather than crafting a cohesive paragraph.

Reflecting on this, while the competitive element sparked engagement, it became evident that for

such a diverse classroom, finding a balance between healthy competition and accommodating

varied learning needs is essential. In hindsight, providing additional scaffolding or alternative

options for expression might have better supported groups needing more assistance, fostering a

more inclusive learning environment for all students. This experience underscores the

importance of adapting strategies to meet diverse learning styles and needs without

compromising the engagement of any student.

Moving forward, I aim to explore more inclusive approaches that offer flexibility while still

fostering motivation. Striving for methods that cater to diverse needs without sacrificing the

engagement and involvement of any student will be a priority in future activities.

Goals for Improvement: Moving forward, I aim to explore more inclusive approaches that offer

flexibility while still fostering motivation. Striving for methods that cater to diverse needs

without sacrificing the engagement and involvement of any student will be a priority.
Lesson Plan 2

Implemented Lesson Plan 2: Lesson Plan w/ Rubric

Teacher Rebekah Chesney Date November 27, 2023

Candidate: Taught:

Cooperating Mrs. Wendy School / Speedwell Elementary/ Wythe

Teacher: Horton District: County Public Schools

Grade: 5th Field Dr. Blakeslee

Supervisor:

Unit / Math integrated with Language Arts

Subject:

Lesson Title / Collaborative Creation of Number Patterns

Focus:

PLANNING AND PREPARATION

Content Knowledge

This lesson is meticulously crafted to delve into the exploration and creation of number patterns,

fostering collaborative skills and effective communication within group activities. Students will

actively identify, describe, and extend number patterns found in various formats such as in

numbers, and tables. The lesson emphasizes participation in discussions, contributions to group
learning activities, and the effective communication of new ideas. Its structure encourages

engagement through collaborative exploration, enabling students to design and exchange

incomplete number patterns, challenging classmates to solve them. This lesson bridges the

foundational understanding of number patterns while cultivating essential communication and

collaborative skills necessary for future learning endeavors. This lesson bridges information

learned in fourth grade with what students will learn in sixth grade.

Learner Differences

This lesson was carefully crafted by considering various learning approaches and potential

challenges students might face. It focuses on exploring and comprehending number patterns in

an accessible manner for all learners. Diverse teaching methods like visual aids, hands-on

activities, and interactive tasks were incorporated to facilitate engagement and understanding.

Acknowledging potential complexities, the lesson is structured with step-by-step learning

activities and emphasizes collaborative group work to foster peer support. Leveraging existing

knowledge, the lesson builds upon foundational concepts to create a smoother learning

progression. Additionally, tailored activities are included to accommodate diverse learning styles

and multiple intelligences, fostering an inclusive and diverse learning environment catering to

the needs of all students.

Outcomes/Goals

For Mathematics (Aligned with SOL 5.18 - Patterns, Functions, and Algebra):

 Identify and Describe Number Patterns: Students will recognize and describe number

patterns evident in objects, pictures, and tables.

  Extend Number Patterns: They'll extend and predict number patterns using varied

representations such as concrete materials, number lines, and tables.

 Utilize Problem-Solving Skills: Engaging in practical problems involving single-

operation rules for addition, subtraction, and multiplication of whole numbers, fractions

(with denominators of 12 or less), and decimals in tenths or hundredths.

 Apply Mathematical Communication: Students will express relationships found in

patterns using verbal and symbolic language, employing words, tables, and symbols.

For Language Arts (Aligned with SOL 5.1 - Communication: Speaking, Listening, Media

Literacy):

 Participate and Contribute in Group Discussions: Engage actively in discussions across

subjects, contributing ideas, organizing information, summarizing discussions, and

communicating new concepts effectively to others.

 Collaborate and Demonstrate Independent Work: Collaborate effectively within diverse

teams, demonstrate independent work on group-related tasks, and work on tasks

independently while contributing to group learning activities.

