O007 KPTP

Kansas
Performance
Teaching
Portfolio
Template
Teacher Education and Licensure
Kansas State Department of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
www.ksde.org
Contact: Nikk Nelson (785) 291-3371
nnelson@ksde.org
Kansas Performance Teaching Portfolio
Task #1 - Contextual Information & Learning Environment Factors

Narrative 1.1.1 General Contextual Information (limited to 1 page)
The community that I am teaching in is an urban setting right next to a larger downtown city. Within this community 78% of
the population over the age of 25 has graduated high school and 15% of the population over the age of 25 has received a bachelors
degree or higher. This community is considered more suburban than urban, but doesnt have a lot of suburbia traits. For example,
24.4% of the community is considered impoverished and the median household income is $39,326.
The district within the community that I am teaching in is made up of 47 schools. There are: 4 preschools, 30 elementary
schools (Kindergarten-5th grade), 8 middle schools (6th grade-8th grade) and 5 high schools (9th grade-12th grade). District wide there
are 21,931 students and 78% of those students are on free and reduced lunch. I am teaching at one of the high schools. The
graduation rate for the district is 64% while the dropout rate has lowered compared to recent years. There is one high school in the
district that is considered an academy, students can take tests their eighth grade year to get into the academy. This specific school
holds the best percentages for attendance, graduation, etc.
The high school I am teaching at contains 1476 students. Ethnically this school isnt very equally diverse, 52.3% of the school
is Hispanic, 31.17% African American, 10.7% Other, and 5.83% White. Out of all of these students and different ethnic groups 93.9%
of the school is economically disadvantaged. Due to this disadvantage the school creates various ways to provide extra services for
their students. For example, they have a lap top fee of $25.00 for students to get a personal lap top and if for any reason the student
cannot afford this fee they allow them to do a number of community service hours to make up the payment. Also every morning
breakfast is delivered to ever classroom and every student can receive a free breakfast. This school is very aware of their students
economical needs and are very diligent in helping out as many students as they can. In regards to performance levels this school
struggles with getting kids into the higher percentile. In mathematics the Kansas Assessment Results show that 69.27% of the
students in this school are performing at a level 1 which indicates that the students are performing below grade level standards,
20.11% of students are at a level 2 performance which indicates that students are achieving grade level work but are not on the track
of continuing on to college with success. 3.63% of the students are performing at a level 3 which means they are completing school
work that complies with their academic expectations and are on track for success in college, and only .27% of students are
performing at a level 4. This means that roughly 4 students in the entire school are performing above academic expectations. On a
positive note, with a graduation rate of 71%, compared to the state (86%), this rate seems pretty low but when you look at the district
rate at 64% this high school has the second highest graduation rate in the district right behind the academy. The community of
teachers in this school creates a great collaborative atmosphere. Every Wednesday the students only have to attend school for half a
day, while the teachers stay after for collaborative meetings with other teachers that teach the same classes as them. Together the
teachers work on bettering their classrooms by sharing ideas with each other, and help each other with content and lesson planning.
The math department at this school has also proven to be very collaborative in terms of lesson planning and assessments.
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Table 1.2.1. Class Contextual Information (limited to 1 page)

Grade level ___9-12___
Content area (e.g., mathematics) _Mathematics_
Age range of students _____14-17_____
Topic (e.g., geometry)__algebra/geometry__
Number of male students ______3_____
Total number of students _____24_______
Number of female students _____21_____
School percentage of students receiving free lunch: 87.6% School percentage of students receiving reduced lunch: 6.3%
Area in which students live (check all that apply)
Ethnicity of students
Urban ___X__
Suburban ______
Rural ______
___2__ African American or Black
___17___ Hispanic or Latino
___0__ Native American/Alaskan Native
__1____ White
__4___ Asian or Pacific Islander
___0___ Other (specify) __________
Language proficiency of students
___19___ Fluent English Proficient __5____ English Language Learners
Identified special needs categories

represented (give numbers)
___3___ Specific Learning Disability
___0___ Speech/Language Impaired
___0____ Hard of Hearing
___0___ Visually Impaired
___0___ Deaf
___0___ Orthopedically Impaired
___0___ Deaf-Blind
___0___ Emotionally Disturbed
___0___ Other Health Impaired
___0___ Autism
___0___ Multiple Disabilities
___0___ Intellectually Disabled
___0___ Brain Injury
___0___Gifted
___0___ Established Medical Disability (0-5 yrs) ___0___ Developmentally Delayed (0-10 yrs)
___0___ At risk for developmental disabilities
_______ Other (Specify)________________
Subgroup Selected (describe the group): Student who participate in extracurricular activities.
Rationale for Selection: I chose this subgroup because research indicates that students involved in extra-curricular activities do better
academically than those who are not. I am curious to see if this will be the case in my target class.
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Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page)
Specific Descriptions
Student Characteristics
Indicate whether this was for the
Specific Implications For Instruction
Whole Class (W) and Subgroup (S)
Whole Class (W) and Subgroup (S)
Intellectual Characteristics W Readiness is at a
S Readiness is at a high W Respond best to
S Respond well to any
- Including readiness,
moderate level, class
level with this group.
guided teacher lead
type of instruction, and
cognitive abilities, learning
struggles as a whole with
The need for deeper
lessons, and controlled
are also willing to explain
needs, developmental levels, simple concepts, 3
information is present
freedom to work with
instruction to other
etc.
students have formal IEPs, because of the high
other classmates.
students in a more
there is a wide range of
capacity of students
student lead
developmental levels
developmental skills
environment.
W % Above standard: 9
S % Above standard: 70 W Lessons need to
S Less review may be
Previously demonstrated
% Meets standard: 57
% Meets standard: 20
include time to revisit any needed however, a lot of
academic performance/
% Below standard: 33
% Below standard: 10
needed background
one on one assistance
ability:
material. Instructions
will be in place and any
KS Math Assessment Scores
need to be clear and
misunderstandings will
organized and much
be addressed
individual help provided
Social Characteristics
W Extremely talkative,
S Communicate mainly
W Since they like to talk, S Benefit from class
- Including emotional,
which when on task it
with other students
group work is perceived
discussions because they
attitudinal, motivational, etc.
helps motivate learning.
involved in their
as a reward and can be
are usually the ones
extracurricular activities. used then as a way to
leading it.
Socializing usually on
promote cooperation and
task with the lesson
participation during
being given.
lessons.
Personal Characteristics
W The class is made up of S Involved in
W Students would
S Applications to the
- Including physical, social,
various ethnicities.
extracurricular activities benefit from collaborating various activity areas of
individual experiences,
Students speak fluently in
such as sports, band,
with students from ethnic these students will spark
talents, language, culture,
other languages and prefer and student council.
groups other than their
motivation and interest as
family and community
to work with other student
Mainly identify
own, so groups will be
well as reinforce the
values, etc.
who know that same
themselves with the
created by me and
connections math has
language.
people in the same
heterogenous in nature
within the real world.
activities as them.
some of the time.
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Table 1.3.1 Focus Student Information (limited to 1 page)

Describe
this student
Why was this
What was learned about this
using
student
student? Address
information
selected?
characteristics from Table 1.2.2
from Table
1.2.1
STUDENT Female,
Intellectual Always completes
This student
A
Asian, 9th
was selected
assignments, works hard to
grade,
because she is receive every point possible, and
could
a part of my
a student that would benefit from
possibly be chosen
more challenging math classes.
gifted but
subgroup. Also Social Moderately social, and
there isnt
she has been
involved in sports at school. Likes
any written
extremely
to work with others.
clarification helpful to other Personal Fluent in English and
that that is
students in
another language, and translates
true.
class who
for her parents. She also doesnt
struggle.
react well to poor grades.
STUDENT
B
Female,
Hispanic,
11th grade,
IEP
(specifics
not listed),
ESL student
This student
was selected
because she
has already
failed this class
once and
because she
has a IEP. The
specific reason
this IEP was
given was not
shown to me.
Intellectual Struggles with

completing assignments and
understanding due dates.
Worked at a slower pace and
needed visuals.
Social Extremely unsocial and
didnt like working with partners.
This could be due to her older
grade status.
Personal Carried around a
sketch pad which would distract
her from class. Also struggles
with communicating in English.
Based on this information, what are implications for this

students instruction?
Creating a more student lead atmosphere would be beneficial

because guided notes and teacher lead lectures are easy for
her to retain. But this is just memorization and not an actual
understanding of the content.
Giving this student the freedom to work with a partner is
always allowed because she is constantly on task and can
keep the other student on task as well.
Because she has harsh reactions to bad grades I have
encouraged her to come in before or after school to address
her misunderstandings. This helps her because she feels
comfortable in asking questions and knows that if she does
put in the extra time she will get a good grade.
Writing the due date on top of each of her assignments was
implemented in her IEP. Also a lot of one to one teaching
was needed being in a large room with 23 other students
made it difficult for her to focus.
Giving her the option to come in after school or before school
was beneficial because in the larger class setting she was
very unsocial and refused to participate. Working one on one
helped eliminate the element of social anxiety.
Teacher centered learning with guided notes was
implemented because of the language barriers. Also because
of her artistic talents showing her how to draw out problems
and equations helped immensely when she couldnt
understand the wording.
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Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)

