Northern State University Student Teaching Experience Teacher Work Sample Spring 2017

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Cassandra Bottum

Candidate Phone
Number:
Candidate ID Number:
Name of School where Elementary School
data was collected:
Subject/Content Area: All subjects and all areas
Grade Level: 4th Grade
Date Submitted: 29 March 2017
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: _ _Cassandra Bottum__(electronic submission)
Copyright 2015 Educational Testing Service. The ETS Praxis Performance Assessment (PPAT)
Contextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright
owner.
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidate's teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation (five lessons)
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
An electronic copy of your completed TWS must be submitted to:
Your university supervisor (discuss the format)

D2L for Student Teaching (488) course
Your electronic portfolio/professional website (please remember to remove the cover page with
identifying information before posting).
Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).
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Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories
(You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Knowledge of Self as an Individual

Individual Students recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Commitment to Health and
Safety
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
of learners in the contexts in which
development takes place and an
Student Diversity understanding of how student diversity
interacts with the learning process.
Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

principles and strategies necessary for
Implementation effective teaching, including the planning,
implementation, and assessment of
Assessment instruction, classroom management and
organization, knowledge of curriculum and
Classroom Management and
instructional materials, and integration of
Organization
technology.
Instructional Materials and
Technology
Knowledge of Self as a Parent and Community Knowledge of Self as a Teacher and

Teacher and Member of a Involvement Member of a Learning Community calls for
Learning Community a collaboration among teachers, students
Commitment to Teaching and their families and communities that
embraces diversity, promotes a positive
Interpersonal Relations sense of personal identify, and enhances
the possibilities for academic success.
Professional Growth and
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Development
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:
Knowledge of Self as a Teacher and Member of a Learning Community
b. Identify the specific Category Outcome you will use to determine your goal:
Parent and Community Involvement
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My main goal for this Student Teaching Experience is to grow more as an educator by
showing the school and parents of my cooperating schools community that I am
dedicated to helping their young learners grow in their education not only in the
classroom, but also in community and school sponsored events. My classroom is also
diverse and filled with different developmental needs, tying in with the Knowledge of
the Learner Conceptual Framework Category, that I want to tie in with my goal. I want
to help all learners in this community grow in their education.
I chose this goal because I am a part of the Rural Student Teaching Program of
Northern State University and I think this goal will best back the expectations of this
program. To truly become a part of a small town school, the parents and the community
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need to see my involvement and desire to be a part of their school. I also chose this
goal because I believe it is important to build connections and show support to the
school you are in, whether it is as a Teacher Candidate or as one of the schools paid
teachers.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I grew up in a community not far from my cooperating schools community. That being
said, I am pretty familiar with the town itself and some of its businesses. This gives me
an advantage and makes the next step in reaching my goal easier. I will send home a
school home communication letter that explains who I am, where Im from, and why I
am in my cooperating classroom. This letter will be approved by my cooperating
schools elementary principal and will be sent home during week one of my experience.
My plan also includes making myself more prominent throughout the town, even if its
just shopping local. If I run into a familiar face, I will share that I am student teaching in
the school. I will attend school sponsored events and meetings. By remaining positive
and upbeat within the community and welcoming new relationships and ideas, I will
meet this student teaching experience goal. It is important that I become a real
presence in this school. I will not feel as if I completed this goal if no one notices Im
gone. It is vital for me to become an asset to the school and its members.
e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):
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I can happily say that I have made much progress in this goal. I was able to
volunteer a lot of my time into various projects and areas within the school. The major
projects and volunteer hours I completed during my student teaching experience can be
seen in more detail on my professional website on my Professional Development Log
under the Professional Development tab.
Some of the things I completed through this experience were helping with after
school tutoring every Monday, Tuesday, and Thursday, helping with nutrition mission, a
service that provides bags of food, weekly, for families in need, sitting on different
teacher meetings every Wednesday where we discussed the new school, federal food
program changes, and other important things that pertained to the school.
I also helped select the new science curriculum, which will be used in my
classroom next year. I ran errands for the school if there were times that I would be
travelling in a direction where they needed something to be dropped off. I was able to
use my art minor while I was completing my student teaching experience in various
ways, whether it was helping design posters, anchor charts, or other things.
I have talked with the administration, both principals and superintendent, about
returning to help after my absence. I have offered to help with prom, as the person who
has been responsible for prom in the past has recently passed away. I am also returning
to the school after my student teaching experience, first as a long term sub to finish out
the year for another one of the teachers, and secondly as a teacher in their district, next
fall.
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Task II: Contextual Information (due week 2); see rubric for scoring details
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students Students are 4th graders.

(All subcategories listed in this box are required.) Students are 9 and 10 years of age.
All content areas are covered in this classroom.

Students grade and developmental levels; the age range
of students; the content area being taught; any other Students are in Piagets concrete operational
factors that are pertinent to understanding your class stage, which lasts from age 7 to 11.
assignment
Community The area of the school is an urban setting.

(e.g., whether the area is urban, suburban, or rural; The city of the schools location is the county
socioeconomic information; census data for the
seat, and has a population of approximately
community)
2400 people.
The area of this city is 1.92 square miles.
There are approximately 1,100 households and

about 600 families in this city.
Racial makeup of the city was 96.9% White,

0.5% African American, 0.9% Native American,
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0.1% Asian, 0.5% from other races, and 1.1%
from two or more races. Hispanic or Latino:
1.4%.
Male Population: 46.7%
Female Population: 53.3%

District The special education student count of this
(e.g., enrollment; percent of students receiving free or
school district is 162. The other school in the
reduced-priced lunches; graduation rates; ethnicities; district is an alternative school specifically
percent of students with IEPs; percent of students who are designed for students with special educational
ELLs; per-pupil expenditures) needs.
Free and reduced lunch information was not

available for the alternative school in this district;
all information pertaining to my cooperating
schools free and reduced lunches is defined in
the school portion.
There are no ELL students in this school district,

according to the Department of Education
website.
The KG-12 Census of this district is 656.
The 4th grade census of this district is 36.
51% of 2015 graduates in this district went on to

attend a four year college, 39% of 2015
graduates attended a 2-year technical school,
and 10% of 2015 graduates were listed as
other.
School The schools total KG-12 enrollment is 635.
(e.g., enrollment; percent of students receiving free or There are 36 total 4th graders.
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to- There is an average of 18 students per class per
student ratio)
1 teacher.
There are generally 2-3 paraprofessionals that

come and go from the classroom throughout the
day, also.
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Classroom Demographics Ethnicities: 6% Hispanic/Latino, 3% American
(e.g., ethnicities; gender ratios; special needs, including
Indian or Alaska Native, 3%Asian, 3% Black or
those of gifted students, those of students physical needs, African American, 85% White.
and those due to cultural characteristics).
There were 19 boys and 17 girls in this schools
4th grade population.
There is one student with a brain tumor that is

not able to attend school and has to be
homeschooled by different faculty from the
school.
Knowledge of Students Four students in my cooperating classroom are
(in terms of the whole class and individual students)
on IEPs.
Four students in my classroom are on 504s.
(e.g., language needs; approaches to learning; prior One student in my classroom has a brain tumor
learning and experiences; academic and isnt able to make it to school. He is
proficiencies/behavioral differences; areas of interest).
homeschooled and is learning at different
speeds than the rest of his classmates.
One student claims to be sick all the time,

comes to school 2-3 days in a 5 day week,
consistently does not have work completed, and
has started to lie regularly about why work is not
done or why he wasnt in class.
One student is gifted in reading and is

outstandingly advanced.
Students in this classroom either have each

others back or are incredibly rude to each other;
there is no in between.
Students are really interested in social media

and kid history videos on YouTube.
A common favorite book amongst this class is

the Diary of a Wimpy Kid series.
Technology grabs the attention of these students

better, but assessments are considerably better
with pen and paper.
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Task III: Instructional Design and Implementation (due week 10)
Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
To complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.
Teacher Candidate Cassandra Bottum