Aligned with Math (SOL 5.18) and Language Arts (SOL 5.1) standards, the lesson focuses on

identifying, describing, extending number patterns, problem-solving, and effective

communication within group discussions and collaborative tasks. These outcomes are observable

and measurable, fostering comprehensive learning experiences.

Essential Questions:

For Mathematics:
  Recognizing Patterns: How do shapes, numbers, and tables follow a certain order or

pattern?

o Possible Response: "Shapes have repeating patterns like squares, circles, and

triangles."

 Extending Patterns: How can we predict what comes next in a pattern of numbers or

shapes?

o Possible Response: "If I see 2, 4, 6, 8, I know the next number is 10 because I add

2 each time."

 Solving Math Problems: How do addition, subtraction, and multiplication help solve

problems with numbers and fractions?

o Possible Response: "To solve problems, I add or take away numbers, like 6 + 4 or

12 - 5."

For Language Arts:

 Group Communication: How do we effectively share our ideas in discussions and group

activities?

o Possible Response: "We talk, listen, summarize, and present our thoughts clearly

to others."

 Collaboration and Independent Work: How can we work together in teams and on our

own in group tasks?

o Possible Response: "We help each other but also do our part alone to finish tasks

in our groups."
Altogether, these outcomes and essential questions provide a comprehensive framework for

students to achieve specific learning objectives while fostering an understanding of number

patterns, effective communication, collaboration, and independent work skills.

Standards

Math: Patterns, Functions, and Algebra

5.18 The student will identify, describe, create, express, and extend number patterns found in

objects, pictures, numbers, and tables.

The student will use problem solving, mathematical communication, mathematical reasoning,

connections, and representations to

 Identify, create, describe, and extend patterns using concrete materials, number lines,

tables, or pictures.

 Describe and express the relationship found in patterns, using words, tables, and

symbols.

 Solve practical problems that involve identifying, describing, and extending single-

operation input and output rules (limited to addition, subtraction and multiplication of

whole numbers; addition and subtraction of fractions, with denominators of 12 or

less; and addition and subtraction of decimals expressed in tenths or hundredths).

 Identify the rule in a single-operation numerical pattern found in a list or table

(limited to addition, subtraction and multiplication of whole numbers, addition and

subtraction of

 fractions, with denominators of 12 or less; and addition and subtraction of decimals

expressed in tenths or hundredths).

Language Arts: Communication: Speaking, Listening, Media Literacy

5.1 The student will listen, draw conclusions, and share responses in subject-related group

learning activities.

 a) Participate in and contribute to discussions across content areas.

 b) Organize information to present in reports of group activities.

 c) Summarize information gathered in group activities.

 d) Communicate new ideas to others.

 e) Demonstrate the ability to collaborate with diverse teams.

 f) Demonstrate the ability to work independently.

Resources and Materials

 Math physical manipulatives

 Paper and pencils

 Printed copies of the worksheets listed at the end.

 Students with accommodations may have calculators.

In this lesson, technology won't be utilized. Instead, hands-on tools like paper, pencils, and

physical manipulatives will foster active learning. These materials will enable students to engage

directly with number patterns, problem-solving, and collaborative activities. They encourage

exploration, experimentation, critical thinking, and tangible representations of findings without

the use of digital platforms. For the teacher, traditional teaching tools like worksheets, drawings,
and physical manipulatives will aid in presenting materials and facilitating interactive learning

experiences for students.

INSTRUCTIONAL DELIVERY

Learning Environment

In our classroom, we strive to create an environment that caters to individual learning styles

while fostering collaboration among students. For individual learning, we provide diverse

activities and resources tailored to different learning styles, ensuring each student feels engaged

while exploring number patterns and data analysis. Students are guided through step-by-step

processes, allowing them to progress at their own pace and gain confidence. We also encourage

peer support, enabling students to seek help and learn from each other.

