StephanieDomingo

October21,2014
ITE317
NameStephanieDomingo LPGradeLevel5

Presentinginfield?YesNo

EarlyFrenchandEnglishExplorers
Materials:USAStudiesWeekly6,ProjectionScreen,Map,Dictionaries
Timeneeded:1hour

Standards/Benchmark
HCPSIIISocialStudies
Standard3:History:EARLYAMERICANHISTORYUnderstandimportanthistoricalevents
throughtheRevolution
Topic:Exploration,Migration,andSettlement
Benchmark:SS.5.3.1IdentifywhatEuropeanssought(e.g.,routetoAsia)andwhattheyfound
(e.g.,newcrops)duringtheAgeofExploration.
ICANidentifytheroutesandclaimsinwhichtheEuropeanexplorersfound.
CCSSEnglishLanguageArts(ELA)
5.SL.1Engageeffectivelyinarangeofcollaborativediscussions(Oneonone,ingroups,and
teacherled)withdiversepartnersongrade5topicsandtexts,buildingonothersideasand
expressingtheirownclearly.
A.Cometodiscussionspreparedhavingreadorstudiedrequiredmaterial;explicitly
drawonthatpreparationandotherinformationknownaboutthetopictoexploreideasunder
discussion.
ICANdiscusswhatIreadwithmypartnerandmygroup.
B.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
ICANcollaborateanddecidewithmygrouponroles.
C.Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothe
discussionandelaborateontheremarksofothers.
ICANcontributetodiscussionsbyrespondingtoaquestionorstatement.
D.Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationand
knowledgegainedfromthediscussions.
ICANansweraquestionusingmynotesandknowledgefromdiscussions.
5.RL.1Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.
ICANusequotesandcitefromthetexttohelpsupportmyanswers.

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GLOs
#1SelfDirectedLearner
Icanworkefficientlyonmyownandstayontask.
#5EffectiveCommunicator
Icancollaborateandhavemeaningfuldiscussiononthetopicwithmypartnerand
group.
InTASCStandard#2:Curriculum
A2.4SocialStudiesCandidatesknow,understand,andusethemajorconceptsandmodesof
inquiryfromthesocialstudiestheintegratedstudyofhistorygeography,thesocialsciences,
andotherrelatedareastopromoteelementarystudentsabilitiestomakeinformeddecisionsas
citizensofaculturallydiversedemocraticsocietyandinterdependentworld;

Assessment
FormativeAssessments:
Anecdotalnotes
Takenotesonstudentswhoarebeingselfdirectedlearnersandeffectivecommunicators.Note
questionssomestudentsmaybeasking.Notehowtheycomeupwithreasoningonwhethertheir
explorerisavillainorhero.
ThumbsUp,Thumbsdown
Duringthelesson,askforthumbsupiftheyunderstandorthumbsdowniftheydont.
HandsUp
Tellthemhandsupwhentheyarefinishedandreadytomoveon.
ExitSlip
Theexitslipwillbeattheendofday1,ifthelessongoesbeyond1day.Theexitslipquestion
willbeWhatisoneexploreryoureadaboutandwhatdidheclaim?
Think/Pair/Share
Studentswillbeworkingintheirtablegroupsandwillbeassignedtoaspecificexplorer.They
willworktogethertoreadanddiscusswheredidthatexplorerexplore(bay/strait),didtheir
explorerdiscover(claim),andwhatotherareasofexploration(circumnavigate).Theywillbe
givenachartpapertojottheirfindings,andeachgroupwillsharewiththeclass.
SummativeAssessmentPerformanceTask
Theywillwritedowntheirpointofviewaboutoneexploreroftheirchoice,describingwherethe
explorerwent,whattheyfound,anddecidingifhewasaheroorvillainafterstatingthepositive
impactvs.negativeeffects.
Rubric/Checklist

