Teacher Work Sample Laura Romines Part One: Contextual Factors Classroom Factors: My class is located at Brewer Middle School. A gym, lunch room, classroom, administrative offices, guidance counselor offices, restrooms, and computer lab are facilities located at Brewer Middle School. The classroom is bright and inviting. In the classroom there is a refocus center, calm down center, tables with assigned seats, computers, and a classroom rug. In the calm down center, there is a mat, bean bags, a rocking chair, and exercise balls. The calm down center is separated from the classroom by room dividers. The classroom is equipped with a Promethium Board that has a Laptop connected to it, digital projector, speakers, and computers for each student. The Promethium Board is mounted on the wall. In front of the Promethium Board is a checkered rug. There are three tables conjoined, making a large square. Each child has an assigned seat at the table. The walls are covered with inspirational posters. The students follow a schedule every day. When they enter the classroom, they have a seat and start their morning work. First period, the class works on their math skills. During second period, the students have English Language Arts. Next, the students have lunch. Then, the
Transcript
Teacher Work SampleLaura Romines
Part One: Contextual Factors
Classroom Factors:
My class is located at Brewer Middle School. A gym, lunch room, classroom,
administrative offices, guidance counselor offices, restrooms, and computer lab are
facilities located at Brewer Middle School.
The classroom is bright and inviting. In the classroom there is a refocus center,
calm down center, tables with assigned seats, computers, and a classroom rug. In the
calm down center, there is a mat, bean bags, a rocking chair, and exercise balls. The
calm down center is separated from the classroom by room dividers. The classroom is
equipped with a Promethium Board that has a Laptop connected to it, digital projector,
speakers, and computers for each student. The Promethium Board is mounted on the
wall. In front of the Promethium Board is a checkered rug. There are three tables
conjoined, making a large square. Each child has an assigned seat at the table. The walls
are covered with inspirational posters.
The students follow a schedule every day. When they enter the classroom, they
have a seat and start their morning work. First period, the class works on their math
skills. During second period, the students have English Language Arts. Next, the students
have lunch. Then, the students participate in science. Next, students have Bulldog time.
Bulldog time is when students work on social skills. Students then have Social Studies.
Lastly, students have related arts.
There is not much parental involvement. Each day, a note is written in each
child’s agenda and is supposed to be signed and returned the next day. If the teacher
needs to contact a parent, normally they can contact them through a phone call.
Students are rewarded with candy for their good work, attitude, and being on
task. If a student is not behaving as expected, the teacher or a shadow takes the student
outside and discusses the problem behavior and how it is going to be fixed.
Student Demographic and Characteristics:
My classroom during the 2013-2014 school year is comprised of six males. Of
these students, four are African-American and two are Caucasian. The primary language
of all students is English. All of the students in my class possess mental challenges;
however two students are labeled autistic, one is labeled with Asperger’s, two are
labeled learning disabled, and one possess intellectual disabilities. The students’ ages
are between 12 and 14. In my class, three students are 12, two students are 13, and one
student is 14. In math and reading, students are on a second grade level. A few things
my students have learned in math are solid and flat shapes, addition with regrouping
and without regrouping, and subtraction with and without borrowing. In English
Language Arts, students have learned about phonemic awareness, phonics, simple
grammar rules—a period goes at the end of the sentence and to capitalize the beginning
of each letter of a sentence, synonyms, and antonyms.
Instructional Implications:
Characteristics and demographics of students greatly affect instruction. One
characteristic of my classroom is that they are all males. This characteristic will affect
instruction by choosing certain topics. For example, I would not choose books or lesson
topics about princesses, but instead, sports, racing, or video games. Often times in my
class, a student is stemming. The student is redirected by getting their arm brushed or
moving the rocking chair to their seat to rock in. All of the students in my class have
siblings. This characteristic will impact instruction because students may like working in
groups. As I am planning, I have to keep these implications in mind. Formative
Assessment will be affected by these implications. It will affect the types of assessments
I will use. For examples, performance tasks with a checklist may work best.
Part Two: Lesson Objectives
Objective One:
When given a blank comic strip with four boxes, the student will be able to respond to the literary text, Miss Nelson Is Missing, by constructing drawings on the strip that
depict the main events in the story along with a complete sentence. Students will achieve a minimum of 12 out of 15 points based on the Rubric.