WHOLE CLASS: The classroom is set up in 5 columns of 5 desks each where the students are facing each other from opposite
sides of the room. There is a huge isle down the center splitting the columns into a group of 3 on one side of the room and 2 on the
other. The wide central aisle allows easy access to individual students and the projector and document camera are set up to project
to the front of this center aisle. This set up gives me the opportunity create a positive learning environment because when students
ask for help I can reach their desks easily and also when we have a classroom discussion the students can focus more because they
are already facing each other. Students are not required to sit in specific seats because when they are asked to talk out a problem
with a student sitting next to them, better discussion is made when they talk to a friend or someone they know. Desks can be easily
moved to small groups when we do partner or team work. I personally like desks being set up into groups because you can label
each desk with a number or color and differentiate your groups of students better. I like letting the students work with a friend
because I want them to feel comfortable while they work but also it is important to get the students out of their comfort zone some
requiring them to work with other student is beneficial. The way my collaborating teachers room was set up made it hard to separate
the students who identified with each other.
Safety in a classroom is always very important. In a mathematics classroom there arent as many dangerous experiments compared
to a science classroom but all safety rules and regulations are enforced daily. But emotional safety is very important for any
classroom. I make the classroom an emotionally safe place is by encouraging effort and welcoming any and all answers, even wrong
answers and letting kids feel comfortable with those wrong answers. Students learn the most through their mistakes and I think it is
very important to let them know that they can fix those mistakes while learning. During class students are encouraged to show their
work in front of the class, and discuss their thought processes to others. This creates an atmosphere that promotes all types of
learners to take a chance in deepening their understandings and correcting their misconceptions. While teaching my students, I will
allow time during each lesson for them to work on their own to see if they can understand the work they are doing, then the next step
will be to allow students to discuss with each other what they do and dont understand. Students can impact each other in their level
of motivation and feelings of confidence in their abilities to learn and understand so letting them build those connections on their own
is extremely important. After students have had the opportunity to talk about what they know/what they dont know aloud to other
students, then it will be my turn to observe who still has misconceptions. But because they have already talked to someone else,
talking to me should be a lot easier than before when they hadnt talked about their misunderstandings yet. This process of
discussion creates a safe atmosphere for students because it gives them the opportunity to learn that not everyone in the class
completely understands everything about mathematics, and they arent the only one who might need help.
Within the classroom I will also implement various forms of instruction to reach different students with different learning abilities.
Some different types of instruction that I will be using are classroom discussions, group work, teacher lead discussions, guided
notes, project based instruction, and individual assignments.
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SUBGROUP: For my students involved in extracurricular activities nothing in the physical arrangement of the room changes for
these individuals. All of the students are allowed to choose where they sit as long as it does not cause a disruption. This group of
particular students tend to be more social than the rest of the class. The way to create an emotionally safe atmosphere for them is to
allow them to collaborate with other classmates. These students need extra opportunities for networking which gives them an edge in
the classroom. Because they are the type of students to put in extra work and go above the average giving them a leadership role is
important. Also another way to keep them highly motivated in the classroom is by creating a competitive atmosphere. Using their
competitive spirit from the sporting world within their academic work can spark a lot of interests. Another way I can help build their
interest is to incorporate applications from the extracurricular activities they are involved in to show where mathematics can be
applied outside of a math classroom.
FOCUS STUDENTA: Student A is involved in a lot of various extracurricular activities. She is very well spoken and is always willing
to answer questions allowed or help a fellow classmate. The role she has in the classroom is very important. To keep her in that role
and to allow her to deepen her understanding of the class I have given her the opportunity to feel comfortable talking to me and
sharing her answers aloud in class. The more comfortable she feels talking in front of the class the more she will want to help out her
fellow classmates. Usually when I ask a question to the class it is open for anyone to answer. I dont usually make the students raise
their hands so I just listen for the correct answer. When I hear the correct answer from her I ask her to share it with the class because
I already know that she has gotten it right. This helps boost her confidence in pushing her to try an answer more questions out loud
to the class. Also, I encourage her to come in before and after school when she has misconceptions over the material. This gives her
a safe place to have deeper conversations about the content she is learning and also allows me to work one on one with her.
FOCUS STUDENT B: Student B unlike student A isnt extremely open to discussion. I started off talking to her one on one during the
classes work time so I could gage her understanding of the content. When I found out that she was having a hard time understanding
everything that I was teaching I had to make some changes. To get her motivated to learn I had to try to build her confidence in the
material. To do this I started specifically asking her to come in after school so we could discuss everything without the entire class
there. She reacted extremely well to this change and I would find her coming in after school on her own without me asking. Another
way I worked on her emotional safety was building a relationship with her. I would ask her about her other classes she was taking
and learn about her interests. Also she was one of my students who liked changing her hair color every week so I would always
compliment her when I saw a new color walk through the door. These effort of treating her as a human and not just a student made
all the different because by the end of the semester she was constantly turning in her work (even if it was a little late), partaking in
more class discussions and also working well with other classmates.
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Task #2 - Designing Instruction

Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page)
Category
Description
9-12
Grade Level
Content Area
Unit Topic
State
Standards
Addressed
(written
format)
Average Lesson Time
Algebra 1 and Geometry

Points, Lines, Planes
CCSS.MATH.CONTENT.HSG.CO.D.12 Geometry (G): Congruence: Make geometric constructions. Make formal
geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper
folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle;
constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to
a given line through a point not on the line.
CCSS.MATH.CONTENT.HSG.GMD.B.4 (G): Geometric Measurements and Dimension: Visualize relationships
between two-dimensional and three-dimensional objects. Identify the shapes of two-dimensional cross-sections of
three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
CCSS.MATH.CONTENT.HSA.CED.A.1 Algebra (A): Creating Equations. Create equations and inequalities in one
variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational
and exponential functions.
Mathematical Practice Standards: 3. Construct viable arguments and critique the reasoning of others. 4. Model with
mathematics 5. Use appropriate tools strategically. 7. Look for and express regularity in repeating reason.
90 minutes, all block classes
This unit follows the expectations for KS. College and Career Ready Standards and also complies with the districts scales
and standards for a beginning algebra course. As the first quarter came to an end so did the algebra unit so as the second
quarter began the integration of the geometry topics. This is the very first intro to geometry so it is pretty basic information
critical to the upcoming geometry concepts coming during the quarter.
How does this
The unit starts out by bringing the attention to students that 3-dimensional shapes are created by lines and
unit address state planes(CCSS.MATH.CONTENT.HSG.CO.D.12). As the unit progresses the students explore constructing models and
curriculum
revisit basic algebraic expressions which are represented by Mathematical Practice Standards 4 and also the algebraic
standards?
standards. (CCSS.MATH.CONTENT.HSA.CED.A.1) All of this is done through many group activities and projects.
Why is this
This unit is appropriate because as the new quarter begins the class changes over to geometry focused units. Finishing up
unit
adding/subtracting polynomials and factoring in the previous algebra unit transitioned into the geometry unit really well with
appropriate at adding/subtracting line segments and angles. Because this is the first lesson over geometry there was a lot of new content
this time?
given. But this new content of points, lines, and planes is setting up the next unit that covers transversals, graphing slope
using different formulas, identifying perpendicular and parallel lines, and finding the measure of angles in a triangle.
Why did was
this unit topic
selected?
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Table 2.2.1 Unit Design Table (limited to 4 pages)

Obj. No.
Unit Objectives
Students will be able to Identify and draw a net from looking at its 3-dimensional shape
Student will be able to understand and apply postulates over points line and planes.
Student will be able to measure lengths of line segments and create equations given from segments
to find the length using algebraic equations.
Students will be able to calculate midpoints and determine whether a line segment is congruent or
not.
Student will be able to measure the degree of an angle with a protractor and classify angles as either
right, obtuse, straight, or acute.
Student will be able to calculate angle measurements when given an algebraic expression as the
angle solving for x including congruent angle and angle bisectors.
Student will be able to recognize and recall vocabulary: point, line, plane, segment, ray, opposite
rays, collinear points, coplanar points/lines, intersections, congruent, midpoint, adjacent, vertical,
complimentary, supplementary, linear pair.
4
5
6
7
Student will be able to create and manipulate a 3D model and give an oral presentation.
Level(s)
(e.g. Blooms
Taxonomy)
Knowledge,
Comprehension
Knowledge,
Comprehension
Knowledge,
Application, Synthesis
Knowledge,
Knowledge,
Knowledge,
Knowledge,
Comprehension
Knowledge,
Application, Analysis,
Synthesis
Student will be able to give feedback on what they have learned and grade themselves on a scale of
understanding.
Analysis, Evaluation
Student will be able to research information over angles and protractor and relate the information they Application,
10
find to their own personal aspirations of their future occupation.
Evaluation
Student will be able to reflect on what they have learned and create a test to review for the
11
summative assessment.
Synthesis, Evaluation
Student
will
be
able
to
recognize
the
importance
of
directions
and
understand
that
the
directions
of
12
the problems they are solving are important to successfully answering the question.
Evaluation
Preassess Series of open ended questions given as bell work. Each day three-four question were given that would also set the objective
ment:
of what was going to be taught that day.
9
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Describe
the preassessmen
t used
Series of
open ended
questions in
daily bell
work.
Lesson
1 and 2
Date
V
T
R
I
C
*
10/1
7
T
C
Explain rationale for choosing

this assessment
Explain the specific

adaptation(s) made for
Students A and B OR
why no adaptation(s)
are needed
Which
objectives
does this
assessme
nt
address?
I chose to break up my preassessment into daily bell work to

focus their attention and evaluate
for any common background
knowledge. Open ended format
allows me to see the depth of
student knowledge and opposed
to guesses from a multiple-choice
option.
No adaptations were
made for Student A and
Student B because
neither requires any for
testing situations.
All of the
objectives
listed in the
unit
objectives.
Le
ss
on
Ob
jec
tiv
e(s
)
1,
2
an
d9
Identify how the

assessment will be
scored
One point if correct.
Instructional Activities/
Strategies
Formative Assessment
(formal/informal)
Students were instructed to work

with a partner and given a handout
scavenger hunt that went along with
a website. They were told to go
through the website using the
handout to learn about nets and 3D
shapes. This handout would be
used as notes over this section.
Informal (I): Observations of work

done on scavenger hunt. Exit
slips asking students what they
learned, how well they
understood the information and to
ask a question or comment about
the lesson. Formal (F):
Homework set of three matching
nets with their 3-Dimensional
shape, and three open ended
Describe specific
student results and
how those results
will impact the unit
plan
After reviewing the
bell work every day
before the lesson
started, the results
showed that each
lesson was needed in
its entirety.
Describe Specific Adaptations/