Name:
Subject: Spelling/Language
Date: 18 January 2017
Millicent Atkins School of Education: Common Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or
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listening.
4.L.2d Spell grade-appropriate words correctly, consulting references as needed.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
Students will be able to identify a words ending and place it in the correct column depicting
the same ending. Students will be able to determine if the word added -es, -ed, -er, or -est
from a base y word.
Describe how the objective is relevant to students lives.
This objective is relevant to students lives because knowing the proper way to change the
endings of a base y word is a skill that they will need throughout their lives with drafting,
developing, and writing in any format.
List the words relevant to the content area that you will either introduce and/or review during
your lesson.
tiniest
hobbies
copied
countries
pitied
easier
laziest
families
spied
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happiest
ladies
friendlier
studied
busier
breezier
prettiest
noisier
healthier
butterflies
funniest
heaviest
categories
communities
multiplied
qualities
List the materials you will need to teach the lesson.
SMARTboard
tape to tape cards to desks
notecards
Sharpie marker
printed worksheets
ASSESSMENT
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Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
The pre-assessment will take place during the spelling lesson the day prior to this lesson. The
words will be introduced to the students in the form of a worksheet in which they will be
completing analogies with the words. Students will also have a handwriting page that they
collect at the beginning of the school day that introduces them to the words and allows them to
practice their spelling and cursive handwriting skills. Along with both of these worksheets, we
played different games to introduce the words. We used white boards to create word sums
(ex. healthy+er=healthier), spelling aloud, and playing the game Sparkle in which students
form in a circle and spell words letter by letter and eliminate players by being the last person to
say a letter in a word and sparkling the person next to them, and therefore eliminating them
from the game. How students complete these worksheets will give me data to measure
performance and mastery of this concept at the end of this lesson. The other learning activities
will be a way of measuring their initial knowledge of the subject matter, however I am really
focusing on the physical documentation of the handwriting and analogy worksheets.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
The pre-assessment is included at the end of this lesson plan.
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
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The week in which I am giving this lesson was a shortened week due to a holiday. Because of
this, I was only able to administer my pre-assessment the day before. I am confident growth
will still be able to be measured after my lesson and I will see mastery of the content by the
end of the week.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
There is no chart that is applicable for this lesson. The original pre-assessment was an
analogy page that was intended to get students more familiar with the words by comparing
them to other words via analogy. Students had a hard time understanding the concept of an
analogy, so we mostly completed this worksheet as a class. I used the game of sparkle with
the students to familiarize them with the words of the unit. I gained understanding of students
knowledge by hearing them spell the words aloud, and listening for common errors. These
common errors helped me determine what information would need to be addressed in the next
days lesson.
Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
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lesson more hands on by having cards that students would find under their chairs, and then
introduce to the class one at a time by bringing it up to the proper column on the board and
explaining the reasoning behind their putting it in the column they did.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students level of understanding toward the learning objectives after teaching the lesson.
Is your post-assessment included at the end of this lesson plan?
The post-assessment is included at the end of the lesson plan.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
The key is included at the end of this lesson plan.
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
For this lesson, I will be using the SMARTboard to make columns of word suffixes that
students will place their words under, according to the proper suffix that their individual words
have.
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ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs of
all learners and accommodate differences in students learning, culture, language, etc. * Be
sure that these accommodations are based on what you identified/described in your
contextual information (Task II).
All students are capable and able to walk and move amongst the classroom in a normal
fashion. No physical accommodations will have to be made in that respect. In the case that a
child cant reach high enough to place their cards on the board, there is a stool right next to
the board that students can stand on to reach higher on the board. If students have problems
seeing the board or hearing the speakers, they will be moved closer to the front as necessary.
I will also be present to reiterate information that is vital for the students to hear and learn.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
There are students in this classroom that tend to get distracted or off task at times throughout
the day. I will try to keep them as intrigued as possible with the lesson by being upbeat and
excited about the lesson. When these students are off task, I will bring these students back to
the lesson by reminding them that it is important for them to stay on task because at the end of
the lesson, they are going to be responsible for their own worksheet. I will also stress that it
will be much easier if they pay attention during the lesson so the worksheet is easier.
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LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
I will activate student interest in an engaging way by asking students to look under their chairs
and find the hidden word under their seat. They will be intrigued and excited to find words
under their chairs.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will communicate to students that the objective is relevant to their lives because they will
have to change the meaning or context of words throughout their lives whenever they write.
Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
I will demonstrate Vygotskys theory of scaffolding. I will give examples on how to do the
activity and place words in the proper columns. As the activity continues, I will just be calling
out the numbers on the cards and the student holding that card will be responsible for
completing their portion of the activity. By the end of the activity, I will hand out worksheets and
let the students take the reigns and be responsible for their own learning.
Describe how you will check for students understanding before moving on to guided practice.
I will check for student understanding by verifying that they understand why I put the words in
the columns I did. After placing a word on the board, I will ask a question like Boys and girls,
why did I place this word under this column?
We Do
(Teacher engages students in guided practice)
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Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
The main learning activity of this lesson involves students taking the word they found under
their chair that is one of the weeks spelling words and placing it in a column on the
SMARTboard. After each word placement, we will decide, as a class, if we agree with the
placement and if we know what the base word is.
Describe how you will check for students understanding before moving on to independent practice.
Throughout the activity, I will call on students to tell me what the base word might be and if
they agree with the placement. After all words are on the board, I will ask if students have any
questions about where the words are placed before we move on to independent practice.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
The students will complete the attached worksheet that has them sort the words into different
categories, much like the activity, but it will be on paper and will show if they got a greater
understanding of the material.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
The blank copy of the post-assessment is included at the end of this lesson plan.
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Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will monitor student progress as they complete their worksheets and encourage them to
finish before they go to PE class.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
Students completed the word sort post-assessment and the average for the class on correct
sorting was 100%. The average of the class on proper spelling within each category was 94%.
After the activity we completed for this lesson, students understood the sorting process and
clearly showed that on their sorting pages. There was still some confusion on the spelling of
the words, and students were reminded to study their words as a homework assignment, as
the first word test would be the following day, and the word re-test on Friday.
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
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(successes).
Two things I am proud of and think I was successful with in this lesson included my
anticipatory set and management of the class in general during the lesson. The day prior to
my lesson, I placed notecards with a spelling word written on it and a number, 1-20, written on
it, and taped to the bottom of their seats. For my anticipatory set, I told the students they were
sitting on something exciting and to reach under their chairs. They were super excited and
couldnt believe they were bamboozled in such a way. I knew I had their interest at this point
and they were intrigued to see what I had planned next. This made classroom management
much easier because they were all patiently awaiting their turn to complete the activity. I had
one student who came up to the board to place his card on the board and absolutely blew me
away with his explanation of why he placed his word where he did, and why the y changed to
an i and led him to his decision. That explanation alone made me feel even more confident
with my lesson and I know that the material was getting through to the students.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
Because it was a shorter week, I wasnt able to perform my pre-assessment two days before
the lesson, and I think it would have definitely been easier if I had had that extra day to really
hone in on what specifically they werent understanding. The activity was relatively easy for
them but because the suffixes were the column headings the students began to focus more on
the ending of the words and not so much on how the final y was changing to an i. This wasnt
a major issue, though, because I still wanted to go through that and repeat the concept after
each person came up. Each student came up and told the class what their word was, what the
base word was, and why they placed it in the column they did. They were still getting the
concept, though. I think there could have been other ways for me to make it more of a
challenge for them. Another challenge within this lesson, and the class in general, is the
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spectrum of learning happening. There are four IEP students and four 504 students within this
classroom that are learning at different speeds than some of the gifted students who are way
above average fourth grade levels. It was challenging, therefore, to come up with something
that would challenge both ends of this spectrum without over challenging one group and under
challenging another.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
If I were to do this lesson again, I would split the class into groups so that the different levels of
learners could be with each other, learning at different capacities and being challenged
accordingly. If I were to teach this lesson again, I would make sure I was able to do the pre-
assessment two days prior so that I could better accommodate the learning needs of each of
the groups and could make activities an appropriate challenge level.
Teacher Candidate Name: Cassandra Bottum
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Subject: Science
Date: 16 March 2017
PLANNING
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to
support an explanation for changes in a landscape over time. (SEP: 6; DCI: ESS1.C ; CCC:
Patterns)
W.4.7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
Students will be able to understand that some changes in the Earths surface are due to slow
processes, and some changes are due to rapid processes. Students will be able to explain
how layers of metamorphic rock help form volcanic mountains, and how after an eruption, the
landform can change after time. Students will be able to investigate and construct a model
volcano using clay, baking soda, and vinegar and will be able to match each ingredient to its
real life volcano counterpart. Students will be able to recall information from both informational
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texts and digital video, and use this information to categorize their information in a chart.
Students in the Midwest generally dont have to be too worried about being directly affected by
a volcanic eruption. But, we face other natural disasters such as flooding and tornadoes.
People who live in areas with a lot of volcanoes may not experience the same disasters we
do. But, no matter where you live, there is a chance of a natural disaster happening and the
aftermaths can be crippling. If students ever plan to travel or move to locations with potentially
active or dormant volcanoes, they should at least be familiar with what damage volcanoes can
cause. It is also important for students to understand that not all active volcanoes erupt in an
extreme fashion. Not every erupting volcano is as deadly as it looks in the movies. In some
ways, there is a type of volcano stereotype, and this lesson will hopefully remind students that
there isnt always just one answer or one way something can happen, sometimes there are
multiple ways.
your lesson.
volcano
dormant
active
extinct
pressure
magma
lava
metamorphic rock
chamber
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*Before you read/after you read assessments
*workbook page 86A
*glass baby food jars of different sizes
*modeling clay
*circular ice cream lid and/or paper plates for base surface
*baking soda
*vinegar
*SMARTboard
*food coloring
*funnel
*volcano name plates
ASSESSMENT
Students will be given a before you read pre-assessment that asks questions related to the
section they will be reading. This section is about different natural disasters, and how they can
affect and permanently damage the Earths surface. Specific natural disasters represented in
this section are tsunamis, earthquakes, and the topic of todays lesson, volcanoes. The pre-
assessment of this lesson asks questions directly related to these effects of the natural
disasters and asks if they agree or disagree with the statements.
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Name: ____________________________
Lesson 3: How can Earths surface change rapidly?
Before You Read Lesson 3
Read Each statement below. Place a checkmark on the line to indicate whether
you agree or disagree with the statement.
Agree Disagree
1. Plates moving along faults cause earthquakes. _____