Explorers

Routes

Claims

Heroor
Villain

ME
Listsall
explorersinthe
weeklyreading.
Explainsthe
explorers
reasoningto
travelandgives
detailsofwhom
theytraveled
for,andwho
wereapartof
theircrew.
Explains,with
evidencewhat
makesthe
explorerslisted
inthereadingso
important.
Explainsand
givesreasonof
iftheywere
heroesor
villains.
Listsallthe
routesthe
explorershad
traveled.
Explainsifthere
wasanyconflict
duringthe
explorers
journey.
Explainhow
thatconflict
impactedtheir
journey.
Listsclaimsby
allexplorers.
Explainshow
theyclaimedit
andwhomthey
claimeditfrom.
Explainsand
givesexamples
ofthepositive
andnegative
effectsoftheir
claims.
Answeris
explainedwith
atleastone
evidencefrom

MP
Listsall
explorersin
theweekly
reading.
Explainsthe
explorers
reasoningto
traveland
givesdetails
ofwhomthey
traveledfor.
Explainswhat
makesthe
explorers
listedinthe
readingso
important.
Explainsand
givesreason
ofifthey
wereheroes
orvillains.

DP
Lists2

explorersinthe
weeklyreading.
Explainsthe
explorers
reasoningto
travel.
Explainswhat
makesthe
explorerslisted
inthereading
soimportant.
Explainsifthey
wereheroesor
villains.

WB
Listssome
explorersin
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theweekly
readingwith
veryfew
detailsabout
them.

Listsatleast2
oftheroutes
theexplorers
hadtraveled.
Explainsif

therewasany
conflict
duringthe
explorers
journey.

Listsoneofthe
routesthe
explorershad
traveled.
Explainsifthere
wasanyconflict
duringthe
explorers
journey.

Doesnotlist
anyofthe
routesthe
explorers
had
traveled.

Listsclaims

by4
explorers.

Explainshow
theyclaimed
itandwhom
theyclaimed
itfrom.
Explainsthe
positiveand
negative
effectsof
theirclaims.
Answeris

explained
withatleast
oneevidence

Listsclaimsby
23explorers.
Explainshow
theyclaimedit
andwhomthey
claimeditfrom.

Listsclaims
by0to1
explorer.

Answeris
explainedwith
atleastone
evidencefrom

Answer
isnt
explained
withany

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ActiveLearningPlan
Grabber/Motivatingopening(1min.)
1. Showpicturesofsuperheroandvillains.Askthemiftheyareaheroorvillain.Then
showpicturesofexplorersandaskiftheyareheroesorvillains.
2. Askthemwhattheythinkmakesthosepeopleaheroorvillain.
NarrativeOverview(9mins.)
3. Say,TodaywewillbelearningaboutearlyFrenchandEnglishexplorersandfinding
outiftheyareheroesorvillains.Bydoingsowewillbefindingwhattheirjourneywas
likeandwhatkindsofthingstheyfound.
4. Callstudentstothefloorwiththeirbinderandpencils.
5. Tellthestudentsthat
a. Wefirstwillbegoingoversomekeywordsandtermstoknow,
b. Then,wewillpracticeourbenchmark,ICANidentifytheroutesandclaimsin
whichtheEuropeanexplorersfound,bydiscussingthefirstpageoftheirweekly
together.
i. WritetheICANstatementsontheboardforstudentstoreferto.
c. Wewilltalkaboutthereasonswhytheexplorerhadtraveled,whohetraveledfor,
whowaspartofhiscrew,andwhatmakeshimaknownexplorer.
d. Wewillalsodiscusstherouteshehadtakenandiftherewasanyconflictonhis
journey.
e. Wewilltalkabouthisclaimsandhowheclaimeditandthepositiveand/or
negativeeffectsofhisclaims.
f. After,youwillgetintogroupsandrereadorread,ifyouhaventdonesoalready
forhomework,oneachexplorer.GoodideatogiveSTsanotheropportunity.
g. Thisiswhereyouwillapplythebenchmark.Eachgroupwillbegivenanexplorer
togatherinformationonandyouwillthenpresentwiththeclass.
h. Aseachgrouppresents,itwillbeyourresponsibilitytotakenotes.Attheendof
thelesson,yourchartmusthaveinformationoneachexplorerwithalltheroutes
theyvetaken,alltheclaimstheyfound,andallthereasons(positiveand
negative)thatmakestheexploreimportant.
i. Independentlyallofyouwillbewritingandexplainingtomeaboutoneexplorer
ofyourchoice,supportingreasonsheisaheroorvillain.
j. Iwillbeassessingyouonthatwritingpieceaswellasthenotesyoutakeonthe
explorers.Goodworkontherevisionsandbeingconsistentwithsingular/plural.
6. ExplaintothestudentsthattheexplorerstheywillbelearningabouttodayareSir
FrancisDrake,JohnCabot,JacquesCartier,SamueldeChamplain,andRene
RobertCalvelier,SieurdeLaSalle.
7. Askthemtotakeoutasheetofpaper.Labeltheirpaperwiththeirname,date,ID
number,andtitleWeek6:WordstoknowandwritedownthelistedwordsTheywill
needtoknowthesetermstohelpthembetterunderstandthereadings.Themeaningsare
alsowithinthereadings.
8. ExplaintheseWordsastheyarewritingthemdown:
i. SpanishArmadalargefleetofSpanishships
ii. MutinyTorebelagainstthecaptainoftheship