Differentiation
I had to pair up student B with a partner

because she wouldnt pick one on her own. I
purposely paired student B with another student
that struggles with the class so they would
actually have to work together to complete the
assignment.
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10/1
8
T
R
C
2,
7
an
d9
10/2
0
C
V
T
R
7,
8
an
d9
10/2
1
T
R
C
7
an
d9
Homework quiz. Teacher lead

discussion over the vocabulary
graphic organizer and what
information they should have put on
the sheet while doing their
scavenger hunt.
10/2
4
T
C
R
3,
4,
7,
an
d9
Teacher lead discussion using

guided notes over adding and
subtracting line segments. Students
then worked in groups of four on a
task card jigsaw activity.
3 and 4
5 and 6
7 and 8
9 and
10
Check homework and complete

homework quiz. A second
scavenger hunt was given over lines
points and planes. Instead of it
being a resource for notes, it was
given as an assignment. Students
were also given a sheet to record
vocabulary. All work could be done
with a partner.
Model activity. Students had the
entire class period to work with a
partner and make a model of a
geometric plane. At the end of the
block every group had to present
their project to the class.
questions the required a drawing

of a net from a given 3dimensional shapes
I: Observations of students work.
Exit slips. F: Homework, fourteen
open ended questions over
naming points and planes. Also,
the scavenger hunt. A homework
quiz was also given to gage
understanding of the content from
the previous lesson over nets and
drawings
I: Show of hands that everyone
understood the directions given
for the project. Exit slips. F:
Presentation of project.
Student B refused to pick a partner so I had to

choose one for her again. It was the same
struggling student she worked with on the
lesson before because they did a great job
completing the other scavenger hunt.
For student A I had to give her a specific

leadership role for this project because she was
having a hard time understand exactly what her
group was supposed to do. So by giving her a
leadership role with her group it motivated her to
work on the project with the other students and
not just by herself.
I: After each vocabulary word
Student B could not keep up with the notes
was reviewed there was a show
being taken because the notes she already had
of thumbs up or thumbs down if
from the scavenger hunt were confusing her in
the students understood each
her process of comparing my new notes with
word. F: Completing the
her old notes. So after I was completely done
scavenger hunt. Homework quiz
giving the notes to the class and the student had
over points, lines, and planes.
a small amount of work time I sat down with her
one on one to help her complete the graphic
organizer.
I: Turn to your partner activities
Student A and her group (which included
throughout the duration of note
student B) completed their jigsaw task cards
so students could collaborate
before all of the other groups. So I made had
examples. F: Homework ten open them check their answers and then walk around
ended problems over the addition helping other students.
and subtraction of line segments.
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10/2
5
T
I
R
5,
6,
7,
an
d9
10/2
6
V
T
R
I
9
an
d
10
10/3
1
11/1
T
R
11 and
12
13 and
14
15 and
16
17 and
18
Summative
Assessment:
Turn in homework and take a

homework quiz. Teacher lead
discussion then student lead
discussion with guided notes over
angle measures, angle addition, and
angle bisectors. Students were
given class time to work on their
homework with their peers.
Turn in homework and take
homework quiz. Research project
over protractors and angles. The
students researched the history of
protractors and what occupations
use angles.
I: Turn to your partner activities

and also class votes on which
answer they think is right for
specific examples. F: Homework
10 open ended questions and a
homework quiz over adding and
subtracting line segments.
Because there are more students in this class

than my other classes I gave all of my students
more freedom while working on their homework
and also took more of a role when they had
questions about their homework.
I: Think-pair-share ideas about

what they could research.
F:Research paper. Two
paragraphs at least half a page
single spaced. Eleven open
ended homework questions and
a homework quiz over adding
and subtracting angles.
I: Self assessments on what the
students think they need help
with and what they know well. F:
Eight open ended questions for
homework.
I gave student B an extension of time to

complete this assignment.
Turn in homework. Small set of

Student A had already completed all of her
notes over vertical angles, linear
assignments so I gave her extra problems to do
pairs, and adjacent angles. Finished
as class work for extra credit before she had
the block with a work day so the
time in class to work on other assignments from
students could have help completing
other classes. Student B on the other hand had
assignments that they were absent
to completely use the entire amount of time to
for or assignments that they were
compete all of her missing work.
unsure on how to do.
9,
Turn in homework final homework
I: Self assessments on what the
This assignment was due at the end of the block
11 quiz. Review for test. Students
students think they need help
but I again extended the due date for student B.
an create their own individual tests with with and what they know well. F:
d
an answer key. Main focus is to
Completed student made test
12 have the students take note of the
and homework quiz over vertical
directions they use for each
angles, adjacent angles, and
problem.
linear pairs.
Summative assessment is a written test with five matching problems, eleven vocabulary problems, three multiple choice
problems, and six short answer problems.
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Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Why are the objectives appropriate?
These objectives are appropriate because they follow the curriculum that the
school sets for its students and they also follow the state standards. These
objectives set basic skills that gives the students the information they need to
deepen their learning and understanding as they proceed to further geometry
studies.
Why are the lessons sequenced in this manner?
Starting with Nets and Drawings gave the students visuals of lines and
planes and how they make objects and fit together. Then moving on to
points, lines, and planes, furthered their understanding of Nets and 3dimensional shapes because they could label and define what they were
seeing in the Nets and 3-dimensional shapes. Knowing how to label and
define lines and line segments help sets the foundation for more advanced
geometry figures.
Why were these instructional strategies/activities
A lot of the in-class assignments allowed students to work with a partner.
selected?
That collaboration helped because when they didnt understand the
information they could comfortably ask the other student they were working
with. Hands on activities were given to change the students perspective of
learning. Few of these students have participated in project work so giving
them that opportunity they could deepen their understanding of the content.
How do the instructional strategies/activities
These strategies were appropriate because these students work best when
address the learning objectives for this unit?
they are given a lot of practice. Hands on activities, class discussions, and
group work are all types of instructional strategies that are student centered.
With these activities the students had the opportunity to observe, record, and
generalize these objectives.
How will a variety of levels of thinking skills be
Students are required to learn basic mathematical vocabulary which is a part
addressed (e.g., Blooms Taxonomy)? Give specific of the knowledge level of Blooms Taxonomy. Having students review and
examples of use.
discuss the postulates that control lines and planes fulfills the level of
comprehension. For the level of application, student will be able to take
algebraic expressions and apply them into geometry while still being able to
apply their knowledge of algebra standards in solving equations. l When it
comes to analysis, the students will create and design a model of
mathematical plane which allows the students to create relations between a
drawn example of lines, points, rays etc that are on planes. Also, referring
back to the ability to complete algebraic expressions students are using the
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Explain the reading strategies that will be used

throughout the unit. Give specific examples.
(Remember that using text is not a reading strategy)
What resources will be needed for this unit (include

school and community resources)?
How will technology be integrated within the unit?

Explain both teacher use and student use.
How does the unit demonstrate integration of

content across and within content fields?
How does the unit demonstrate both teachercentered and student-centered instructional
strategies?
synthesis level by using different parts of information to create a whole.

Finally students are asked to evaluate the work they have done for the
purpose of their own understandings which is a part of the evaluation level of
the Taxonomy.
One of the reading strategies that was used in this unit was creating a
graphic organizer where students had to find definitions and then make
diagrams to go along with each vocab word. While taking part in this reading
strategy the students were also participating in an online scavenger hunt.
Another reading strategy required them to use resources on the internet to
conduct research on protractors and what occupations use angles. Also
another reading strategy used in this unit was highlighting directions and
important information given of each problem presented.
School Resources: MacBooks, Document Cam and projector, high lighters,
protractors, calculators,
Community Resources: Collaborating with others for lesson ideas online,
Various websites with virtual manipulatives
In this unit technology will be integrated in various ways. Every day I use the
over-head projector and document cam to allow the students to check their
homework and also to take notes. Other types of technology I used in this
unit were websites that had animations and virtual manipulatives over the
content the students were learning. Students used included MacBooks for
research and playing with the virtual manipulatives and animation websites.
Integration within is arithmetic skills, some basic algebra skills in solving
equations. Across contentapplications such as within architecture,
engineering, etc.
Teacher-centered instruction included: direct instruction with guided notes,
demonstrations, leading discussions,
Student-centered instruction included: researching, creating graphic
organizers, making mini-presentations, class and partner discussions.
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AAppendix B Lesson 1
Course: Algebra/Geometry 2
Lesson Title: Building Models
Date
Source of Lesson Text book and by myself
Lesson 5 and 6
Thursday 10/12
Concept/topic/summary of lesson /Background Information
Students will be able to use prior vocabulary knowledge to create a 3-dimensional model of what could be a 2 dimensional drawing of points,
lines and planes.
Background Information -if not already inserted above
The day before the students completed a scavenger hunt while taking notes on the definitions of the vocabulary point, line, plane, segment, ray,
opposite rays, collinear points, coplanar points/lines, and intersections.
Materials
Student will be able to recognize and recall vocabulary: point, line, plane, segment, ray,
opposite rays, collinear points, coplanar points/lines, intersections. (Knowledge,
String, toothpicks, garage sale sticker dots,
Comprehension)
pencil, paper, tape, straws, tongue
Student will be able to create and manipulate a 3D model and give an oral presentation.
depressors, paper clips, large post-it-note,
(Knowledge, Application, Analysis, Synthesis)
markers.
Student will be able to give feedback on what they have learned and grade themselves on a
scale of understanding. (Analysis, Evaluation)
State Standards
CCSS.MATH.CONTENT.HSG.CO.D.12 Geometry (G): Congruence: Make geometric constructions.
CCSS.MATH.CONTENT.HSG.GMD.B.4 (G): Geometric Measurements and Dimension: Visualize relationships between twodimensional and three-dimensional objects
Mathematical Practice Standards:
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5. Use appropriate tools strategically.
7. Look for and express regularity in repeating reason.
Accommodations
Differentiation: For student A I had to give her a specific leadership role for this project
because she was having a hard time understand exactly what her group was supposed to do.
So by giving her a leadership role with her group it motivated her to work on the project with
the other students and not just by herself.
Safety
All normal classroom rules will be enforced.
Reading Strategy
Using the vocabulary graphic organizer as reference for the project.
Technology Use
MacBook for reference to definitions and
scavenger hunt web page.
Models of Instruction Used