_____
2. An extinct volcano is one that no longer exists. _____

_____
3. Some of Earths landforms were created by earthquakes. _____

_____
4. Taller volcanoes produce more powerful eruptions. _____

_____
The pre-assessment was given to students before they started reading this section of
textbook, two days prior to this lesson. Students began reading this section on Tuesday, and
learned the main facts and important pieces of information about volcanoes, setting them up
for success for this lesson.
26 | Page
applicable)
This graph shows the results of the pre-assessment quiz that students took two days prior to
this lesson. Each of the four questions on the pre-assessment quiz are represented by a pair
of bars. If students agreed with a question/statement, their response is recorded in the blue
column for that question. If students disagreed with the question/statement, their response is
shown in the orange column for that question. The correct response for question one was
agree. The correct response for question two is disagree. The correct response for question
three is agree. The correct response for question four is disagree.
27 | Page
lesson. I can see from these results that the terminology associated with volcanoes isnt 100%
clear for each of the students within the class, so I know that I will have to focus on using
terms and explaining terms related to volcanoes in order to reinforce the concept. By
reviewing the results of the pre-assessment, I am able to see that the understanding of this
concept is almost split down the middle. I will make sure that by the end of this lesson,
students know the correct responses to the pre-assessment questions specifically related to
volcanoes. For example, question two states that an extinct volcano is one that no longer
exists. This is a false statement, and students should have checked disagree on their pre-
assessment. For other questions not specifically related to volcanoes, and therefore this
lesson, I will know what points to highlight and spend time on as we finish the section in the
next lesson.
Name: ____________________________
Lesson 3: How can Earths surface change rapidly?
After You Read Lesson 3
Read Each statement below. Place a checkmark on the line to indicate whether
you agree or disagree with the statement.
Agree Disagree
1. Plates moving along faults cause earthquakes. _____

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_____
2. An extinct volcano is one that no longer exists. _____

_____
3. Some of Earths landforms were created by earthquakes. _____

_____
4. Taller volcanoes produce more powerful eruptions. _____

_____
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The key to the after you read and volcano fill in the blank assessments is attached at the end
of this lesson plan.
TECHNOLOGY
The SMARTboard will be used to show an educational video about volcanoes, and to refresh
the students on information they need to remember regarding volcanoes.
The video students will be watching at the beginning of the lesson can be found on youtube.
Here is the link:
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https://www.youtube.com/watch?v=K7Oq9_DU1Mc
An iPad was used to record the lesson for observation purposes.
ACCOMMODATIONS
Students with hearing or vision problems will be able to come to the front of the classroom to
have a better view of the SMARTboard for the video. There is a student that has been battling
cancer, and has begun to come back into the classroom for parts of days. If this student is
present during the time of this lesson, the activity will move closer to their desk and the group
members will congregate to that space. If this same student needs to take breaks to walk
around or has other needs, the student will be allowed to take care of these needs. If
necessary, another student helper will help fulfill the need.
MANAGEMENT
the lesson.
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than usual. Students will have to verbalize, in their groups, how they plan to build their
volcanoes and will be excited to watch the eruptions. I will remind students that even though
todays activity is exciting, we will have to remember our voice levels and keep our voices low.
If voices get to be too loud, I will bring student attention back by clapping 5 times, waiting for
their clapback, and reminding them of the classroom expectations regarding the noise levels
when we are working on projects in the classroom.
I Do
Students will have read the section in the text that explains what volcanoes are and how they
can drastically affect the surrounding ecosystems and climate, as a whole. I will ask students if
they have any fun facts that they remember about volcanoes from our lesson on Tuesday.
After this discussion, we will watch a short video that gives a more scientific explanation of
how volcanoes form, build pressure, and eventually erupt, amongst other fun facts. After the
video, I will tell students that today they will be developing their own volcanoes and that we will
be testing to see how active the volcanoes are. I will introduce the names of each of the
groups volcanoes and assign students to different groups. Before splitting students up, I will
review the expectations of what our voices should be like, how we should respect group
members, and other general expectations.
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Sometimes significant damage can happen to the Earths surface very suddenly, as compared
to our earlier studies where we learned that weathering and erosion can take many years for
any significant damage to be visible. Being a part of the Midwest, we are not highly exposed to
the effects of volcanic eruptions. Therefore, to be relatable to the students lives, I will remind
students of the impacts that tornadoes, floods, blizzards, and hailstorms can have on on our
environment and compare these potential disastrous aftermaths to those of volcanoes.