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iii. TradingpostsPlacewherepeoplebattergoodsandsupplies.
iv. Straitanarrowpassageofwaterconnectingtwoseasortwolargeareasof
water.
v. Bayabroadinletoftheseawherethelandcurvesinward.
vi. Claimtosaythat(something)belongstoyouorthatyoudeserve
(something)
vii. CircumnavigateSailallaroundtheworld
9. SayHandsupwhenyouarefinishedwritingthewordsdown
10. Showwherethesewordsareinthetextandexplainhowcontextcluescanalsohelpwith
definingtheword.
Modeling
GuidedPractice(2mins)
1. Askstudentstoputtheirthumbsupiftheyhadreadweek6duringfallbreak.Takenote
ofwhodidandwhodidnt.
2. AskthemtosharewithapartnerwhatthereadingofDraketheSavageSeaDogwas
about.Forthosewhodidnotreaditforhomeworkshouldbeskimmingthereadingand
talkingtosomeonewhohasreadit.
3.Discusswiththestudentssomequestionsyouwantthemtotalkaboutwitheachother
a. WhatmakesDrakeanexplorer?
b. Whataresomemajorevent(s)heisknownfor?
c. WhydoyouthinktheEnglishthoughtSpanishwereharmfulanddangerous
tothem?
4. Callonsomestudentstoshare.
WeDo(10mins)
1. ExplaintotheclassthattheywillbegiventimetorereadonDraketheSavageSea
Dog
2. Showthemthehandout.Theywillbeusingthistohelpthemrecollectsomekeyitemsto
remember.
3. Givethemtheoptiontoreadwithapartner.Givestudentsabout58minutestofinishthe
readingontheirown.Writedowntheoptionsforpartnerreading(e.g.,personontheir
tablegroup;cansitinXXXarea)
4. Askthesequestionsafterthereadingasyoumodelhowtofilloutthechart.
5. Tellthemthatyouwillbepracticingandshowinghowtousebenchmark5.RL.1:ICAN
quotesandsitefromthetexttohelpsupportmyanswers.
a. Wheredidheexplorer?
i. Caribbean(paragraph7)
ii. St.Augustine,Florida(paragraph7)
iii. Cadiz,Spain(paragraph9)
b. Whodidheexplorefor?
i. QueenElizabethofEngland(paragraph7)
c. Didheclaimanything?
i. RichesandLandforEngland(paragraph4)

