Running head: ASSIGNMENT 7:1

PPE 310: Health Literacy for Schools

Assignment 7:1
Catherin Odom
Course #79594
Jessica Skipper

Assignment 7:1

Teachers:
Subject:
Miss Odom
Reading
Standard:
Ask and answer questions about key details in a text. (1.RL.1)
Objective (Explicit):
Students will ask and answer questions about Owen and Mzee.

Guided Practice Input Instructional

Evidence of Mastery (Measurable):

Students can recall facts from the story.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT ask and answer questions.
Key vocabulary:
Materials:
Hatkoff,I.,&Hatkoff,C.(2006).Owen&
Mzee:Thetruestoryofaremarkable
friendship.NewYork:ScholasticPress.
Quiz,quiz,tradecardsteachermade
attached
Opening (state objectives, connect to previous learning, and make relevant to real life)
Call students to rug. Have them do lunges all the way from their seats to the floor.
Make sure they know to push in their chairs and give each other enough room.
Today we are going to read Owen&Mzee:Thetruestoryofaremarkablefriendshipandthenwe
willdoanactivitywherewewillaskandanswerquestionsaboutthestory.Letssaytheobjective
togetherStudents will ask and answer questions about Owen and Mzee. Okay lets
begin reading.
Teacher Will:
Student Will:
Read Owen&Mzee:Thetruestoryofa
Listen to story being read.
remarkablefriendship.
Co-Teaching Strategy/Differentiation
Have students sit with their learning buddies to minimize behavior.

Teacher Will:
Ask students to go back to their seats.
State standard and objective again to
students.
Tell them we will be doing Quiz, Quiz,
Trade for 5 minutes to review what we
just read.

Student Will:
Go back to their seats and sit
quietly.
Listen to teacher state standard and
objective.
Listen to directions.

Assignment 7:1

Explain expectations, need to push in

chairs and be mindful of others around
them.
Explain to Miles (Autistic Highly
Functioning) that we need to keep
hands and feet to self and as excited
we are to do this activity we still need
to focus on our objective.
Explain that when the music starts
they will start to walk around and
when it stops they will find a partner
and quiz them.
Explain that they will trade cards and
start walking when the music begins
again.
Co-Teaching Strategy/Differentiation

Independent Practice

Teacher Will:
Student Will:
Have students go back to their
Go to their desks and work on
desks and work on their safari
their safari research of Kenya.
research of Kenya.
Reflect on the story to their safari
Have students reflect on the story
research.
we read and how it relates to their
safari research.
Co-Teaching Strategy/Differentiation
Pull a small group to back table of low first graders to provide additional assistance
with safari research.
Closing/Student Reflection/Real-life connections:
Connecting true stories to the country we are researching.
There are many resources we can use to conduct research.
Getting up and moving around is a great way for us to be active and still learn in the
classroom.

Assignment 7:1

Quiz, Quiz, Trade Cards for Physical Activity:

HowoldisMzee?

WheredoMzeeand
Owenlive?

HowdidOwenget
hisname?

HowdidOwenend
upatthepark
reserve?

Whatisaboma?

Whydoyouthink
Mzeewasgrumpy?

Whoisthereptile,
OwenorMzee?

Whoisthemammal,
OwenorMzee?

HowdidOwenlearn
howtoeat?

WhydoesOwen&
Mzeehaveastrong
friendshipbond?

Whatdoesthename
Mzeemean?

Howdothey
communicatetoeach
other?

Whatdoesthename
Totomean?

HowisOwen
differentthanother
hippos?

HowmuchwillOwen
weighwhenhesan
adult?

DoyouthinkOwen
willbecomefriends
withCleo?

DoyouthinkCleo
willbefriendswith
Mzee?

Whatmakesagood
friend?

Whatdidyoulike
aboutthisbook?

Whywasthisbook
written?

HowdidOwenlearn
howtoeat?

WhydoesOwen&
Mzeehaveastrong
friendshipbond?

Whatdoesthename
Mzeemean?

Howdothey
communicatetoeach
other?

Assignment 7:1

Reflection

Miss Odom taught this lesson with her physical activity (https://youtu.be/bNru7DrejLE)
implemented in on Wednesday, October 7, 2015. Overall, everything went as planned. Miss
Odom had the students do lunges all the way to the floor, which the students really enjoyed. The
students all read the objective and were engaged during the reading of Owen and Mzee. The
students did sit with their learning buddies to minimize behavior disruptions. After the reading,
Miss Odom had students go back to their seats while she introduced the activity of Quiz, Quiz,
and Trade. She stated the standard and restated the objective to the class. Miss Odom listed the
expectations of standing up and pushing in their chairs, being mindful of others, and walking
around till the music stops to find a partner then quiz them. The highlights of this activity were
having the students start dancing and being goofy when doing the activity. Miss Odom didnt set
strict rules on purpose; this was only the second time doing Quiz, Quiz, and Trade. She talked
with her mentor prior to the lesson about giving students the choice of doing their own
movements. It was really interesting seeing some students come out of their shell and either
dance or wiggle around the classroom.