I will demonstrate Vygotskys theory of scaffolding. I will have explained the expectations of
the volcanoes and behaviors, prior to backing off and letting them take charge of their
education and learning of the concept, which Vygotsky supports. I will walk amongst them as
they complete their volcanoes to make sure they are on the right track.
Before I move on to the we do portion of the lesson, I will make sure that students understand
the purpose of the days lesson, and make sure they know what group they are in before
having them separate.
We Do
Students are going to be able to be hands on in their learning by physically molding their
volcanic mountains. Students will use critical thinking skills to determine what volcano they
they think will have the best reaction with height, level of pressure, etc. Students will then be
responsible to rate the different levels of pressure exuded by each volcano on a worksheet. I
will have premade worksheets printed and labeled with the volcanoes names. Students will
then rate the eruptions and determine whether the height of the volcano affected the eruption.
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They will have to explain why they do or do not think that height makes a difference with the
eruption of a volcano.
Describe how you will check for students understanding before moving on to independent
practice.
After I explain what the materials in front of them are meant for, I will make sure that they
understand the task to be completed and that they have a general idea of how much time they
have to complete it. I will then remind them of my behavioral expectations of them throughout
the experiment.
You Do
Students will work in groups to design a volcano. Each group will have a different sized baby
food jar and a lump of clay. They will construct a mountain volcano with both of these items,
and they will use a paper plate as a base. Students will work together to determine the best
way to build their volcano, and will have the opportunity to get creative with the rock formation
design. After the volcanoes are built, the groups will be able to test the eruptions and compare
the eruption levels in relation to the size of the volcano (baby food jar). Prior to erupting our
volcanoes, as a class, we will guess whose volcano we think will have the greatest eruption.
We will discuss if we think the height of the volcano matters, or if it means there will be a more
powerful eruption. This is a question that is a part of the pre-assessment, and the correct
answer is that the height does not matter, but rather the pressure that builds up inside. As the
groups perform their experiments, it is my goal for them to be able to see that the eruptions
are relatively similar and that the size of the mountain doesnt really matter. If they realize this,
they will be able to correctly answer this question on their post-assessment. Students will also
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answer the questions on the back of their eruption rating page that has a fill in the blank
volcano comprehension prompt. After completing the reading of this section, students will also
complete the After You Read post-assessment that has the same questions as the pre-
assessment.
The post assessment is included at the end of this lesson plan.
Lesson Closing
As a group, we will discuss some of the things we observed about the eruptions of the
different sized volcanoes. Students will be encouraged to look back at their graphs if they
need to for reference. We will discuss what was challenging about the experiment and what
they thought was fun. I will then ask the students to think of the damage that a volcano like the
ones we built could do if they were real. I will ask them to think if we would have built full
dioramas with a full ecosystem, how they think the ecosystem would have looked in the end. I
will remind students of the significant impact on and to the earth that a volcanic eruption can
have. I will remind them that even though the experiment we did today was fun, and it was
cool to see how the chemicals worked together to make these eruptions, it is important to
remember what real damage real volcanoes can cause.
ANALYZE
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Students all scored 100% on their After You Read post-assessments. If students completed
their lab reports, they received a star. I gave suggestions on other ideas they could have
mentioned in their in-depth responses. I had students complete a fill in the blank volcano
information sheet. The results from that assessment are shown in the above graph.
REFLECT
37 | Page
(successes).
Overall, I thought this lesson was very successful. Students were actively engaged through
the entirety of the lesson because it was hands on and different than a typical science lesson
with just reading and worksheets. One thing that I feel I did well with planning was with how I
split the class. I strategically split the class into four different groups, and tried to put students
that would work well with each other together. I tried to mix the different levels of learners, too.
I think it worked, and the groups were all pretty coherent. Another thing that I think I did really
well on with this lesson was using the room and its resources. I started out the lesson with a
video, next we split into groups, and then we came together to watch the experiment. I had
different ways of managing the class throughout the lesson and Im pleased with how it
worked out. I was glad that I was able to utilize the tables throughout the classroom and give
students a break from being in their desks.
Along with successes, there were some challenges. The biggest challenge I faced was the
shortened time period. I was supposed to have a little over an hour for science on this
particular day, but there was an upcoming school concert. The schedule was therefore a little
more constricted and I had to sort of play it by ear. The shortened time really made me have to
narrow in on what I thought was most important for that day, and what I thought we could
complete during the following science class. Another challenge I faced was not so much with
the lesson, but with the students. Throughout the week in which this lesson took place, there
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getting homework ready to be sent home to the students that were absent, too, so I had to
really use my time wisely. I wasnt able to split up the groups until the day of the lesson which
was frustrating for me because I would have liked to have had that done ahead of time. But, it
was an easy enough fix and I succeeded.
If I were to teach this lesson again, I would make sure there would be enough time for
students to complete their volcanoes to their liking. If that means periodically revisiting the
project throughout the day, thats what we would do. I think it would also be a fun way to end
the day, so if I knew I was doing this experiment, I would rearrange the schedule accordingly. I
would also try to bring in more current events, and try to find videos of volcanoes that are
currently or have recently erupted. Coincidentally, my University Supervisor ran across a
couple the day of my lesson, and I was able to show the class the following week. I think that
could be another way to reinforce the concept. If we were aware of a certain volcano erupting
in the world as we were doing this experiment, I would try to make a diorama or model volcano
that represents the volcano, its climate, and ecosystem so we could better see the effects on
the surrounding landscape in our experiments, in addition to the footage from the videos.
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40 | Page
Name:_________________________
1._______________ is located deep below the Earths surface, and is melted

rock. When magma breaks through the surface and reaches the air, it is
called 2.________________. When lava cools, it can form layers of rock and
form 3.________________________ that we call volcanoes. If a 4._______________
keeps erupting, it will keep 5.________________ in size. Magma moves
through a 6.__________ to reach the top of the volcano. The top of a volcano
is called a 7.____________. All islands that make up 8.________________ were
formed from volcanoes that began under water.
Word Bank:
Volcano
Vent
Magma
Mountains
Hawaii
Lava
Growing
Crater
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Answer Key to Volcano worksheet:
1. Magma
2. Lava
3. Mountains
4. Volcano
5. Growing
6. Vent
7. Crater
8. Hawaii
Answer Key to After You Read assessment:

