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Task I: Professional Goal Setting
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 Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner  Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
 Student Diversity of learners in the contexts in which
development takes place and an
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

 Implementation principles and strategies necessary for
 Assessment effective teaching, including the planning,
 Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
 Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a  Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a  Commitment to Teaching Member of a Learning Community calls for
Learning Community  Interpersonal Relations a collaboration among teachers, students
 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

The framework category that my goal falls under is Knowledge of Pedagogy.
b. Identify the specific Category Outcome you will use to determine your goal:
The specific category outcome I chose is assessment.
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 goal during my student teaching experience is to do a better job at giving assessments and appropriately
utilizing the data received from these assessments. I chose this goal because during my pre-student teaching
experience I found that I did not know a lot about the assessment process and how to effectively use the data
gathered from an assessment. My university supervisor and the class Educational Assessment helped me
discover new ways to use assessments and how to use them effectively as well. I have learned that giving a
pre-assessment a few days prior to teaching a lesson is very effective and helps shape your lesson.
Implementing the assessment well in advance not only serves to introduce some of the content to the students
prior to the lesson, but also allows ample time for the teacher to analyze the results and get an accurate
understanding of each student’s prior knowledge of the lesson. Assessment is very important because it is
crucial to determining student’s understand of the skills and concepts of the lesson. By knowing how to utilize
assessments correctly I can also improve my specific feedback to students and share with them their growth
throughout the school year. Specific feedback is very important and lets the students know what they are
doing well and what they need to improve on.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To implement this goal into my class I will use a variety of ways to assess my students during my student
teaching experience. Using a variety of assessments will help me effectively gather data from each student
regardless of their individual strengths and weaknesses. I will utilize technology for many assessments given
during my student teaching experience. The use of different programs and apps can really enhance the
assessment process with a variety of useful tools that allow for nearly instant assessment results and an
assessment that is easily accessible for students in or out of the classroom. My classroom has one-to-one Ipad
ratio, which is very helpful when giving an online assessment. I want to use the information gathered to
document where my students are at with the concept presented to them and then give students feedback on
their growth. I will use my cooperating teacher as a resource and see what she currently uses for assessment
tools. I will also use my university supervisor for any ideas/tools already out there that I could bring into the
classroom. I will also be using my notes and handouts from Dr. Neville’s Educational Assessment course to
better my assessment plans and use strategies that have been tested and proven effective in the educational
field.
e. Reflect on your progress/growth toward achieving this goal:

My student teaching experience was a very positive experience and taught me a lot about what it takes to be
an effective teacher. I learned many things throughout my student teaching experience such as: instructional
strategies, classroom management tips, and assessment techniques. I was tasked with setting a goal at the
beginning of my student teaching experience that was in the category of Assessment. Assessment is a very
important part of education. I set this goal for myself because I felt like I did not use the power of assessment
to its full potential. Throughout my experience I researched different ways to give formative and summative
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assessments. I also wanted to get more comfortable with the use of technology so I did some research on
digital tools and apps that support formative and summative assessment in the classroom and the lists I found
were endless. The main tools I implemented during my experience were Micorsoft Forms, Plickers, Kahoot,
and Goformative.com. The tools proved to be efficient and effective in supplementing instruction. Throughout
my experience I created pre and post assessments to administer to my students before and after every one of
my lessons. I administered the pre-assessments one to two days prior to my lesson so I could see which areas
the students struggled with as well as to see which areas they already had a proficient understanding. By
looking over this data I was able to tailor my lessons specifically to the content my students needed for
success. When the students completed the post assessment I was able to compare their data from the pre
assessment to the post assessment to show their growth. I met with the students one-on-one to show them
their graphs and just how much learning was taking place throughout my lessons. The students loved seeing
their graphs and discussing their growth. This one-on-one time was also a great time to discuss any confusion
of the concepts or questions that were missed during the post assessment. Overall, I did significantly progress
in my ability to assess my students and to use the data gathered from my assessments to increase the
effectiveness of my instruction. I was always looking for new ideas to try to improve my assessment ability. I
took the time to meet with students and discuss growth, which I felt the students enjoyed and also gave them
an opportunity to see the progress they had made throughout the year. I would say I achieved my goal
throughout my student teaching experience and made big strides in improving my overall teaching ability. I am
excited to bring my love and my newfound knowledge of assessments into my own classroom someday.
Task II: Contextual Information (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 take, in part, 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. 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
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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  3rd Grade

