Updated 8/12/16 Page 1 Teacher Work Sample, Fall 2016 Table of Contents Learning Context Lesson Plans Lesson plan 1 Lesson plan 2 Lesson plan 3 Lesson plan 4 Lesson plan 5 Focus Students Reflection Student Work Learning Context: School district: Logan Name of school: Hillcrest Elementary Title 1 school: Yes, they receive partial funds. Demographics of school: There are 527 students in the school: 289 boys, 238 girls (including preschool). In talking with the ESL teacher, the following information was found: American Indian Alaskan Native Asian Black Hispanic Pacific Islander White Multiple Total Totals Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Grade -1 Grade 0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 1 0 0 0 0 0 1 1 0 0 0 0 0 0 1 6 5 4 2 3 2 1 3 1 1 2 1 2 1 0 1 0 0 0 0 0 1 1 0 1 0 2 3 8 8 6 8 7 7 3 11 6 11 9 7 7 0 0 1 1 0 0 0 0 0 0 0 1 1 0 12 30 35 26 40 29 37 8 28 27 27 18 24 25 1 0 0 1 0 1 1 0 0 1 3 0 1 3 19 44 50 38 50 40 48 13 43 36 42 31 34 39 32 87 86 80 81 74 87 Total 2 1 23 11 2 5 47 54 2 2 209 157 4 8 289 238 527 Percentage 0.38 0.19 4.36 2.09 0.38 0.95 8.92 10.25 0.38 0.38 39.66 29.79 0.76 1.52 54.84 45.16 As Hillcrest is so close to USU, there are many children of parents who go to USU. Description of school climate: Hillcrest got a new principal this school year, Principal H. He came from Woodruff Elementary, so he was already familiar with Logan School District.
Transcript
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Teacher Work Sample, Fall 2016 Table of Contents
Learning Context Lesson Plans
Lesson plan 1 Lesson plan 2 Lesson plan 3 Lesson plan 4 Lesson plan 5
Focus Students Reflection Student Work
Learning Context: School district: Logan
Name of school: Hillcrest Elementary
Title 1 school: Yes, they receive partial funds.
Demographics of school:
There are 527 students in the school: 289 boys, 238 girls (including preschool).
In talking with the ESL teacher, the following information was found: American
Indian
Alaskan Native
Asian
Black
Hispanic
Pacific Islander
White
Multiple
Total
Totals
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
As Hillcrest is so close to USU, there are many children of parents who go to USU.
Description of school climate:
Hillcrest got a new principal this school year, Principal H. He came from Woodruff Elementary, so he was already familiar with Logan School District.
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The PTA is very involved—they really push for parents to volunteer and many parents sign up. They help with collecting Box tops, and the birthday lunch of the month. Each classroom also has a “room mom” who helps with snacks for testing, classroom parties, and other things the teacher may need help with.
School-wide Discipline Plan:
The new principal is implementing a new system where students are asked to leave the classroom and go to “Think Time” after preventative measures haven’t been effective. When a student is told to go to Think Time, he/she is asked to go to another classroom within the grade and sit in a desk in the back of the classroom. They will fill out a paper in the desk (grade-level appropriate) with self-monitoring questions.
Hillcrest Elementary is a “Leader in Me” school. There are many leadership opportunities for the students because of this. There is a school-wide Lighthouse Team which consists of fourth and fifth graders. They come to be on the team by way of application. It is “graded” on a point system and if they get a certain amount of points they are interviewed and selected from there. They help come up with ideas for the school and help run assemblies to name a few of their responsibilities.
There are also student-led conferences school wide. This will look different in every grade but in the third grade classroom I am student teaching in, they each have a leadership binder. This binder contains their goals, as well as their progress so they can present it to their parents at the conference and lead the discussion.
Each grade talks about and follows “The Seven Habits of Happy Kids” which are based on the book by Steven Covey. The Teachers were trained on the book (in a three day conference) before the school was a part of the “Leader in Me” program. The team of teachers in each grade determine the rate at which they will review them.