1. Agree
2. Disagree
3. Agree
4. Disagree

Name:
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Subject: Social Studies
Date: 15 February 2015
PLANNING
RI.4.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
4.G.1.1. Students are able to compare regions of the United States to South Dakota.
Students will be able to describe physical features of the Southwest. Students will be able to
understand how people in the region use natural resources. Students will be able to develop
and present a poster related to their topic.
It is beneficial for students to have an understanding of their world, let alone their home
country. Knowing climate, physical features, and how people live and use resources in their
country is useful information for them to have, and at some point in their lives, they may need
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to know the information for job or travel regions.
your lesson.
Mesa
Butte
Rain shadow
Cloudburst
Arroyo
Aquifer
Reservoir
Aqueduct
Irrigation
Anchor chart paper
Crayons
4 checklists with two columns that lists students names
pen
iPad for observation purposes
ASSESSMENT
For the pre-assessment, the class will have an open discussion one week prior to this lesson.
Questions asked will allow students to share what they think they know about the Southwests
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land and climate. I also asked the students to recall the relative location of the Southwest.
Students were also given a blank map of the Southwest region and were asked to name the
states and capitals to the best of their abilities.
The blank map of the Southwest region that I used to pre-assess students knowledge is
attached at the end of this lesson plan.
The pre-assessment was administered a week prior to this lesson, when we wrapped up the
previous chapter. I had an open discussion to determine what the students knew about the
southwest region. I asked questions that prompted students to think about what they already
knew about the region. I asked what type of landforms were common in the Southwest region.
I asked what the climate was like in the Southwest region. Most students knew that New
Mexico was in this region but the general consensus was that the capital city was Canada.
Others thought that Texas was maybe a part of the Southwest, but they all thought the capital
city was Dallas. I also gave students a piece of paper and had them number it from 1-8. Then,
I put a blank map of the region (attached at the end of the lesson) on the SMARTboard, and
asked students to name the state and capital of each state on the map. The results of this
assessment can be seen in the following chart.
applicable)
The pre-assessment was a large group discussion, and therefore there was no physical data
to be collected for this lesson. The questions I asked for the pre-assessment were designed to
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find out what students already knew about the topic. I was able to see that the students were
somewhat familiar with the southwest region, but not where they should be by the end of the
lesson. I then was able to determine what information I should encourage students to show on
their posters. The results from the map test pre-assessment are shown in the graph below.
I used the results from the open discussion pre-assessment to determine what the students
already knew about the Southwest region, and learned what I would need to focus on as we
read the section and designed the posters. I used the blank map pre-assessment to see how
well students knew the states and capitals of this region. From the results of the pre-test, I was
able to see that students arent very familiar with the states and capitals of this region and
state learning games and activities are vital to introduce to the students as the chapter
continues in order to ensure success in the final states and capitals test for this region.
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The post assessment of this lesson will primarily be the poster demonstrations that the
students present during todays lesson. Students followed a guideline for the poster that was
brought up on the SMARTboard. The list looked like this:
1. Title
2. Vocabulary terms and their definitions
3. Other facts about the topic
4. Draw picture to represent topic (if time allows)
Students were given a piece of paper with four questions, and each question related to a topic
of a group. As the groups completed presentations, the rest of the class would fill out a
question that stated one thing they learned about the topic of each corresponding poster. This
kept students attention on the speaker, and paying attention.
A map quiz will be given at the end of this chapter to see if students have learned the states
and capitals of this region. The map quiz students completed at the beginning of the chapter,
and will complete after we complete the chapter is attached.
Questions at the end of the section that students will answer after reading from textbook (if
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time allows, otherwise will be completed during the next lesson):
1. What are the land and the climate of the Southwest like?
2. How are a mesa and a butte alike? How are they different?
3. In general, how do elevations in the Southwest change as you move from East to West?
How do you think irrigation has affected the population of the desert Southwest?
Is your post-assessment included at the end of this lesson plan? The post assessment is
the same blank map used in the pre-assessment. It is attached at the end of this lesson.
The key for the southwest regions test is included at the end of this lesson plan.
TECHNOLOGY
No technology was needed for this lesson. Students used markers, pencils, and paper to
create unique posters showcasing their topics. The SMARTboard was used in the previous
lesson to set up the expectations required of students for their posters.
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ACCOMMODATIONS
Students will be in pods throughout the classroom, and I will be walking around to answer any
questions they may have. If there are any special circumstances surrounding any of the
students on this particular day, I will accommodate their needs. The only accommodation that
has had to be made during my time in this particular classroom is moving students who are
shorter or have vision problems to the front of the room so they are better able to see the
SMARTboard. If I were using the SMARTboard for this lesson, I would have students who
couldnt see easily move closer. The same goes for hearing impairments; if a student cant
hear the presenters, they may move closer to the presentation space. I pre-selected the
groups in order to have the IEP and 504 students strategically mixed with the rest of the
students. Each of the groups had different levels of learners, and I placed students together
who I knew would benefit each other and contribute equally to each group based of
personality and academic performance.
MANAGEMENT
the lesson.
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While students are in their pods, I will be walking amongst them, making sure they are on task
and checking in on their progress. As I am walking amongst their pods, I will encourage them
to add more detail and illustrations. If their enthusiasm is fading, I will try to bring back that
enthusiasm by suggesting fun things they could do to make their posters/skits more enjoyable.
I will also ask questions related to their topic if I think there is another point I think is necessary
and beneficial for them to address in their presentation. After the posters are completed and
we begin presentations, I will remind students what the proper etiquette is for listening to
presentations. I will remind them to pay attention to the speaker and listen carefully as they will
be responsible for learning the states and capitals of this region along with answering
questions related to each section. I will ask questions after each presentation to make sure the
main points are acknowledged and to refocus student attention.
I Do
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When students walk into the classroom, I will settle them down, make sure they are in the
proper pod, and help them prepare for the lesson by reminding them that today is the day for
presentations. I will encourage them to get creative with the design of their poster, and work
together to have an awesome presentation. I will ask students if they remember the region we
are studying, and if they can tell me any of the states in that region. Students will have started
their posters in the previous lesson. I will give them some more time in the beginning of this
class period to finish their posters and prepare to present.
I will remind students that it is important for them to know their states and regions of their
country because having a general idea of your country and surroundings in general is
beneficial knowledge that they can use for the rest of their lives. At some point, these students
will want to travel or will need to know the location of certain states for career or personal
reasons. It is important for students to know that Maine is not in the southwest and that
California is not in the northeast, if not just solely for the purpose of being more aware of the
world around them.