Collaborative learning is integral to our classroom culture. Through group activities and projects,

students collaborate, promoting teamwork and collective problem-solving. Discussions, paired

activities, and peer feedback enhance communication and the exchange of ideas among students.

Our aim is to nurture an environment where students feel encouraged, supported, and motivated

to actively participate in their learning journey.

Positive interaction is key in our classroom dynamics. We establish clear norms that promote

respect, attentive listening, and appreciation for diverse perspectives. Students are empowered to

share thoughts, ask questions, and engage in discussions, fostering an inclusive atmosphere

where every voice is valued. Recognizing individual and group achievements contributes to

building a supportive community where students feel empowered and motivated to learn

collaboratively.
Introduction/Activating Strategies

I'll start this Math and Language Arts lesson with an engaging introduction that taps into

students' creativity and critical thinking. Using visual aids, I'll display various number patterns

on the board, showcasing sequences like 2, 4, 6, 8 or patterns found in shapes and tables. This

visual display aims to capture students' attention and prompt curiosity about number patterns,

laying the foundation for exploration. Following this, I'll conduct a live demonstration,

illustrating how to recognize and extend number patterns step by step. This live demo will allow

students to observe the process, fostering active participation and better understanding.

To activate prior knowledge, I'll connect number patterns to familiar concepts. I'll relate it to

everyday occurrences like sequences in nature or patterns in games, encouraging discussions

about recognizing patterns in their surroundings. Additionally, I'll prompt them to think about

how they solve number sequence puzzles or figure out next numbers in a sequence. This

approach aims to bridge their existing knowledge with the new concept of number patterns,

making it more relatable and accessible. Ultimately, by launching the lesson with visually

stimulating examples, live demonstrations, and connections to familiar concepts, the goal is to

actively engage students in exploring and understanding number patterns in Math and Language

Arts.

Instructional Strategies

Number Patterns Exploration (30 minutes):

 Guided Exploration (10 minutes):

• TSW observe visual representations of number patterns on the board,

exploring sequences and shapes to understand the concept visually.

 • TTW encourage questions and discussions to ensure comprehension

during this interactive session.

 Problem-Solving Challenges (10 minutes):

• TSW receive incomplete number patterns to extend or solve, applying

learned concepts to complete the sequences or tables.

• TTW facilitate discussions, guiding students in decoding patterns and

reinforcing critical thinking skills.

 Collaborative Activities (20 minutes):

• TSW collaborate in small groups to create their own number pattern

challenges for peers, promoting teamwork and application of concepts

learned.

• TTW guide groups, encouraging creativity and diverse approaches to

pattern creation.

 Reflection and Sharing (10 minutes):

• TSW present their self-made number patterns, discussing strategies used

and explaining the reasoning behind their sequences or shapes.

• TTW facilitate discussions, encouraging students to articulate their

thought processes and engage in supportive peer feedback.

These learner-centered activities aim to immerse students in exploring and understanding

number patterns. The session includes guided exploration, problem-solving challenges,

collaborative activities, and reflective discussions, fostering critical thinking, teamwork, and a

deeper understanding of number patterns' significance in Math and Language Arts.

Closure
As we approach the end of our lesson exploring number patterns, I’ll guide a comprehensive

wrap-up session to reinforce our key learnings.

I'll lead a review, summarizing the core concepts learned during our engaging lesson. Emphasis

will be placed on identifying and extending number patterns. Students will have the opportunity

to share their experiences from today's lesson or discuss their favorite parts. Peers can offer

constructive feedback, creating an encouraging atmosphere that values everyone's contributions.

Engaging in a discussion about creativity and expression, students will explore various ways

mathematical concepts are used in everyday scenarios, encouraging them to think creatively

beyond our classroom.

To conclude, I'll facilitate a conversation about the practical applications of number patterns and

how effective communication in mathematics is essential in various real-life situations.

This concluding activity aims to reinforce understanding in number patterns, encourage creative

thinking, and connect our learning to practical, real-world contexts, ensuring a comprehensive

and reflective closure to our lesson.

