Jayleina Tom

ITE 390
April 20, 2017

Lesson Preparation Tasks

Preparation Tasks Teacher Candidate
1. Write the date of your formal observation. Double April 10, 2017
check that you have signed up for an observation on
the Google calendar.
2. Write the date of when you need to upload a lesson April 3, 2017
plan draft to the ITE 317>Dropbox
3. Write down the dates of when you and your mentor May 31, 2017
teacher discussed the lesson plan. April 4, 2017
4. Write down the date of when you sent or printed a April 3, 2017
draft of your lesson plan for your mentor teacher
5. Does your lesson plan include: *If you answered yes to any of these prompts, be sure
any text that students will read? to include these items in your lesson plan. If there
a teacher assessment tool to measure students isnt a copy, your lesson plan may be returned without
learning based on the standards and benchmarks? review. Did you include these items?
activity sheets that students will use in the lesson?
A completed copy of your teacher sample of the
student activity sheet?
6. Describe any parts in the lesson that you would like Lesson 3B
more guidance with in planning. Is the activity sheet appropriate, or should I have them do
an essay-esque response?
7. Pick one Borich lens and a specific component from I would like to focus on the classroom management lens.
that lens that you would like to focus on in this lesson. This has been my struggle during my solo teaching time.
a. Write 3-5 sentences explaining why you chose While I have gotten suggestions and advice, I would like
that lens. to see if I am applying said advice appropriately.
b. List the instrument # you will provide a print
copy on the observation day. Be sure evidence Instrument 4.1: Studying Classroom Management
can be collected using the tool Semester 4 lenses
are (1) learning climate, (2) classroom
management, (3) lesson clarity, (4) instructional
variety, (5) task orientation, (6) examining
engagement in the learning process, and (7)
measuring student success
 Tom-p.2

Formal Observation Lesson #2 Rubric

Spring 2017

Name: Jayleina Tom Date: April 10, 2017 Points: /20

Criteria Descriptor Comments
(possible points)
Procedures o Scheduled observation on Google calendar or Docs On the left, highlight any
Work Ethic o Completed all information in the Lesson Preparation form descriptors in yellow
(2 points) o Provided a copy of the printed text and/or URLs that students will highlight that you have
read and/or watch during the lesson. concrete evidence you
o Submitted lesson plan (LP) 7days in advance of observation in ITE have met in this lesson.
390>Dropbox for the UHM supervisor
Look at your lesson plan
o Provided MT draft lesson plan according to agreements in Student
to find evidence.
Teaching Semester Plan
o Provided UHM supervisor a copy of the final draft lesson plan by 10
Green highlights mean
pm the night before teaching in ITE 390>Dropbox
o Submitted final lesson plan in ONE file in this order: lesson these will be assessed in
preparation, lesson plan, all related handouts/texts, assessment table, the final submission.
written reflection, 3 student samples for each learning task
o Correct file names and extensions are used for all submitted work
Style o All track changes and comment boxes were removed completely
Requirements o Numbers and bullets are formatted correctly
(2 points) o Font size and type are consistent (with the exception of student
activity sheets)
o Margins, headers, and page numbers are correct
o Paragraphs are indented and consistently aligned
o Line space is single for lesson plan, and double space for reflection
LP Content o Lesson is from Assessment 3
(6 points) o The central focus is based on the content standards and benchmarks
o Evidence-based practices relate to the content standards and
benchmarks, and learning activities.
o Student learning objectives are clearly stated and realistic
o Consistent and appropriate use of grammar, punctuation, spelling,
and formal/academic language
o The skills and strategies are developmentally appropriate and align
with the standards and benchmarks
o I can statements are written for each benchmark
o The Academic Language and Language Supports are
developmentally appropriate
o The Differentiated Instruction plan are developmentally appropriate
o The Students Prior Academic Knowledge and Assets demonstrates
the TC knowledge on how to support student learning
o Descriptively written and anyone reading is able to teach
o Action verbs are used at the beginning of each step in the Sequence
of Activities
o A classroom management attention getter is stated and practical
o The amount of time is listed in each Instructional Component
o Lesson aligns with the central focus, content standards, benchmarks
(or GLO), skills and strategies, and assessments
o There is modeling of the concept/strategy using examples
o There is a connection between introduction, building background,
focus/mini-lesson, guided practice, collaborative work, independent
work, and closing
 Tom-p.3