- SC Alternative Ending Standard(s): 6-1.7 Create responses to literary texts through a variety of methods such as written works, oral presentations, media production, and the visual and performing arts.- This objective is appropriate for my learners because they struggled with understanding literature and responding to it. My learners love to draw. If my students can draw and learn how to respond to literature at the same time, they are learning without realizing it. -Pre Requisites: Students should know how to construct letters, construct sentences, draw, listen to instructions and directions, and pay attention during read alouds to successfully participate in this learning experience.
Objective Two:When given a clock, the student will be able to identify the hour and minute hand 4 out of 5 times. When given a clock, the student will be able to identify different five-minute (:00, :15, :30, :45) intervals with 80% accuracy.
- SC Alternative Ending Standard(s): 2-5.7Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.- This objective is appropriate for my learners because they struggle with telling time. - Prerequisites: The students should be familiar with a clock—know what shape it is and that it tells time.
Objective Three: When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.
- SC Alternative Ending Standard(s): 2-5.7 Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.-This objective is appropriate for my learners because they struggle with telling time. - The students should be familiar with a clock—know what shape it is and that it tells time. Also, in the previous lesson, students learned basic information about the clock.
Objective Four: When given a task using positional words, students will perform the tasks correctly six out of seven times.
- SC Alternative Ending: 6-3.1 Use context clues (for example those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.- This objective is appropriate for my learners because they rarely use positional words and are not aware of what they are. - Prerequisites: Students should know how to color a picture. Students should also know how to construct letters and words.
Objective Five: When given a description of a community worker, the student will be able to identify the correct community worker seven out of eight times.
- SC Social Studies: 2-3.1 Summarize the role of community workers who provide goods and services.-EEDA; SSCA- This objective is appropriate for my learners because they should be aware of the community workers in our community and the goods and services they provide for us. - Prerequisites: Students should know how to play Bingo. Students should also know how to listen attentively.
Part Three: Assessment PlanLesson Objectives Assessments Format of
Formative Assessments
Accommodations
When given a clock, the student will be able to identify the hour and minute hand 4 out of 5 times.
Pre-AssessmentDuring-Assessment
Pre: The students will complete the K and W of a KWL chartDuring: The student will show the teacher the minute hand and hour hand on his clock.
All directions will be presented orally. Also, students may identify the hour and minute hand by color.
When given a clock, the student will be
During-Assessment During: When given a clock, the student
All directions will be presented orally.
able to identify different five-minute (:00, :15, :30, :45) intervals with 80% accuracy.
will be able to identify different five-minute (:00, :05, :15, :30, :45) intervals with 80% accuracy.
Students may also use their individual clock for assistance.
When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.
Post- Assessment Post: When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.Post: The students will complete the final section of the KWL Chart.
All directions will be presented orally. Students may also use their individual clock for assistance.
The pre-assessment for my showcase lesson was a KWL Chart. Students had to fill in the first two sections of the KWL Chart. I will evaluate this assessment by participation. I will use this assessment to see what my students already know and what they don’t know. This assessment also shows me what the students want to learn. Some students were having trouble processing the KWL Chart so I individually asked specific questions to see if the student could answer them. For example, what numbers are on the clock? How many hands does the clock have? During assessments I used were a checklist to see if the students could identify the minute hand and the hour hand on their individual clock. I also used a checklist to see if my students could identify different five-minute (:00, :05, :15, :30, :45) intervals with 80% accuracy. I used a worksheet to assess my students after learning took place. Students had to record the correct time four out of five times. Students were only required to do the first five problems. If they finished early, they were instructed to complete the problems left on the worksheet for extra practice. As a post assessment, my students also completed the final portion of the KWL Chart. I graded the KWL Chart by participation.
KWL Participation Checklist:Student: K; W LTL
CJKZ
During-Assessment Checklist:Student: Hour Hand Minute Hand :00 :05 :15 :30 :45
TL
CJ
KZ
Use of Formative Assessments: I plan on using checklists to monitor progress throughout the lesson. I will use checklists for the hour hand, minute hand, and various five minute intervals
(:00, :05, :15, :30, :45). I will use this data to see if the students are gaining from instruction or if more time needs to be spent on the content.
Post assessment: Student ScoreT 3/5L 1/5C 4/5J 3/5Z 4/5 Class Average: 3/5
Part Four: Instructional Design—Lesson PlansShowcase Lesson One of Two:Teacher Candidate: Laura Romines Date and Time of Lesson: 3/25/2014; 8:15
School: Brewer Middle School Subject/Grade Level: Sixth, Seventh, Eighth Grade; Math
Description of Lesson: The students will learn basic information about the clock—the hour hand, the minute hand, five-minute intervals of the clock, and information about time. The students will be able to manipulate an individual clock to become acquainted with the clock.