Differentiation

In ensuring an inclusive and engaging experience for all students, especially those with ADHD

and those working below grade level, the lesson on number patterns and language arts will be

adapted. Visual aids and color-coded instructions may be utilized to assist students with ADHD,

aiding their focus and comprehension, while also supporting those needing extra guidance. To

accommodate different learning needs, tasks will be broken down into smaller, manageable

segments, facilitating better understanding and engagement, particularly beneficial for students
with attention concerns. Hands-on activities will be incorporated to provide tactile engagement,

catering to diverse learning styles and enhancing comprehension.

Flexible pacing will be encouraged, allowing students to progress at their own speed, promoting

a supportive and inclusive learning environment. Individualized support and guidance will be

readily available to address any challenges students might face in grasping the concept, ensuring

personalized explanations and assistance.

Positive reinforcement and encouragement will play a pivotal role, fostering a supportive

atmosphere that acknowledges students' efforts and achievements, thereby boosting their

confidence and motivation. These adapted strategies aim to create an inclusive and supportive

learning environment, enabling all students to actively participate and explore number patterns

and language arts at their own pace and comfort level.

Assessment:

In evaluating comprehension during our lesson on number patterns and language arts, various

assessment methods will be employed:

• Ongoing Observations: Continuous monitoring during hands-on activities and group

collaborations will provide insights into individual engagement levels and understanding.

• Problem-Solving Challenges: Incomplete patterns and problem-solving tasks related to number

patterns will serve as a formative assessment, evaluating how well students apply learned

concepts in practical scenarios.

• Peer Discussions and Collaborative Work: Evaluation of discussions and group projects will

assess teamwork, creativity, and the students' ability to articulate concepts.

These formative assessments aim to offer continuous feedback and insights into students'

progress and engagement. The written responses, comprising worksheets completed by each

student, will focus on the real-world applications of number patterns. These worksheets will be

evaluated to gauge the depth of understanding and the ability to connect lesson content to

practical situations.

By combining ongoing observations, problem-solving tasks, peer discussions, and completed

worksheets, this comprehensive approach aims to thoroughly evaluate students' understanding of

number patterns and their ability to apply this knowledge in real-world contexts beyond the

classroom.

PROFESSIONAL LEARNING

Reflection

Before introducing the math and language arts lesson, a review highlighted potential troubles

students might face. These included comprehending intricate number patterns and applying these

concepts practically. Such challenges might be more prominent among students with diverse

learning needs, organizational struggles, or difficulty linking math to real-life scenarios.

Identifying these early on allows for targeted improvements for a better learning experience.

To enhance the lesson, I'll refine instructions, offering clearer, step-by-step guidance. I'll

simplify the initial complexity of number patterns to aid comprehension and incorporate relatable

real-world examples to illustrate their significance. Cultural inclusivity will be emphasized by

weaving diverse cultural references into the material, aligning with culturally sustaining

pedagogies. This fosters an inclusive learning environment. To achieve this, I'll provide clearer
instructions, interactive elements for engagement, and seek student feedback for ongoing

enhancements.

The goal is to create an inclusive space that appreciates diversity through various cultural

perspectives. This initiative ensures representation and enriches the learning experience, setting

the stage for a successful math and language arts lesson.

Student Artifacts:

The following sheet Mrs. Horton took for a grade.

Blank Worksheets:
Name:_______________________ Date:________________

Write the next 5 terms in each pattern

:
A) 25,29,30,34,35,
_______________________
B) 3,4,6,9,13,____________________________
C) 16,19,17,20,18,________________________

Writethe first 4 terms of each pattern

A) Startat 6. Add 7 each
time
___________________________________________
B) Startat 2. Alternately addthen
6,
subtract .2
___________________________________________
C) Start at 3. Alternately add 2, then
subtract 1.
___________________________________________
Name:_______________________ Date: ________________

Complete the tables for input/output machines:

+8 ÷4
17 40
16 36
15 32
14 28
13 24
12 20
11 16

Look at these tables.