Criteria Descriptor Comments

(possible points)
o Explicit directions on what students will be working on during
independent practice
o Work time involves students working independently, in pairs or
groups
o There is a balance of teacher-to-student interaction and student-to-
interaction during the entire lesson
o There is use of student engagement techniques throughout the lesson
o In the Monitoring Plan, there are specific behaviors that the teacher
candidate will focus on while students are working independently
and possible solutions
o There is a closing where students share their work with a partner or
in small groups first, and then share out loud to the whole class
o The closing involves asking questions and reviewing the I can
statements with the students
o Teacher assessment tool is aligned with lesson and included in the
LP
o All related articles/text and/or student activity handouts are included
with the LP
Written o The reflection question template is used. Prompts are written and
Reflection responses are below
(5 points) o Reflection questions are answered in 3-5 pages and double-spaced
o All reflection questions are answered
o Academic and formal language are consistently used
o Correct grammar, spelling, and punctuation are consistently used
o Responses are descriptive and related to the question/prompt
o Descriptive examples are cited in to support the response
o Includes in-text citations to support thinking, explanations, or
evidence
o In-text citations are cited accurately (e.g., APA, author, punctuation
marks, page numbers, year)
o Reflection shows the TC is growing professionally and has learned
from the entire process (e.g., planning, teaching, and reflecting on
the lesson)
o Included a reference section at the end of the assignment, and
formatted accurately
Analyzing o Assessment data table is complete and accurate
Student o Bar graph includes an explanation of key attributes such as (1)
Progress numeral values on each bar, (2) title of bar graph, (3) different and
(5 points) readable color scheme, (4) number and phrase to describe each
benchmark, (5) shows progress levels by ability based on each
benchmark
o A written analysis of each benchmark and students progress
according to groups
o A visual tool representing students grouping according to progress
levels and an analysis of the group
o Samples of three students
o Analysis include language and references based on the data
Tom-p.4
 Tom-p.5

Lesson Plan: Character Analysis

Name: Jayleina Tom Grade: 5th

Date: April 10, 2017 Content Area/s: Reading

Duration: Ongoing with novel; Done after every 2-3 chapters

Materials needed:
Walk Two Moons by Sharon Creech
Folder paper
Walk Two Moons folder
Pencil
Character trait list from writing folder

Curriculum Information
Supporting Question/s:
How can we describe and understand a character?

Enduring understanding:
Do not judge a person before you know their story (using empathy to understand others).

Evidence-Based Research Practices

Character development is tied with the plot development, and characters ae constructed, unlike
real people (Serravallo, 2015). While characters are constructed, the events they go through
might be similar to those that happen in real-life.
Student Learning Outcomes
Students will be able to identify character traits and emotions.
Students will be able to compare and contrast two characters.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Inferencing Describing characters physical, emotional, and personality
traits
Recall Recall information from the chapter that describes Sal or Phoebe
 Tom-p.6

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the
content. The planned instructional supports to help students understand, develop, and use academic
language.
Academic Character Traits: Who a character is on the inside, their personality. This is
Vocabulary shown through what a character says or does.
Character Emotions: Fleeting feelings a character may be having, often due to
an outside force. Characters emotions show through what they say and do.
Infer: To deduce or conclude (information) from evidence and reasoning rather
than from explicit statements.
Language Definition posters
supports
Language Reading
modalities
Listening
Writing
Speaking

Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to
meet the needs of students who require further support (e.g., ELL/MLL, struggling, accelerated,
50/IEP, etc.)
Identify type of learners Type of differentiation Instructional accommodations
(ELL, SPED, Accelerated (content, process, product)
Learners, Striving learners,
504 students, reading)
Striving and struggling process Draw an illustration of the character
Learners that matches the physical and
personality traits learned so far
Struggling learners process List 5 traits
Striving learners process List more than 10 traits

1. Standards/Benchmarks/GLOs
 Tom-p.7

RL 5.3: Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
I can identify character traits and compare two characters.