(All subcategories listed in this box are required.)  Ages 8-9
 Most of the students are in Piaget’s
Students’ grade and developmental levels; the age range preoperational stage of cognitive
of students; the content area being taught; any other development. A few students are in the
factors that are pertinent to understanding your class concrete operational stage.
assignment
 Students with IEPs: 5
Community  Urban Community
(e.g., whether the area is urban, suburban, or rural;  Population: 28,388
socioeconomic information; census data for the  Median annual income in households:
community) $46,330
 Caucasian: 91.3%
 African American: 0.8%
 American Indian: 3.9%
 Asian: 1.1%
 Pacific Islanders: 0.5%
 Other: 1.8%
District  District Enrollment: 4,502
(e.g., enrollment; percent of students receiving free or  Graduation Rate: 92%
reduced-priced lunches; graduation rates; ethnicities;  Ethnicities: Hispanic, Native American, Asian,
percent of students with IEPs; percent of students who are African American, Pacific Islander,
ELLs; per-pupil expenditures) Caucasian, and Other
 Free/Reduced Lunches: 40.75%
 Students with IEPs: 15.1%
 ELL Students: 3.21%
 Per-Pupil Expenditures: $8,520
School  Enrollment: 321
(e.g., enrollment; percent of students receiving free or  Free/Reduced Lunch: 43%
reduced-priced lunches; ethnicities; percent of students  Ethnicities: Caucasian, Native American,
with IEPs; percent of students who are ELLs; teacher-to- Asian, Hispanic, and Two or More Races
student ratio)  ELL Students: 4%
 Teacher/Student Ration: 1:12
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Task III: Instructional Design and Implementation
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)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template
Teacher Candidate Name: Carley Kueter

Grade Level: 3rd Grade
Subject: Social Studies
Date: February 7, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
3.C.3.2 Identify the structure, roles, and responsibility of government.
3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade
level topics and texts, building on others’ ideas and expressing their own clearly.
List the Rationale (cite theories or theorists):

I will use explicit instruction (Anita Archer) when introducing vocab and explaining concepts to the students. I will
use Dr. Howard Gardner’s Theory of Multiple Intelligences by bringing in a variety of different learning styles such
as showing a video, verbally talking out vocab words, bodily-kinesthetic by moving around the room during scoot
and many more. By incorporating factors of the multiple intelligence theory into instruction, learning may be
facilitated more effectively.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
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Students will be able to identify the three branches of the United States government.
Students will be able to identify the responsibilities of the executive, legislative, and judicial branches of
government.
Students will be able to communicate their ideas with partners and in whole group discussion.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The objectives for this lesson are appropriate for the students because the students need to know about the
branches of government and their responsibilities for the United States. The objectives are also appropriate
because they agree with the South Dakota State Standard that is listed for students to learn and do by the end of 3rd
grade.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Within the classroom there is a total of 17 students. The gender ratio is 8 girls to 9 boys. There are 5 students on
IEP’s. There are 3 ESL students.
Caucasian: 10 students
African American: 3 students
Hispanic: 1 student
Two or More Races: 1 student
Puerto Rican: 2 students
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The students in this classroom are all very different. Some of the students have different learning styles so it is
important to differentiate instruction with the use of Howard Gardner’s Multiple Intelligences. There are some
early finishers in the class and other students who need a lot of extra one-on-one help. One student is on a
behavior plan and has resources available when needed.
List the materials/resources you will need to teach the lesson.
Social Studies Workbook