Lesson Title: Understanding the Clock
Curriculum Standards Addressed:
SC Alternative Ending Standard(s): 2-5.7Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.
Cross Curricular Connections: Students will be learning Life Skills by learning about the clock, and eventually learning to tell time.
Instructional Objective(s) Criteria: When given a clock, the student will be able to identify the hour and minute hand 4 out of 5 times. When given a clock, the student will be able to identify different five-minute (:00, :15, :30, :45) intervals with 80% accuracy.
Assessment(s) of the Objectives: The student will show the teacher the minute hand and hour hand on his clock.
The student will complete a worksheet identifying the location of five-minute intervals
(:00, :05, :15, :30, :45).
Materials/Resources: Paper Flower Petals, stem, and leaves for the clock; Clock; 6 Individual miniature clocks; 1 big clock; 6 Interval Worksheets; Pencils; White Board; Dry-Erase Markers; Promethean Board; Computer; PowerPoint; Hula-Hoop; Sticky Notes
Prerequisites: The students should be familiar with a clock—know what shape it is and that it tells time.
References: Stewart, S. (2013, November 23). Retrieved from http://fallingintofirst.blogspot.com/2013/11/holiday-countdown.html
Procedures: The teacher will hold up a clock. The teacher will ask, “Does anyone know what
this is?” Right, it’s a clock. “Why do the hands move?” “Where all do you see clocks?”
The teacher will say, “It is so important to be able understand a clock and to tell time! Today we going to learn about clocks! Before we learn about clocks, I want to know what you already know about clocks! We are going to complete a KWL Chart. Does anyone know what a KWL Chart is?” Explain a KWL Chart.
The teacher and class will complete K and W of the KWL Chart.
o Questions to ask: What do you know about clocks? What do you know about time? What do you want to know about clocks? What do you want to know about time?
The teacher will go through the PowerPoint.
o Questions to ask: How many minutes are in an hour? How many hours are in a day? Is A.M. in the morning or night? Is P.M. in the morning or night? What hand is the minute hand? What hand is the hour hand?
The teacher will hand out individual clocks.
The teacher will use the big clock to show students different things about the clock. The teacher will point to the minute hand and hour hand. The teacher will ask the students to point to the minute hand and the hour hand. The teacher will show the students different five-minute intervals on the clock. The students will move the minute hand to the five-minute interval on their individual clock.
Hula-Hoop Clock Activity
Prior to the lesson, the teacher will place a hula-hoop on the rug. The teacher will set the inside of the hula-hoop up as a clock (not including the minute and hour hands.) The teacher will place six papers around the hula-hoop. Each paper will have a student’s name and a sticky note with a five-minute interval written on it. The papers will be arranged in a circle around the hula-hoop. The five minute intervals :05, :20, :25, :35, :40, and :50 will already be placed.
o The teacher will talk to the students about what is expected of them during the activity.
o The teacher will call one student at a time to the rug to find his name.
o When all students are on the rug, the teacher will explain the activity. The teacher will say, “What does this look like?” “We are going to match the five-minute interval with each number on the clock. Some are already done for us.” The teacher will pick up the :05 and demonstrate how the activity works. “Who thinks they have the sticky note that goes above the 12?” “If you think you have it, raise your hand.” The teacher will make sure the right sticky note goes in the right place.
o After all intervals are placed, the teacher will review where each interval is located and review the clock in order for the students to understand the purpose of the activity.
o Summarize learning. “We use five minute intervals on the clock to tell time. It is important that we understand what each number represents on the clock.”
o The teacher will point the students’ attention the clock in the classroom that has a flower around it, with a stem and leaves. Each petal has a five-minute interval. The teacher will explain how the activity we just completed and this clock are related.
Students will complete the Five-Minute Interval Worksheet, which will focus on the intervals :00, :15, :30, :45.
Accommodations: Early Finishers will get on Compass Math until classmates have
finished their work. Also, all directions will be presented orally.