W.5.7: Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
I can recall relevant information from personal experiences or print sources.

GLO 4: Quality producer

I can produce products that are neat and done correctly.

2. Assessment Task

The students will keep a running list of character traits, emotions, actions, or behaviors for Sal
and Phoebe. At the end of the novel, the students will create a graphic organizer aligning the
similarities and differences between the two characters. The formative assessment tool will be a
checklist to document if the students are keeping a list for each chapter. The summative
assessment task will be a written response. A rubric checking for similarities and differences
between the characters and how they handled the same situation will be used to assess the task.
 Tom-p.8

3. Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson
that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2)
list opportunities offered for multiple modes of participation
Instructional Sequence of Activities
component
Lesson 3A

Classroom Waterfall
management Awkward staring contest
attention getter Voices off in 3, 2, 1

1. Introduction 1. Share I can statement: I can identify character traits and compare
2 minutes two characters. I can produce products that are neat and done
correctly.
2. Share purpose of lesson: to learn about character traits and how to
chart them with our flow map. This requires inferring information
about a character.

1. Ask what inferencing means?

2. Building
2. Allow students to answer; Inferencing means to try and pull the
Background
answer out of a text without it telling you exactly what it means.
5-10 minutes
3. Ask what character traits are?
4. Share definition; Traits are what makes a person them. Its their
personality, what they like to do, what they say or do, what their
physical appearance looks like.
a. Example: how many of you like to draw or write stories, A
trait to describe you can then be creative or artistic.
5. Ask what character emotions are?
6. Share definition; Character emotions are the feelings that a
character may be having due to a force they have no control over.
7. State the difference between traits and emotions. Sometimes they
may be the same, but the emotions have something outside of the
person making them feel that way.
a. So, you may be someone who worries about everything,
but you then have to perform a song on the ukulele and
your stings snap. Now youre worried because you cant
play your instrument. So, while you have the triat of being
a worrier, your emotion matches because youre worried
about what to do to fix your ukulele.
8. Remind student they have a list of traits they may reference in
their writing folders
1. Write Ms. Tom at the top of printer paper
3. Focus/mini
2. Ask what do we know about Ms.Tom? How would I describe her?
lesson (I do)
3. Write character traits-sarcastic, caring, intelligent, funny,
5 minutes
4. Say that these are traits I use to describe myself.
 Tom-p.9

5. Say: Our hobbies and our actions help to define us too. For
instance, Ms. Tom likes the theater, so I can list actor and
technician too. Or XXX, wins art contest a lot, so some might say
she is artistic, talented, creative.
6. Write down evidence for each trait- Sarcastic (uses low voice
when making a joke), caring (worries about how class feels and if
they need help with anything), intelligent (knows a lot about
things), funny (makes jokes)
7. Say: Sometimes our traits can double as the roles we play in our
lives. For example, Ms. Tom is a student teacher, a daughter, a
sister, a dog mom.

4. Independent 1. Ask students to take out a folder paper and write name on the top
Work in big letters
(You Do) 2. Say: Make sure your holes are on the left side so I dont have to
5-10 minutes flip your paper all over trying to find where you wrote your
answers.
3. Ask students to list 10 traits to describe themselves and to give
evidence too, they may use character trait list in writing folder
a. Struggling students may write 5 traits with evidence provided.
b. Share a few traits and their evidence.
4. Say: Now that we have had experience identifying our own
character traits, we will be focusing this skill on two characters in the
novel. Those two characters are Sal and Phoebe.

5. We Do 1. Ask students to take out flow map

25 minutes 2. Label bottom half character traits
3. Discuss with class how we would describe Sal in chapter 1; what
is she feeling?
4. List traits and feelings under chapter 1
5. Read chapter 2 independently
6. Continue this with chapter 2, and add Phoebe to the list
6. Monitoring How are emotions different from traits?
Plan Can emotions be the same as traits?
Tell students to use the traits page located in their writing folder if they
need some inspiration.

