Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

Assessment Plan Showcase Lesson Overview: My showcase lesson is a three part lesson introducing fractions in mathematics. This lesson involves a non-graded pre-assessment quiz that is also the post-assessment. Using this quiz as both the pre and post-assessments will give me the most consistent gauge of student learning. My objective is the following; When given an equation consisting of standard operations and fractions, students will demonstrate their understanding by solving the mathematical equation with 100% accuracy. This objective is in line with Common Core standard 4.NF.3: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Lesson Objective Assessment Types Formative Assessments Pre-assessment: Four question quiz. Post-assessment: Four question quiz (same as pre-assessment). Accommodations Any student who is having difficulty seeing, paying attention, or taking notes will be welcomed to the carpet. If students are not grasping the material, extra instruction will be given in the most appropriate manner (whole class/individual). I will read and re-read any questions aloud both on the quiz and during instruction for all students understanding (One ESL student).

When given an equation consisting of standard operations and fractions, students will demonstrate their understanding by solving the mathematical equation with 100% accuracy.

Pre-assessment During-assessment Post-assessment

I will be using the students McGraw-Hill mathematics text books throughout the three lessons. My cooperating teacher uses them every day for their math notes and homework. This will keep the students sense of consistency. I will be adding group work, team competitions, and manipulates. Group work is often used in this classroom due to the classroom community
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Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

being positive and supporting. My class also has fraction tiles and pie pieces for each student to use with their hands. My personal touch to the lessons will be a constant encouragement of using manipulates, an exploring period before the lesson starts with manipulates, and a team competition at the end of each lesson. The team competition will allow the students to test their skills with one another. It also will encourage engagement throughout the lesson due to the fact that the students know they are going to compete against one another soon. Each lesson will consist of a review where as a class we will state the objective. We will also review the previous lessons material and vocabulary, such as; operation, unit fraction, whole number. After the reviews we will move into the book note taking. The book is set-up in an I do-We do-You do format. I will walk students through a couple of problems (everyone reading aloud), then have them assist me, and finally conclude with the students individually working. Students will then work in groups to answer the questions I pose. These will be of my own creation at the time of the lesson. Example: + =? Students will answer these questions on group white boards. Then we will turn this group work into a competition each lesson. The fastest team will get a Starbuck (Lakeview Elementary token reward). The lesson will conclude with a wrap-up of that lessons new content and of the previous lesson or lessons. Examples: What is an operation?, Who can tell me the standard procedure for adding two like-fractions?, and How do I know if the fraction is simplified? Assessment Characteristics: The pre-assessment and post-assessment quiz can be found in figure 1 on page 5. This quiz consists of an addition fraction equation and a subtraction fraction equation. There are also two short-answer, definition based questions on two vocabulary words that we will use throughout the week (like fraction and unit fraction). This assessment is appropriate not only with the standards addressed in Common Core (4.NF.3), but also with the students development and cognitive levels. These two assessments will be scored as a quiz which is one hundred points, but weighted as thirty percent of one hundred. The pre-assessment will not be recorded as a grade, but handed back to the students to correct over the next two lessons. The results will be recorded by the number of questions the student answered correctly (0-4). The postassessment will be recorded as a quiz grade. Each question is worth twenty-five of the total one hundred, then weighted as thirty percent. The during-assessment will be performed each day in the form of teacher observations. This will be informal note taking by the instructor on what material students seem to be having difficulty with (Figure 2 page 6). Students will not receive a grade for this, not even participation. This is mainly for the teacher gauging the students understanding. I will score the students on a table on what level their understanding seems to be (1, 2, or 3; a 3 being on par for mastery). I will do this each day and compare the results after the lesson. For any subject matter that students are struggling with, extra instruction or personalized instruction will be given when appropriate. For example is the entire class is struggling I will play the songs provided by the
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Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

McGraw-Hill connect website and provide each student with a copy of the lyrics to follow allow. If a single student or a small group of students are having difficulty then I will assist them in a more individualized manner, such as; bring them to the back table with manipulates and white boards for personal instruction. I chose an informal during-assessment because students may not grasp the material until the last lesson, this would then be inappropriate or unfair to them if graded during the second lesson, or halfway through the lessons. Possible Lesson Adaptations: Students may not grasp the idea of fractions not consisting of whole numbers, but of parts of whole numbers due to the abstract nature of such a thought. This means that fractions are not concrete and friendly numbers. If at any point during the instruction portion of the lessons students are not grasping the material we will take a short break where students will get out of their seats and we will play a game called Buzz. During this game I will consult with my cooperating teacher on another approach to the lesson. This game is a mental math game that will take around five to ten minutes (once a lesson at most). There may not be a winner if ten minutes is reached before one is declared. The competition at the end of the lesson will be compromised if Buzz uses too much time and a new subject must be started. Buzz This game has students get into a circle and count off from one onward; One, two, three, etc At the beginning of the game we as a class will choose a number under ten. Example: We choose the number three, which means students must say buzz on every number that is a multiple of three and has a three in it. Therefore the dialogue would be one, two, buzz, four, five, buzz, seven, eight, buzz, ten, eleven, buzz, buzz. If you get one wrong you are out and are skipped on the next round. After someone gets out a new number is picked and you start the count over. After five minutes of this brain activity we will go back into the lesson and approach the material from a different angle that I have discussed with my cooperating teacher. When individual or group instruction is in motion and one or the other is not grasping the content I will individually assist that student or group. I will use a more hands-on approach that involves the students showing me with manipulates how to represent fractions. Then I will scaffold them into answering operation equations such as + =? If the students are still unable to understand the concepts I will ask for assistance from my cooperating teacher. Assessment Purposes: My plan for using the pre-assessment (Figure 3 page 7) is to create a benchmark of where each students mathematical understanding is at, whether they are under par, on par, or exceeding standards. This will help me predict which parts of each lesson the students will
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Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

either grasp quickly or need extra time to master. Ultimately this information gives me a means for making these three lessons go as efficiently and successfully as possible. This preassessment will guide the time I take in each part of each lesson for the three day unit. This is of course assuming that the pre-assessment is a non-bias measure of each students current understanding. The during-assessment will point to what areas of the subject matter I need to revisit or if every student has achieved mastery at a certain part it will allow us to move on with the material. This assessment must therefore be informal and not graded. Having the students understand these lessons and achieve mastery of the objective is meant for at least three lessons, and would therefore be inappropriate to grade them during instruction. The post-assessment will be used to point out which students are still unable to grasp the material that was taught, and/or if any material needs reviewed or reexamined. This will be graded as a quiz of what each student understands after the three given lessons. If a student received a failing grade or made zero sign of understanding, then that student or students will be given further instruction specified to their individual schemata.

Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

Figure 1 Name: _____________________________ Date: ________________

Solve both fraction equations and put them in simplest form.

5/6 + 3/6 =_________

7/8 1/8 =_________

Write a short definition OR a brief description of each word. Unit-fraction: ______________________________________________________________________________ ______________________________________________________________________________ ______________ Like-fraction: ______________________________________________________________________________ ______________________________________________________________________________ ______________

Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

During-Assessment Checklist: Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 1 2 3

Brett Jankouskas

Teacher Work Sample #4

March 28th, 2014

Pre-Assessment Results: Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 0 X X 1 2 3 4

X X X X X X X X X X X X X X X X X X X X X