Giving the students a hands-on activity got them out of their seats and made them think
outside of the box. Allowing the project to be a group project created great in-class discussion- student to student-- without me having to lead it. Group presentations were given at the end
of class.
Integration Within/Across Content Area

There was integration within math with
geometric vocabulary. Integration across the
fields with modeling into engineering. There
was also integration with public speaking
through the group presentations.
Lesson Plan
-Students walk into class and read the instructions projected
-I go over the directions and tell the students to get into groups of 2 or 3.
-Allow students to get supplies off the back table.
-Students work together for the rest of the class period while I observe and work one on one with groups that have questions. Also monitor their
check lists on how far they are in the project.
-When the students complete this assignment they work together on their presentation and also help other students who have questions.
-After every group has finished creating their model we will start presentations
-Finish the class with an exit sheet that the student use to address any misconceptions or comments they have about todays lesson.
Evaluation Methods
Formal assessment is the presentation at the end of the class and the final model.
Informal assessments will be observing the students work and issuing an exit slip for them to fill out at the end of class.
Appendix B Lesson 2
Course: Algebra/Geometry 2
Lesson Title: Research Project
Date
Source of Lesson Text book and by myself
Lesson 13 and 14
Wednesday 10/26
Concept/topic/summary of lesson /Background Information
Students will be able to understand information about protractors and where that tool can be used in the real world through personal
connections made through research and critical thinking.
Background Information
The day before the students learned how to use protractors and I wanted them to make more of a connection with the information they were
learning.
Objectives
Materials
Student will be able to give feedback on what they have learned and grade themselves on a
MacBooks or cell phones, paper, pencil.
scale of understanding. (Analysis, Evaluation)
Student will be able to research information over angles and protractor and relate the
information they find to their own personal aspirations of their future occupation. (Application,
Evaluation)
State Standards
Mathematical Practice Standards:
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
Accommodations
Differentiation: Some students forgot their MacBooks at home so I allowed them to use their
cell phones to complete this project. One on one help as needed during the research phase of
the lesson
Reading Strategy
Summary chart/learning log of the information they learned about from their peers as they post
their papers around the class.
Models of Instruction Used
Class discussion to start giving students ideas about what they should be researching.
The students were then instructed to work individually on their research project.
Safety
All normal classroom rules will be enforced.
Also I will monitor what websites the students
are on to make sure they are on task and not
looking up things they shouldnt be.
Technology Use
MacBook for internet.
Integration Within/Across Content Area
The use of protractors is a skill taught within
math classes and used in formal geometry
settings. This lesson is integrated across
content with art class, physics, and mapping in
geography. Another way this lesson is
integrated across content is by having the
student researching and typing papers using
communication arts skills.
Lesson Plan (expected time of each activity in parenthesis)

-Students walk into class and read the instructions projected
-I go over the directions and allow the class discussion to take place.
-Students are given the majority of the class time to write their research papers.
-After everyone completes the paper the students will post them around the room.
-Students create a learning log that has specific notes about whose paper they read, what information that student found, and how they learned
something knew or what connection they could make from the other students work.
-Finish the class with an exit sheet that the student use to address any misconceptions or comments they have about todays lesson.And
Evaluation Methods
Formal assessment is final product of their research paper and the learning log.
Informal assessments will be observing the students work and issuing an exit slip for them to fill out at the end of class.
Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)

Question
Lesson Plan 1- Building Models
What will the students entering
this lesson already know about
the topic?
What type of assessment was
chosen? Why?
How were the specific differentiated

activities needed to adapt/accommodate
for individual learning needs for the Whole
Class, Subgroup, and Focus Students
determined?
Why was the specific reading

strategy(ies) identified in the
plan chosen?
How was critical thinking,
problem solving, and higher
level addressed thinking in the
lesson plans?
How does the technology

utilized enhance student
learning?
The students will already know the vocabulary

definitions and diagrams for each of the items needed
in the model. Vocabulary including line, point, plane,
segment, ray, opposite ray, collinear, and coplanar.
The assessment for this lesson was the model they
created and a group oral presentation of their work.
This was the assessment I chose because being able
to orally explain the processes taken to create the
model, and explain all the parts of the model including
proper vocabulary demonstrated their depth of
understanding.
The students were allowed to work at their own pace
to complete their model. The subgroup was
encouraged to go beyond the minimum of work and
be really creative. Student B needed an extra push to
communicate with her group but she stepped up and
took part in the final presentation.
Using the vocabulary graphic organizer as reference
for the project.
The students had to start their group projects from
scratch. These projects were extremely visual in a
way that made the students think outside of the box.
They had the practice of drawing planes, points, lines,
etc on pieces of paper but now they had to use critical
thinking and spatial visualization to make a 3dimensional object that represented this prior
knowledge.
A document camera and projector was used to give
instructions. Students were allowed to reference the
website used for the scavenger hunt.
Lesson Plan 2 - Research Project

The students will have already learned how to use a
protractor.
For an assessment the students had to type a half

page paper about the research they found. This
assessment addressed a why factor. A lot of the
students have asked me why they have to take a
math class when they arent going into a profession
that involves math. This lesson was to give them an
answer to why we learn about angles and protractors.
If student found they had more information to write
that exceeded half a page I instructed them to keep
writing. Student A was one of these students. The
class, as a whole, completed their papers with
enough time to complete their learning logs except for
student B. I extended her due date.
Have kids do a summary chart/learning log of the
information they learned about from their peers as
they post their papers around the class.
A higher level of thinking was addressed in this lesson
with the personal connections the students made with
their research. Creating the connection between what
the students learn to their future occupation puts their
abilities and understanding of mathematics in a
different perspective that will motivate them to learn.
The technology used enhances student learning by

showing them they can access the internet as a
resource for mathematics. The students have
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Discuss specific classroom

routines and procedures that
will be in place with this lesson
to maximize instructional time.
How will the active and

equitable participation of all
students during this lesson be
ensured?
How does the lesson

demonstrate teacher-centered
and student-centered
instructional strategies?
When the students walked into class they were

directed to read over the instructions on their own,
then after the rest of the students were seated we
went over them as a class. All cell phones were put
away and the students got to choose their partners for
the project. I have learned that the students work a lot
better when they had the opportunity to work with a
friend. Closely monitoring every group, I created a
check list for the students to keep track of while they
worked on their group projects. While observing their
progress I also would look at their lists to see how
close they were to finishing. If projects were
completed before it was time to present they worked
on their presentation The last twenty minutes of class
was designated for presentations.
The participation in this activity was ensured by
monitoring and offering one on one assistance as
needed. The motivation of having to present their
project to their classmates also kept the students on
track for the duration of class.
Teacher centered: Giving instruction, individual help
during work time facilitating presentations.
Student centered: creating models, discussion with
group members, giving oral presentations.
struggled with using their resources to find

information. This was an opportunity for me to show
them they can use the internet to their anytime they
get stuck in their studies.
The daily routine of reading what is projected on the
board will be held for this lesson as well. Also, all cell
phones will be required to be put away while during
the class discussion. If the students forgot their
MacBooks they are allowed to use their cell phones to
find complete the research paper. During the learning
log activity, the student will be required to leave their
paper on their desks and walk around the classroom
to complete their learning log about the information
they learned today. It will be important that the
student complete their papers by a certain time so
everyone can participate in the learning log activity.
To make sure this happens I will be constantly
observing the classes progress on their papers to
optimize their time to complete the activity.
This was an in-class assignment so this motivated
them to stay focused. Each student had to do their
own research and create their own paper. Also the
students were told that they needed to finish the
paper by a certain time so they could complete their
learning log.
Teacher centered: giving instruction, individual help
during work time.
Student centered: using computers to complete
research and write their papers, individually working
on learning log.
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Table 2.3.2 Adaptive Plans (limited to 1 page)