On occasion, emotions can overlap with traits. Tell students to focus on

activities and hobbies if they are struggling. They may also list roles they
have at home or at school.
7. Closure 1. Ask students to share one trait about themselves and the evidence
5 Minutes with a side partner.
2. Ask students if learning about traits by applying it to themselves
helped? How?
3. Discuss as table groups
4. Allow students to answer
 Tom-p.10

5. How will tracking Sal and Phoebes traits help our understanding
of the story?
6. Allow students to answer
7. Re-share I can statement: I can identify character traits and
compare two characters. I can produce products that are neat and
done correctly
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

3. Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson
that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2)
list opportunities offered for multiple modes of participation
Instructional Sequence of Activities
component
Lesson 3B
Formal Observation #2
Classroom Waterfall
management Awkward staring contest
attention getter Voices off in 3, 2, 1

1. Introduction 1. Share I can statement: I can identify character traits and compare
2 minutes two characters. I can produce products that are neat and done
correctly.
2. Share purpose of lesson: to learn how two characters can be
similar, but also have their differences.

1. Ask what inferencing means?

2. Building
2. Allow students to answer; Inferencing means to try and pull the
Background
answer out of a text without it telling you exactly what it means.
5-10 minutes
a. Remember when Sal drew the picture of Phoebe hanging
from a tree? What did we guess about how Sal was feeling
toward Phoebe? (She was annoyed/irritated). Did Sal tell
us that she was annoyed with Phoebe, or did we identify it
ourselves based on her actions? (We figured it out
ourselves).
3. Ask: Did the novel always tell us exactly what the characters were
feeling or thinking?
4. Allow students to answer: no, we could guess on their actions
5. Ask what character traits are?
6. Share definition; Traits are what makes a person them. Its their
personality, what they like to do, what they say or do, what their
physical appearance looks like.
7. Ask what character emotions are?
8. Share definition; Character emotions are the feelings that a
 Tom-p.11

character may be having due to a force they have no control over.

9. State the difference between traits and emotions. Sometimes they
may be the same, but the emotions have something outside of the
person making them feel that way.
10. Review what a Venn Diagram is and what it is used for.
a. Say: When we list things in our diagram, we want them to
match up, like we did with Marmoset and Trickster
1. Ask students to take our folder paper and draw a Venn diagram the
3. Focus/mini
fits the whole page
lesson (I do)
2. Draw Venn diagram
10 minutes
3. Label one circle Sal, label the other Phoebe
4. Ask students to open WTM book to chapter 35, pg 213.
5. Say: We are going to read this chapter aloud together, and Im
going to show you how to identify a trait and supplying evidence.
6. Read chapter aloud.
7. Stop when I notice who Sal or Phoebe are reaction or feeling to
something. Could it be a trait?
8. Write down that Sal is reluctant. Evidence, wasnt convinced the
lunatic would lead them to Phoebes mom.
9. Write down in middle section that both girls are determined,
evidence, want to put their plan into action to find the lunatic.
4. Independent 1. Say: Now, it is your turn to fill out the diagram. Be sure to line up
Work similar attributes of traits. Be sure to cite the chapter you found
(You Do) the trait from and write down the evidence for that trait. Dont use
2o minutes your flow map yet. Remember, traits describe who the person is.
You can find this out from what the person does, what they say,
and how they interact with others.
2. Say: Read Chapters 36 on your own. As you read take note of their
traits. See if you can evidence of their more memorable traits.
3. After you find the traits and the evidence, you can go back to your
flow map and add more traits and evidence to your diagram.
4. Allow students time to work.
5. Guided 1. Ask students to talk in table groups about the traits they listed.
Practice 2. Ask students to share the traits they listed for each character from
(We Do) those two chapters.
10.15 minutes 3. Write down shared answers on diagram with which chapter it
connects to.
4. Ask students to look through their flow maps and identify any
traits they would like to add to the diagram, and supply evidence
5. Record appropriate traits or situations, and chapter it came from
6. Prompt students to explain trait or situation more if unclear