Showcase Lesson Two of Two:
Teacher Candidate: Laura Romines Date and Time of Lesson: 3/27/2014; 8:15
School: Brewer Middle School Subject/Grade Level: Sixth, Seventh, and Eighth; Math
Description of Lesson: Students will learn how to tell time and properly record it. Students will practice telling time and recording it by playing an interactive game online where students will be quizzed on this skill. Also, students will play a match game where the analog clock will be matched with the actual time.
Lesson Title: Telling Time
Curriculum Standards Addressed:
SC Alternative Ending Standard(s): 2-5.7 Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.
Cross Curricular Connections: Students will be learning Life Skills by learning about the clock, and eventually learning to tell time.
Instructional Objective(s) Criteria: When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.
Assessment(s) of the Objectives: Students will be given a worksheet with five clocks on it. Students must record the time the clock is showing.
Materials/Resources: http://www.professortime.com/proftime.swf; PowerPoint, Promethium Board, KWL Chart, 7 Worksheets, Easter Eggs, Computer, Big Clock, 6 Miniature Clocks, pencils, paper
Prerequisites: The students should be familiar with a clock—know what shape it is and that it tells time. Also, in the previous lesson, students learned basic information about the clock.
References: Driscoll, S. Professor Time. http://www.professortime.com/proftime.swf
Procedures: The teacher will say, “On Tuesday we learned information about the clock. Does
anyone remember anything we learned?” Give students time to respond. “Well friends, after learning about the clock, I thought I didn’t need any more practice and that I knew it all. My parents asked me to take my little brother to his basketball game where they were playing their rival. I read the clock wrong and my brother arrived late to his game because of my mistake. He got to the game right after half-time. After my story, I decided that I needed more practice telling time. Friends, today you are going to practice telling time with me.”
o The teacher will take anecdotal notes during the discussion as a during-test. The purpose of this is to see if the students understand the content.
PowerPoint—review basic information and add new information (how both hands are used together, examples, etc.). Throughout the PowerPoint, students will have individual clocks and will display specific times.
The class will play Let’s Tell Time on Professor Time where they are shown a picture of a clock and they have to put the correct time.
Students will then play Clock/Time Match.
o Students will match one half of an egg correctly with the other half. One half will have a picture of an analog clock. The other half of the egg will have the time written out.
o Students will take turn matching eggs.
o The teacher will summarize the activity and explain that it is important to be able to match the actual time with what the clock looks like.
The class will complete the “L” of the KWL Chart.
o Questions to ask: What did you learn on Tuesday? What did you learn today? What did you learn about clocks? What did you learn about time?
The students will complete their worksheets that have five clocks with different times on it. This will serve as the post-test.
Accommodations: Early Finishers will complete the additional problems on the worksheet and then, get on Compass Math until classmates have finished their work. Also, all directions will be presented orally.
Lesson Three:
Teacher Candidate: Laura Romines Date and Time of Lesson: 3/20/2014; 9:10
School: Brewer Middle School Subject/Grade Level: Sixth Grade; ELA
Description of Lesson: The students will listen to the teacher read aloud, Miss Nelson Is Missing. The class will then complete Somebody, Wanted, But, So. Lastly, the students will draw and construct a comic strip related to Miss Nelson Is Missing.
Lesson Title: Responding to Literary Text
Curriculum Standards Addressed:
SC Alternative Ending Standard(s): 6-1.7 Create responses to literary texts through a variety of methods such as written works, oral presentations, media production, and the visual and performing arts.
Cross Curricular Connections: Visual Art will be integrated into the lesson by the student’s construction of a comic strip. Writing will also be integrated into the lesson--students will have to write a sentence describing their comic strip.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives: When given a blank comic strip with four boxes, the student will be able to respond to the literary text, Miss Nelson Is Missing, by constructing drawings on the strip that depict the main events in the story along with a complete sentence. Students will achieve a minimum of 12 out of 15 points based on the Rubric.
Rubric
Materials/Resources: Miss Nelson Is Missing, 7 'Somebody, Wanted, But, So' Boards, 7 Comic Strips, Loose-Leaf Notebook Paper, 6 Pencils, White board, Dry-Erase Marker, crayons, colored pencils
Prerequisites: Students should know how to construct letters, construct sentences, draw, listen to instructions and directions, and pay attention during read alouds to successfully participate in this learning experience.
Procedures: Students will gather at the rug—each student in a square.
"Today we are going to read the book, Miss Nelson Is Missing. Understanding
what you read is important so we are going to complete an activity to help us understand what we read. After our activity, we are going to respond to what we read through Visual Art.”