Pencils
Smartboard
Ipads
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Scoot game questions and recording sheet
3 branches of Government chart
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how
it will enhance instruction and student learning.
 I will use Youtube on the Smartboard to show a 1-minute video about the branches of government.
 I will use the Smartboard to have the E-Text of the Social Studies book on the screen so the students know
where we are at in the book and what questions we are answering within the workbook.
 I will use the Ipads to give my pre and post assessment on Microsoft Forms. I will administer the pre-
assessment two days before giving the lesson.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
There are 5 students on IEPs so I will make sure to be walking around during the lesson and making sure every
student is on the right page of the workbook and following along. I will ask for volunteers to read from the
workbook and I will call on a variety of students to answer questions so everyone is involved. Some the students
on IEPs leave during instruction time to get extra help in the resource room.
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.
I will give the students a 3-question quiz to see what they already know about the branches of government and the
responsibilities of the three branches of government. I will give the quiz two days before the lesson so I can see
what areas I may need to focus on more when I teach the lesson. I will give this quiz via Microsoft forms so I can
see the results right away and compare the pre and post data.
https://forms.office.com/Pages/ResponsePage.aspx?id=DQSIkWdsW0yxEjajBLZtrQAAAAAAAAAAAAO__c7BrJxUR
FFWMzlXN1RTSVA5RVhEWjIwOVcyV1VZNy4u
Pre-Assessment: 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. (Include charts,
graphs if applicable)
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Pre-Assessment Results
7
6
Number of Students
0
0 out of 3 1 out of 3 2 out of 3
Score Achieved
Based on the pre-assessment, I will know what areas of the lesson students may already understand and
which areas I will need to focus more on during instruction. I know I will need to focus more on
explaining to the students what the 3 branches of government are called and what responsibilities they
hold. 5 students received a 0/3, 6 students received a 1/3, and 5 students received a 2/3. No student
received a 3/3 correct. These results show me that the students need to review this concept and need
many opportunities to practice.
Classroom 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.
I will use the classroom management strategies already in place in the classroom such as Dojo points for on task
behavior. I will use the callback cue: teacher: *clap, clap* “1 2” students: “talking’s through.” I will have the
students answering questions in their workbook and interacting with whiteboard chart so they are activity
engaged throughout the lesson. We will also being doing a movement game so the students are not sitting in their
desks the whole lesson.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
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skills required of the objective.
 I will begin the lesson by asking the students if they know why we have a government? Why are
there three branches of government? What are those three branches?
 Then I will read the children’s book “Arthur Meets the President” by Marc Brown on the carpet. I
will ask the students questions throughout the story.
 After we are done with the story, we will watch a video on the 3 branches of government.
o https://www.youtube.com/watch?v=vMQ_OSRL0YE
“We Do”
(Teacher engages students in guided practice)
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).
 After the video, we will read the textbook pages (138-143) in our workbook. We will stop to think
about some topics and go over vocab words (legislative, executive, judicial, Congress,
representative, bill, veto, and Cabinet.)
 We will review examples throughout the lesson about certain topics and try to relate it to our own
lives.
 We will discuss the following questions throughout the reading:
o Why do you think citizens have representatives in government?
o How does Congress make a new law?
o Who heads the Executive Branch?
o How are the Supreme Court Justices picked?
 We will answer comprehension questions at the bottom of each page as we read through the text.
 Throughout the reading I will be asking students to come up and create a “3 Branches of
Government” chart on the board with printed out terms.