6. Mini-Lesson 1. Say: Now we have all this wonderful information about Sal and
(I Do) Phoebe. Our next step is to transfer these notes into complete
5-10 minutes sentences to answer our questions.
2. Show students the Character Analysis activity sheet
3. Say: In our activity sheet, there are 4 parts.
 Tom-p.12

a. How are they similar. We get this information from the

middle section
b. How are they different? We get these from their individual
bubbles.
c. Is there a situation they both experienced? We can find this
in the middle section. Would we want to write about the
situation in the similarity section if we are writing about it
here? Probably not. This way we arent repeating
ourselves. Now, was this situation a positive or negative
situation? How do you know? (Negative; it caused each
girl to be incredibly sad)
d. How did Phoebe handle it? How did Sal handle it? This
part has two questions. So, there should be more than one
sentence. Make sure to answer both parts of this.
4. Say: I am going to first show you how to take some of the traits
and transfer them to answer our question. Please do not write
anything at this time. I will start with their similarities. I can take
the first thing listed and use it to answer my question.
5. Write: Sal and Phoebe are similar because they are both
determined. They are determined to put their plan into action and
find the lunatic. On pg 215, paragraph 1, sentence 2 it states
Like, Phoebe, I was ready to take some action. This shows both
girls are determined to find the lunatic.
7. Guided 1. Ask students to copy down what is written.
Practice 2. Ask students to suggest another similarity Sal and Phoebe share.
(We Do) 3. Record suggestion in a full sentence.
5 minutes 4. Say: Now it is your turn. Answer the questions and try to be
specific. Voices should be off. This is an individual activity, not a
group or partner one. Use your time wisely. Check with me to get
the okay to move on.

8. Independent 1. Allow students time to work

Work 2. Walk around room to monitor and provide prompts for struggling
(You Do) students. Correct work when needed.
20-30 minutes 3. Collect activity sheets as students complete it.
a. Have students work on priority list if they finish early.

Monitoring Plan How are emotions different from traits?

Can emotions be the same as traits?
Tell students to use the traits page located in their writing folder if they
need some inspiration.

Prompt students about events or situations from the novel if they become
stuck.
Ask students to refer to flow map to find traits or events.
Suggest skimming a chapter if they need to refresh their memory.
Remind students to use QA statements.
 Tom-p.13

Remind students that they should be ding quality work.

Check that they have answered the questions properly.

Those who finish early may provide an illustration of Phoebe and Sal as
described from the novel or go on Reading Plus.

9. Closure 1. Ask students to turn to a side partner and discuss what a character
10 minutes trait is.
2. Ask students what the difference between a trait and emotion are.
3. Character Traits: Who a character is on the inside, their
personality. This is shown through what a character says or does.

Character Emotions: Fleeting feelings a character may be having,

often due to an outside force. Characters emotions show through
what they say and do.
4. Ask: What did we have to do to figure out Sal and Phoebes traits
throughout the novel? Inferring.
5. Ask table groups to discuss why it is important to track characters
traits and emotions when reading a novel.
6. Allow students to share answers. Growth over time through
situations/events
7. Ask: What was Sals greatest trait when it came to her friendship
with Phoebe?
8. Discuss as table groups
9. Allow students to answer. (Understanding/Empathy)
10. Re-share I can statement: I can identify character traits and
compare two characters. I can produce products that are neat and
done correctly
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)
 Tom-p.14

Teacher Assessment Tool

GLO 4: Quality Producer

Work is neat and done correctly
Flow map , diagram, and written response

4 3 2 1
Consistently Usually completes Sometimes completes Rarely completes
completes traits every traits every two traits every two traits every two
two chapter for both chapter for both Sal chapter for both Sal chapter for both Sal
Sal and Phoebe and Phoebe and Phoebe and Phoebe

Work is very neat and

legible Work is neat and Work is somewhat Work is not neat and
legible neat and legible legible

Rubric (RL.5.3)
Flow map & diagram

2 1 0
Wrote 2 or more traits per Wrote 1 trait per character No traits written
character

Rubric (RL 5.3, W.5.7)

