INTASCStandardAlignment

Standard5:ApplicationofContent
Theteacherunderstandshowtoconnectconceptsandusediffering
perspectivestoengagelearnersincriticalthinking,creativity,and
collaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.

NAEYCStandardAlignment
STANDARD4.USINGDEVELOPMENTALLYEFFECTIVE
APPROACHES
Candidatespreparedinearlychildhooddegreeprogramsunderstandthatteachingandlearningwithyoung
childrenisacomplexenterprise,anditsdetailsvarydependingonchildrensages,characteristics,andthe
settingswithinwhichteachingandlearningoccur.Theyunderstandandusepositiverelationshipsand
supportiveinteractionsasthefoundationfortheirworkwithyoungchildrenandfamilies.
Candidatesknow,understand,anduseawidearrayofdevelopmentallyappropriateapproaches,
instructionalstrategies,andtoolstoconnectwithchildrenandfamiliesandpositivelyinfluenceeachchilds
developmentandlearning.

STANDARD5.USINGCONTENTKNOWLEDGETOBUILD
MEANINGFULCURRICULUM
Candidatespreparedinearlychildhooddegreeprogramsusetheirknowledgeofacademicdisciplinesto
design,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforeachand
everyyoungchild.Candidatesunderstandtheimportanceofdevelopmentaldomainsandacademic(or
content)disciplinesinearlychildhoodcurriculum.Theyknowtheessentialconcepts,inquirytools,and
structureofcontentareas,includingacademicsubjects,andcanidentifyresourcestodeepentheir
understanding.Candidatesusetheirownknowledgeandotherresourcestodesign,implement,andevaluate
meaningful,challengingcurriculumthatpromotescomprehensivedevelopmentalandlearningoutcomes
foreveryyoungchild.
The teacher understands critical thinking processes and knows how to help learners
develop high level questioning skills to promote their independent learning.
Item 1:
The item I have attached below is a journal that I wrote, when I was at
one of my practicums. This observation took place in a Special Education

School, in a Low Functioning classroom. I observed everything that day. I

learned about assistive technology, how to design specific lessons, adaptation
methods, and so on. It was a really great experience, and it most certainly
related to the above two standards. This journal observation shows
Developmentally Appropriate Practice. It even shows I understand critical
thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning. This is apart of that
essential knowledge in the standards. It shows that I am understanding and
defining developmentally effective approaches to all education!

Tyler Zimmer
Dr. Cravotta
March 15, 2013
Practicum Journal 1
Today is March 15, 2013, I observed for 3 hours and 20 minutes at Clairview
School. My practicum is with Mrs. Karen Petrarca. Honestly, I do not even know where to
start my first journal. Today was truly an amazing experience for me.
When I first arrived at Clairview school I was a little nervous. I did not know what to
expect, I was nervous the teacher wouldnt like me. So many thoughts were running
through my head. I walked into the room and was greeted with a smile. Mrs. Petrarca is
the main teacher and there are three personal care assistants in the room as well. Her
class has only four students. Each PCA takes care of a child throughout the day.
The class is very low functioning. The students disabilities include cerebral palsy,
autism, and one student is in a stage three coma due to a car accident. The ages of
students range from 15 to 20 years of age. Three of the students are in personal chairs,

while the other student has a walker. The classroom is small but has a lot of materials in
it. The class has cooking supplies as well. Today we iced shamrock cookies and put
sprinkles on them! The teacher is required to teach her class reading and math. I feel
that this is ridiculous. These kids should be focusing on life skills, and movement skills
that will help them survive. I just feel that teaching a student math, who cant even
speak is a bit ridiculous. By no means am I saying to give up on that student either. I am
simply saying that getting these students to respond to anything is a plus. Getting them
to move so that their blood circulates is a plus to me. Teaching them how to use daily
life materials would be more beneficial in my opinion. Mrs. Petrarca agrees with this too.
I learned a great deal of important information today. One thing I learned about
was in the PT room they have machines called quadrasizers. These machines are like
bicycles for students who cannot move their legs. The student will sit down and the PT
straps his or her feet in the machine and it pedals on its own. This machine helps with
movement and helps to keep the circulation in the body moving. The next thing I learned
was in the technology room. They have this giant touch screen that they call the touch
board. It is a big smart board that can move up or down. It plugs into a laptop and has
apps for the students. It is an interactive touch screen. What is so neat about this
machine is that the screen is made from army material so it is indestructible. They made
it this way just incase one of the stronger students hits it, because some students do not
know their own strength. Lastly I got to see what a stander was. In the class they
strapped one of the students to a board and cranked this rod, and it stood him upward.
This is good for circulation and movement. While he was in the stander, the nurse came
in and tube fed him. When I first heard tube feeding, I immediately thought of a tube
being shoved down some persons throat. Well I learned that tube feeding is done
through the stomach. The tube is connected inside his stomach, and then it connects to
the outside tube where the nurse pours a liquid food down the tube. I thought this was