Write the pattern rule for each group of terms:

a) The output numbers in part a

___________________________________
b) The input numbers in part b
__________________________________________
Name:_______________________ Date: ________________

The ticket to a concertcosts $11.

Completethe table to find the cost for tickets:
7

1 Ticket $11
2 Tickets $__

Write the pattern rule for the

cost:
___________________________________________
Predict the cost of 10tickets:
___________________________________________
Extend the pattern.
How many tickets can you buy with155
$ ?
___________________________________________
Name

Look carefully at the patterns below. Then, write the rule on the line.

1) 2, 6, 10, 14, 18, 22, 26

Rule: __________________

2) 50, 45, 40, 35, 30, 25, 20, 15

Rule: __________________

3) 7, 14, 28, 56, 112, 224

Rule: __________________

4) 2,500, 500, 100, 20, 4

Rule: __________________

5) 10, 20, 22, 44, 46, 92, 94, 188, 190

Rule: __________________

6) 18, 16, 20, 18, 22, 20, 24, 22, 26

Rule: __________________

7) 3, 9, 14, 42, 47, 141, 146, 438, 443

Rule: __________________
Name __________________________________ Date ________________

1. Find the missing numbers in the pattern:

 1, 3, 9, __, __, __, __, __, 27__,__, __,
What is the rule for the above pattern? ____________________________
What is the rule for the chart below?
Rule:
_______________

1
7
49
343
Fill in the following charts.
Start with zero.
Rule +3 Rule +6

5. Start with 100.

Rule - 5 Rule + 3

8. Find the missing number in the pattern:

2, 10, 50, 250, ___________

Explain the pattern:
_______________________________________________________
6. What is the rule for the above pattern? _____________________
7. What number is missing in this chart? ___________

NPUT OUTPUT
14 17
21 25
28 31
? 38
Extended Response
Part A:
Gracie generated two numerical patterns. The rules are add 4 starting with 0 for the first
pattern and add 6 starting with the second pattern.

0,4,8,12,16…..
0,6,12,16,24,30…..
Did Gracie generate correct patterns? Use words or numbers to justify your answer.

Part B:
Paul is training for a triathlon. Each week, he will swim 4 more laps than the previous week.
Each week, he will run 2 more miles than the previous week.
Generate two numerical patterns to match the problem above. The starting number for
each pattern is given.

Swimming Distance (laps) 4

Running Distance (miles) 2

Name ________________________________

1. Find the missing number in the pattern:

5, 12, 19, ____, 33
What is the rule for the above pattern? _______________________
What is the rule for the chart below?
 Rule:
______

4
8
16
32

Fill in the following charts.

2. Start with zero.

Rule + 7 Rule + 5

5. Start with 50.

Rule - 3 Rule - 2

6. Find the missing number in the pattern:

3, 4, 6, 9, 13, ___, ___, 24 ___,___,___,
What is the rule for the above pattern?

7. What number is missing?

INPUT OUTPUT
100 200
200 400
300 ?
400 800
 __________

8. Explain the pattern that was used in the above problem.

Extended Response
Part A:
George generated two numerical patterns. The rules are add 5 starting with 0 for the first
pattern and add 7 starting with the second pattern.
0,5,10,15,20…..
0,7,17,17,27,37…..
Did George generate correct patterns? Use words or numbers to justify your answer.

Part B:
Pam is training for a triathlon. Each week, she will swim 6 more laps than the previous week.
Each week, she will run 3 more miles than the previous week.
Generate two numerical patterns to match the problem above. The starting number for each
pattern is given.