Diagram & written response

3 2
Diagram contains 3 or more
differences (RL.5.3)
Diagram contains 2 or more
similarities (RL.5.3)
Diagram contains 1
similarity/difference of how
Sal and Phoebe handled a
situation (mom leaving)
(W.5.7)
Provides a detailed summary
of situation both characters
are facing
(W.5.7)
Diagram contains 2
differences
Diagram contains 1 similarity
Diagram vaguely contains 1
similarity/difference of how
Sal and Phoebe handled a
situation
Provides a summary of
situation both characters are
facing
1
Diagram contains 0-1
differences
Diagram contains no
similarity
Diagram contains no mention
of a similarity/difference of
how Sal and Phoebe handled
a situation
Provides a poor summary of
situation both characters are
facing OR No Summary
 Tom-p.15

Character Analysis
Directions: Use your flow map and Venn diagram to answer the questions. Use QA statements
and write in complete sentences. Cite your evidence. Staple your diagram to this sheet when
finished.
1. How are Sal and Phoebe similar?

____________________________________________________________________________
Tom-p.16
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________
2. How are Sal and Phoebe different?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________
3. Write one trait that describes Sal. Write one trait that describes Phoebe.
Then describe the situation that Sal and Phoebe both experienced.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____
4. Using the trait from question 3, describe how did Phoebe handle the
situation?
Using the trait from question 3, how did Sal handle the situation?
Tom-p.17
 Tom-p.18

Teacher Samples
Tom-p.19
 Tom-p.20

Formal Observation 2 Lesson Reflection

1. Rate yourself on the selected observational lens from Borich (2015). Explain why you
selected that lens, how you rated yourself on the continuum (take a clear digital picture of
your rating on the continuum and embed in this document) and give 2-3 different and
concrete examples to support your rating.

I chose the lens of classroom management because it is an area I have been struggling

with. I rated myself toward the orderly side of the spectrum for this lens. The students were

engaged in the lesson and were working diligently to where I was not constantly reprimanding

them or reminding them of classroom rules. My class is very talkative, and I use the attention-

getter of voices off in 3, 2, 1 to try and refocus them on the task at hand. I did not have to use

this attention-getter more than a handful of times, if that, due to the students focus and

engagement. I did take into account that I had several students missing from the class due to

being absent or on office/cafeteria monitor duties. The smaller number of students helped with

the noise levels and made it more manageable for myself.

2. Provide an overview of the lesson.

I first started the lesson with our benchmarks. To build the students background, I reviewed

with them on what character traits and feelings are, and how sometimes they are combined. I

also reviewed with them on what inferencing is and how we had done an exercise on inferencing

the previous day. I then told the class todays lesson would be on taking the traits and emotions

they have been noting about Phoebe and Sal and using them to do a character analysis on how

they are similar, but also different. I drew a Venn Diagram and discussed with the class what the

diagram is used for and how we would be using it in our lesson.

 Tom-p.21

I then read chapter 35 aloud and stopped when I noticed evidence of a character trait and

listed it in my diagram. The students then read chapter 36 on their own and looked for evidence

for their characters traits. After they listed evidence for chapter 36, the students were free to go

back to other chapters to find more evidence for other traits. Once the students had some similar

and different traits noted, I modeled how to take the information from the diagram and construct

a response to prompts. From there the students had independent work time, and I then closed the

lesson with a question: why it is important to track characters traits and emotions when reading

a novel?

Then explain:
a. What teaching skills and strategies, materials, and instructional approach were used?
What was effective? What was ineffective? Explain why. What would you do differently?
For this lesson, I had to model for the students how to find evidence to support my claim

about a characters trait. I had to use inferencing to figure out a trait since it is not something

that is explicitly stated. I feel that this was effective because the students then had to really think

about what evidence they had to support their claim about a characters trait. If they could not

supply an answer on what made them think a character was a specific trait, then they could not

use it.

Something I wish I could do differently is to include how the characters handled a similar

situation. It was one of the prompts, but the students didnt have evidence on their diagram. I

also could have modeled how to use their flow map to help them find evidence for their traits.

b. How did you differentiate instruction? What was effective? What was ineffective?
Explain why. What would you do differently?
I suppled the students with a resource book with character traits and their synonyms. I

believe this was effective because the students then used the reference book to find a better word

for the trait. They also used the book to change a feeling into a trait. I would like to have done a

mini-lesson about changing feelings into traits, since some students seemed to grapple with that
 Tom-p.22

skill. I also could have provided a short list of chapters to look back upon for the students who

were struggling to find evidence.