I will demonstrate Vygotskys theory of scaffolding. I demonstrated the expectations of the
posters in the previous lesson. I walked amongst them to answer questions as they began to
design their posters. I will walk amongst them as they finish, and I will slowly back off.
Students will then take over their learning, and they can learn from each other, which Vygotsky
is known for supporting.
I made sure students understood what was expected of their posters before they started
designing. I had a list on the SMARTboard that listed the required elements and we went
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through it before they started designing their posters. The list was left up so they were able to
reference it during the designing process.
We Do
Students will be working in small groups and will work together as a team or each have
individual roles (depending on the groups method) when it comes to researching their topics
and presenting the material to the rest of the class. I will ask that if there are any highlighted
terms in each groups section that they be addressed on the corresponding posters to
familiarize students with the key vocabulary of this lesson.
Before moving on to the You Do portion of the lesson, which largely consists of presenting
their finished projects, I will check on each groups progress and make sure everyone is
finished. Students will be given reminders such as 10 more minutes and start to wrap things
up as time runs out. I will also remind students of proper presentation etiquette involving
listening to the speaker and being respectful of them. I will also remind them to speak loudly
and clearly so all other students can hear them.
You Do
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written answers, I will be able to see if the whole group has a better understanding of this
regions geography, along with individual understanding. After each presentation, I will ask
questions related to the presented poster, and in order to better align to the South Dakota
standard, I will ask students how the Southwests resources, climate, etc. compare to the
Midwest, and more specifically, South Dakota.
As presentations were being completed, students were filling out a worksheet that involved
answering a question of One thing I learned during the presentation of (ex. culture) of the
Southwest region was for each of the four presentations.
If we get through all presentations in this class period, we will read the section from the book,
as a group, in order to review and remember the key points of the presentations and to pick up
on anything we may have missed. After the section is read, questions 1-4 at the end of the
section will be answered individually by students on a piece of paper. Anything not completed
during todays lesson will be carried over to the following lesson on Friday.
At the end of this chapter, students will be given a blank map, the same as the beginning of
the chapter, and will name the states and capitals of the southwest region of the United States.
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*Blank map of the Southwest region students were given when the chapter was introduced.
Students named the states and capitals of the region to the best of their abilities. Students will
complete the same assessment at the end of the chapter to see if they mastered the regions
states and capitals.
Answer Key to state quiz:
1.Arizona
2.New Mexico
3.Oklahoma
4.Texas
5.Phoenix
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6.Santa Fe
7.Oklahoma City
8.Austin
Question at the end of the section that students will answer after reading from textbook (if time
allows, otherwise will be completed during the next lesson):
1. What are the land and the climate of the Southwest like?
2. How are a mesa and a butte alike? How are they different?
3. In general, how do elevations in the Southwest change as you move from East to West?
How do you think irrigation has affected the population of the desert Southwest?
Lesson Closing
We will have a whole group discussion and talk about what we learned about the Southwest
region and its people. I will ask if there are any questions that the students have about the
region. I will thank the students for their presentations and give them a round of applause.I will
remind students that there will be a states and capitals test corresponding to this chapter and
that it is important to keep studying and learning about the region.
ANALYZE
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The above charts show the results of the pre-assessment state test and the post-assessment
state test, side by side. Clearly, the students had a significant increase in knowledge growth.
The post-assessment of this lesson was based off of participation and meeting the
requirements of the poster. All students completed their one thing I learned from this
presentation questions and each person had a relevant point from each presentation. All
groups met the requirements for their posters.
REFLECT
(successes).
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I always like having students create posters. Not only does it help them take charge of their
learning, but they never fail to teach me something new about the topic. Some of the things
they come up with are absolutely outstanding, and I am always so impressed with their results.
I think the poster making process went pretty well, and I think the students really enjoyed it. I
did a similar project with middle schoolers in my second pre-student teaching experience, and
it was pretty cool to see how the different age levels completed the posters and how they
determined what information was good to keep and what wasnt poster worthy. I also think I
did well holding students accountable for paying attention and being responsible for their
education during the presentations. I made sure they knew what proper presentation etiquette
was, and I made sure they were paying attention by having them fill out a statement about
what they learned from each presentation.
There were some challenges I faced during this lesson, mostly surrounding the content
standards. After consulting with the fourth grade teacher that usually teaches social studies, I
learned from her that there arent a lot of standards for social studies, and that I would have to
look more towards language arts and reading standards. I also found a couple of South
Dakota standards that fit this lesson. Another challenge I faced was trying to split the class into
different groups that I knew would compliment each other and would work well as a team
together. There are four students on 504s and four students with IEPs that I had to try to find
a good group mix for, along with some advanced students that needed to be placed in groups
where they could be challenged.
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List and describe two ideas for redesign you would make if you were to teach this lesson
again.
If I were to teach this lesson again, I would make sure that I had a more concrete form of pre-
assessment, instead of my open discussion format. Having a short quiz would have made it
easier for me to measure student knowledge growth for this lesson. Another thing I would have
tried to improve on for this lesson would be having a paper rubric that lists point values along
with criteria for the poster so that students have a physical copy in front of them instead of just
written on the board.
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Name:
Subject: South Dakota Studies
Date: 2 February 2017
PLANNING
4.H.2.3 Describe the influence of notable South Dakotans of the development of our state
4.H.3.1 Compare and contrast life today with life in historical time periods
Students will be able to identify famous South Dakotans that influenced the development of
the state. Students will be able to compare challenges these famous South Dakotans to
challenges of today. Students will be able to complete a summarizing chapter worksheet which
addresses major terms introduced in the chapter, significant dates in state history, and facts
about famous South Dakotans.
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This objective is relevant to students lives because students are living in the state in which
these people influenced. Growing up in South Dakota, it is important for these students to
know a little bit about the state they live in and the people that influenced it. South Dakota
studies are very important in 4th grade, and the intention is to make young South Dakotans
more aware of the state they live in. Students are creating South Dakota scrapbooks, and are
already familiar with some of the people, but this lesson is designed to give them even more
insight.
your lesson.
marshal
blizzard
immigrants
panning
butchered
sluice
nuggets
vein
calamity
treaty
haberdasheries
nationalities
Calamity Jane
James Butler (Wild Bill) Hickok
Laura Ingalls Wilder
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Harvey Dunn
Ed Lemmon
James Philip
SMARTboard (for images of famous South Dakotans)
South Dakota textbooks
Chapter worksheets
ASSESSMENT
I brought up pictures of famous South Dakotans on the SMARTboard and had students write
the names of them on a lined piece of paper. The images I showed were of Wild Bill Hickok,
Calamity Jane, Laura Ingalls Wilder, Harvey Dunn, Ed Lemmon, and James Philip. I threw in a
picture of the state senators and representatives just to see if the students were familiar with
their faces.
Students were shown pictures of the famous South Dakotans, and numbered their own
papers. There is no blank copy of the pre-assessment for this reason.
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The pre-assessment was administered the Friday before this lesson took place, after we
finished reading the previous chapter in the textbook.
applicable)
The above chart shows the results of the pre-assessment quiz in which students identified
famous South Dakotans. Correct responses can be seen with the blue portion of the bars, and
incorrect guesses can be seen with the orange portion of the bars. Both colored bars
combined equal 100% of the class.
The results of the pre-assessment show that students are very familiar with Wild Bill Hickok
and with Laura Ingalls Wilder. Most of the class was familiar with Calamity Jane. This was
information I expected, because we have talked a lot about Laura Ingalls Wilders books and
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we have talked a lot about Wild Bill. Students were less familiar with the rest of the famous
South Dakotans. This information helped me determine that showing the pictures as we read
in the book, to put faces with names, would be a good idea.
The post-assessment is included at the end of this lesson plan.
The key is included at the end of this lesson plan.
TECHNOLOGY
I will use the SMARTboard to bring up pictures of famous South Dakotans and to research fun
facts pertaining to each individual. Students will also have the opportunity to use their laptops
after this lesson to research the people further. Later in the semester, students will be putting
on a wax museum, and will act as a famous South Dakotan. This research on their laptops,
after the lesson, may help them choose a person for this project.
ACCOMMODATIONS
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If students have a hard time seeing the board, they will be able to come to the front of the
classroom and sit at the table. As students are completing the worksheet, I will be available for
questions and I will circle the classroom to ensure that all students are on the right track.
Some of the words in this chapter are more difficult, and even though we will read the chapter
aloud, I am expecting questions on pronunciations.
MANAGEMENT
the lesson.
The worksheets that go along with this textbook tend to be challenging for the students.
Because of this, I will allow students to ask their desk partners questions and work together on
tough questions. As I am walking around amongst the groups, I will be checking to see if their
are any common misunderstandings, and if there are, we will discuss the question as a class
and determine the best place to look.
I Do
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Students have been very excited to be working on their South Dakota scrapbooks, and have
been looking forward to learning more about the people who helped shape the state of South
Dakota. I wont start off by telling students that today is the day that we are going to focus on
these characters, but rather I will ask students if they can tell me who was famous for writing
the Little House series, and who Martha Jane Canary was. After they start to catch on to the
connection that all of the questions Im asking reference South Dakota characters, I will inform
them that today we are learning more about famous South Dakotans.
Throughout the lesson, there will be times that I will remind students that each person we are
talking about did something important in South Dakota history. As South Dakota citizens, it is
important to be informed students and to know things about what makes your state so great.
Having pride in your state is a pretty great thing, and it makes you closer to the people of the
state. I will remind students of the Americanism essays that we completed, and how members
of the community wanted to hear from them and how they were going to protect the rights of
America. I will remind them that it all starts in their state, and knowing more about their state
will only help them in life.