Legislative Executive Judicial
Makes laws Carries out laws Makes sure laws are fair
Senate President Supreme Court
House of Representatives Vice President Other Federal Courts
Congress Cabinet
“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?
 Students will play the game Scoot on the “3 Branches of Government.” The question cards will be
set up around the room and they will walk around to each question and fill out the answer on the
recording sheet on their clipboard. The students will get 1 minute at each question and rotate.
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 We will go over the answers when everyone is finished.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
 I will ask the students what we all learned today.

 I will reemphasize the lesson objectives by asking students to tell me the 3 braches of government
and what their roles are.
 I will ask the students to complete the post assessment quiz on the Ipads.
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.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
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Post Assessment Results
9
8
7
Number of Students
6
5
4
3
2
1
0
Score Achieved
Based on the results of the post assessment the students did achieve/working toward the objective. On
the pre-assessment not one student received a 3/3 and when I administered the post assessment 8
students received a 3/3, 8 students received a 2/3 and 1 student received a 3/3. When looking at the
results of the post assessment I noticed the students who received one wrong did not understand the
question, “The Supreme Court is apart of what branch of government?” This shows me I would need to
review this and go over the branches responsibilities again to make sure every student understands.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support
your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
I think my lesson went pretty good. One of my instructional strategies I used was direct instruction when reading
out of the textbook and discussing vocab terms. I also did a read aloud and brought in children’s literature for
supplemental materials. I interacted with the students by having them come up to the white board and add to our 3
branches of government chart we created on the board. I also asked students to read some paragraphs throughout
our reading to encourage total participating and engagement. My classroom management strategies worked well
with complimenting positive behaviors and the other students following suit. I reminded the students to stay quiet
while going through the scoot game and listening to the read aloud. One area I need to revise in classroom
management is working on saying the callback cues my cooperating teacher uses to maintain consistency. Instead
of trying to talk over the students I need to use the callback cue to bring the class back together.
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I felt my lesson could be better in many ways. One way is to make sure I don’t take too long at certain parts of the
lesson. The students were getting a little restless during the direct instruction time when we were reading out of
the textbook. I could have taken out some parts of the textbook reading and only read the important topics.
Another part of my lesson I want to revise is how the Scoot game went. This was the first time the students were
introduced to the Scoot game so some parts were a little confusing for them. I needed to do a better job of
explaining the directions and how we move around the room. The students struggled with the types of questions
that were being asked on the Scoot game task cards therefore, I should have gone over the questions to set them up
for success. I could have also had the students complete the Scoot game with a partner so they could discuss each
question and teach each other. Lastly, my lesson went a little long so I need to make sure I have time for the lesson
closing and to wrap up our activity. The students had a special to get to so I wasn’t able to administer my post
assessment or do my lesson closing until after they came back from the special. Overall, I thought the lesson went
well but there is definitely room for improvement. Learning the 3 branches of government and all the terms that
goes with that can be very overwhelming and there are some big words. The students tried really hard and it was a
good introduction lesson for the start of our unit on “The Government.”
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Lesson #2