Seven Habits: (Each classroom has them posted on the wall)
1. Be Proactive
2. Begin with the End in Mind
3. Put First Things First
4. Think win-win
5. Seek First to Understand, then to be Understood
6. Synergize
7. Sharpen the Saw
Also in the classroom I am in, the teacher has given each student a leader job. These are selected partially by application. The teacher-created the application contains questions such as why they would want a particular job and any other jobs they could think of that would be important in a classroom. Some leader jobs include: First Aid Leader, Line Leader, Fluency Leader, etc. Each teacher has a different system for leadership opportunities.
As students enter the classroom each day, they independently record their attendance on a calendar in their binder. They color in the square representing the day green if they are on time, blue if they are late, and red (after the fact) if they are absent. There are usually one to two students absent each day.
Each student has a leader job so the attendance leader records the class attendance on the computer. Other leader responsibilities include first aid leader, fluency leader, etc. These jobs remain the same for the entire year because training is a bit time-consuming. There are also daily cleaning jobs which rotate each week.
The classroom teacher, Mrs. L, uses extrinsic motivation as the basis of her classroom management plan. While Mrs. L is instructing her students, she will give them “smiles” and “frowns” based on good/poor behavior and participation. If at the end of the day the class has more smiles than frowns, she gives them a letter of the phrase: Class Party. When they have spelled the entirety of the word, they receive a class party.
The students were put into a seating chart prior to the beginning of the year. As time passed, and as the teacher grew to understand her students better, changes were made and students were moved.
The goal for student engagement is 80-90%. Mrs. L has told me that she usually attains that percentage with her class. The morning class is undoubtedly there, as they have fewer behavioral problems. However, the afternoon class was around 60% during my time in the classroom.
Mrs. L strives to help her students feel safe while learning; she rarely ‘calls students out’. Furthermore, if a student raises his/her hand, is called on and gives an incorrect answer, Mrs. L adapts the answer into an answer that fits so the student feels validated, knows he/she contributed, and is willing to give answers in the future.
Subject matter of lessons:
Writing Unit – Report of Information, with Social Studies integration: Ecosystems
Total number of students: 50
Hillcrest is a Dual Language Immersion school. In the morning, there are 26 students in the English classroom and 24 in the Portuguese classroom. At 10: 35 each day, they switch classrooms.
Students with special needs
With IEPs: Ivan
English Language learners: Fatma & Hussein (twins),
Gifted and Talented: (There is no program in place)
Other (please specify): Laurie wears a hearing aid.
Speech: Jessmya, Jack, Max, Oscar
Students’ prior knowledge, background, and interest for these lessons:
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The students might have done animal reports in second grade, according to the teacher, but she isn’t positive. They haven’t yet learned about ecosystems but it’s part of the Social Studies Core. The students are very interested in animals and are learning about them in the Portuguese classroom. The students enjoy using the classroom set of laptops; this project will give them an opportunity to do some of their research online.
How did your knowledge of these students inform your lesson planning?
In looking at the Ecosystem books from the non-fiction section of the leveled library, I noticed that the book on Deserts had more words on a page than any of the other books. Because I know that there are advanced readers in both classes, I was better informed as to which books to assign whom.
Lesson Plans:
Writing Unit Report of Information
Social Studies Integration Ecosystems
Unit Outline Lesson One: Introduction to Ecosystems and Collecting Data Lesson Two: How People Adapt to Their Environment Lesson Three: Organizing & Rough Draft Lesson Four: Editing & Mini Books Lesson Five: Finishing & Presenting Ecosystems: Deserts Mountains Rain Forests Wetlands Grasslands Lesson One: Introduction to Ecosystems and Collecting Data Grade: Third Subject: Writing/Social Studies Time: 35-40 minutes Common Core Writing Standards
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Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic (CCSS.ELA-LITERACY.W.3.7). Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (CCSS.ELA-LITERACY.W.3.8). Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCSS.ELA-LITERACY.W.3.10). Text Types and Purposes Develop the topic with facts, definitions, and details (CCSS.ELA-LITERACY.W.3.2.B). Utah Core Social Studies Standards Standard 1 Students will understand how geography influences community location and development.
Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Content Objectives
• After a teacher-led introduction, the students will have a basic understand of ecosystems which will serve as a foundation for the unit and from which the students will be able to recall details.
• The students will be able to gather information on a given Ecosystem using provided books and classroom computers for use in a report of information.
Language Objectives
• As they are studying about their designated ecosystem, each student will gain the vocabulary needed to describe its unique features and characteristics—which they will use in future lessons within the unit.