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d. Whatweresomeofthepositive/negativeaspectsofDrakesactivitiesinthe
NewWorld?Dostudentsknowwhatpositiveandnegativemeans?Ifnot,then
thinkofastudentfriendlydefinition.
i. Positive:HeclaimedlandforEngland(paragraph4);Hetraveledaround
theglobe(paragraph12);heformedanalliancewithsomeAmerican
Indians(paragraph8)
ii. Negative:HeburnedSpanishcrops(paragraph8);heattackedSpanish
shipsandports(paragraph10);herobbedSpanishcolonies(paragraph7)
e. Basedonourfindings,washeaherooravillain?Why?
6. Listentosomeanswerstheclassmaycomeupwith.
Pairs/SmallGroupExerciseforGuidedPractice
YouDo(30mins)
1. Explaintothemthattheywillbereadingindependentlyaboutalltheexplorersinthe
reading.Usetheattentiongrabber(1,2,3fingers:1fingermeanseveryoneshouldhave
theirhandraisedwithyou,2fingersmeanseyesshouldbeontheteacherandthere
shouldbenotalking,and3isgetreadyforinstructions).
2. Sendthestudentsbacktotheirdesk.
3. Givethemabout5minuetstoread.
4. Tellthemsharewiththeirgroupaboutwhattheyreadabout.Talkaboutwhichexplorers
youreadabout,wheretheytraveledandwhattheyfoundandwhatarethe
positive/negativeeffectsoftheirjourney.Tellthemtoaskeachotherwhetherthey
believethoseexplorersareheroesorvillains.
5. Explaintothemthattheywillbedoinganactivitywiththeirtablegroups.Thesearethe
directions.
a. Eachtablegroupwillbegivenaspecificexplorer.Therewillbe6tablegroups
forthe6explorerstheyreadabout.
i. Group1:JohnCabot:Annalyne,Cheylene,Jeremy,Naupaka,Kymani
ii. Group2:JacquesCartier:Orion,Ryah,Jazelle,Zander,Xavier,Kai
iii. Group3:HenryHudson:Kaihe,Jayson,JohnMare,Michaela,Rachel
iv. Group4:SamueldeChamplain:Isaiah,Chanson,Jessica,Jvyen,
Phoeberly,Nicole
v. Group5:ReneRobertdeCavelier(SieurdeLaSalle):Joshua,Sean,
Taylor,Fiorela,Dylan
b. Displaythegroupsandexplorerontheboard.
c. Theywillberereadingabouttheexplorerandansweringquestions.
d. Passouttheoutlinedsheetinwhichtheywillrecordtheiranswers.
i. Explaintothemtheywillfilloutthecharthowyouhadmodeledforthem
withSirFrancisDrake.
ii. Tellthemtositetheirevidencelikehowyoushown.Theycanuseline
numbersincetheirreadingpassagesareshort.
e. Sharewiththemthattheymustchose2recordersand3speakers.Althoughthere
areassignedroles,eachstudentinthegroupmustberesponsibleinsharingthe
workofseekinginformation.Great!
f. Tellthemthumbsuporthumbsdownforunderstanding.
6. Walkaroundasstudentsareworkingandrecordonyouranecdotalnotes