Vygotsky is a big supporter of social learning, and this is a lesson that will support that theory
because students are working together as a type of learning community to try and complete
the worksheet for this lesson. We will be communicating as a group for the majority of the
lesson, too, in order to voice our thoughts, opinions, and information that we know.
Before we begin, I will make sure that students understand that they will be assessed on what
they learn from todays lesson with a tough worksheet. I will make sure that students have
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their books out, a pencil, and a piece of paper to take notes, if they should choose to take
notes.
We Do
As a group, we will be reading the chapter in the text. I will read, and I will have students go
back and find the information and reread it to me throughout each section. This will allow
students to hear important information more than one time and will help them seek out
informational text. As we learn about different famous South Dakota characters, we will take
some time to jot down some notes about the person. I will encourage students to write down
as many things as they can, and be thinking about how they could possibly portray this
individual in the wax museum project. As we discuss each person, we will discuss challenges
that each individual would have faced that are both similar and different from struggles we
may face today, aligning to the standard.
Before moving on to independent practice, I will wrap up the text and remind students that we
will now be completing the worksheet that corresponds with the information we just read. I will
tell students that the worksheet might be a little difficult, and I will hand out the worksheet.
After I hand out the worksheet, I will go through the directions and make sure students
understand the rules. I will then ask if there are any questions before we start working.
You Do
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more about important terms, dates, and people in South Dakota history.
The blank copy of the post-assessment is included at the end of the lesson plan.
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Lesson Closing
I will end this lesson by making sure students have any final questions answered, and by
reminding them of the wax museum that they will be doing in a couple of months. I will
challenge them to seek out other famous South Dakota characters, and to use the information
that they learned today to help determine which person they want to portray. I will also ask the
class to tell me one cool thing we learned about a person of South Dakota before they can
pack up and get ready for recess.
ANALYZE
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The pre and post-assessment results are shown side by side in these graph representations.
Blue represents correct responses, and orange represents incorrect responses. Please note,
on the post assessment the left hand measuring side percentages range from 92%-100%, and
not 0%-100% as in the pre-assessment. Please also note that the order of the post
assessment responses has been rearranged in the above graph in order to more easily
identify knowledge growth amongst individuals on the chart.
Students significantly increased in their identifying skills for these individuals. There were a
couple of students that still couldnt properly place Ed Lemmon and James Philip, otherwise all
characters were properly identified.
As for the post-assessment worksheet, here are the results:
Mean Score: 89%
Median Score: 89%
Mode Score: 100%
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Range of Scores: 32%
REFLECT
(successes).
I think I did really well getting students excited for this lesson, and I think that they really
enjoyed getting to learn more about people that helped shape the state we live in today. I was
able to really connect with students when I reminded them about the American Legion essays,
and some of them realized that a sense of community is really important, I think. Another thing
that I thought went really well was the class discussion. Students really liked to show off what
they knew, but they were also ready to ask questions. It was a wonderful learning community
to be a part of for this lesson. And, at the end with the exit tickets, I was able to see what
information stuck with students which was interesting to see.
Finding standards was difficult, but not as difficult as I thought it was going to be. I was happy
with how the standards aligned to this lesson, because I think the standard that asks to
compare the different time periods was cool and put a different spin on the lesson. Another
challenge I faced, was technological. We had been having some issues with our
SMARTboard, and the pictures for my post-assessment werent cooperating at first. Eventually
it all got sorted out, but having to figure it out was not a part of my plan.
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famous South Dakotans just in case there were tech issues again. Another thing I would maybe add to
make the lesson more exciting would be making some sort of chart that compares how things were
done in the past, as compared today. Or, I would have a word, such as car, and I would ask the class
what we could consider a car in the period when each of the famous South Dakotans lived, and what a
car looks like today. I would ask if they can think of any other things that have similarly advanced.
72 | Page
Name:
Subject: Math
Date: 20 March 2017
PLANNING
CC.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
Students will be able to use a formula to find the perimeter of a rectangle or square. This
formula is P=2B+2H.
Perimeter is foundation for many skill sets in life. If you are trying to buy a frame, you need to
know the dimensions of your picture and also the frame. It is important to have two sets of
equal sides in order to have a proper frame. In this area of the United States, there are also a
lot of farming families that need to know the perimeters of fences or fields. This is a
fundamental skill that students will use for the rest of their lives.
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your lesson.
formula
perimeter
base
height
SMARTboard
Think Central Math website
whiteboard
expo markers
grid sheets for student work
extra practice worksheet for if time allows
student whiteboards
student cleaner rags
extra expo markers for students who have lost their own
Perimeter exit ticket note cards
ASSESSMENT
The pre-assessment was given to students on the Friday before this lesson took place. It was
a tongue twister worksheet that asked for students to determine the perimeter of each of the
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figures, and then to write the corresponding letter on the line above the figure.
The pre-assessment is attached at the end of this lesson plan.
The pre-assessment was administered the Friday before this lesson took place. It was given to
students after the math lesson on Friday. Students were told that this worksheet was a
glimpse to what we would learn on Monday.
applicable)
Because this pre-assessment required students answering a riddle, modifications were made
and students were allowed to work with a partner to try to figure out the riddle, and for the
complex figure, we worked it out together. I was able to see the students that were struggling,
but we corrected it as a group and were able to come up with and do the riddle together.
Because all of the students ended with the same physical score, I didnt create a graph for this
portion. I did, however pay attention to students that were struggling and was able to
determine which students would need closer attention and potential further instruction when it
came time for this lesson.
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complete it after not being able to move past these struggles, I was able to see what the
students understood about perimeter. Some students remembered a little about the concept
from 3rd grade, some students were able to figure out the problems based on the example on
the worksheet, and some students confused perimeter with area. By seeing and
understanding what the students already knew, I knew that I had to stress that perimeter
involved adding sides, not multiplying them. I also could see which students would need extra
instruction or would potentially struggle with this lesson.
The post-assessment is included at the end of this lesson plan.
The key is included at the end of the lesson plan.
TECHNOLOGY
I used the SMARTboard to bring up the online resources for this math lesson. I allowed
students to use the SMARTboard and the white board to work on examples of the problems.
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ACCOMMODATIONS
Some students are going to be very quick to picking up on this concept, and others are going
to have a harder time trying to figure out perimeters. To accommodate these learning needs, I
will be sure to use plenty of examples in order to get the concept across. There are students
that have problems with vision or hearing, and will need to move closer to the SMARTboard
for that reason.
MANAGEMENT
the lesson.
In order to be fair, I will be drawing popsicle sticks with students names written on them from a
tin can to choose who will come to the boards to work out example problems. If a students
name is drawn, and they do not feel comfortable enough to do a problem on the board in front
of the class, they have the option to pass. If a student chooses to pass, I will draw another
stick from the can. If students get off task, I will use the clap back method. I will do a short
series of claps, and the students will mimic the claps. I will then remind them of expectations in
order to calm them down again.
77 | Page
I Do
To get students excited for the days lesson, I will remind them of the pre-assessment we took
on Friday. I will ask them first if they remember what the topic was, and then I will ask them if
anyone remembers the answer to the riddle. I will clarify what the riddle was, write it on the
board, and together as a class we will say the riddle three times fast. After this anticipatory set,
I will tell students that the lesson today is learning about perimeter, and that by the end of the
lesson, they will be able to use a formula to find perimeter.
A lot of the students in this class respond well to farming references. Because of this
knowledge of my students, I will reference the perimeter as being similar to a fence. For
example, I will say: Imagine we are putting up a new rectangular fence to keep the cows in.
Two of the sides are going to measure 30 yards and the other two sides will equal 60 yards.
How many total yards of fence are there? How can we find out how much fence is needed to
make this pen? I will also reference other things in life that we may need to know perimeter
for, such as picture frames or construction.

78 | Page
using the perimeter formula. Finally, I will have students complete the post-assessment in
which they will be responsible for making sure that they understand the content. I will help with
small questions, but as a whole they will be responsible for finding the answer themselves.
This theory of scaffolding has proven to be very beneficial in my cooperating classroom, and
has worked well with other math lessons.
To make sure students understand the concept before moving on to the we do portion, I will
make sure students understand the perimeter formula (P=2B+2H), and I will ask if there are
any questions about what perimeter is.
We Do
In deciding how to move forward with this lesson, I decided that finding the perimeter of the
classroom would be a fun thing for students to see. I found out that the paraprofessional in my
classroom has a shoe size that is exactly twelve inches long. She is in the classroom during
math time, and will help us find the perimeter of the room by using foot measurements. As she
measures the room with her feet, we will be recording the numbers on out math whiteboards
and we will figure out the perimeter of the classroom. I will do a couple of perimeter problems
on the board, and students will follow along on their whiteboards.
Before moving on to independent practice, I will have students give me a thumbs up if they
think theyve mastered the topic. If some look hesitant, I will do one more on the board, and
thoroughly explain the procedure.
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You Do
Students will be given the assignment for this lesson, which is lesson 13.1 in their math
workbooks. Students will be given a grid paper to show work for each problem, so I am more
accurately able to see how much they understood the concept.
80 | Page
81 | Page
Lesson Closing
I will make sure students remember the perimeter formula by having them write it on the top of
their worksheets. I will remind them to think of fences, and how they would find out how big a
fence is. I will also tell them that for the next days bell work, I will have another fun worksheet
with a riddle on it. I will remind them to try their best so they can answer the riddle tomorrow.
Then, as an exit ticket, I will hand students a note card with a square or rectangle on it with
different dimensions on it. Before students can get ready for recess, they must bring me the
notecard with work shown on how they found the perimeter of the shape with proper labeling.
82 | Page
ANALYZE
Results of the student post-assessment from workbook pages 247-248 are as follows:
Mean Score: 93.5%
Median Score: 97%
Mode Score: 97%
Range of Scores: 26%
REFLECT
(successes).
83 | Page
One thing I liked about this lesson, and that I thought went well was measuring the perimeter
of the classroom by using my paraprofessionals feet for measurement. It sparked an interest
in the students, and they were excited to measure the perimeter of other objects at home. It
was automatic feedback that they enjoyed the lesson, and I was happy to see how excited
they were. I also feel that the pre-assessment tongue twister worksheet and the riddle
worksheet I used for the next days bellwork were a fun way to learn the topic, and I think that
students responded better to the content because it was more like a game to them. The exit
ticket strategy at the end of my lesson was also very effective.
Challenges of this lesson were mostly surrounding the way in which I would introduce the
topic. I wasnt sure how well the students were going to grasp the content, since we hadnt
really talked about perimeter and we jumped ahead in the book in order to prep a little bit for
state testing. I was trying to figure out the best way to introduce the topic, and I tried to think of
ways that would relate to the students within the classroom. Another challenge that I faced
during this lesson was running out of time. The day this lesson took place, there was a lot of
activity going on in the school for an agriculture appreciation day. Class periods were
shortened, and therefore I didnt have as much time to get through the lesson. I had to really
focus on what was most important, and what would help the students be most successful in
their task of completing the worksheet for the lesson.
84 | Page
If I were to redesign and teach this lesson again, I would try to get the group outside and have
us measure perimeters of the playground, football fields, and gym floors, etc. I think it could be
a fun more hands on activity for the kids. Another thing I would potentially add would be a
worksheet that had students draw shapes using their rulers. Students in my classroom could
definitely benefit from drawing the shapes and learning how to use their rulers.
85 | Page
Teacher Work Sample Scoring Rubric
Student Teaching
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
Professional Goal Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
Setting and Reflection
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides an Candidate does not
Candidate provides a action plan for the
action plan for the provide an action plan for
detailed action plan for the achievement of the goal and
achievement of the goal the achievement of the
achievement of the goal and cites resources s/he will use but needs to work to goal.
cites any specific resources to enhance goal develop a more specific
s/he will use to enhance goal achievement efforts. list of resources to be
achievement efforts. used for achievement of
that goal. Candidate is not clearly
able to reflect on his/her
Candidate is highly effective Candidate effectively performance in the area
at communicating any communicates any of goal
progress/growth made progress/growth made Candidates reflection on setting/achievement.
toward the goal in the toward the goal in the goal achievement is
reflection. reflection. minimal and needs
development.
Task II: Contextual Information