• Given a collection of information, and after seeing the teacher model, the learners will find key details while researching their topic in order to develop their report.
Academic Language Ecosystem, Food Chain Resources Needed -Books about ecosystems, including the Tundra, from the library for teacher background information.
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-At least five copies of each set of books about different ecosystems from the non-fiction leveled library for the students to reference. The following ecosystems will be used: deserts, mountains, rain forests, wetlands, forests, grasslands. -Classroom Chrome Books -50 copies of KWL charts. Technology Integration
• The teacher will use the SMART board found in the classroom to model a thinking map. • The students will use the classroom set of Chrome Books to assist in their research.
Procedures Overview The teacher will begin with a mini-lesson on ecosystems to serve as an introduction. She will then assign an ecosystem to each student and dismiss them to gather in their groups to complete a KWL chart which will serve as a pre-assessment. She will then model how to research using the Tundra ecosystem. Finally, with the remaining time, the students will begin researching their ecosystem. Rationale The mini-lesson will be taught explicitly so that the students know exactly what is expected of them for the project. It will be a gradual release of responsibility as the students first listen to the teacher, then work in groups, and finally independently work on their individual projects. Mini-Lesson (5 minutes) This portion of the lesson will be explicit as the teacher introduces ecosystems. Teacher: “Today we are going to begin a new writing unit. Each of you will be researching a different ecosystem. First, we will talk about what an ecosystem is. An ecosystem is an area with its own unique physical conditions and community of plants and animals. Some examples are deserts, mountains, rain forests, wetlands, grasslands, temperate forests, and the tundra. In Utah, there are wetlands, mountains, temperate forests, and deserts. In ecosystems, we can study the way that living and non-living things interact.” The teacher will then ask a question: “Class, what is a food chain?” If any students have prior knowledge, they will answer and the teacher will fill in any gaps and further describe by reading the portion on The Food Chain on pages 16-17 in the National Geographic book entitled Ecosystems by Nancy Finton. The teacher will then read the list (below) of students who belong to each group to excuse them to work together at a specific table (set of desks). The classroom teacher will assist in handing out copies of the KW chart.
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Groups: Class A (morning) Deserts: Cambrielle, Sophia, Dean, Heber, Max, Caleb Mountains: Ivan, Elysa, Hussein, Maggie Rain Forests: Jenna, Ezra, Jessyma, Alorah, Will, Lincoln Wetlands: Sam T., Fatma, Brian, Addie, Justus, Lylian Grasslands: Pearson, Leah, Sam S., Wallace Class B (afternoon) Deserts: Riley, Laurie, Gavin, MariLu, Davis Mountains: Jordan, Tristan, Abbie, Hannah, Elisa Rain Forests: Cole, Jack, Belle, Deevany Wetlands: Kaiden, Gracie, Trevor, Oscar, Hundley Grasslands: Max, Byron, Zoe, Brad, Aidan Each person at the table of desks will be assigned a different ecosystem. For group work, the students will gather with the others researching their same ecosystem. When presenting (see lesson five), each student will have a turn to present to the others at their table with different ecosystems than the one they researched. Group Work (5-10 minutes) With their group members, the students will discuss their background knowledge of their designated ecosystem and write their thoughts in the “K” column of a KWL chart. The “K” stands for “Know” as in—what they already know about that ecosystem. They will then write what they want to know about their given ecosystem and write their thoughts in the “W” column of the KWL chart, as the “W” stands for “Want”. The students will not write in the “L” column of the KWL chart because “L” stands for “Learn”—what they’ve learned about their ecosystem. Their completed report of information (found in subsequent lessons) will take its place to show what they have learned about their ecosystem as a result of this project. In essence, it will just be a KW chart adapted from the design of a KWL chart (see below).