Next time, Miss Odom should account for the possibility of students being absent or pulled out
of the classroom for whatever reason. When planning for this lesson/physical activity, Miss
Odom accounted for an even number of students so that everyone would have a partner. When
the time for the lesson came, one student, Miles, was pulled to the back table with a reading
teacher so he could not participate in the activity. Last minute, Miss Odoms mentor decided to

Assignment 7:1

participate in the physical activity so she could not videotape Miss Odom walking around the
room. Since this happened last minute and Miss Odom did not have a back up plan, she was the
only person that could videotape the lesson. That is why Miss Odom can only be seen at the
beginning during the standard and expectations, not during the lesson. Next time, Miss Odom
will rely on another student teacher at her school to film the lesson. That way there will be no
last minute worries/accommodations.

Miss Odoms mentor gave positive feedback not only for the physical activity but for the reading
and question cards as well. She also had good movement during the physical activity. Looking
back on the video, she noticed that she mainly stayed at the front of the room, but that was where
the majority of the students were walking/dancing. For the next activity, Miss Odom will ask her
mentor to note on a piece of paper how often she walks and moves around the classroom.

Miss Odom offered positive praise during the lesson. Some things that were said include, Good
job Gavin! and Good job remembering, Jordan! She thinks she used enough positive praise in
her lesson and this helped with managing her students behavior. This technique has been used at
other times in her classroom to help with disobedient behavior from students and to reinforce the
expectations. Miss Odom could tell that her students enjoyed hearing positive feedback in this
activity. She also knows that they like to have their named being called, so she tries to
incorporate that into every lesson. Referencing back to the video, she noticed that she called on
almost all of the students names. Calling student names and giving positive feedback both
helped with student behavior. Looking ahead, Miss Odom will continue to work at calling on

Assignment 7:1
students names to make it more of a habit. There are many benefits for this, not only for
behavior and positive praise, but her students like to know that they are important and included
in the classroom. Overall, this lesson and physical activity went very well. The students werent
disrupted by the activity but rather were challenged and extended their learning.

Criteria

Exemplary (5)

Integration
of physical
activity

Instructional plans include:

Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)

Activities and
Materials
(A&M)

Teacher
Content
Knowledge
(TCK)

Score: x1

All learning objectives and

state content standards are
explicitly communicated
and not altered with the
integration of physical
activity. (S&O-TAP)
Lesson activities include
integration of physical
activity component in at
least two parts of the
lesson plan
Integration of the physical
activity component does
not detract from the
academic content
Teacher regularly
implements a variety of
subject-specific
instructional strategies to
enhance student content
knowledge. (TCK-TAP)
Activities and materials
include: (A&M-TAP)
o Sometimes activities
are game-like, involve
simulations, require
creating products, and
demand self-direction
and self-monitoring.
Presentation of content
always includes (In Video
as well): (PIC-TAP)
o Concise
communication of
expectations for
student performance
of the physical
activity.

Proficient (3)
Instructional plans include:

Most learning
objectives and state
content standards are
communicated and are
only slightly altered
with the integration of
physical activity.
(S&O-TAP)
Lesson activities
include integration of a
physical activity
component in at least
one part of the lesson
plan
Integration of the
physical activity
component slightly
detracts from the
academic content
Teacher sometimes
implements subjectspecific instructional
strategies to enhance
student content
knowledge. (TCKTAP)
Presentation of content
most of the time
includes (In Video as
well): (PIC-TAP)
o Concise
communication of
expectations for
student
performance of
the physical
activity
component.

Unsatisfactory (1)
Instructional plans include:

Few learning objectives

and state content
standards are
communicated and are
drastically altered with
the integration of
physical activity. (S&OTAP)
Lesson activities include
integration of a physical
activity component in
only one part of the
lesson plan, nor not at
all
Integration of the
physical activity
component significantly
detracts from the
academic content
Teacher rarely
implements subjectspecific instructional
strategies to enhance
student content
knowledge. (TCK-TAP)
Presentation of content
rarely includes (In
Video as well): (PICTAP)
o Concise
communication of
expectations for
student
performance of the
physical activity.
o Modeling by the
teacher to
demonstrate his or

Assignment 7:1
o

Modification
s for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)

Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

Modeling by the
teacher to demonstrate
his or her
performance
expectations.