Swimming Distance (laps) 6

Running Distance (miles) 3

Complete the patterns

1) 2, _______,6, 8, ________, ________, ________

2) 3, 6, _______,12, _______, ________, ________
3) _______,7, 9, 11, _______, ________, ________
4) 20, _______, 40, 50, _______, ________, _______
5) 100,_______,80, 70, _______, ________,_______
6) 24, 21, _______,15, _______, ________,_______
7) 350, _______, 250, 200, _______, ________,
 8) 27, _______,35, 39, _______, ________,________
9) 20, 18, 17, 16, _______, ________, ________

BONUS:
Identify the pattern:
a) 36, 18, 9, 4.5, 2.25, 1.125, 0.5625________________
b) 45, 15, 5, 1.67, 0.56, 0.19, 0.06________________
c) 3, 10, 21, 36, 55, 78, 105________________

Fill in the blanks of the following tables.

Number of dogs Total legs Mark’s age Amber’s age

2 6
1 4

3 7
2

4
5 20

32 9

10 10

Rule: Rule:

Number of Students Number of equal teams Original price Sale price

25 5 $10 $8

4 $12 $10

15 $16

2 $20
 5 1 $30

________________

Rule: Rule:

Lesson Overview

Collaborative Exploration of Number Patterns

Lesson Focus: This lesson is designed to engage students in comprehending and crafting number

patterns while nurturing collaborative skills and effective communication within group activities.

Objectives Aligned with SOLs:

Math 5.18: Students will identify, describe, create, and extend number patterns found in various

formats.
Language Arts 5.1: Students will actively participate in discussions, contribute to group learning

activities, and communicate new ideas effectively.

Materials:

Worksheets featuring diverse number patterns.

Math manipulatives

Paper and pencil

Introduction and Activation of Prior Knowledge (10 minutes):

Worksheet Introduction: Distribute worksheets featuring various number patterns to each

student.

Individual Task: Students work independently on the worksheets, completing the number

patterns, serving as an introduction and activation of prior knowledge.

Lesson Activities:

Worksheet Exploration and Group Discussions (20 minutes):

Guided Process (10 minutes):

Students form small groups and discuss their approaches to solving the worksheets, focusing on

active listening, respectful contributions, and collaboration.

Expanded Understanding (10 minutes):

Groups collaborate on more challenging number patterns, ensuring each student actively

participates and contributes to discussions.

Creating Incomplete Number Patterns (15 minutes):

Guided Process (5 minutes):

Explain the goal: groups will create incomplete number patterns for their classmates to solve.

Expanded Understanding (10 minutes):

Each group collectively designs incomplete number patterns, encouraging clear yet solvable

patterns and fostering creativity.

Classmate Challenge (15 minutes):

Guided Process (5 minutes):

Groups exchange incomplete patterns with another group.

Expanded Understanding (10 minutes):

Students attempt to solve the patterns created by other groups, promoting discussion of strategies

and diverse problem-solving approaches.

Assessment:

Formative Assessment: Ongoing observations during group discussions and pattern creation,

focusing on students' active engagement, participation, and respectful communication.

Summative Assessment: Reviewing completed worksheets and patterns to assess solution

accuracy within the number patterns created by students.

Closure (5 minutes):

Recap the importance of collaboration, effective communication, and problem-solving skills

showcased during the activity.

Evaluation and Reflection:

This revised lesson plan strategically incorporates worksheets and collaborative creation of

incomplete number patterns to foster exploration, comprehension, and application of number

patterns. It actively cultivates collaborative skills and problem-solving strategies, aligning with

Math and Language Arts standards.

Teacher Feedback
Formal Lesson Reflection

Formal Lesson Plan Reflection Template

Grade level: 5th

Lesson Title/Topic: Collaborative Exploration of Number Patterns

Standards/Learning Objectives:

Overarching Topic: Understanding and Creating Number Patterns Through Collaboration

Integrations: Math 5.18: Students will identify, describe, create, and extend number

patterns found in various formats.

Language Arts 5.1: Students will actively participate in discussions, contribute to group

learning activities, and communicate new ideas effectively.