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a. Arestudentsbeingcommunitycontributors?
b. Arestudentsusingtheirassignedrolestheyhadchosen?
c. Recordthetypesofconversationstheyarehaving
i. Aretheysayingtheexplorerisaheroorvillain?Why?
d. Arestudentsrefereeingtothetext
7. Tellthestudentstheywillsharewiththeclassabouttheirspecificexplorer.
8. Remindthestudentstotakenotesasthegroupspresent.
a. Recordandtakenoteonwhattheyfound.Usethechartandtakenotesasthe
classshouldbedoingso.
9. Discusswiththeclassaftereachgrouppresents.
10. Askthemquestions:
a. Doyouagreeonifthisexplorerisaheroorvillain?
b. Whataresomereasonstosupportyouranswer?
IndependentWork/ImplementationofPerformanceTask(10mins)
1. Telltheclasstodiscusswiththeirgroups,whichexplorerswereheroesandwhichwere
villains.
2. Explaintothemthattheywillindividuallywriteaboutoneexploreroftheirchoice.
3. TellthemthattogetanMEtheymustdescribeeveryplacetheexplorerwent,everything
hefound,andexplainifhewasaheroorvillainafterstatingthepositiveandnegative
aspectsofhisjourney.Theirexplanationofheroorvillainshouldhaveatleast2strong
opinionatedreasonstosupporttheiranswer.Theiranswershouldalsohaveatleastone
evidencefromthetext.
Closure(2mins)
1. Getthestudentsattention.
2. Askstudentsif
a. WereweabletoidentifytheroutesandclaimsinwhichtheEuropeanexplorers
found?
b. Wereweabletodiscusswithourpartnerandgrouponwhatwehadread?
c. Wereweabletocollaborateanddecidewithourgrouponroles?
d. Wereweabletocontributetodiscussionsbyrespondingtoaquestionor
statement?
e. Wereweabletoansweraquestionusingournotesandknowledgefrom
discussions?
f. Wereweabletousequotesandcitefromthetexttohelpsupportouranswers?
g. Wereweabletoworkefficientlyonourownandstayontask?
h. Wereweablecollaborateandhavemeaningfuldiscussiononthetopicwithour
partnerandgroup?
3. Askthemwhatwouldtheworldbelikeiftheseexplorersdidntvoyageout?Whatwould
itbelikeiftheydidntfindwhattheyfound?(Emphasisonenduringunderstanding:
Moreplaceswegothemorewelearn,Takingrisks,takescourage)

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FormativeAssessment(5mins)

1. Givestudentsanexitslipiflessonmayneedasecondday.Theexitslipquestionis:Whatis
oneexploreryoureadaboutandwhatdidheclaim?
2. Tellthemtowritethisonasheetofpaperandturnitinbeforegoingouttorecess.
3. Takenoteoniftheyturnedoneinornot.Also,takenoteifanyonegotananswerincorrect.

DifferentiationPlan
ELLs
- Visualswillbeavailableforthosewholearnbestvisually.Theinstructionsandwords
willbepostedontheboard.Iwillalsoreadandexplaintheinstructions.
- Wewillbereadingthefirstpagetogetherasaclassandtheywillalsobereadingin
groupsduringtheactivity.
- Forhomework,theirparentsmayhelpthemwiththereadingbuttheymustanswerthe
questionsontheirown.
- Theresourceteacherwillpullkidsonthesideifshefeelstheyneedextraassistance.
504/IEP
- Forachildwhoissightimpaired,enlargethereadingontheprojectionscreen.
- Groupingstudentsinsmallgroupswillhelpthosewhohavedifficulttimereading.
- Forthestudentswhoaredistractedeasily,groupthemwithstudentswhowillkeepthem
ontaskandawayfromotherdistractions.
- Theresourceteacherwillpullkidsonthesideifshefeelstheyneedextraassistance.
Accelerated
- Forthosewhofinishedtheirworkalready,thenpostontheboardthattheymayread
throughthereadingagainandcirclenewwordstheymayfind.Tellthemtowriteit
downandtopredictthemeanings.Thenusethedictionaryandfindtheactualmeaning.

Resources:
1. USAStudiesWeekly:AncientAmericatoReconstruction;Week6
2. Dictionary
InformationSheet
SeeWeekly6teacheredition

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FormalObservation#1ReflectionandVideoAnalysisQuestions
1. Comparetheamountoftimewritteninyourlessonplantothevideo.
Lessoncomponent

Timeallocatedin
lessonplan
(e.g.,5minutes)

Introduction

1minuet

Actualtimeof
implementation
(asevidentinvideo;
writeinminutes)
1:20minuets

Writedownthetimeas
seeninthevideoframe
(e.g.,3:455:50)

Buildingbackground

3minuets

2:30minuets

1:203:50

Focus/Minilesson
(Ido)
Guidedpractice(we
do)
CollaborativeGroup
work
(youdoittogether)
Independentwork
(Youdoitalone)
Closing