The teacher will introduce the book, Miss Nelson Is Missing, to the students.
The teacher will read aloud the book Miss Nelson Is Missing.
After reading Miss Nelson Is Missing, the class will discuss the book.
Questions to Ask: What happened in Miss Nelson Is Missing?; How were the students behaving at the beginning of the story?; How were the students behaving at the end of the story?; What changed the students behavior?
Students will return to their seats. While the students are returning to their seats, the teacher will give each student a “Somebody, Wanted, But, So” Board.
Somebody, Wanted, But, So will be completed as a class, but each student will have to participate and individually write down the answer on his or her paper. The purpose of this activity is to break down the text.
o Explain to the students the purpose of Somebody, Wanted, But, So and that it helps organize the story.
o What’s the first thing we do? Place a piece of notebook paper inside the board.
o Ask the students: What is the first thing we look at when we are completing this activity?
o “Somebody”- Who was the main character of this book? (Miss Nelson)
o The teacher will write on the White Board—Somebody: Miss Nelson.
o Ask the students: What will we do next? “Wanted”; What did Miss Nelson (somebody) want?
o Allow wait time. Have students share their answers (Students to behave during class).
o Write the answer (Students to behave during class) on the White Board.
o What is the next step? “But” Miss Nelson wanted her students to behave during class but… “Think about what the answer could be.”
o Allow wait time. Have students share their answers (the students did not behave—they threw paper planes, whispered and giggled, were rude and refused to do their work).
o Write the answer on the Whiteboard (the students did not behave).
o “What is the last step? “So?” “Miss Nelson wanted her students to behave but they did not so…?” “What did Miss Nelson do so her students would behave?”
o Allow wait time. Have students share their answers (Miss Swamp came to visit, etc.)
o Write the answer on the board (Miss Swamp visited the class and the class behaved.)
o Allow time for students to write everything.
o Summarize the activity.
The students will then complete a comic strip in which they respond to the text. They will be allowed to use their paper from the previous activity. The comic strip must contain four pictures and a sentence about the comic strip.
When each student finishes, he or she will place his or her paper in the “Finished Work” Bin and read independently or work on an independently designed computer program.
Accommodations: Early Finishers will independently read until classmates have finished their work. Also, all directions will be presented orally.
Lesson Four:
Teacher Candidate: Laura Romines Date and Time of Lesson: 3/31/2014; 9:10
School: Brewer Middle School Subject/Grade Level: Sixth Grade; ELA
Description of Lesson: The students will learn about Positional Words during the lesson. The teacher will use a PowerPoint to teach the concept. Students will then complete a Position Word Worksheet. Lastly, students will be given and perform a task using positional words.
Lesson Title: Positional Words
Curriculum Standards Addressed:
SC Alternative Ending: 6-3.1 Use context clues (for example those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.
Cross Curricular Connections: Life Skills will be integrated into the lesson because students will work cooperatively in pairs.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives: When given a task using positional words, students will perform the tasks correctly six out of seven times.
Anecdotal Notes
Materials/Resources: Position Words Worksheet, Early Finisher Worksheet, PowerPoint, 8 Bracelets, Crayons, Colored Pencils, Pencils, Go, Dog. Go!, Stuffed Dog
Prerequisites: Students should know how to color a picture. Students should also know how to construct letters and words.
Procedures: The teacher will “misplace” the book Go, Dog. Go!. She will ask for the students’
assistance in finding the book from their seats. The book will be on the table.
The teacher will say, “Today we are learning about positional words. Does anyone know what positional words are?” Give time for students to respond. “Positional Words are words that describe an object in relation to another object.” “You used a positional word when you told me where my book was—you said it’s ON the table.” “I am going to read a book to you. As I am reading the book, look for what you think might be positional words.”
The teacher will read Go, Dog. Go!.
o Questions to ask during Go, Dog. Go!: What positional words did you see in the story? Did the pictures in the book help you understand what the
words mean? Did you see the word in? Did you see the word under? Did you see the word on? What are these words called?
The teacher will go over the PowerPoint with the students.
o “Put your hand on top of your head.” “Put your finger on your noise.” “Put your hand next to your pencil.” “Put your hand above the table.” “Put your hand under the table.” “Put your hand between two fingers.”
The teacher will bring out the stuffed dog (character in the book) and the book. The teacher will tell students to place the dog in different locations using position words. Students will come up one at a time. Each student will be given a different location.
o “Put the dog on the book.” “Put the dog behind the book.” “Put the dog in the book.” “Put the dog above the book.” Put the dog under the book.” “Put the dog next to the book.”