Overall Lesson Description:

The lesson aims to engage students in understanding and creating number patterns

collaboratively. It begins with individual exploration of number patterns through worksheets,

followed by small group discussions and collaborative creation of more complex patterns. The

lesson culminates in a class-wide challenge where students exchange and solve each other's

patterns, promoting diverse problem-solving approaches.

Description of Students for this Lesson:

The students in the class have varying learning styles and needs. To cater to these differences,

the lesson includes individual worksheet tasks, small group discussions, and collaborative

activities. Differentiated tasks and extension opportunities accommodate different paces and

preferences. Sensory tools or manipulatives are available to support varied learning styles.

Instructional Activities and Strategies:

Introduction and Activation of Prior Knowledge: Individual completion of worksheets.

Worksheet Exploration and Group Discussions: Small group discussions on solving worksheets.

Creating Incomplete Number Patterns: Collaborative design of incomplete patterns for

classmates to solve.

Classmate Challenge: Groups exchange and solve incomplete patterns created by others,

promoting discussion and diverse problem-solving strategies.

Assessment Plan:

Formative Assessment: Observations during group discussions and pattern creation, focusing on

active engagement, participation, and respectful communication.

Summative Assessment: Reviewing completed worksheets and patterns to assess solution

accuracy within the number patterns created by students.

Personal Reflection:

The lesson facilitated engagement and collaborative learning among students. The individual

worksheet tasks effectively activated prior knowledge. The collaborative activities, specifically

creating incomplete number patterns, fostered engagement and critical thinking. However, for

some groups, crafting challenging yet solvable patterns was challenging.

Goals for Improvement:

In future lessons, providing additional guidance and scaffolding during the creation of more

challenging number patterns will be a focus. Additionally, exploring varied approaches to

accommodate diverse learning needs while maintaining engagement will be a priority.

Observations and Daily Journals

Daily Journals:

Day 1 - November 13, 2023 (8 am - noon):

Today marked the official beginning of my time with Mrs. Horton at Speedwell Elementary. I

spent the morning observing classroom dynamics and familiarizing myself with Mrs. Horton's

teaching style. This time was crucial in understanding the students' interactions and the overall

classroom environment.

Day 2 - November 14, 2023 (8 am - noon):

While assisting in Mrs. Horton's classroom, my responsibilities progressed from observing to

grading assignments and eventually working directly with students. During Mrs. Horton's

attendance/lunch and Tiger TV sessions, I focused on grading assignments. Once the lesson was

underway and students were working independently, I engaged with individual students needing

one-on-one support. Post-lunch, I assisted 5th-grade students to ensure they stayed on track with

the lesson, offering additional help to those requiring extra support. This hands-on experience

provided me with the opportunity to offer targeted assistance, addressing specific academic

needs, while also gaining invaluable insights into the challenges students encounter.

Day 3 - November 21, 2023 (8 am - 3:30 pm):

Today was another full day of engaging with the students and the classroom routine. I continued

to support individual students, providing guidance during class activities. Also graded and helped

file assignments to be returned to students. The day also involved observing and understanding

the diverse dynamics of group collaboration within both the 4th and 5th-grade classes.
Day 4 - November 27, 2023 (8 am - 3 pm):

Today was a pivotal day as I had the opportunity to deliver my prepared lesson to both the 4th

and 5th grade classes. The 4th-grade session in the morning presented a unique challenge as

students, working in groups, spent more time deliberating on the type of shape they intended to

describe rather than actively engaging in the writing process. This unexpected turn slowed the

progression of the activity, prompting me to re-evaluate strategies for facilitating group

dynamics in future sessions. Despite the challenge, it was a valuable learning experience in

understanding the dynamics of group collaboration within this specific classroom setting.

In the afternoon session with the 5th graders, they demonstrated exceptional effort in trying to

stump their classmates. One group, including the gifted and talented student, excelled by creating

a pattern that required multiple steps, proving difficult for most students to process initially.