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K – This is what I know already about my ecosystem
W – This is what I want to know about my ecosystem
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Teacher Model (5 minutes) The teacher will call the attention of the class back to her and model how to research using the Tundra ecosystem, one which wasn’t assigned to students. She will explain that they will read through their book and search the internet to find and write down key details about their ecosystems. She will share with them the key details about the Tundra that she found and model putting the facts into a thinking map—the Brace Map (see below) on the SMART board. The teacher will also model citing sources and convey the importance of citation to the students so they will follow suit on their report. Furthermore, she will model defining one vocabulary word by giving an example and a non-example, and inform the students that they will need to find at least three vocabulary words (for later use in their glossary), defined in their own words. They will write these in their spiral notebooks. She will then turn the time over to them to work on their reports. The teacher will communicate that the students need at least four key details, at least one being from their book and at least one from the internet. Sources: “A Walk in the Tundra” by Rebecca L. Johnson p. 10, 11, 14 nationalgeographic.com
Glossary: Example—Permafrost: ground that is always frozen. Non-example—Permafrost: Permanently frozen ground (book definition).
Data Collection (20 minutes) The students will independently research their ecosystem using provided books and the internet. The teacher will walk around to answer questions and assist in any way. The teacher
Tundra
Temperatures drop far below zero.
Sometimes the sun doesn’t rise.
Frozen animals can be found.
Growing season is 50 days.
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will remind the students that they may look through their book as many times as needed. She will also remind them that they need at least four key details, at least one from their book and at least one from the internet. Accommodations The mountain ecosystem will be assigned to second language learners and those at a lower reading level, as it has fewer words on the page and the font is larger. The desert ecosystem will be given to advanced readers as it has a smaller font, more words on each page, and complex words. Assessment -The partial KWL chart will serve as a pre-assessment for this unit. -The Brace Map must have four details (with at least one being an internet source and at least one from their book) based on their ecosystem. -The teacher will walk around and observe that the students understand how to properly research their ecosystem including reading their books and searching appropriate sites on the internet. Lesson Two: How People Adapt to Their Environment Grade: Third Subject: Writing/Social Studies Time: 25-30 minutes Common Core Writing Standards Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic (CCSS.ELA-LITERACY.W.3.7). Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (CCSS.ELA-LITERACY.W.3.8). Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCSS.ELA-LITERACY.W.3.10). Text Types and Purposes Develop the topic with facts, definitions, and details (CCSS.ELA-LITERACY.W.3.2.B). Utah Core Social Studies Standards Standard 1 Students will understand how geography influences community location and development.
Objective 2
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Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland). b. Identify important natural resources of world ecosystems. c. Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems). d. Investigate ways different communities have adapted into an ecosystem.
Content Objectives
• After a teacher-led discussion on ecosystems, the students will understand how people/animals are affected by their environment and how they’ve adapted.
• The students will be able to extrapolate concepts discussed to their ecosystem according to the research they’ve found.
• The students will continue to gather information on a given Ecosystem using provided books and classroom computers for use in a report of information.
Language Objectives
• As they are studying about their designated ecosystem, each student will gain the vocabulary needed to describe its unique features and characteristics—which they will use in future lessons within the unit.
• Given a collection of information, and after seeing the teacher model, the learners will write the information about adaptation found while researching their topic in order to develop their report.
Academic Language Food Web, Drought, Adaptation Resources Needed -Books about ecosystems, including the Tundra, from the library for teacher background information. -At least five copies of each set of books about different ecosystems from the non-fiction leveled library for the students to reference. The following ecosystems will be used: deserts, mountains, rain forests, wetlands, forests, grasslands. -Classroom Chrome books -A ball of yarn Technology Integration
• The teacher will use the SMART board found in the classroom to model a thinking map. • The students will use the classroom set of Chrome Books to assist in their research.
Procedures
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Overview The teacher will begin with a mini-lesson on ecosystems to serve as a continuation of the previous days’ discussion. The teacher will then conduct a hands-on activity showing how change affects an ecosystem. With the remaining time, the students will continue researching their ecosystem. Rationale The mini-lesson will be taught explicitly, just as it was in the previous lesson. The activity will be taught using inquiry based learning as the students engage in a hand’s on learning experience. Taught this way, the students will be able to visually see the impact of a change in an ecosystem. Mini-Lesson (5 minutes) This portion of the lesson will be explicit as the teacher continues the discussion on ecosystems. The teacher will ask the students to recall what a food chain is. She will then build upon that by explaining that a food web is many food chains put together that overlap. Using the example of the Prairie ecosystem (see below) she will show how the plants and animals are interconnected. Activity (5-10 minutes) The students will stand in a circle and be given a card (see cards below, to be printed on cardstock) with a plant or animal on it from the food web below. Using a ball of yarn, and beginning with the plants, the yarn will be given to each animal that eats the plants. From there, it will be passed to the animals that eat those animals, and so on until the largest animal is reached. The cycle will be repeated until all students are holding a piece of the yarn. The teacher will cut a segment or two coming from the plants and say, “What if all the plants died because of a drought one year?” The effects of the change will then be observed. The teacher will compare that to humans and how they are affected. The discussion will continue with ways humans have adapted to their environment and any modifications they’ve made.