Working in pairs, students will discuss the worksheet. Students will answer questions by using pictures on the worksheet as context clues. The class will complete the worksheet together. The teacher will give the students time to discuss with their pair the positional word that should be used.
Students will receive a bracelet. Students will place the bracelet in different locations according to a positional word. This activity will be teacher lead.
o “Place the bracelet between two fingers.” “Place the bracelet on your head. “ “Place the bracelet under your hand.” “Place your bracelet above your hand.” “Place your bracelet next to your hand.” “Place the bracelet on your wrist.”
o “You get to keep your bracelet. Keep it on your wrist or in your book bag while you are at school.”
The teacher will discuss the importance of positional words. “It is important to understand positional words. If you didn’t understand positional words and I asked you to look in the cabinet, you wouldn’t be able to find the location I was talking about. You might look outside the cabinet, next to the cabinet, or on top of the cabinet.”
The teacher will tell students to think of a positional word and to describe something in the room using that word. Each student will share their word and
description.
Accommodations: Early Finishers will complete an extra worksheet. Then, students will independently read until classmates have finished their work. Also, all directions will be presented orally.
Lesson Five:
Teacher Candidate: Laura Romines Date and Time of Lesson: 4/1/2014; 12:10
School: Brewer Middle School Subject/Grade Level: Sixth Grade; Social Studies
Description of Lesson: Students will learn the roles of various community workers. Students will then play Community Helpers Bingo.
Lesson Title: Community Workers
Curriculum Standards Addressed:
SC Social Studies: 2-3.1 Summarize the role of community workers who provide goods and services.
EEDA
SSCA
Cross Curricular Connections: Life Skills will be integrated into the lesson because students will learn about workers in the community that could help them during difficult situations.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives:
`When given a description of a community worker, the student will be able to identify the correct community worker seven out of eight times.
Anecdotal Notes
Materials/Resources: Listening Lotto: Community Helpers, PowerPoint, Markers (Bingo),
Prerequisites: Students should know how to play Bingo. Students should also know how to listen attentively.
Procedures: The teacher will ask the students, “What are community workers?” The teacher
will have a discussion with the students about community workers and the importance.
The teacher will show a PowerPoint on Community Workers. During the PowerPoint, the students will engage in discussion about each community worker.
o Police: Keep the community safe; protect us from bullying because it is not good
o Fireman: Keep us safe from fire.
o Doctor/ Nurse: Keeps us healthy.
o Veterinarian: Keeps our pets healthy and happy.
o Waitress/ Waiter: Serves us food and drinks at restaurants.
o Grocers: Prepares meat and food for us at grocery stores.
o Florist: Prepares, cuts, and sells flowers.
Why are directions important for Community Workers? Why is it important that citizens follow directions of Community Workers?
The students will play Community Helper Bingo.
Students will draw a picture of their favorite community worker and describe why it is their favorite.
The teacher will summarize the lessons focusing on the importance of community workers.
Accommodations: Early Finishers will independently read until classmates have finished their work. Also, all directions will be presented orally. If students need extra assistance,
I used technology in four out of five of my lessons. I used PowerPoints and a SMART Board to assist in teaching. I also used an online time game during my second showcase lesson. Technology was an important part of teaching because it lures the students in.
Activity Analysis:
During my first showcase lesson, I planned and guided an activity with my students. The purpose of the activity was to help my students better understand the five-minute intervals on the clock. The materials I needed for this activity were a hula-hoop, a set of sticky notes with numbers 1-12, and a set of sticky notes with :00-:55. The hula-hoop I used during my lesson lit up so students were interested in this activity because the light that transmitted from the hula-hoop. Additional technology could be used in this activity. A photograph could be taken of how the finished product of the activity would look so confused students would better understand. The activity went as followed: Prior to the lesson, the teacher placed a hula-hoop on the rug. The teacher set the inside of the hula-hoop up as a clock (not including the minute and hour hands.) The teacher placed six papers around the hula-hoop. Each paper had a student’s name and a sticky note with a five-minute interval written on it. The papers were arranged in a circle around the hula-hoop. The five minute intervals :05, :20, :25, :35, :40, and :50 were already be placed. I called the students to the rug one by one. I told the students what was expected of them. Next, I explained the activity to the students. I asked the students, “What does this look like?” Then, I said, “We are going to match the five-minute interval with each number on the clock. Some are already done for us.” I picked up the :05 and demonstrated how the activity works. Then, I asked, “Who thinks they have the sticky note that goes above the 12?” “If you think you have it, raise your hand.” During the activity, I made sure the right sticky note went in the right place. After every sticky note was placed, I summarized the activity and connected it to the classroom clock. I did this activity with my students so they could have a hands-on experience with things that normally are not used in their classroom setting. I eliminated the confusion of the hour and minute hand by note including them in the activity. This supports my objective (When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.) because students are interacting with the five-minute intervals which will give them a better understanding of what each number on the clock represents.