6minuets

8:46minuets

3:5012:36

12minuets

23:51minuets

12:3636:15

30minuets

18:37minuets

36:1555:22

10minuets

3minuets

0:001:20

2. Explaintheaccuracyofyourtimemanagementandpacingofthelesson.Werethere
anytimediscrepanciesandwhydiditoccur?Iftherewerenodiscrepancies,explain
howyouwereabletomanagethispacingand/orexplainifyoushouldhaveadjustedthe
timeinanyspecificlessoncomponent.Citeexamplesandthetimesinyourvideo.
Mypacingwhiledoingintroductionandbuildingbackgroundwasaccurate.Although,asI
waswatchingIrealizedIcouldhavedonemoreelaboratingoncertainthings.Forexample,in
thebeginningwhenintroducingheroesandvillains,astudentsaidthatMaleficentisavillainand
ahero(1:001:20).WhenIaskedwhy,hesaidbecausehewatchedthemovie.Ididntgo
deeperinconversationbutInoticedthatifIdid,Iwouldhavemadeaconnectionofhowwecan
claimevidenceonhisanswer.Iwasnotabletofinishmylessonthatdaybecauseduringthe
guidedpracticeIaskedstudentstoraisetheirhandiftheyhadreadtheweeklyforhomework.
Noonerosetheirhandsomostofthetimewasspentonthemreading.Insteadof12minuets,it
tookabout23minuets.ThereasonforthishappeningwasbecauseIhadthoughtmymentor

Domingo10
assignedthemtoreaditforhomeworkduringfallbreakbutIwaswrong.So,insteadofgoing
onwiththelessonIhadplanned,Itooksometimetoletthemreadbecauseitwasveryimportant
forthemtodoso.

3. SelectoneoftheseobservationallensfromBorich(2011)thatyouhaveevidenceof
effectiveness.Pleasenotethatinthisthirdsemester,effectivenessmeansratingyour
selfonthefirst,second,orthirdspaceontheleftsideofthecontinuumoninstrument
3.1a
StudentsEngagementintheLearningProcess
StudentsSuccessinBasicAcademicSkills
HigherThoughtProcessesandPerformanceOutcome
Explainwhyyouselectedthatlens,howyouratedyourselfonthecontinuum(takea
cleardigitalpictureofyourratingonthecontinuumandembedinthisdocument)and
give23differentandconcreteexamplesofyoureffectiveness.Uploadonevideoclip
supportingyourexampleofeffectiveness.

TheobservationallensfromBorich(2011)thatIhaveevidenceofeffectivenessisHigher
ThoughtProcessesandPerformanceOutcomes.Iratedmyselfonthesecondspacefromthe
leftonthislensandIhaveonevideoexampleasevidence.AccordingtoBorich,thislens
includesusingcollaborativeandgroupactivities,whichiswhatisshowninthevideo.The
studentsworkedingroupstoseekinformationonaspecificexplorer.Asagroup,theyalso
woulddiscusstheiropiniononiftheirexplorerwereavillainorherousingtextualevidence.
Thislensalsoincludestraitsofengagingstudentsinoralperformance.Ihavenovideo
evidenceofthisbecauseithappenedondaytwoofthelesson.Afterthegroupscollaborated,
theyhadtheopportunitytopresenttheirinformationtotherestoftheclass.Duringtheir
presentationtheyexplainedwhattheyhadfoundandwheretheyfoundinformation.They

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alsospokeaboutsomeinterestingfactstheylearnedandtheygavetheiropinionsoniftheir
explorerwereavillainorhero.

4. SelectoneoftheseobservationallensfromBorich(2011)thatyouhaveevidenceof
development.Pleasenotethatinthisthirdsemester,effectivenessmeansratingyour
selfonthefirst,second,orthirdspaceontherightsideofthecontinuumoninstrument
3.1a
LessonClarity
InstructionalVariety
TeacherTaskOrientation
Explainwhyyouselectedthatlens,howyouratedyourselfonthecontinuum(takea
cleardigitalpictureofyourratingonthecontinuumandembedinthisdocument)and
give23differenceandconcreteexamplesofyourdevelopmentandwhatcouldyou
havedonedifferently.Uploadonevideoclipsupportingyourexampleofanareaof
developmentand/orwritethetimeasseeninthevideoframeifuploadingtheentire
lesson.