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Plants
Plants Plants
Grasshopper
Grasshopper Grasshopper
Prairie Chicken
Prairie Chicken Prairie Chicken
Jackrabbit
Jackrabbit Jackrabbit
Prairie Dog
Prairie Dog Prairie Dog
Burrowing Owl
Burrowing Owl Burrowing Owl
Rattlesnake
Rattlesnake Rattlesnake
Coyote
Coyote Coyote
Pronghorn Antelope
Pronghorn Antelope Pronghorn Antelope
American Bison
American Bison American Bison
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Teacher Model (5 minutes) The teacher will model how humans have adapted to the tundra and modified the ecosystem using a circle map on the SMART board. She will also explain that many natural resources can be found in ecosystems to support life. Group Work (5-10 minutes) As ecosystem groups, the students will discuss how people are affected in their ecosystem and how they’ve adapted. The students will write what they learn in a circle map by their brace map from the previous day. The computers will be available for use if the students are having difficulty finding ways in the books they’ve been given or if they can’t recall background knowledge or make inferences. Data Collection Continued (10 minutes) The students will independently continue to research their ecosystem using provided books and the internet. The teacher will walk around to answer questions and assist in any way. The teacher will remind the students that they may look through their book as many times as needed. She will also remind them that they need at least four key details, at least one from their book and at least one from the internet. Accommodations -Pictures will be placed on each card for the activity for enhanced understanding.
Tundra
igloos
dog sleds
warm clothing
ice fishing
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Assessment -The students will convey at least one way people and/or animals have adapted to their ecosystem based on the circle map they created with their group. -The teacher will walk around and observe that the students understand how to properly research their ecosystem including reading their books and searching appropriate sites on the internet. Day Three: Organizing & Rough Draft Grade: Third Subject: Writing/Social Studies Time: 30 minutes Common Core Writing Standards Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas and information clearly (CCSS.ELA-LITERACY.W.3.2). Introduce a topic and group related information together; include illustrations when useful to aiding comprehension (CCSS.ELA-LITERACY.W.3.2.A). Develop the topic with facts, definitions, and details (CCSS.ELA-LITERACY.W.3.2.B). Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information (CCSS.ELA-LITERACY.W.3.2.C). Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (CCSS.ELA-LITERACY.W.3.4). Utah Core Social Studies Standards Standard 1 Students will understand how geography influences community location and development.
Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Content Objectives
• In the amount of time allotted, the students will arrange their four key details and subsequent supporting details into a Flee Map which will serve as their rough draft for their report of information.
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Language Objectives • While writing their information in the Flee Map, each student will interpret the information
found and express it in a way that is meaningful to them for others to read and understand. • The students will edit, evaluate, and inspect their writing and alter it as needed so it makes
sense. Academic Language No additional academic language needed, as today’s lesson is a continuation of the previous two. Resources Needed -No additional resources needed; those found in the classroom will be sufficient. Technology Integration
• The teacher will use the SMART board found in the classroom to model a thinking map. Procedures Overview The teacher will model a portion of a Flee Map. Afterwards, the students will create a Flee Map to organize their ideas. Rationale The design of this unit, and especially this lesson, is a Writer’s Workshop. Students are able to work independently on their individual projects with minimal support from the teacher. The teacher is able to walk around and observe the class as a whole, answering questions when needed. Teacher Model (5 minutes) Flee Map For their rough draft, the students will write their information in a Flee Map. The students have organized their writing this way since the beginning of the year, so this concept will be familiar to them. Continuing with a method they are used to while starting a new writing project will help them extrapolate their skills and prepare for future tests when the prompts will be different but the approaches will be the same. The teacher will model only a small portion of the tree map, as they have had many teacher-given examples and are becoming more independent and are further strengthening this skill. The only differences in this Flee Map are they need four key details and only one supporting detail beneath them as opposed to three key details with three supporting details below them. They will also need an introduction and a conclusion. The teacher will remind them to use pencil so they can edit as needed.