Part Five: Analysis of Student Learning—Showcase Lesson
Whole Class:
Lesson Objective: When given a clock, the student will be able to identify the hour and minute hand four out of five times.
Student KWL (Pre) Hour Hand (During) Minute Hand (During)
T X XXXXX XXXXX
L X XXXX XXXX
C X XXXXX XXXXX
J X XXXXX XXXXX
K X XXXXX XXXXX
Z X XXXXX XXXXX
Average 97% 97%
When given a clock, the student will be able to identify different five-minute (:00, :15, :30, :45) intervals with 80% accuracy.
Student :00 :05 :15 :30 :45
T X X X X X
L X X X X
C X X X X
J X X X X X
K X X X X X
Z X X X X X
When given a clock with a certain time displayed on it, the student will be able to record the correct time 4 out of 5 times.
Student KWL Worksheet
T X 3/5
L X 1/5
C X 3/5
J X 4/5
K ABSENT ABSENT
Z X 4/5
Average 3/5
The graph shows me that all of the students met or exceeded the criteria, four out of five times, for the hour hand and the minute hand. The chart also shows me that two students met the criteria, four out of five, on the post assessment, one student was absent, and three students did not meet the criteria.
Individuals:
High Performer:
This student identified the minute and hour hands five out of five times. This student also scored four out of five on the Telling Time Worksheet. Clocks a-e were the only clocks that were being used for this assessment. Early finishers could complete the extra problems for extra practice. This student loves to learn and has such a good attitude about learning. This student is very verbal during class discussion and is a great participant. This student puts so much effort into his work and becomes upset if he messes up. This student really enjoyed learning about the clock and time!
Average Performer:
This student identified the minute and hour hands five out of five times. This student also scored three out of five on the Telling Time Worksheet. This student shows much effort some days and on other days, none. This student is not interested in learning anything that seems difficult. This student was interested in learning about time and was very intrigued by the individual clock he was given to use during the lesson. This student participated during discussions and throughout the lesson.
Low Performer:
This student identified the minute and hour hand four out of five times. This student scored an one out of five on the Telling Time Worksheet. This student is a perfectionist and has to have everything perfect, including his numbers. This student participated during the lesson after being prompted questions. This student did not show much effort on this assessment.
Part Six: Reflection, Self-Evaluation, and Professional Development
Showcase Lesson One of Two: The Clock
March 25, 2014
My lessons on time had their weaknesses and strengths. The class was engaged
the majority of the time. The instructional decisions I made impacted the whole class’
learning. I made sure the students were taught with auditory, visual, and kinesthetic
techniques. I read both PowerPoint’s aloud to the students. I used the Judy Clock to
demonstrate how time works. Also, I used a hula-hoop to make a clock—hands on—
with students. Students also matched the top and bottom of Easter eggs. The eggs had a
picture of an analog clock on the top half and the digital time one the bottom half.
During the PowerPoint in the Telling Time Lesson, the students individually came
to the SMART Board and drew the minute hand. While one student was drawing the
minute hand, the other students became distracted. If I taught this lesson again, I would
give each student an individual clock. I would instruct all students to move their minute
hand and then pick a student to draw it on the board to check as a class. The purpose of
this would be to keep all students throughout the whole PowerPoint.
Success in the classroom varies. Different students have different strengths. The
student who had the greatest success in my class was very verbal during instruction.
This student is labeled as “Learning Disabled”. The student answered four out of five
questions correctly. The student that represents the average student is Autistic. The
student focused during the lesson but had to have prompting for engagement. This
student answered three out of five questions correctly. The student who had the least
success rarely pays attention. The student was prompted many times throughout the
lesson, but still did not pay attention. This student answered one out of five questions
correctly. The student only completed two out of five problems. In the future, I would
focus on all student engagement throughout the whole lesson.