Safety issues for

integrating physical
activity are well thought
out and described in the
lesson as well as
demonstrated in the Video
Classroom management
techniques are clearly
defined and demonstrated
in the Video
Instructional plan include:
(IP)
o Evidence that
plan is
appropriate for
the age,
knowledge, and
interests of all
learners and;
o Evidence that the
plan provides
regular
opportunities to
accommodate
individual
student needs...to
include one
modification to
accommodate
students with
cognitive
disabilities and
one for students
with physical
disabilities
Teacher creates learning
opportunities where all
students can experience
success. (Exp-TAP)
The classroom is arranged
to promote individual and
group learning. (Env-TAP)

Modeling by the
teacher to
demonstrate his or
her performance
expectations.

Safety issues for

integrating physical
activity are somewhat
thought out and
described in the lesson
as well as demonstrated
in the Video
Classroom
management
techniques are
somewhat defined and
demonstrated in the
Video
Instructional plan
include: (IP)
o Evidence that
plan is
appropriate
for the age,
knowledge,
and interests
of most
learners and;
o Evidence that
the plan
provides
some
opportunities
to
accommodat
e individual
student
needs, to
include one
modification
to
accommodat
e students
with
cognitive
disabilities or
one for
students with
physical
disabilities
Teacher creates
learning opportunities
where most students
can experience success.
(Exp-TAP)
The classroom is
arranged to promote
individual and group
learning. (Env-TAP)

her performance
expectations.

Safety issues for

integrating physical
activity are not thought
out and/or not described
in the lesson as well as
demonstrated in the
Video
Classroom management
techniques are vague
and somewhat
demonstrated in the
Video
Instructional plan
include: (IP)
o Little
evidence that
plan is
appropriate
for the age,
knowledge,
and interests
of most
learners and;
o Little
evidence that
the plan
provides some
opportunities
to
accommodate
individual
student needs,
and does not
include one
modification
to
accommodate
students with
cognitive
disabilities or
one for
students with
physical
disabilities
Teacher creates an
environment where
mistakes and failure are
not viewed as learning
experiences. (Exp-TAP)
The classroom is not
arranged to promote
group learning. (EnvTAP)

Assignment 7:1

Video of
Presenting
Instructional
Content

SCORE: x1

Video presentation of content

includes:

visuals that establish:

purpose of the lesson,
preview the organization of
the lesson, and include
internal lesson summaries
submitted to YouTube
Unlisted or another secure
option agreed with your
instructor
examples, illustrations,
analogies, and labels for
new concepts
modeling by the teacher to
demonstrate his/her
performance expectations
concise communication
logical sequencing and
segmenting
all essential information
no irrelevant, confusing, or
non-essential information

Video presentation most of the

time includes:

Selfreflection

SCORE: x1

Self-reflection was well

thought out and included
at least 6 specific
examples from the
teaching experience on:
(a) what went particularly
well, (b) what you will
change next time, and (c)
the feedback you received
from your mentor teacher;
(d) managing classroom
behavior, (e) teacher
movement, (f) response
latency, (g) using student
names, and (i) providing
positive praise
Self-reflection was the
appropriate length (1-2
pages), in APA and in third
person
Rubric was attached at the
end

visuals that establish:

purpose of the lesson,
preview the
organization of the
lesson, and include
internal summaries of
the lesson
examples, illustrations,
analogies, and labels
for new concepts and
ideas
modeling by the
teacher to demonstrate
his/her performance
expectations
submitted to YouTube
Unlisted or another
secure option agreed
upon and shared with
your instructor
logical sequencing and
segmenting
all essential
information
no irrelevant,
confusing, or nonessential information
Self-reflection was
somewhat thought out
and included 4-5
specific examples from
the teaching experience
on: (a) what went
particularly well, (b)
what you will change
next time, and (c) the
feedback you received
from your mentor
teacher; (d) managing
classroom behavior, (e)
teacher movement, (f)
response latency,
(g) using student
names, and (i)
providing positive
praise
Self-reflection was the
appropriate length for
the assignment (1-2

Video presentation of content

rarely includes:

visuals that establish:

purpose of the lesson,
preview the
organization of the
lesson, and include
internal summaries of
the lesson
examples, illustrations,
analogies, and labels for
new concepts and ideas
modeling by the teacher
to demonstrate his/her
performance
expectations
concise communication
logical sequencing and
segmenting
all essential information
no irrelevant, confusing,
or non-essential
information
no submission through
YouTube Unlisted or
any other secure option
agreed with your
instructor
Self-reflection was not
well thought out and
included less than 3
specific examples from
the teaching experience
on: (a) what went
particularly well, (b)
what you will change
next time, and (c) the
feedback you received
from your mentor
teacher; (d) managing
classroom behavior, (e)
teacher movement, (f)
response latency,
(g) using student names,
and (i) providing
positive praise
Self-reflection was too
short for the assignment
and not in third person
Rubric was not attached

10

Assignment 7:1

Title page was used

Appropriate highlighting
was used

pages)
Not in third person
Rubric was attached
but not at end
Highlighting was not
correct

No title page was found

No highlighting was
found.