3. What academic language, language supports, and language modalities were used? What was
effective? What was ineffective? Explain why. What would you do differently?
The language supports were the reference sheet in the students Walk Two Moons folder about

character traits and emotions. The class also verbally discussed what inferencing was and I used

an example from the book of a strong inferencing moment for them. I believe this was not as

effective as it could have been. I could have had the students use their whiteboards to give their

answers on what a trait is, and provide an example. I could have used the same technique with

emotions and inferencing. I wish I used these ideas. I also could have had the students work in

their table groups to provide an answer and give example traits for everyone on their table. This

would have furthered that sometimes you have a trait you are not aware of, but others can see.

4. What were the student learning outcomes? How did you use the monitoring plan implemented
during the lesson to ensure student progress was being made?
My student learning outcomes were to identify character traits and emotions, and be able to

compare and contrast two characters. My monitoring plan was implemented during independent

work time. While the students were looking for evidence or answering the questions, I was

prompting them on why they chose a specific trait or if their evidence was strong enough. If

students were listing emotions, I would help them change it into a trait. If a student was stuck

for a trait, I suggested going back to their flow map to see what they listed down and if they

wanted to use it.

 Tom-p.23

5. Assess your students progress of each benchmark on your teacher assessment tool. Create a bar
graph to show the students progress. You can create one graph reflective of each benchmark;
however, be sure to include a legend to refer to the benchmarks. Include a caption below the
graph.

Character Analysis
18 17
16

14

12 11
10
10
8
8 7 7
6

4 3
2
2 1
0
0 RL.5.3 0 W.5.7 GLO 4 0

ME MP DP WB
6.

7. Figure 1: Student performance level for benchmarks RL.5.3, W.5.7, and GLO 4

8.

9. Based on the data, what instructional modifications for the next lesson must you make to your
planning and instruction? Do you need to re-teach specific parts of the lesson? Model more
examples or increase opportunities for guided practice? Slow down the pace of your instructional
delivery? Use concrete examples? Use student friendly language? Adjust/create student groups?
Chunk specific parts of the text? Incorporate technology and/or find other resources? Increase
student engagement/interaction? Be more consistent with classroom management and procedural
tasks?
10. Based on the data, I need to be more vigilant about being explicit with my instructions.

21 student did not meet proficiency for their Venn diagram. The Venn diagram measured the

benchmark 5.W.7: recalling relevant information using print sources. They either provided a

basic summary or no summary of a situation the two characters faced, and/or they did not list

how Sal and Phoebe handled the situation. I did not properly model for the students what I

would be looking for in their diagrams. This includes that I was looking for an event, and not
 Tom-p.24

just traits, and how the event was handled. I should have allotted more time for guided practice

with this detail.

11. Based on the data, 5 students did not meet proficiency on benchmark RL.5.3: compare

and contrast two characters. The students Venn diagrams lacked 3 or more differences and

similarities. Some students listed only traits, but did not cite their evidence, and so I did not

count their answers. I should have been more vigilant with these students and their diagrams. I

could have prompted them and offered chapters they could look at for evidence if they were

struggling.

12.

13. Were students able to respond correctly to the supporting question? What evidence do you have
to support your response?
14. The supporting question for this lesson was how can we describe and understand a

character? While I did not ask the supporting question verbatim, I did ask the students why is it

important to track a characters traits and emotions throughout a novel? A student answered that

its important to track traits and emotions to see how the character grows. Other students had

variations of that answer. They understood that characters show growth through a book, and it

shown with their emotions and their traits. Character development is tied with the plot

development, and characters ae constructed, unlike real people (Serravallo, 2015). While

characters are constructed, the events they go through might be similar to those that happen in

real-life, and the emotions they might experience along with it.

15.