After viewing the PowerPoint, the students were asked to identify each five
minute interval. The students struggled with the five minute intervals so I used the Judy
Clock to go over the five minute intervals with the class. Students completed a KWL
Chart before and after the lesson. Also, students completed a worksheet where they
had to write the time shown on an analog clock. Altogether, I think these lessons were
good. Students can tell time better than they could previously.
Showcase Lesson Two of Two: Telling Time
March 27, 2014
My lessons on time had their weaknesses and strengths. The class was engaged the
majority of the time. The instructional decisions I made impacted the whole class’
learning. I made sure the students were taught with auditory, visual, and kinesthetic
techniques. I read both PowerPoint’s aloud to the students. I used the Judy Clock to
demonstrate how time works. Also, I used a hula-hoop to make a clock—hands on—
with students. Students also matched the top and bottom of Easter eggs. The eggs had a
picture of an analog clock on the top half and the digital time one the bottom half.
During the PowerPoint in the Telling Time Lesson, the students individually came
to the SMART Board and drew the minute hand. While one student was drawing the
minute hand, the other students became distracted. If I taught this lesson again, I would
give each student an individual clock. I would instruct all students to move their minute
hand and then pick a student to draw it on the board to check as a class. The purpose of
this would be to keep all students throughout the whole PowerPoint.
Success in the classroom varies. Different students have different strengths. The
student who had the greatest success in my class was very verbal during instruction.
This student is labeled as “Learning Disabled”. The student answered four out of five
questions correctly. The student that represents the average student is Autistic. The
student focused during the lesson but had to have prompting for engagement. This
student answered three out of five questions correctly. The student who had the least
success rarely pays attention. The student was prompted many times throughout the
lesson, but still did not pay attention. This student answered one out of five questions
correctly. The student only completed two out of five problems. In the future, I would
focus on all student engagement throughout the whole lesson.
After viewing the PowerPoint, the students were asked to identify each five
minute interval. The students struggled with the five minute intervals so I used the Judy
Clock to go over the five minute intervals with the class. Students completed a KWL
Chart before and after the lesson. Also, students completed a worksheet where they
had to write the time shown on an analog clock. Altogether, I think these lessons were
good. Students can tell time better than they could previously.
Responding to Literature
March 20, 2014
Responding to Literature was the first lesson I taught. During the lesson there
was a fire drill. During the lesson, I decided to pick up the lesson and finish the lesson
even though I lost instruction time. I thought story time went well. Before the lesson, I
planned to ask certain questions. During the lesson, students asked me questions and
pointed out details in the pictures. I decided to embrace the questions and details to
have a discussion. I planned to complete Somebody, Wanted, But, So as a class. I made
this decision because I knew students would struggle with the activity. Student
performance was good. Students understood the book and were responding to
literature. If I were to teach this lesson again, I would br3eak it into two lessons because
students did not finish all of their work. Also, I would focus more on student behavior.
One of the weaknesses of this lesson was that I didn’t manage student behavior as well
as I should have.
Position Words
March 31, 2014
I thought the lesson on position words went well. I especially enjoyed my
“hook”—misplacing my book which set up the whole lesson. I enjoyed the Bracelet
activity and I think it went well. Students were engaged throughout the lesson. This
lesson was very interactive—that’s a strength of the lesson and something I wouldn’t
change. During story time, students answered questions and made educated guesses—
guessing which words were positional words. I would keep this the same in my lesson
but I would also manage off-topic discussion better. Working in pairs did not work very
well.., so I would change the grouping of students—possibly doing the worksheet as a
whole-class activity. During the worksheet, I would make sure that all students are
engaged in future lessons. I was very pleased with this lesson! I believe students
understood the content and enjoyed the lesson.
Community Helper
April 1, 2014
I thought this lesson went well. There were some things that I would change as
well as keep the same. The first thing I would change is the length of the lesson. I would
split this lesson into two lessons. If I taught this lesson again, I would have various
community workers come in and talk about their job prior to the lesson. The reason I
would do this is to increase student participation. It was the end of the day and students
were tired. I also would have the students get up and move. One student was falling
asleep so they stood-up during the lesson. The other students were tired. I liked playing
Bingo with the students. After a student had Bingo, the class would discuss each worker
on the board. I thought this lesson was good. Students could place a marker on the
correct community worker. Also, students could describe a community worker as