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Independent Work (25 minutes) The students will use the remaining time to draw and fill out their Flee Maps in their spiral notebooks. Accommodations Additional teacher support will be given to those that are struggling to come up with key details and supporting details. Assessment -The students will have their entire Flee Map filled out. -The teacher will walk around and observe that the students understand how to properly fill out their Flee Map. Lesson Four: Editing & Mini Books Grade: Third Subject: Writing/Social Studies Time: 30 minutes Common Core Writing Standards Production and Distribution of Writing With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) (CCSS.ELA-LITERACY.W.3.5) Utah Core Social Studies Standards Standard 1 Students will understand how geography influences community location and development.
The Tundra
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Objective 2 Describe how various communities have adapted to existing environments and how other communities have modified the environment.
a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
Content Objectives
• The students will develop their reports of information in a provided paper booklet to display the research they’ve compiled throughout the week.
Language Objectives
• While transferring their information into their booklets, the students will continue to edit, evaluate, and inspect their writing and alter it as needed so it makes sense.
• The students will catalog their vocabulary words alphabetically into the glossary of their report of information booklet.
• Based on the information they write in their booklet, the students will illustrate a corresponding picture.
Academic Language Index, Glossary Resources Needed -50 copies of the Ecosystem Booklet Template (attached) -Additional copies of the interior portion of the Ecosystem Booklet Template (attached) for fast finishers. -Crayons/colored pencils Technology Integration
• The teacher will use the document camera while showing a blank example of an ecosystem report of information.
Procedures Overview The students will edit their Flee Maps as needed so that they can transfer their writing into their report booklet. They will write and illustrate their final drafts. Rationale The mini-lesson will be taught explicitly so that the students know exactly what is expected of them for the mini-books. It will be a gradual release of responsibility as the students first listen to the teacher, then work independently on their individual booklets. Mini-Lesson (5 minutes) The teacher will explain the mini-books and show a blank example. She will explain thoroughly how to fill out the index and glossary. Furthermore, she will go over the rubric (see below) so
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that the students know what to expect. She will inform them that there are extra pages for those who would like to add more details after they’ve done at least four. Independent Work (25 minutes) The students will go back and ensure that they have spelled words correctly, used the right punctuation, and have included all the information they want on their Flee Map. They will then transfer their writing into their report booklets (see attached document). Furthermore, they will illustrate the pages in their booklet, making certain that the pictures are neat and related to the information they’ve written about on the particular page. Accommodations Fast finishers may include more pages in their booklet, as desired. Assessment -The students’ Reports of Information will be graded based on the following rubric:
4 Points 3 Points 2 Points 1 Point There are 12 or more
sentences. There are 8-11
sentences. There are 4-7
sentences. There are fewer than
4 sentences. Writing is clear and easily understood.
Writing is mostly clear and understandable.
Writing is somewhat unclear.
Writing is unclear and hard to understand.
There are four key details.
There are three key details.
There are two key details.
There are fewer than two key details.
Each of the four key details has a
supporting detail.
Three of the four key details have a
supporting detail.
Two of the four key details have a
supporting detail.
Fewer than two of the key details have a supporting detail.
All words are capitalized, sentences are punctuated, and
words are spelled correctly.
Most of the words are capitalized, sentences are punctuated, and
words are spelled correctly.
Some of the words aren’t capitalized, some sentences
aren’t punctuated, and some words are spelled in correctly.
The majority of the words aren’t
capitalized, sentences aren’t punctuated,
and words are spelled incorrectly.
At least four pages have a neat, related
illustration.
Some of the pages have a neat, related
illustration.
The illustrations are present, but aren’t neat or related to
topic.
The illustrations aren’t neat, are
unrelated, or aren’t present.
Lesson Five: Finishing & Presenting Grade: Third Subject: Writing/Social Studies Time: 30-35 minutes Common Core Writing Standards Production and Distribution of Writing
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) (CCSS.ELA-LITERACY.W.3.5) Presentation of Knowledge and Ideas Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace (CCSS.ELA-LITERACY.SL.3.4). Content Objectives
• The students will continue to develop their reports of information in a provided paper booklet to display the research they’ve compiled throughout the week.