16. How did this lesson build toward their knowledge of the essential question and enduring
understanding?
17. This lesson built the students knowledge of my essential question and enduring

understanding by looking at a character and trying to truly understand them, and see why

they are the way they are. By trying to understand why a character is feeling or acting a
 Tom-p.25

specific way, the reader can become more empathetic toward the character, and understand

their challenges. Some students wrote about how Sal understood what Phoebe was feeling

and thinking when her mother disappeared because Sal went through the same event. Sal

was able to observe and empathize with her friend, and could not judge Phoebe for the way

she was acting.

18.

19. What opportunities did you have to collaborate with other school personnel or families about any
student regarding this lesson?
20. I collaborated with my mentor teacher on this lesson. I showed

her the prompts I created, and an example of a Venn diagram. I initially was

not going to have the students cite evidence for the traits, but my mentor

suggested that I do. This turned my prompts into QADE questions that the

students are familiar with and are comfortable with answering. It wasnt

something new to them. My mentor also had the resource books filled with

trait synonyms that the students used to help pick a more compatible

character trait.

21.
 Tom-p.26

22. 23. ME 24. MP 25. DP 26. WB

27. RL.5.3 28. 0 29. 17 30. 3 31. 2
32. W.5.7 33. 0 34. 1 35. 10 36. 11
37.

38.

RL.5.3: Identify Character Traits

18 17
16

14

12

10

4 3
2
2

0
Performance Level

MP DP WB
39.

40. Figure 3: Student performance levels for benchmark RL.5.3

41. For benchmark RL.5.3: Identify character traits, 17 students met proficiency.

These students were able to identify 3 or more different and similar character traits for Sal and

Phoebe with evidence. The 3 students who received a developing grade did so because they

identified 2 different and 1 similar character trait, or they listed an appropriate number of traits,

but did not provide evidence. There were 2 students who received a well-below. These students

only had 1 trait listed, no evidence, or did not have a diagram at all.

42.
 Tom-p.27

W.5.7: Recall Relevant Information form a printed source

12
11
10
10

2
1

0
0 Perfromance Level

ME MP DP WB
43.

44. Figure 4: Student performance level of benchmark W.5.7

45. For benchmark W.5.7: recalling relevant information from a printed source, 1

student met with proficiency. This student explained in detail the situation both characters faced,

and their diagram contained evidence of how the characters handled the situation. There were 10

students who are developing proficiency. These students provided a very basic summary of the

situation Sal and Phoebe faced, and vaguely mentioned in their diagram how the characters

handled the situation. Eleven students received a well-below grade. These students had no

mention of the situation the characters both experienced, and their diagram contained not

mention of how they handled the situation.

46.
 Tom-p.28

47. Student Work Samples

48. Student A- WB

49.
 Tom-p.29

50.

51. This student received a WB for both benchmarks. She had no diagram to show

her notes. I was not able to see if she listed 3 or more differences, 2 similarities, and how the

two characters handled a situation. While she provided a situation that both characters felt, she

did not elaborate on her thought. The situations are the same, but happened differently for both

characters.

52.

53.

54. Student B- MP
 Tom-p.30

55.
 Tom-p.31

56.
 Tom-p.32

57.
 Tom-p.33

58. This student received an MP for both benchmarks. Within her diagram, she was

able to provide more than 3 differences, and 2 similarities between Phoebe and Sal. One of the

similarities is related to how the characters handled the situation, they both felt responsible for

their mothers leaving. This student provided a situation the characters both experienced: their

mothers leaving. However, she goes on to explain that Phoebes mom came back, while Sals

mom did not. She then further explains that Sal was jealous of Phoebe for that fact. She added

details about the situation.

59.

60. Student C- DP

61.
 Tom-p.34

62.

63.

64. This student received an MP for benchmark RL.5.3: Identify character traits. He

identified 3 or more differences, and 2 or more similarities. This student received a DP for

benchmark W.5.7: Recall information from a printed source. While his diagram did contain a

similarity for the characters, in which he referenced how they handled their mothers being
 Tom-p.35

gone, he did not give a summary for the situation they experienced in his prompt answer. I

gave him a DP to meet between his MP and WB grade.