Subject: Math
Date: February 28, 2019
PLANNING
3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).
Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals
that do not belong to any of these subcategories.
For this lesson we are recognizing right, obtuse, and acute as examples of triangles. We will identify triangles
based on finding the angles.

I will use explicit instruction (Anita Archer) when introducing key terms and explaining concepts to the
students. I will use Dr. Howard Gardner’s Theory of Multiple Intelligences by bringing in a variety of different
learning styles such as showing a video, verbally talking out vocab words, bodily-kinesthetic by moving around
the room for a sorting game and many more. The video being shown also puts the content being taught into
song lyrics to appeal to the needs of the rhythm and musical learners. By incorporating factors of the multiple
intelligence theory into instruction, learning may be facilitated more effectively.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to recognize right, obtuse, and acute triangles by identifying their angles.
The objectives for this lesson are appropriate for the students because the students need to know about
triangles and angles. The objectives are also appropriate because they agree with the South Dakota State
Standard that is listed for students to learn and do by the end of 3rd grade. Also, acute, obtuse, and right
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triangles are a topic of the Smarter Balance Test.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those
of gifted students, those of students’ physical needs, and those due to cultural characteristics).
Within the classroom there is a total of 16 students. The gender ratio is 7 girls to 9 boys. There are 4 students
on IEP’s. There are 3 ESL students.
Hispanic: 1 student
Classifying Triangles Smartboard Presentation

Finding Angles practice sheet
Triangle Posters
Triangle Sorting Game
Pencil
Plicker cards
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain
how it will enhance instruction and student learning.
I will use the Smartboard to present material to the class. I have a Smartboard presentation I will show the
students for direct instruction. I will show a video about triangles to better reach the students who need a
variety of instruction.
https://www.youtube.com/watch?v=JQUTVgT9RXY
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student is on the right part of the practice sheet and following along. I will ask for volunteers to complete
problems and I will call on a variety of students to answer questions so everyone is involved. Some of the
students on IEPs leave during instruction time to get extra help in the resource room.
I will give the students a 3-question quiz to see what they already know about classifying triangles. I will give
the quiz two days before the lesson so I can see what areas I may need to focus on more when I teach the
lesson. I will give this quiz via Plickers so I can see the results right away and compare the pre and post data.
Pre-Assessment: 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. (Include charts, graphs if applicable)
8
6
Number of Students
0
0 out of 3 1 out of 3 2 out of 3 3 out of 3
Score Achieved
Based on the pre-assessment, I will know what areas of the lesson students may already understand
and which areas I will need to focus more on during instruction. I know I will need to focus more on
explaining to the students how to classify triangles by their angles. I will have to explain the rules of
right triangles, obtuse triangles, and acute triangles. 4 students received a 0/3, 3 students received a
1/3, 7 students received a 2/3 and 2 students received a 3/3. These results show me that the students
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need to review this concept and need many opportunities to practice.
I will use the classroom management strategies already in place in the classroom such as Dojo points for on
task behavior. I will use the callback cue: teacher: *clap, clap* “1 2” students: “talking’s through.” I will have
the students answering questions in their workbook and interacting with whiteboard chart so they are activity
engaged throughout the lesson. We will also being doing a movement game so the students are not sitting in
their desks the whole lesson.
Implementation
“I Do”
I will start by showing the video on triangles to gain student interest and to recap prior knowledge.
The video puts the content into song, which is catchy for the students and will help aid retention.
Next, I will go through my Smartboard presentation to instruct the students on right, obtuse, and
acute triangles. I will introduce the triangle posters on acute, right, and obtuse triangles. I will tie the
new information to their prior knowledge on classifying triangles by their sides with the new
information on classifying triangles by their angles.
Prior to playing the sorting game I will partner the students up with a predetermined list and explain
the rules and procedures of the game.
“We Do”
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).
We will complete the practice sheet “Finding Angles” together as a class. We will discuss what each
type of triangle looks like and where we can find them in our everyday lives.
We will stand up and do motions with our arms of right, acute, and obtuse triangles to aid in retention.
“You Do”
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objectives?
Students will participate in class discussions and be actively involved throughout the lesson.
Students will participate in the sorting game where they will be classifying triangles by their angles.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
We will go over the sorting triangles game and have students come up to the Smartboard and classify
the triangles.
I will reemphasize the lesson objectives by reviewing the triangle posters and recapping what we
learned today through discussion.
Students will then complete the three-question post assessment.
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Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve
the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
14
12
Number of Students
10
0
Score Achieved
Based on the results of the post assessment the students did achieve the objective. On the pre-
assessment only 2 students received a 3/3 and when I administered the post assessment 12 students
received a 3/3, 3 students received a 2/3 and 1 student received a 1/3. When looking at the results of
the post assessment I noticed that some students still need to review how to classify angles. I will go
over the results with each student and ask if there was any confusion during the lesson.
Reflect
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
I think my lesson went really well. For my instructional strategies I used direct instruction when introduced
how to classify triangles by their angles. I used the Smartboard for direct instruction so the students could
follow along and see exactly what I was talking about. Another instructional strategy I used was a math game as
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a way for students to put into practice what they were learning and collaborate with their peers. The students
were able to teach each other how to sort triangles by their angles and learn from each other. I felt my
classroom management was very good. The students were engaged throughout the whole lesson. I asked for
student participation and discussion a lot to keep everyone interested.
One area of my lesson I need to revise is more opportunities to practice. I think I could have had another
practice sheet or a Smartboard game to allow the students more opportunities to practice. One area that I think
went really well was how I applied it to their lives. I asked the students to think about where they see the
various forms of triangles in their daily lives and that really helped the students apply the lesson to their own
experiences. Another area of my lesson that went really well was the use of the Plickers as an assessment tool.
The Plickers are very fun for the students and they are a different and fun way to assess. It is quick and easy to
use and I get the data right away. Another area I need to revise in my lesson is that I went through the lesson
pretty quickly and got done a little early so to have something planned for back up would have been really nice.
I tried to review what we learned by asking the students to complete an exit ticket so I thought I was very
flexible and quick on my feet.
Lesson #3