LESSON PLAN 1
LESSON PLAN 2
PLAN FOR INSTRUCTION
What specific
adaptations/modifications to the
instructional plan are needed? Why
are these adaptations appropriate
for the student?
If adaptations are determined to be
unnecessary, identify the part(s) of
the plan that will not be adapted (if
any). Why are adaptations/
modifications not needed?
STUDENT A
STUDENT B
STUDENT A
STUDENT B
Considering this was the

first project based lesson I
had in my unit and the
students at this school
havent been exposed to
many project based
lessons, student A had a
hard time adapting to this
lesson. But once she had
time to discuss the task at
hand with her partners she
really started to get excited
about the project. Some
modifications I made for her
took place in her group. I
challenged her to become a
leader with the group of
students she was working
with. This adaptation to the
lesson for this specific
student was appropriate
because it challenged her to
help the people around her
understand the project
which ended up increasing
her own understanding.
Student B struggles
with working with
partners because of
her shy tendencies
so Instead of letting
her choose her
partner I personally
paired her up with
someone I thought
she would work well
with and who would
involve her in the
process of creating
the model. I did not
modify her
participation in giving
the presentation.
Because these
presentations were
given as a group,
student B had the
support of her
classmates while
speaking in front of
the class.
Adaptations
were not
necessary for
student A during
this lesson.
Each student
was allowed to
work at their
own speed and
depth of ability
to perform the
research and
then create the
paper.
Student B was given

extended time for
when the assignment
was due. Specifically
in this students IEP it
states that she is
allowed to ask for
more time to
complete
assignments. For the
rest of the classes the
paper was due at the
end of the class
period but student B
was allowed to take
the assignment home
and turn it in the next
day.
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Table 2.4.1 Unit Assessment Design Table (limited to 2 pages) `

Explain the
specific
Describe the
Explain rationale adaptation(s) made
assessment
for choosing this for Students A and
to be used
assessment
B OR why no
adaptation(s) are
needed
10/25 lesson 11
and 12
Formative
Assessment
- Informal
10/26 Lesson 13
and 14
Formative
Assessment
- Formal
Class votes
Quiz
3 open ended
questions
This allows me to
get a running
number of all the
student that
understand the
material and if
they are following
along knowing the
correct
information.
Open ended
questions allow
me to see student
thinking more than
just identifying an
answer choice
No adaptations for
student A because
she does a good job
at following
directions. Student
B had to be
prompted by me
personally to
partake in class
votes.
No adaptations are
made for either
student A or B
because nether of
these students have
difficulty completing
these small
assessments.
Which
objectives does
this
assessment
address?
Objective 9
Objective 12
Objective 6
Identify how the

assessment will
be scored
Describe how
specific
student results
will impact the
unit plan
This assessment
will not be graded
but I will take
notes on which
students give an
answer each time
to figure out which
students are
struggling.
If most of the
students arent
participating in
this assessment
then I will
change to a
verbal form of
informal
assessments
like a think-pairshare so each
student is
required to think
aloud with
another student.
The assessment
will be scored by
partial credit for
each problem, 10
points for the
entire quiz.
After the
students took
this assessment
the average
score was a
62% so we
revisited this
objective and
the students
were allowed to
retake this quiz
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for full credit.
Summative
Assessment
25 question
paper-pencil
test
5 matching
11 word bank
vocab
3 multiple
choice
6 open ended
I chose all of these

different types of
questions to allow
student to feel
more emotionally
safe by giving only
6 open ended
questions but still
showing mastery
of much of the
content in other
ways
No adaptations were
made for student A.
Student B is allowed
to take tests in a
different room with
her counselor.
Objective 2
Objective 3
Objective 4
Objective 5
Objective 6
Objective 7
Objective 12
There will 70
points possible
matching will be 2
points each
vocabulary word
bank will very
between 1 and 2
points, multiple
choice will be 2
points each and
open ended
problems will be 5
points each. With
a possibility of 5
points of extra
credit.
Results will be
used to
determine if we
need to review
concepts from
this chapter in
future
homework. The
results will also
affect how the
unit will be
structured in
future years.
What is the
minimum level of
performance
expected of all
students to
achieve on the
summative
assessment?
At the school the minimum performance level expected is 70% or better. But because this isnt always the case I am
looking for growth from the students performance on the preassessments
Are any differences in

performance expected
between the subgroup
described in Task 1 and
the remainder of the
I expect a large difference between my subgroup and the remainder of the class. These students work a lot harder than
the remaining students in the class. They usually lead the class discussions and they tend to score higher on the
homework quizzes. Because they are involved in extracurricular activities they have had practice balancing all the
things they must do whether that be go to class, study, go to practice, or even practice an instrument. This involvement
creates a higher level of focus and thinking that puts them above the remaining students who spend their down time not
focused on school minded activities.
class? Explain.
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Task #3 -Teaching and Learning

Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)
Lesson 1 and 2: At the beginning of each unit the students receive a scale with objectives, these scales are required by the high
school and are made so the students can evaluate themselves on how well they understand each lesson. To start off the class I
passed out their scale and reviewed all the objectives they will cover over the course of the unit. After that, the students completed
bell work that is being used as a part of the pre-assessment. The bell work is made up of a half sheet with three open ended
questions. With the completion of this bell work as I collected each half sheet I noticed that almost half of the class was
understanding the general concepts of what todays lesson would contain but also half of the class seemed a little confused. So, as I
picked up the bell work, I passed out a scavenger hunt that went a long with a website that used digital manipulatives and animations
to review nets and 3-dimensional shapes. The students went through the website with a partner of their choice, and followed the
scavenger hunt. The information they collected on this work sheet made up their notes for the day. After their scavenger hunt was
completed they were assigned a homework assignment that was due the next day. For this unit, I decided to create exit slips. These
slips contained three questions: 1. What did you learn today? 2. Using your unit scale rate your understanding from 1-4. 3. Question
or comments? Today was the first attempt of having the students complete them. The students were a little upset that we would be
doing this every day, but I received a lot of good feedback from multiple students that I dont usually hear from. A lot of students
made comments that they really enjoyed the online work and that they felt they learned a lot from working with a partner. In all I
thought this lesson went extremely well and it was interesting to see how well the students worked with partners. I did notice that
student B needed a little help working with a partner so I partnered her up with another student that struggles in class. I did this so
the both of them had to actually work together and not just copy one another. Student A seemed to really enjoy this assignment. She
really enjoyed the visuals that the animations gave over the content. If I could change anything about this assignment it would have
been creating time at the end of the lesson to do a full class review over the assignment.
Lesson 3 and 4: Starting off the class the students checked their homework assignment and turned in their completed work. Before
they turned their homework in I went over misconceptions on the board with the entire class to help the students prepare for their
homework quiz. The students took their homework quiz then picked up and completed the bell work. Again, this bell work contained 3
open ended questions, but as the students started turning them in I noticed that there were a lot of wrong answers on almost all of
the half sheets turned in. Todays lesson was over lines and planes, which requires a lot of vocabulary. Reflecting on the previous
days lesson and knowing how well the students liked having online work I created another scavenger hunt and also a vocabulary
graphic organizer for the students to complete. This website had more digital manipulatives and animations that the students could
use to learn about lines and planes and what they look like. It also had information typed in paragraphs that the students could used
to fill in their vocabulary graphic organizers. After choosing their partners the students started working on their scavenger hunt for the
rest of the class. Looking back on this lesson I wish I would have done a pre-discussion about all of the vocabulary so that when they
were completing their graphic organizers they could have more prior knowledge about the content. While reviewing the exit slips, I
saw that a lot of the students were still struggling with the vocabulary and visualizing what each word looked like even with the
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animations. On question 2 of the exit slips the students were rating themselves extremely low with their understanding of the content
(2s or lower). In knowing this I decided that I needed to take a couple more class periods expanding on this information.
Lesson 5 and 6: To add more depth to the students understanding of the lesson from the day before, I created an in-class project.
The students were instructed to get into groups of three and read the instructions projected at the front of the class. This project
required the students to create a model of a mathematical plane with specified objects included. The requirements were to include:
five points, one plane, two lines, two line segments, three coplanar objects, one set of three collinear points, one ray, one pair of
opposite rays, one pair of intersecting lines, and one line with a midpoint. The rules were that nothing could be drawn with a pencil
besides labeling points, there had to be a key made labeling their objects on the plane, and at the end of the class each group had to
present their project. The resources used for this project were popsicle sticks, paper, scissors, straws, string, paper clips, toothpicks,
garage sale dot stickers, and tape. Each group of students were given a large post-it-note to put their key on, so they could easily
stick it to the white board to present their projects. A lot of the students struggled at the beginning of this project. They didnt know
where to start because of the misunderstandings they had from the day before. So, I walked around the classroom giving the student
ideas of how to start their project and with that little push the students took off and created some very detailed projects. At the end of
the class the students started their presentations. This started out a little slow because the students didnt know what to say or were
too shy to get up in front of the class but after the first group went all the other groups followed right behind them. I was extremely
impressed the Student B during this assignment. She usually shys away from group work but she worked well with her team and
also spoke during their presentation. This project brought a really good hands-on aspect to a very abstract concept like planes. The
students expressed to me that at first that they really didnt understand what they were supposed to do but after they were given
examples and talked about it with their group they started to understand what lines and planes actually looked like. I would definitely
do another lesson like this one because it created a fun atmosphere in the classroom and allowed to students to be active out of their
seats. But if I did this lesson again I would have given the kids more freedom with technology. Maybe finding an app or program that
allows the students to create a virtual model and then present that to the class. In all I thought this lesson was very successful.
Lesson 7 and 8: At the beginning of class we had a couple of presentations to complete from. After the presentations were done, I
wanted to make sure that when the students completed the vocabulary graphic organizers on their own that they had the right
information to study. So as a class we went over the vocabulary and I filled in my own set of notes on the white board. After each
word was reviewed I assessed their understanding by a show of thumbs. If most of the class was putting a thumb down or a thumb to
the middle, we spent more time with a class discussion over their questions and misunderstanding. This was beneficial for the
students who didnt understand the online scavenger hunt, and it also helped solidify the information they learned the day before with
the in-class model project. During the lesson, I noticed that student B was falling behind on her note taking. So, after the rest of the
class had finished notes I sat down one on one with her and walked through the notes at a slower pace so that she could understand
the information.
Lesson 9 and 10: The students walked into class and completed another 3 open ended question bell work, which included solving
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algebraic equations. This was the first time that students approached me with questions about the bell work. I had to turn them away
because this is considered their pre-assessment, and I am trying to figure out what they know without my help. Noticing that most of
the class was struggling with this concept, I decided to completely go over the notes with the entire class first. The students reacted
extremely well to the guided notes so most of this note packet was following along and filling in the blanks with a lot of examples.
After notes were completed I instructed the students to pair up with someone they havent worked with yet this semester. Then I
paired together two sets of partners to create groups of four. This activity was a task card sheet. There were twelve different task
cards the students had to complete as a group so I encouraged the students to complete them as a jigsaw strategy. One set of
partners took the first six questions and the second pair of partners took the last six questions. When the pairs completed their six
questions they taught the other pair of students how they completed their questions. The first group that completed the task car
jigsaw was a group that contained both student A and student B. Having these two students work together was a great experience
for them both. While student B finds some of the concepts difficult she can look to student A to take the time to help her understand.
Then on the other hand student A feels more confident in her abilities because another student has asked her for help. One thing that
I didnt really like about todays notes was that they seemed to be a little slower paced. So in preparation for tomorrows lesson I
planned on approaching taking notes a little differently.
Lesson 11 and 12: More bell work was given at the start of the class, three open ended question.This wasnt just a complete class
period of teacher lead direct instruction. During the notes students are encouraged to answer questions aloud and talk to the
classmates sitting next to them. For every example given I had the students work individually and upon their completion had student
go to the board and teach the class how they got their answer. Then I asked the class Did someone else get a different answer?
When the students would raise their hands, I would have them go to the board and explain how they got a different answer. This
would continue until all the different ways the class used to solve the example was on the board. I would step in and go step by step
with the students following along explaining why certain answers were right and why others were wrong. When the notes were
completed I extended this discussion to their homework problems and encouraged the students to walk up to the white board and
work on problems that they didnt understand with a partner. During the time dedicated to taking notes I noticed that the students
from my subgroup were definitely the first to speak up out of the class. But as the class progressed, different types of students
started taking part in the discussion and coming up to the board to write their answers. Todays lesson was one of my favorites
because I took a very basic set of notes and direct instruction, and the students created class discussion that made it almost a
student lead class.
Lesson 13 and 14: Todays class started off with an open class discussion about protractors and angles. I asked the students why
they thought protractors were invented and what were they used for and I also asked them what jobs they thought used angles on a
day to day basis. The students used a think-pair-share method in creating class discussion. After the class discussion ended I
assigned a research project. The guidelines for this project were: In paragraph form using a minimum of a half a page of notebook
paper research report on when a protractor was made, what was it used for after it was invented, and who made it? Also research
where angles are used besides in a math class-- name two jobs that use angles (that does not include math teachers) and explain
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how they use them in their profession, and also share what you want to be when you grow up and how you could incorporate angles
into that occupation. The student spent most of the class time researching and writing out their two-paragraph mini-research papers.
To conclude todays lesson, I also required the kids to post their papers around the room and create a learning log summarizing the
five other students paper. They were to record all the answers given for each question asked in the prompt and organize the
information in a way that explained what they learned from their peers. Looking back on this lesson I wish I would have given them
more time to write more information. This paper was due at the end of the class period and I feel like I hindered some of the students
writing abilities by giving them such a short requirement. Student A was among some of the students who asked me if they could
write more than half a page. If I do a lesson like this again I think I will change the amount of information the students need to write
and include more reflecting on what we have already learned into their paper. Also on the other hand student B had a hard time
completing this assignment so I decided to give her an extra day to complete it but still had her participate in the learning log activity.
Lesson 15 and 16: Todays lesson was extremely short because I promised the students that they would get to have a work day
sometime before the test. So after some direct instruction and a quick homework assignment, the students were allowed to catch up
on quizzes and homework that they might be missing or were absent for. This day was extremely beneficial for student B. She got
almost all of her missing assignments turned in and got to work with other classmates who helped her understand some of the
misconceptions that she had during the unit. As for student A, she already had all of her work completed and had already retaken all
of her quizzes that she didnt like the grade she received. I offered her an extra credit practice sheet which she accepted quickly.
When she finished I allowed her to work on other assignments from other classes. Reflecting back on todays lesson I found the
importance allowing some class time for students to catch up. When students have jobs, other classes, and the pressures of high
school to manage they can get lost in the process. So, allowing students the time to work during class time gave them the
opportunity to ask questions and also not worry about having to learn new information on top of the material they dont know very
well.
Lesson 17 and 18: With the test being tomorrow I designed a review that was different than what the students were used to based
on the beginning of the semester. As the student walked into the classroom the turned in their homework assignment and took a
homework quiz over vertical angles, linear pairs, and adjacent angles. When they finished I proceeded to go over the instructions for
their review. The review I gave them was to create a test with questions that they would want to see on the test I gave them. They
needed to have 10 questions with answers and they also had to incorporate every section we went over for the unit. Another
instruction included in making this test was highlighting the important information in their directions for each question they made. I
really wanted them to focus on what they were being asked to do in each set of directions because a lot of them didnt do well on
quizzes because they didnt completely read the directions given. The plus to this assignment was if students wrote good enough
questions I would add them to the test and give that specific student a point of extra credit on their test. I plan on doing a lesson like
this again because on the test I noticed more students being cautious while reading the directions.
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Table 3.2.1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages)
Instructional Strategies
Lesson 1 Building Models
Lesson 2 Research Paper
Questions
Giving the students a hands-on activity
This lesson gave the students a why factor to learning the
got them out of their seats and made
mathematics content. The students got to make connections
Overall, how did the
them
think
outside
of
the
box.
The
video
between real life and class work which doesnt usually happen.
instructional strategies for the
showed
all
student
working
hard
and
Taking the time to research aspects of math in the real world and
lesson positively impact
learning for all students?
involved the entire class. Allowing the
relating it to their future occupation opened their eyes to why they
project to be a group project created
should learn the information that they are taught in high school. I
How do you know students
great in-class discussion-- student to
know my students met the objectives for today through their
met or did not meet the
student-without
me
having
to
lead
it.
reflection in their learning logs. In the video you can see how
objective(s)?
Justify response with specific
The
objectives
for
this
lesson
were
met
interested they were in reading their classmates papers and
examples/evidence from the video.
as evidence by the group presentations
recording the connections other people made.
given at the end of class.
Groups were used to ease the pressures With this assignment, the students got to open a new skill set to
In what ways was the
of giving a presentation. I have a lot of
me. I told the students at the beginning of the class that I wasnt an
use of instructional
shy
students
in
my
class
who
gave
great
English teacher and that they could feel comfortable writing to me
strategies to address the
presentations
with
their
partner.
For
because I was grading the content they found. So if a student was
diverse cognitive,
example,
student
B
who
doesnt
do
well
feeling stressed because they felt they werent good at writing
emotional and social
with
participation
helped
her
group
put
papers I reassured them that we could work on the grammar part
needs of all students
together their model and even spoke
of the paper together.
successful?
Provide specific examples.
during their presentation.
Creating a check list for the students to
When the students found out that other students would be reading
have during the construction of their
their papers they got excited because they wanted to find out what
Describe how students
models was extremely helpful. In the
everyone else was considering as a career path. They were also
were meaningfully
video you can see how easy it was for
wondering what other students would find during their research.
engaged in active inquiry
me to walk around and look at
With this end product of sharing with classmates the students
and higher level thinking.
everyones check list to see where they
found motivation to stay engaged and work at a higher level of
were on their project.
thinking.
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How were instructional

strategies effective in
providing equitable
learning opportunities for
all students?
At the beginning of the lesson a student

asked me if they could use their notes
while building their model. This
permission was granted, because this
provided support for any students who
may not remember the material they
learned the day before in class.
Making this assignment an individual activity helped make it

effective and equitable. The students were allowed to be as
creative as they wanted in their writing and were given a lot of
freedom to express their thoughts through words instead of
ordinary math problems. Students also had the opportunity to learn
from other students without having to talk to them which created a
safer place for the students to learn. In the video I had saw
students who usually do not participate in class activities walking
around and engaged by in what their classmates had to say in their
papers.
The use of protractors is integrated across content with art class,
physics, and mapping in geography. Another way this lesson is
integrated across content is by having the student researching and
typing papers using communication arts skills.
Was integration within

and across content fields
successful?
Classroom Learning
Environment Questions
Describe how a variety of verbal

and nonverbal communication
techniques were used to foster
active inquiry, collaboration, and
supportive interaction in the
classroom.
How conducive was the

overall classroom
learning environment in
supporting positive social
interaction, equitable
engagement, and selfmotivation?
There was integration across the

mathematical field with modeling into
engineering. There was also integration
with public speaking through the group
presentations.
Lesson 1 Building Models
Lesson 2 Research Project
While walking around the room

observing the students check lists they
knew what I was looking for their
progress so they wanted to quickly check
off as many things on their list as they
could. Verbally, I always return the
students with a question and ask them
what they think they should do before I
offer my own advice.
The students really enjoyed working in
groups/partners today. This supported
positive social interaction. Also with the
group presentations fostered selfmotivation since they wanted to impress
their peers with.
Again, walking around the classroom and silently monitoring the