Language Objectives
• In front of a group of four-six students, each learner will verbally present their report of information in a clear, moderately-paced way.
Academic Language No additional academic language needed, as today’s lesson is mainly presenting. Resources Needed -Crayons/colored pencils -50 copies of the Feedback paper -Finished Tundra mini-book Technology Integration
• The teacher will use the document camera while presenting her report of information on the Tundra.
Procedures Overview The students will finish their reports and present them to a group of students. Rationale After seeing the teacher model (and after their booklets are finished), the students will independently present their ecosystem to their group. By this point, their reports will nearly be finished and minimal support from the teacher will be needed. Finishing (10 minutes) As needed, the students will finish their reports so that they are prepared to present. Teacher Model (5 minutes) The teacher will model presenting using the tundra ecosystem. She will have a completed report that looks like theirs. She will explain that a good presenter is one who speaks loudly and clearly, doesn’t have their face buried in the paper, and talks at an understandable pace. She
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will first give a non-example by doing the opposite of the aforementioned standards. She will then ask the class if it was a good presentation. She will then give the presentation correctly by following all the standards. She will remind them that a good listener is one who pays attention to the person speaking, is quiet and respectful during the presentation, and gives feedback afterwards. She will also explain the assignment they will be doing after each presentation which will also serve as a post-assessment (see below). She will ask them one thing they learned from her presentation and one thing they liked about her presentation. Presenting (15-20 minutes) Each student will take a turn presenting on their ecosystem. They will share their Ecosystem booklet, including their glossary. Accommodations -Teacher support available to the English Language Learners when presenting. Assessment -The students’ Reports of Information will be graded based on the following rubric:
4 Points 3 Points 2 Points 1 Point There are 12 or more
sentences. There are 8-11
sentences. There are 4-7
sentences. There are fewer than
4 sentences. Writing is clear and easily understood.
Writing is mostly clear and understandable.
Writing is somewhat unclear.
Writing is unclear and hard to understand.
There are four key details.
There are three key details.
There are two key details.
There are fewer than two key details.
Each of the four key details has a
supporting detail.
Three of the four key details have a
supporting detail.
Two of the four key details have a
supporting detail.
Fewer than two of the key details have a supporting detail.
All words are capitalized, sentences are punctuated, and
words are spelled correctly.
Most of the words are capitalized, sentences are punctuated, and
words are spelled correctly.
Some of the words aren’t capitalized, some sentences
aren’t punctuated, and some words are spelled in correctly.
The majority of the words aren’t
capitalized, sentences aren’t punctuated,
and words are spelled incorrectly.
At least four pages have a neat, related
illustration.
Some of the pages have a neat, related
illustration.
The illustrations are present, but aren’t neat or related to
topic.
The illustrations aren’t neat, are
unrelated, or aren’t present.
-The students will need to complete their feedback paper (attached) while listening to their peers present.
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Name:
Feedback
Name of Presenter: One thing you learned: One thing you liked: Name of Presenter: One thing you learned: One thing you liked: Name of Presenter: One thing you learned: One thing you liked: Name of Presenter: One thing you learned: One thing you liked: Name of Presenter: One thing you learned: One thing you liked:
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Focus Students:
Description of Student 1 Fatma is an English Language Learner from the Middle East. She is on a first grade reading level and constantly asks for help when instructions have already been given. Because she is often far behind the other students in the class, she does writing with the ESL teacher. As such, whatever writing she turns in, while in class, is acceptable for the teacher. Her twin brother, Hussein, is also in the class, which is occasionally a distraction to her. She often talks to a classmate named Jenna, speaks without raising her hand, and can be found off task. Fatma has been in the dual language immersion program since first grade. The classroom teacher tried to talk her parents into letting them both be held back but the parents wanted them to keep moving forward. During Power Hour each day, she is one of the few students who go to another class for phonics instruction so she can gain a better foundation for reading and progress from there. Teaching is occasionally hindered by the supplemental instruction she needs. A student teacher/aid in the classroom is helpful. She constantly asks how to spell words. Description of Student 2 Trevor is a white male from Logan, Utah. He is a gifted student who reads at nearly a sixth grade level. He is a fast finisher who produces quality work. He is very respectful and always listens quietly in class; he often reminds others at his table to do the same. He has a solid understanding of informational/expository writing—the unit we just finished. He also has exceptional handwriting and understanding of conventions. After finishing, he is able to help others, which is very beneficial as a teacher.