Subject: Science
Date: March 12, 2019
PLANNING
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in
which they lived long ago.

I will use explicit instruction (Anita Archer) when introducing vocab and explaining concepts to the students. I
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will use Dr. Howard Gardner’s Theory of Multiple Intelligences by bringing in a variety of different learning
styles such as showing a video, verbally talking out vocab words, bodily-kinesthetic by completely the fossil
puzzle, hand on. I will use Vygotsky by scaffolding the students and building on prior knowledge. By
incorporating factors of the multiple intelligence theory into instruction, learning may be facilitated more
effectively.
Students will be able to explore the idea that the rock under our feet sometimes contains fossils and that these
fossils reveal how habitats have changed through time.
The objectives for this lesson are appropriate for the students because the students need to know about
habitats and fossils. I will relate it to the area we live by bringing up examples from the Badlands and how that
area was once all water and different fossils have been discovered. The objectives are also appropriate because
they agree with the South Dakota State Standard that is listed for students to learn and do by the end of 3rd
grade.
Hispanic: 1 student
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“What Habitat” worksheet
Pencil
Smartboard for Mystery Science Lesson
Fossil Puzzle
Technology
I will be using the Smartboard to show the Mystery Science lesson on “Animals Through Time.” There are video
clips that show real life pictures of habitats and fossils. The video pauses so the students can interact and
complete the worksheet throughout the lesson.
https://mysteryscience.com/animals/mystery-1/habitats-environmental-change/31?r=6126721
workbook and I will call on a variety of students to answer questions so everyone is involved. Some the
I will give the students a 3-question quiz via Plickers to see what they already know about fossils and habitats.
I will give the quiz two days before the lesson so I can see what areas I may need to focus on more when I teach
the lesson. Giving this quiz via Plickers, I will be able to seethe results right away and compare the pre and post
data.
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7
6
Number of Students
0
0 out of 3 1 out of 3 2 out of 3 3 out of 3
Score Achieved
explaining to the students what a fossil is and how it can help determine a habitat. I will discuss these
concepts and putting into practice during our lesson will help with understanding. 4 students
received a 0/3, 1 students received a 1/3, 6 students received a 2/3 and 5 students received a 3/3.
These results show me that the students need to review this concept and need many opportunities to
practice.
Implementation
“I Do”
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I will start by asking the students questions:
 What are fossils?
 How can fossils be used to determine an animal’s habitat?
 What is a habitat and what are the types of habitats?
Next, I will start the Smartboard presentation on Mystery Science. The students will watch the video
clips and I will pause for discussion and to review what information we just watched.
At the end of my lesson the students will be in partners and put together a fossil puzzle just like they
are Paleontologists discovering fossils. Prior to playing the fossil puzzle game I will remind the
students how we work in partners and show them a picture of what the fossil puzzle should look like
on the Smartboard.
“We Do”
We will complete the worksheet “What Habitat” together throughout the video clips.
We will discuss each type of habitat and answer the discussion questions on the end of the video clips.
“You Do”
objectives?
Students will participate in class discussions and be actively involved throughout the lesson.
Students will participate in the fossil puzzle.
Students will take the 3-question post assessment.
Lesson Closing
We will go over the questions I asked at the beginning of the lesson.
I will review the concepts we talked about such as fossils, habitats, and how both can be used to
determine what type of animal and where it lived.
I will give an exit ticket and ask the students to write on a sticky note something they learned.
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Analyze
16
14
Number of Students
12
10
8
6
4
2
0
2 out of 3 3 out of 3
Score Achieved
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assessment only 5 students received a 3/3 and when I administered the post assessment 14 students
received a 3/3 and 2 students received a 2/3. When looking at the results of the post assessment I
noticed the students really understood the concept of fossils and habitats. The lesson went very well.
The students were excited to take the post assessment on the Plickers because they knew the
information.
Reflect
I think my lesson went very well. The students really enjoy science so they were very eager to learn. The
instructional strategies I used were direct instruction through the video and whole group discussion. I liked the
use of the video clips for this lesson because it showed a visual of the fossils and different habitats around the
world. I interacted with the students and walked around the room to make sure everyone was participating. I
made sure to pause the video for clarification and if there were any questions. My classroom management was
good but there is always room for improvement. I could have used more of our call back ques to get the
students attention. I thought the students were listening very well during the video and instruction part of the
lesson.
One area of my lesson I need to revise is getting the students more hands on. If I had more time and the
materials, I would have brought in a bin of sand and had the students dig for fossils. One area I think went
really well was the use of visuals and having a worksheet that went with the videos to make sure the students
were following along and paying attention. Another area that went really well was the fossil puzzle activity. The
students were working together and trying to figure out different ways to put the puzzle together and that is
exactly what I was hoping would happen. I wanted them to be able to be scientists and use critical thinking. I
had some groups who were struggling with the pieces and other students helped them and worked together.
Another area of my lesson that went well was the use of the Plickers. The students really like using them and it
is something different. I really like how the Plickers give me results right away so I can assess the students.
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Lesson #4