students laptops making sure they were on task was a big part of
the nonverbal communication with the class. Verbally the students
had great discussion over the information they were about to
research before the assignment was given. I stopped this
discussion with the question of how could their future occupation
involve angles and instructed the students to not share this
information with their classmates because at the end of the class
they would get the opportunity to read their classmates papers.
Sometimes the students got off task because of the freedom to use
the internet. So, with me walking around the classroom the
students might have felt a little more controlled that usual. But after
they completed the research paper they had a lot of motivation to
observe what the other students wanted to be when they grew up
and how they could incorporate angles into their jobs.
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Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages)
Pre-assessment
Overall analysis of results.
Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data

was used to proceed with instruction
for all students.
What is the plan to differentiate for

all learners?
On a daily basis of monitoring and grading bell work for my preassessment I could tell that
only a few students actually knew something about the information being cover each day. But
the majority of these students were students who had already taken this class once and failed
it the first time. When I brought algebraic equations into the preassessments more students
understood how to solve those problems, but mixing them with geometric applications was a
concept that the students did not understand very well.
The students had a good grasp over objective 1, 83% of the class got the questions pertaining
to this objective correct which was the best the students did on any single objective. The
objective the student struggled with the most was the vocabulary in objective 7. It was very
apparent from the preassessment results that the student did not have prior knowledge in with
points, lines and planes.
Each day that the students received bell work I would check it as they turned it in to see which
students had prior knowledge of the information we were going to learn that day. Because it
was such short notice I usually kept the same lesson plan that I originally made up. I did have
an advantage of knowing which students could answer the questions that I was going to ask
that day so if the rest of the class couldnt answer I could call on them.
The scores from this preassessment show me that within the class there are a lot of different
levels of prior knowledge. This class is mainly freshmen but there are a lot of upperclassmen
who have failed and are retaking the course. The plan I made to differentiate for all learners is
after grading each piece of bell work for the day I would give extra attention to the students
that did not do well. During the lesson, I plan on checking in on them often to see if they are
starting to understand. On occasion I would pull together small subgroup of students who
were struggling and do a small extra demonstration for them to help them get started and
avoid frustration.
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Formative Assessment- 3 open ended question Quiz from October 26th-
Overall analysis of results.

Are students learning what was
intended they learn?
Discuss any adaptations based on

the results of formative
assessments.
Identify differentiation needed to

help all students meet the goals and
objectives of this unit.
The final scores for this quiz were the lowest out of every other quiz in the unit averaging at a
51%. This quiz was given right before a five-day weekend which didnt help the focus in the
classroom. Even the students in the extracurricular activity subgroup struggled with this quiz
averaging in at 73%. Looking at student As initial score, she got a 7/10 on her first attempt
but because she is very involved in getting good grades she retook this quiz and received a
10/10 on her second try. As for student B, she received a 5/10 and did not attempt to retake it.
The objectives this quiz covered was objective 5 and objective 6. The students did not learn
what was intended for them to learn but this was also because there was a lot of students who
did not follow the directions for each problem. After this lesson I found out that I needed to
start incorporating more direction about carefully reading instruction and then following those
rules into my assessments.
After this assessment I realized that the students were not taking the time to read the
directions given for the questions they were being asked. So during class I started requiring
student to highlight all important information in their directions during notes, quizzes and
homework.
With changing the students daily routine to using highlighters to show the important
information in their directions I saw a major difference in the performance of how well they
completed the problems. By supplying highlighters for the students who did not have any and
requiring them to use them on every type of assignment, they started reading directions more
thoroughly. At first I would have the students highlight what they thought to be important on
their assignments then for the students that were still struggling with this task we would go
over the process as a class.
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Summative Assessment
What did the disaggregated data of

the assessment reveal?
As a whole the average of the class was a 71%. This infers that most of the students made
the minimum for the schools grade requirements (which is 70% although 60% is passing).
The subgroup of extracurricular students averaged at an 82% which was better than I
expected because a lot of these students missed classes due to the activities they are
involved in taking field trips, etc. Student A received a grade of 102% because she completed
all of the extra credit that was on the test while student B received a 44%. These grades
genuinely reflect the work that the students put into the unit and their abilities to complete and
turn in their assignments.

Surprisingly the students scored highest on object 4 which is the objective over calculating
midpoints and determining whether a line segment is congruent of not. The objective that the
student struggled with the most was objective 6 which had to calculating angle measurements
when given an algebraic expression. Another objective that showed weak performance was
object 7 which dealt with all of the unit vocabulary.
Did all students learn what was

intended they learn? Explain.
Disappointingly no. 10 students scored below a 70%. This is one of the lowest performances
seen on any test this semester. This could be due to the fact the majority of the students have
had little to no experience with geometry and this was our very first introduction to geometry
for the year. During the span of this unit there were many disruptions including a 5 day
weekend and also the excitement of homecoming and homecoming week.
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Table 3.3.2a-Preassessment
Questions Number of students
who got it correct
Subgroup students who got it correct

(out of 7)
Student A
Correct =Y Wrong= N
Student B
Correct =Y Wrong= N
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
7
7
5
4
4
4
7
7
7
0
0
0
2
2
3
2
Y
Y
N
N
N
Y
Y
Y
Y
N
N
N
Y
Y
N
Y
Y
Y
Y
Y
N
N
Y
Y
N
N
N
N
N
N
Y
N
22
24
10
15
15
4
24
21
14
0
0
0
6
2
14
2
Table 3.3.2b- Summative Assessment

Grade
A
B
C
D
F
Whole Class
5
5
4
4
6
Subgroup
4
2
0
1
0
Student A received a 102% on the summative assessment and Student B received a 44%.
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Task #4 -Reflection and Professionalism

Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages)
Based on the analysis of all the
Give more than one reason for each of
assessment results, identify TWO
the successes identified.
learning objectives from the unit where
students were most successful.
Objective 1: Students will be able to
The students had a lot of success with this
identify and draw a net from looking at its
objective because it was the first math
3-dimensional shape.
concept we had all semester that didnt
include computation. It was a very tangible
concept that the students didnt have to
remember an equation for. Also this
objective was successful because of the
online animations the students got to
manipulate. It was a really memorable
activity for them.
Objective 2: Students will be able to give
The students had a lot of success with this
feedback on what they have learned and
objective because they had the
grade themselves on a scale of
opportunity to practice gaging their abilities
understanding.
all semester. The students also liked
giving me feedback about lessons
because they knew that I would listen to
their complaints and interests.
Based on the analysis of all the

assessment results, identify TWO
learning objectives from the unit where
students were least successful.
Give more than one reason for the

identified lack of success for each.
Discuss at least TWO things to do

differently in the future to extend these
successes to continue students
academic growth.
In the future I plan on having another type
of activity for the students that involves
them cutting out an constructing 3dimensional shapes from nets. Also I
would include nets that dont work so the
students can learn why its important to
have certain shapes and a certain amount
of sides for each net.
In the future I plan on completely changing

the way I make exit sheets. The amount of
paper I collected was over whelming and
not manageable. I plan making electronic
blogs for the students to give me feedback
on. Also something I would do differently
would be requiring the students to scale
their understanding every day on a chart
set up in the class.
Discuss at least TWO things to
differently in the future to improve
students performance.
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Objective 1: Student will be able to

recognize and recall vocabulary: point,
line, plane, segment, ray, opposite rays,
collinear points, coplanar points/lines,
intersections, congruent, midpoint,
adjacent, vertical, complimentary,
supplementary, linear pair.
The only vocabulary words I am referring

to within this objective are: point, line,
plane, segment, ray, opposite rays,
collinear points, coplanar points/lines,
intersections. The order in which the
information was given to the students was
confusing for them. They also had a hard
time creating their own notes on the
graphic organizer.
In the future I plan on changing the order

in which I teach those specific vocabulary
words within this objective. I would start
out with going over each vocabulary word
as a class and giving example and then
allowing the student to explore the
scavenger hunt website with some sort of
prior knowledge.
Objective 2: Student will be able to

calculate angle measurements when given
an algebraic expression as the angle
solving for x including congruent angle and
angle bisectors.
Students had a hard time identifying when

2 angles created a straight line making the
total of the angle 180. Also the students
wouldnt read the directions thoroughly
enough to determine which ray was the
angle bisector.
Finding a more hands on activity for this

objective and also giving the students
more time to learn this material. The
students did really well with measuring
segments so I thought angles would be
just as easy but that wasnt the case.
Based on the analysis of assessment results, what other conclusions could be made about the students learning?
Based on the assessment results the student performed better when assignments were not labelled test or quiz. As the unit
continued the some of the students quiz score didnt correlate with their homework scores. This was because the students felt more
pressure when they knew they were taking a quiz, but while they were doing homework they could focus knowing they had more time
to do it and that it counted for less points.
Based on the analysis of assessment results, how did making adaptations to instruction ultimately affect student learning?
The adaptions made with the type of instruction is what affected the students learning the most. The students seemed to score better
when they had a hands on activity or group work. The students made better connections and solidified the information better when
they werent just taking notes.
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Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)