TheobservationallensfromBorich(2011)thatIhaveevidenceofdevelopmentisLesson
Clarity.IratedmyselfonthethirdspacefromtherightandIhaveacoupleofclipsas
evidence.AccordingtoBorich,lessonclarityreferstoateachersabilitytospeakclearlyand
directlyandtoorganizeandstructurecontent.Asshowninthevideoclip,Ihadadifficult
timepronouncingthenamesoftheexplorerssothestudentswerecorrectingme.Also,asthe
studentsweregettingintotheirgroups,IdiscussedwhatIwantedthemtodobutIdidnt
explaintothemwhatIwaslookingforasfarasmyexpectations.AnotherexampleisthatI
hadntgivenmuchbackgroundknowledgetothestudents.Aswereadandastheystudents
presentedinformationontheexplorers,Icouldhavefoundoutmoreinformationand
elaboratemoresothatthestudentscouldbemoreengagedandinterested.

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WhatIcouldhavedonedifferentlyistodomyhomework.WhatImeanbythatisto
researchmoreabouttheexplorersmystudentsarelearningaboutsothatIhavemore
informationtoprovideforthem.Iwillalsogetinformationonhowtocorrectlypronounce
namessothatIcanteachmystudentsthecorrectway.IalsowillexplainmoreonwhatI
expectfrommystudentswhenIassignthematask.WaysIcoulddothatiseitherpostup
thebenchmarks,handoutarubricorchecklist,ortotellthemverballytheexpectations.

5. UsinganyofBorichlenses,describetwopedagogicalbehaviorsthatyouwillchange
andimplementinthenearfuturebasedonevidencefromyourvideo.Explainwhyyou
chosethesebehaviors;citeonestatementforeachbehaviorfromBorichthatsupports
yourreasons(usequotationmarksandappropriatereference),whatyouplantodo,
andhowyouwillmeasureeffectivenessofyourchangedbehavior.
Basedonthevideoclipsfrommylesson,onepedagogicalbehaviorIplantochangeand
implementinthenearfutureishowIhandlemyclassroommanagement.Classroom
managementinvolveshowteachersorganizetheclassroomandanticipateandrespondtostudent
behaviortoprovideanenvironmentforefficientlearning(Borich2014).Ichosethisbehavior
becauseIfeellikeIcouldhavedoneabetterjobonimplementingclassroommanagement.Ihad
mybackfacedtosomestudentsandIwasntawarewhentheywereraisingtheirhandorifthey
werentpayingattention.Ialsohadanattentiongetter,whichwasthe1,2,3fingersignalbutI
didntimplementthatinthebeginning.IfIweremoreconsistentwithit,Ithinkthestudents
wouldhavepaidmoreattention.ThenexttimeIwillkeepinmindwhereIamplacedandIwill
applyconsistentattentiongetters.IwillalsoinformthestudentsofwhatIexpectfromthemin
termsoflistening.IwilldosobytellingthemthatIwillbelookingoutforhowtheyapplythe
GLOsofbeingselfdirectedlearnersandeffectivelisteners.Ifmybehaviorsofclassroom
managementimprove,itwillshowinthestudentsbehaviorsaswell.

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AnotherbehaviorIplantochangeandimplementinthefutureisstudentengagement.Inthe
beginningofthelesson,thestudentsweresoengagedwiththeheroandvillainexamples,butI
couldtellthatwhentransitioningtoexplorers,theexcitementkindofdieddown.Iplantotake
whatthestudentsfeltwasexcitingandkeepconnectingthelessonbacktoitsothattheyare
consistentlyengaged.Activitiesthatallowstudentstothinkabout,acton,andpracticewhat
theylearn(Borich2014).ThewayIwouldmeasureeffectivenessistheresultsofmystudents
learning.IfIwereabletomakemoreconnectionswiththelessontowhattheywereexcited
about,theydbemoreengagedandwouldrelatetothecontentmore.