Subject: English Language Arts
Date: March 20, 2019
PLANNING
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Specifically the literary term: inference

I will use explicit instruction (Anita Archer) when introducing vocab and explaining concepts to the students. I
will use Dr. Howard Gardner’s Theory of Multiple Intelligences by bringing in a variety of different learning
styles such as showing a video, verbally talking out vocab words, bodily-kinesthetic by moving around the
room during scoot and many more. By incorporating factors of the multiple intelligence theory into instruction,
learning may be facilitated more effectively.
Students will be able to ask and answer questions by drawing inferences from the text.
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The objectives for this lesson are appropriate for the students because the students need to know about the
literary term inference. We are currently taking practice Smarter Balance Tests and many of the questions use
the term inference. The objectives are also appropriate because they agree with the South Dakota State
Standard that is listed for students to learn and do by the end of 3rd grade.
Hispanic: 1 student
Making Inferences Jeopardy

Inference Task Cards
My Lucky Day book
Plicker Cards
Technology
I will be using the Smartboard to play Making Inferences Jeopardy using PowerPoint.
I will be using the Smartboard to bring up the pre and post assessment via Plickers.
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I will give the students a 2-question quiz via Plickers to see what they already know about inference and
making predictions. I will give the quiz one day before the lesson so I can see what areas I may need to focus on
more when I teach the lesson. Giving this quiz via Plickers, I will be able to seethe results right away and
compare the pre and post data.
7
6
Number of Students
5
4
3
2
1
0
Score Achieved
explaining to the students what the term inference means and how it connects to a passage or text. I
will discuss these concepts and putting into practice during our lesson will help with understanding. 4
students received a 0/2, 5 students received a 1/2, and 7 students received a 2/2. These results show
me that the students need to review this concept and need many opportunities to practice.
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Implementation
“I Do”
This lesson is a review lesson because we have gone over the term inference. We are reviewing major
terms before the Smarter Balance Test.
I will start by asking the students questions:
 What does the word inference mean?
 When/Where have you heard this word before?
 What can we infer about something?
Next, I will read the students a book where we can use our inference skills to make predictions. The
story will be, My Lucky Day by Keiko Kasza. I will ask the students before we start reading, “What can
we infer about the title and the pictures? What will this story be about?”
After the story is done I will ask the students to form a circle in the reading corner. I will read the task
cards and we will discuss each scenario. (Transition into “We Do” portion of lesson)
“We Do”
I will read each scenario on the task card aloud and then we will go around the circle making
inferences about each scenario. This will be a great way for the students to learn from each other. I
will be modeling my thinking and reminding the students to make connections from the text.
“You Do”
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objectives?
After we have gone through a few task cards the students will be ready to play a class-wide jeopardy
game. I will split the students up into teams. The jeopardy game will have different scenarios and the
students have to infer what is happening. This will be a great way for me to check for understanding
in a different environment than a worksheet.
Lesson Closing
I will reemphasize the lesson objective and ask the students to tell me a few things they took away
from the lesson. I will close by having the students complete the 2-question Plicker quiz.
Analyze
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16
14
Number of Students
12
10
8
6
4
2
0
1out of 2 2 out of 2
Score Achieved
assessment 7 students received a 2/2 and when I administered the post assessment 14 students
noticed the students really understood what the term inference means and how to make connections
to the text. The lesson went very well. The students were excited to take the post assessment on the
Plickers because they knew the information.
Reflect
The instructional strategies I used for this lesson was a read aloud, whole group discussion, and whole group
jeopardy game. Right now in our classroom the students are preparing for Smarter Balance Testing so my
cooperating teacher and I have been going over key terms that will be on the test and trying to review a lot. The
term inference is used a lot on the test so this was a great review lesson. My interactions with students went
well, I felt I was positive and gave the students opportunities to participate and talk throughout the lesson. I
like when students are able to explain their reasoning behind their answer because that gives me an
understanding into their thought process and how they came about the answer. My classroom management
was very good throughout the read aloud and whole group discussion time the students were a little bit more
talkative and wild during the jeopardy game but I think they were excited and it was something different.
One area of my lesson that went really well was the use of a children’s book for a read aloud. I love reading to
the students and teaching a key term such as inference through literature. In this lesson I didn’t use so much of
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direct instruction because they have heard of the term inference. This lesson was all about building on their
prior knowledge and reviewing the term inference before the big test. One area of my lesson I could have
improved on was trying to find harder scenarios for the jeopardy game. The students were really starting to
pick up on it, so I started not revealing the answers to them to make it more challenging. It was also good that
the students were understanding the lesson and that we didn’t have to spend a lot of time on it. Another area I
could have improved on would be testing my technology before using it. I didn’t practice my jeopardy game on
the Smartboard prior to giving my lesson therefore during my lesson I found that the Smartboard didn’t want
to click. Technology can be frustrating at times so it is always good to practice before and make sure everything
works. I was able to be flexible and use the desktop computer and then my cooperating teacher helped click it
for me. All in all, the lesson went really well and I felt comfortable giving my 4th formal lesson.
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Lesson #5

Subject: Math
Date: April 1, 2019
PLANNING
3.MD.C.9 Determine the value of a collection of money using dollar sign and decimal point appropriately.
Understand that the digits to the right of the decimal represent parts of a whole dollar.