incredible. While they are feeding him they put foods by his nose so that he can smell
them.
In conclusion, I had an amazing day. I learned many new terms and devices that I
did not know before. These kids are smart and they know it, its just their bodies will not
allow them to express or say it. I made friends with my students and I was only there for
three and a half hours! The one boy let me wear his chef hat while we iced cookies. I had
a smile on my face the whole day. I met a lot of new people and had a wonderful
experience. Going today has definitely made me count my blessings and appreciate life.
It made me excited to teach because I want to help. I want to care for students like this
so they grow and have a chance. I cannot wait to go back next week to learn more and
to get me one step closer to becoming a great teacher.
Item 2:
Below is a lesson plan for my Elementary Social Studies course. It is a
third grade History lesson on the voyage to America. I created a lesson that
specifically relates to the content, which in the INTASC standard 5. It is
appropriate for their age, and it is content specific. The lesson is full of new
ways for the voyage to America to be learned. I understand the critical
thinking process of my children and they are learning at a high level because
this lesson has multi step questioning. The lesson went really well, and I had
fun teaching it.

Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teache
r:
Tyler Zimmer
Dat
e:
February 19th 2013

Subjec
t:
Time
:

HISTORY
Plan
approved by:

Grad
e:

Behavioral Objective(s):

SWBAT draw a picture of their voyage to America, the drawing must show some of the
hardships that they would have endured on the Mayflower.
SWBAT write a description of their drawing clearly identifying what the journey was like
and identifying
their reasons for coming to the new world.
Pennsylvania State Academic Standard(s):

8.1.3.C.Conductteacherguidedinquiryonassignedtopicsusingspecifiedhistoricalsources.
(ReferenceRWSLStandard1.8.3Research).
Materials and/or Equipment:
Smart board and my laptop. I will be using these to devices to show the YouTube video.
YouTube video - Schoolhouse Rock-No More Kings. This will be my introduction to the lesson. I will pause the video to explain
and ask my students some questions.
14 x 22 Construction paper The paper is for the students to draw their ships on. Also so they
can write about their journey on the back of it.
Markers Markers will be used to draw the ships and families. Also the students can use the
markers to explain their journeys on the back of the paper.

Modifications for Individual Differences:

My modifications will be made according to meeting the needs of my students with disabilities.
For my student who has a hearing disability I will have them sit up front close to the smart
board when I show the YouTube video. I will also print off the words to the song and give them
to that child so he/she can follow along and understand the video.

Activities and Procedures:

Anticipatory Set:
To get the students excited about this lesson, I will show them the School House Rock video.
The video teaches students about how the pilgrims came and set up America and overcame
England. Its a fun video and it is age appropriate.
http://www.youtube.com/watch?v=cAZ8QJgFHOg

Lesson Sequence:

I will start the lesson by reviewing the classroom goals for the day. The goals for the day are;
Today we are going to learn about pilgrims and their journey from England to America.
After I review the goals, I will show the schoolhouse rock video. The video shows students
about how the pilgrims came and set up America and overcame England. Its a fun video and it
is age appropriate. Kids love videos and I think its a good video to get my students excited to
learn about history.
Before I play the video I will ask my students to look for key vocabulary. For example; The
Mayflower, England, America and Pilgrims.
I will stop the video at 0:18 when the video shows the Mayflower. I will ask my students if they
know the importance of that ship. I will tell them how the ship brought over pilgrims and
landed in Massachusetts.
Then at 1:01 I will stop the video when it shows the thirteen colonies. I will show they
students Massachusetts because this is where the Pilgrims first landed.
After this I will simply play the rest of the video and have the students ask questions if
needed.
After our group discussion I will have the students go back to their seats. I will then pass out
the construction paper where I will allow the students to draw their own ship with their family
and friends coming over to America. Then on the back of their paper I will have my students
write one small paragraph. The paragraph that they will write will be about their journey over
to America. They will also have to identify two reasons for coming to America.
Closure:
As a closure activity I will have each student come to the front of the room and share their
drawings. I will have the students read their paragraphs to their classmates. This will work on
their social skills and help them develop.
Evaluation:
I will evaluate the students by assessing their knowledge about the voyage of the pilgrims. I
will read their paragraphs and evaluate on creativity and if the paragraph is correct. I will
check to see if they have the correct name of the ship that they came over on, which is the
Mayflower. Also I will evaluate if they identified two reasons for coming to America.
After I evaluate their paragraphs I will use a summative assessment worksheet listed below. I
will have the students turn the worksheets in, I will make corrections and pass the worksheets
back out so they can have them as a study sheet.

Assignments:
As a simple take home assignment I will give my students a map of the world. I want them to
draw a line from England to America that represents their journey.

This will allow me to assess if they understand the concept of the pilgrims journey.