However, through collective effort and persistence, everyone deciphered the patterns presented

by each group. What was particularly inspiring was the outstanding sportsmanship displayed by

all 5th grade students. They offered encouragement to all groups and cheered everyone on,

creating a positive and supportive atmosphere.

Witnessing the dynamics of both grades provided rich insights into group interactions and the

varying levels of engagement among students. These observations highlighted the importance of

adaptability in managing unexpected challenges during classroom instruction. They'll

significantly inform my approach to future lessons, emphasizing strategies for efficient group

collaboration and maximizing student engagement. Overall, the day offered invaluable lessons

that will contribute significantly to my growth as an educator.

Day 5 - November 28, 2023 (8 am - 3 pm):

I took on an increasingly significant role within the classroom environment. Mrs. Horton

entrusted me with a more active participation, directing students to me for assistance or to verify

their answers. This responsibility allowed me to engage more directly with the students, offering

guidance, and confirming their understanding of concepts. My involvement grew beyond

providing support during learning tasks, evolving into a more integral part of the students'

educational experience.

Day 6 - November 30, 2023 (8 am - 3 pm):

Continuing in this newfound role, I maintained active involvement in guiding and supporting

students, particularly those requiring additional assistance. As Mrs. Horton encouraged students

to seek clarification and support from me, it became apparent that my role within the classroom

had evolved to become an essential resource for the students' academic progress.

Day 7 - December 1, 2023 (8 am - noon):

In my final morning at Speedwell Elementary for this round, my role as an integral support

figure within the classroom was solidified. Students continued to seek my assistance for

guidance and verification of their work, showcasing the trust and reliance that had developed

over the past days. Discussions with Mrs. Horton regarding diversified teaching methodologies

further emphasized the collaborative approach and highlighted the importance of inclusive

educational practices in meeting the diverse needs of students.

Final Reflection:

Throughout my engagement in Mrs. Horton’s class, a profound observation emerged regarding

student-centered and constructivist practices. The classroom environment actively fostered these
methodologies by encouraging students to take ownership of their learning. There was a

noticeable shift from teacher-centric instruction to a more collaborative and participatory

approach. Students were given opportunities to engage in group activities, pose questions, and

explore concepts through hands-on experiences. This led to a deeper comprehension of subjects

as they actively constructed their knowledge. Witnessing the shift from passive receivers of

information to active constructors of knowledge was inspiring and underscored the effectiveness

of student-centered approaches.

Regarding differentiation and individualization, the diversity among students was consistently

acknowledged and addressed. Mrs. Horton adeptly tailored instruction to accommodate various

learning styles and abilities. Each student's unique academic needs were recognized and

supported, ensuring a more inclusive learning environment. Strategies ranged from providing

one-on-one guidance to incorporating diverse materials, allowing every student to access and

engage with the curriculum at their own pace and comfort level.

Behavior monitoring and management were seamlessly integrated into the classroom routine.

Mrs. Horton employed proactive strategies to monitor student behavior, ensuring a conducive

learning atmosphere. Redirection and positive reinforcement were central to managing

disruptions, fostering a respectful and engaging environment for learning. This approach not only

addressed behavioral concerns effectively but also prioritized the students' emotional well-being,

creating a positive classroom culture.

Integrated instruction was evident throughout various subjects, connecting different disciplines

to provide a holistic learning experience. Lessons were designed to intertwine math and language

arts seamlessly, allowing students to see the interconnectedness of various subjects. This
approach facilitated a more comprehensive understanding of concepts, encouraging students to

apply their learning across different contexts. It underscored the importance of holistic education

in nurturing well-rounded individuals.

In conclusion, my time at Speedwell Elementary provided valuable insights into the

effectiveness of student-centered practices, the significance of differentiation, the importance of

effective behavior management strategies, and the power of integrated instruction. These

observations reinforced the notion that a flexible, inclusive, and engaging classroom

environment fosters not only academic growth but also nurtures the holistic development of

students.

Teacher Evaluation & Time Log