I will use explicit instruction (Anita Archer) when introducing the concepts to the students. I will use Dr.
Howard Gardner’s Theory of Multiple Intelligences by bringing in a variety of different learning styles such as
reading aloud, verbally talking out the value of a collection of money, bingo game to engage in active
participation and appeal to the hands on learners. By incorporating factors of the multiple intelligence theory
into instruction, learning may be facilitated more effectively.
Students will be able to determine the value of a collection of money.
The objectives for this lesson are appropriate for the students because the students need to know how to
determine the value of a collection of money. The objectives are also appropriate because they agree with the
South Dakota State Standard that is listed for students to learn and do by the end of 3rd grade.
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Hispanic: 1 student
iPads-Formative Assessment
Alexander, Who Used to be Rich Last Sunday
Smartboard to display BINGO game
Bingo Cards and Chips
Money Riddle Practice Sheet
Technology
I will be using the Smartboard to bring up the pre and post assessment on goformative.com.
Students will be using their iPads to complete the pre and post assessment on goformative.com.
I will be using the Smartboard to display the BINGO game. I will have a collection of money and the students
will have to determine the amount on the Smartboard and find the amount on their BINGO card.
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I will give the students a 2-question quiz on goformative.com to see what they already know about counting
money. I will give the quiz one day before the lesson so I can see what areas I may need to focus on more when
I teach the lesson. Giving this quiz online will allow me to be able to see the results right away and compare the
pre and post data.
7
6
Number of Students
5
4
3
2
1
0
Score Achieved
explaining to the students the value of each coin and how to add it up efficiently. I will discuss these
concepts and putting into practice during our lesson will help with understanding. 4 students
received a 0/2, 5 students received a 1/2, and 7 students received a 2/2. These results show me that
the students need to review this concept and need many opportunities to practice.
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I will use the classroom management strategies already in place in the classroom such as Dojo points
for on task behavior. I will use the callback cue: teacher: *clap, clap* “1 2” students: “talking’s
through.” I will have the students answering questions in their workbook and interacting with
whiteboard chart so they are activity engaged throughout the lesson. We will also being doing a
movement game so the students are not sitting in their desks the whole lesson.
Implementation
“I Do”
I will start off the lesson by reading aloud, Alexander Who Used to be Rich Last Sunday. This book will
grab the students’ attention and it brings in terms such as: saving, saving goals, and spending. The
book will be used as a review of counting money and recognizing the value of coins and dollar bills.
After the read aloud, I will then explain the rules and procedures of the BINGO game.
“We Do”
To give students multiple opportunities to practice counting money we will play a BINGO game
together. I will display a collection of money on the Smartboard and the students will have to
determine the value. We will then discuss each answer as a class to make sure each student properly
fills in their BINGO cards. I will be giving corrective feedback and reinforcing the values of each coin
and bill.
“You Do”
objectives?
Students will demonstrate their knowledge of counting money by completing the Money Riddle
practice sheet. This 9-question practice sheet will be part of their independent work time.
Lesson Closing
I will reemphasize the lesson objective and ask the students to tell me a few things they took away
from the lesson. I will review the key concepts of the lesson and ask them questions such as: What is a
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quarter worth? Nickel? Dime? Penny?
I will close by having the students complete the 2-question quiz on goformative.com.
Analyze
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16
14
Number of Students
12
10
8
6
4
2
0
1out of 2 2 out of 2
Score Achieved
assessment 7 students received a 2/2 and when I administered the post assessment 14 students
noticed the students really understood how to determine the value of a collection of money. The
lesson went very well. The students were excited to take the post assessment on the goformative.com
because they knew the information and it was also something new.
Reflect
The instructional strategies I used for this lesson was a read aloud, class wide BINGO, and a practice money
sheet. I really like to start my lessons with a read aloud that brings in the concept being taught. Using literature
to introduce a concept is a great anticipatory set. The class wide bingo game brought in great practice time
without using a worksheet. The students were able to determine the value of a collection of money on the
Smartboard and practice with a variety of collections. Bingo is also fun for the students and makes math time
more enjoyable. The practice money sheet was part of the independent work time. My interaction with
students was very good. I am always encouraging and motivating. If a student gave an incorrect answer for the
amount I would ask them to look over the collection of money again and try again. My classroom management
strategies were good. I felt I could have used more call back cues to get the students attention again during the
lesson.
One area of the lesson that went really was the BINGO game. I felt like the students were getting multiple
opportunities to practice and were engaged. Another area that went really well as the read aloud. The students
are also engaged and listen very well during the read aloud. The like read aloud time and it is a great way for
me to model reading. One area of the lesson I could improve on is bringing in math manipulatives. I could have
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done math centers around the room and one of the centers have coins and bills for the students to manipulate.
Another area I need to improve on is remembering to give appropriate think time and not to give the students
the answers. I need to remember to let the students explain their thinking and not do it for them. When the
students get the chance to explain their thinking usually other students learn something new. If their thinking
leads them to an incorrect answer it is easier to find where they messed up to get them back on track. This is
something I will be more aware of and work on.
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Task I: Professional Goal Setting

NSU Conceptual Potential Category Outcomes Description

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

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

e. Reflect on your progress/growth toward achieving this goal:

Task II: Contextual Information (see rubric for scoring details)

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students  3rd Grade

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Carley Kueter

List the Rationale (cite theories or theorists):

Social Studies Workbook

 I will ask the students what we all learned today.

If applicable, insert a table/chart/graph before your explanation.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Carley Kueter

List the Rationale (cite theories or theorists):

Classifying Triangles Smartboard Presentation

If applicable, insert a table/chart/graph before your explanation.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Carley Kueter

List the Rationale (cite theories or theorists):

If applicable, insert a table/chart/graph before your explanation.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Carley Kueter

Specifically the literary term: inference

List the Rationale (cite theories or theorists):

Making Inferences Jeopardy

If applicable, insert a table/chart/graph before your explanation.

Post Assessment Results

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Carley Kueter

List the Rationale (cite theories or theorists):

If applicable, insert a table/chart/graph before your explanation.

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