What specific professional development
Identify at least TWO aspects of instruction that could be
opportunities/activities will help to acquire that knowledge
improved. Explain reasoning.
or skill?
Aspect 1: Differentiating my instruction. Because students learn
There are multiple free webinars and websites on the topic of
in so many ways the need for differentiated instruction is very
differentiating instruction. Places like TheTeachingChannel.com
important. Sometimes I notice myself teaching the way that I like is a great resource for this topic. I will also in the future stay on
to learn which isnt going to be the way that all my students like to the lookout for conferences with classes and discussions over
learn. I have changed up my daily routine a bit with my students
differentiated instruction. I also think it would beneficial to attend
but I always come back to notes and lectures. By differentiating
the National Council of Teachers of Math (NCTM) conference
my instruction I am setting up my students for success because I this spring I would want to attend sessions dealing with different
would be giving them the opportunity to find out the way they
strategies in the math classroom and also teaching math to ELL
learn best. I also want to build skills in working with ELL students students.
as part of my differentiation library.
Aspect 2: Use of technology. I have become extremely familiar
This aspect could also be fulfilled by attending conferences that
with document cameras but that is major form of technology that I have classes over this specific topic. There is a Math Plus
use in my classroom. Considering students these days are
conference that I have looked into hosted by Greg Tang. Another
completely surrounded with technology in their everyday life the
way that I can acquire knowledge over this skill is through the
use of it in a classroom is extremely important. I did step out of
schools I work at IT resources. Considering in almost every
my comfort zones while student teaching and looked into online
school building across the nation there is a technologically
simulators and the online resources given from the class
advanced colleague there isnt much a reason to not get the help
textbook. At the school where I student taught at a classroom set I need in this field.
of textbooks was 10 books per classroom. So the students
resources are almost limited to using the internet. I think after
familiarizing myself with more useful technology I could more
comfortably incorporate it into my classroom.
Aspect 3: Time management especially in a block setting. The
An easy way to improve this aspect is by making connections
first ten minutes of the block and the last ten minutes of the block with veteran teachers and asking for their advice. I have learned
are the hardest to take care of because students have been
that teachers who have a lot of experience love sharing their
sitting in a 50+ minute class. But when you add it up after a week knowledge with new teachers. So, I intend on using their wisdom
if you have wasted the first ten and last ten minutes of class you
to my advantage. Also, I have found a lot of scholarly articles and
lose a total of 100 minutes by the end of the week.
helpful videos on Teacher Tube.
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Table 4.3.1 Communication Log (limited to 2pages)

Date
8/31/16
9/5/16
9/16/16
10/7/16
10/7/16
Person
Contacted
Method of Contact
Student
In person
Mentor
Teacher
In person
Math teacher
Email
Student As
parent
In person
Student
guardian
In person
Reason for Contact
Result or Impact on Instruction
After school help on missing Student got back on track after

assignments
missing a couple days of school.
Mentor teacher ended up showing
me all of her notes, tests, and
Discussing lesson plans
quizzes from previous classes she
taught
After conversing over email this
Emailed me asking me if I
teacher gave me a flash drive with
needed any resources for
compiled math documents from
lesson planning
almost every math teacher within
the building.
Positive experience and learned
that Student A does not speak
Student teacher
English at home with her parents.
conferences
She had to translate what I said to
her parents that night.
Student teacher
conferences
10/7/16
Student
guardian
In person
IEP meeting
10/13/16
Community
Email
Made contact with a
Mostly a positive experience

except that this student struggles
in class. The students sister takes
care of her and I could tell there
was a lot of tension between them
and her failing grade.
I got to experience my first IEP
meeting with a student and her
foster parent. I got to learn how
they set up IEP and how the
parents play a role in that process.
Added more independent practice
Follow Up
(if
necessary)
Not
necessary
Not
necessary
Not
necessary
Not
necessary
Student
started
attending
class more
and turning
in more
homework
than usual.
Not
necessary
Not
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Date
Person
Contacted
Method of Contact
Resource
Reason for Contact

community resource at the
university to learn different
ways to make lessons more
student centered and less
teacher centered.
10/15/16
Fellow student
teacher at
another school
Phone call
To discuss instructional
strategies and classroom
management.
11/1/16
Student parent
Phone call
Their student received a

detention for skipping class
11/10/16
12/1/16
Student
In person
Principal
Email
Student helped another

student in class that was
really struggling. I
approached this student to
thank them for all of their
hard work and kind gesture
of teaching another student.
Set up a meeting for my
experience at the school
during my student teaching
Result or Impact on Instruction

to my lesson plans and started
differentiating instructions.
This person was teaching the

same subject as me so we were
almost on the same schedule. We
bounced ideas off of each other
over classroom management and
instructional strategies that
implement classroom
managemenet.
Student served detention and
learned their lesson on skipping
class. The phone call home
solidified the punishment because
their parent knew about the
detention.
This student continually started
helping other students in the class.
She found out that she really
understood a lot of the information
and wanted to help out her
classmates who didnt know the
information.
I got to sit down and interact with a
principal and learn a lot more
about the school I was teaching in.
Follow Up
(if
necessary)
necessary
Not
necessary
Not
necessary
Not
necessary
Not
necessary
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Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)

As they say communication is key!
In the technologically advanced world we live in today there is no excuse for not being able to communicate with the people
around us. In this day in age we have the ability to video chat, email, text, or call. Because communication is easily at our finger
tips our abilities to utilize it should be outstanding.
I have learned over the course of my student career and now student teaching experience that communicating with
teachers is a vital part of being successful. Communication is critical of providing feedback, constructive criticism, and even
encouragement. Student to teacher communication is vital to learning. If you cannot communicate with your students in a way
that they understand they cannot learn and thus will not retain the material you are trying to teach. Students might feel
uncomfortable talking to their teachers one on one which can cause problems in their abilities to learn. My job is to open the
lines of communication and make my students comfortable enough with me to keep them open.
Not only can communication be important for student and teacher relationships but it is also important for teacher to
teacher relationships. As teachers, we are all trying to complete a common goal in teaching our students. I have learned that the
communication between teachers is extremely important because of how much your fellow teachers can help you become a
better teacher. When you become willing to receive feedback and share ideas with other teachers you are taking the initiative to
expanding your knowledge of your profession. Teachers who communicate effectively and efficiently create a better learning
environment for their students which should be enough motivation to make better connections with the teachers around you.
Another type of communication that I have found important for teachers is the communication between them and the
students parents/guardians. Having the opportunity in working in an inner city high school I have firsthand seen the impact that a
parent/guardian can make on a student. This semester I taught a little more than 60 students and the parents/guardians of only
10 of them showed up to parent teacher conferences. This could be due to a lack of communication between teachers and
parents. The thing I noticed from this experience is that the students who showed up to parent teacher conferences where
students that were already doing well in my classes. Parent communication should include good news as well as bad. Even
though it important to inform a parent when their child is acting out, it is way more important to address good behavior to parents
about their student. This type of positive communication can encourage parents to check on their student and take interest on
how well they are doing in school.
The final type of communication that teachers can utilize is communication with the community. This is a type of
communication that can be overlooked because certain resources arent always available. But taking the time to connect with
people in the community can be very important. Bringing in people from the community to talk to your students can be extremely
beneficial because applying real life situations to the lessons you give, gives students a different aspect of learning.
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Kansas

Kansas Performance Teaching Portfolio

Task #1 - Contextual Information & Learning Environment Factors

Kansas Performance Teaching Portfolio

Table 1.2.1. Class Contextual Information (limited to 1 page)

Content area (e.g., mathematics) _Mathematics_

Age range of students _____14-17_____

Topic (e.g., geometry)__algebra/geometry__

Number of male students ______3_____

Total number of students _____24_______

Number of female students _____21_____

___2__ African American or Black

___17___ Hispanic or Latino

___0__ Native American/Alaskan Native

__4___ Asian or Pacific Islander

___0___ Other (specify) __________

Language proficiency of students

___19___ Fluent English Proficient __5____ English Language Learners

Identified special needs categories

___3___ Specific Learning Disability

___0___ Speech/Language Impaired

___0____ Hard of Hearing

___0___ Visually Impaired

___0___ Orthopedically Impaired

___0___ Emotionally Disturbed

___0___ Other Health Impaired

___0___ Multiple Disabilities

___0___ Intellectually Disabled

___0___ Brain Injury

_______ Other (Specify)________________

Kansas Performance Teaching Portfolio

Kansas Performance Teaching Portfolio

Table 1.3.1 Focus Student Information (limited to 1 page)

Intellectual Struggles with

Based on this information, what are implications for this

Creating a more student lead atmosphere would be beneficial

Kansas Performance Teaching Portfolio

Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)

Kansas Performance Teaching Portfolio

Kansas Performance Teaching Portfolio

Task #2 - Designing Instruction

Average Lesson Time

Algebra 1 and Geometry

Kansas Performance Teaching Portfolio

Table 2.2.1 Unit Design Table (limited to 4 pages)

Kansas Performance Teaching Portfolio

Explain rationale for choosing

Explain the specific

I chose to break up my preassessment into daily bell work to

Identify how the

One point if correct.

Students were instructed to work

Informal (I): Observations of work

Describe Specific Adaptations/

I had to pair up student B with a partner

Kansas Performance Teaching Portfolio

Homework quiz. Teacher lead

Teacher lead discussion using

Check homework and complete

questions the required a drawing

Student B refused to pick a partner so I had to

For student A I had to give her a specific

Kansas State Department of Education

Age range of students _14-17_

Topic (e.g., geometry)algebra/geometry

Number of male students __3_

Total number of students _24___

Number of female students _21_

_2 African American or Black

_17_ Hispanic or Latino

_0 Native American/Alaskan Native

4_ Asian or Pacific Islander

_0_ Other (specify) __________

_19_ Fluent English Proficient 5__ English Language Learners

_3_ Specific Learning Disability

_0_ Speech/Language Impaired

_0__ Hard of Hearing

_0_ Visually Impaired

_0_ Orthopedically Impaired

_0_ Emotionally Disturbed

_0_ Other Health Impaired

_0_ Multiple Disabilities

_0_ Intellectually Disabled

_0_ Brain Injury

_ Other (Specify)__________