4 3 2 Needs Work
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact which prohibits his/her factors.
instructional strategies, the strategies, approaches, ability to fully recognize
approaches, and and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
Standards/Objective connections across the connections across the Lessons allow for very apparent connections
s curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Assessment Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate
pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
and Post-Assessments used. and Post-Assessments Does not include a copy
assessment. of a key/product to show
used.
Includes a copy of a high Includes a copy of a Includes copies of the desired outcome.
quality key/product to show key/product to show desired Pre- and Post-
desired outcome. outcome. Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations, individuals, small groups or groups or the class by accommodations and of individuals, small
and Modifications the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Lesson Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
Implementation
consistently including a effective/engaging needs to work to develop student interest.
(I Do/We Do/You Do) highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
effective opening and/or
closing.
Introduces and reinforces
Effectively introduces and the learning objective(s) so Needs to be more
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. objective so that the lesson.
students are cognizant of
Presents all content in a expected outcomes. Content is not presented
sequential manner and in a sequential manner
Presents all content in a provides opportunities for and candidate does not
sequential manner and modeling and practicing the provide evidence of
provides numerous skills and content needed to Content is not always allowing opportunities for
opportunities for modeling meet the learning presented in a sequential modeling and practicing
and practicing the skills and objective(s). manner and candidate the skills and content
content needed to meet the needs to provide more needed to meet the
learning objective(s). opportunities for learning objective(s).
modeling and practicing
Checks for student the skills and content
understanding throughout
Consistently checks for most of the lesson cycle and needed to meet the Candidate does not check
student understanding provides evidence of re- learning objective(s). for student understanding
throughout the entire lesson teaching/remediation where throughout the lesson
cycle and provides detailed necessary. cycle and there is no
evidence of re- evidence of re-teaching
teaching/remediation where Checks for student /remediation.
necessary. understanding
Includes reasons for why the throughout most of the
instructional strategies and lesson cycle and
learning activities chosen for provides little evidence of Does not includes
Includes numerous detailed the lessons are re-teaching/remediation reasons for why the
reasons for why the developmentally appropriate where necessary. instructional strategies
instructional strategies and (claims are somewhat and learning activities
learning activities chosen for supported by relevant chosen for the lessons
the lessons are theory/research that is are developmentally
developmentally appropriate cited). Includes reasons for why appropriate (claims are
(claims are supported by the instructional not at all supported by
relevant theory/research that strategies and learning relevant theory/research
is clearly cited). activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable)
Provides a description of the
Provides detailed description post assessment results Provides a weak Does not provide a
of the post assessment which somewhat addresses description of the post description of the post
results which thoroughly most of the following items: assessment results assessment results is
addresses all of the following which does not weak and illogical and
students progress toward does not address all of
items : adequately address the
mastery of the objectives the following items:
following items:
students progress toward from pre-to-post
Analyzes mastery of the objectives students progress
from pre-to-post factors that may have toward mastery of the
affected the post students progress toward
objectives from pre-to-
factors that may have assessment results mastery of the objectives
post
affected the post assessment from pre-to-post
results how the results of the post factors that may have
assessment highlight what factors that may have
affected the post
how the results of the post areas of the lesson will affected the post
assessment results
assessment highlight what assessment results
require re-teaching (if any)
areas of the lesson will how the results of the
how the results of the
require re-teaching (if any) post assessment
post assessment highlight
highlight what areas of
what areas of the lesson
the lesson will require re- will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection: teaching strategies and
strategies and provides provides supporting strategy and/or provides
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes Identifies and describes two Identifies and describes Fails to adequately
more than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
Challenges lesson. the lesson. encountered throughout
lesson.
Identifies and describes Identifies and describes two Identifies and describes Fails to identify and
more than two significant ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: ideas for redesigning the lesson and provides details the lesson and provides redesigning the lesson
Improvements lesson and provides full to support the redesign. very minimal details to and/or provides no details
details to support the support the redesign. to support the redesign.
redesign.
Overall Professional Quality of Teacher Work Sample
4 3 2 Needs Work
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and followed: (Cover page,
spacing, anonymity) spacing, anonymity) (Cover page, references/credits, font
references/credits, font and spacing, anonymity)
and spacing, anonymity)
Paper is well organized with Paper is organized.

clarity of thought and Paper requires much
purpose. Paper is somewhat better organization of
organized but candidate content and candidate
needs to continue to needs to significantly
develop communicating develop in the area of
thought and purpose. communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or grammar, punctuation, grammar, punctuation,
structure. sentence structure, but does and/or sentence and/or sentence
not significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.

Northern State University Student Teaching Experience Teacher Work Sample Spring 2017

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Northern State University

Student Teaching Experience

Candidate Name: Cassandra Bottum

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: _ _Cassandra Bottum__(electronic submission)

I. Professional Goal Setting and Reflection

An electronic copy of your completed TWS must be submitted to:

Your university supervisor (discuss the format)

NSU Conceptual Potential Category Outcomes Description

Knowledge of Self as an Respect and Concern for Knowledge of Self as an Individual

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Knowledge of Self as a Parent and Community Knowledge of Self as a Teacher and

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Self as a Teacher and Member of a Learning Community

Parent and Community Involvement

showing the school and parents of my cooperating schools community that I am

to help all learners in this community grow in their education.

am in my cooperating classroom. This letter will be approved by my cooperating

seen in more detail on my professional website on my Professional Development Log

under the Professional Development tab.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Students are 4th graders.

All content areas are covered in this classroom.

Community The area of the school is an urban setting.

The area of this city is 1.92 square miles.

There are approximately 1,100 households and

Racial makeup of the city was 96.9% White,

Male Population: 46.7%

Female Population: 53.3%

Free and reduced lunch information was not

There are no ELL students in this school district,

The KG-12 Census of this district is 656.

The 4th grade census of this district is 36.

51% of 2015 graduates in this district went on to

There are generally 2-3 paraprofessionals that

There is one student with a brain tumor that is

Four students in my classroom are on 504s.

One student claims to be sick all the time,

One student is gifted in reading and is

Students in this classroom either have each

Students are really interested in social media

A common favorite book amongst this class is

Technology grabs the attention of these students

Teacher Candidate Cassandra Bottum

Grade Level: 4th Grade

Date: 18 January 2017

Millicent Atkins School of Education: Common Lesson Plan Template

4.L.2d Spell grade-appropriate words correctly, consulting references as needed.

from a base y word.

Describe how the objective is relevant to students lives.

developing, and writing in any format.

List the materials you will need to teach the lesson.

tape to tape cards to desks

focusing on the physical documentation of the handwriting and analogy worksheets.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

The pre-assessment is included at the end of this lesson plan.

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

end of the week.