Reflection: Analysis of student learning: Performance of Student 1: Fatma constantly had her hand raised throughout the project asking for step-by-step instructions though they had already been given. Tier one instruction isn’t sufficient for her needs. In the future, I could designate a partner for her—a fast finished that could offer support. Simplifying the booklet for struggling readers is another way I could adapt the lesson. When a student can’t read the instructions (glossary, sources, etc.) they automatically need added assistance. It becomes a tricky balance because, as third graders, much is expected of them and you don’t want them to think they’re getting out of work. While writing her ecosystem booklet, Fatma put all of her information on one page, rather than writing a sentence for each main idea on separate pages. During group work, she wasn’t invested and was often off task. Performance of Student 2: Trevor worked very independently on this project. He worked quickly and rarely asked questions—the couple questions he did ask were to confirm his progress and direction, which
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were spot on. He did realize he forgot the headings, so he went back and added them in. He is very self-regulating. He also added an extra fact in his booklet. In the “About the Author” section, he wrote his biography in third person. Seeing as even Trevor forgot the headings (and they were a common struggle point for the majority of the class), I will more explicitly teach the concept of headings in the future. However, as this was the first time they were exposed to headings, it is understandable that the class struggled at first. I think showing a book with headings may have proven to be helpful. Analysis of teaching effectiveness: Through the formative assessments I was able to alter my teaching to fit the needs of the students. What began as a five lesson (five day) unit became a seven lesson (seven day) unit. It took the students a little longer than I’d planned to finish the research and the writing/illustration of the booklets. Furthermore, this unit challenged them as it was a little more advanced than anything they’d done. In straying from my original plans, there were several things I did. I changed the layout of the booklet because I wanted the index and glossary at the back so I couldn’t make a double sided copy and put it on the back of the title page because the pages still needed to fit inside. This brought about some confusion to the students because it ended up that there was an unnecessary page that they didn’t know what to do with. While some students put in an extra fact, others left it blank which took away from the cohesion of the book. While teaching the second lesson, I decided to do the “web activity” outside. While this was very distracting to the morning class (a large, school lawn mower started going halfway through the activity) partially because I didn’t clearly explain my expectations, it was great in the afternoon class; there was more space, the students knew what was expected of them (after I explained my expectations due to the lesson I learned in the morning). For group work on the day we discussed how people are affected in their ecosystems, I had each group make a circle map rather than each student make a circle map; this allowed it to be more of a group effort. I put the circle maps on the board with magnets when they were completing that page in their ecosystem booklets so they could refer back to the brainstorming they did as a group. I also changed the rubric (see student work). Because I had emphasized the use of headings and sources throughout the project, I decided to include that when grading. I changed the rubric early on so I was able to inform the students of it when explaining the rubric instead of confusing them by showing two different rubrics. Finally, I changed the way we gave feedback after each presentation. I had the students work in partners to write down the feedback they gave. This helped the struggling learners as well as simplified the feedback process. In the future, when teaching this lesson again, I would simplify the book for struggling readers (as I mentioned in the reflection of the performance of the focus students). I, and the
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cooperating teacher, had to constantly reteach the tenants of the lesson to the struggling readers which took us away from helping the rest of the class. I would also be more explicit in general when teaching to prevent the constant barrage of questions (“wait, what are we supposed to do again?” “what does this mean?”) My cooperating teacher suggested even more teacher modeling. To guide the students’ research, I would provide a few websites for them to look at so that they would have a base instead of me helping several individuals find websites. Finally, I would have them keep their work in a “work in progress” folder. I spent a lot of time collecting and passing out their work each day. This unnecessary time wasting could have been better spent if I had thought through procedures a little bit more. All in all, the unit was very successful. I thoroughly enjoyed seeing the final products and reading through the facts the students had compiled. I was also able to tie a future lesson back to this ecosystem unit. The students are anxiously awaiting parent teacher conferences where they will have their booklets returned back to them. Student Work: Student 1
