Lauren Ellis

ED PR 432
Reflective Statement on Illinois Teaching Standard 1

Artifact: 5th Grade Lesson Plan on Adverbs

STANDARD 1 – Content Knowledge

The teacher understands the central concepts, methods of inquiry, and

structures of the discipline(s) and creates learning experiences that
make the content meaningful to all students.

1. I believe that this standard is referring to a teacher’s ability to create a lesson plan or

learning environment that includes inquiry as well as discipline to ensure all students

understand and can utilize certain topics or concepts being taught. This standard also

means to me that teachers understand what they are teaching, why they are teaching it

and what students will be gaining from a certain lesson. There always needs to be a

purpose to learning and a direction or plan on how that will be fulfilled.

2. Explain how the artifact you chose demonstrates your understanding and application

of the standard.

The artifact that I chose that helps demonstrate this standard best is a lesson plan on

adverbs. I specifically chose this lesson plan because it was a re-teach lesson. I chose to

re-teach this lesson because when I assessed the students’ level of understanding, I could

tell that they didn’t quite understand the concepts. Therefore I felt that the way to make

this concept or curriculum meaningful to them was to give them another opportunity to

understand the concept with a little more practice. It was my job to provide a lesson plan

that touched upon the subject that was already taught and make it more inquiry based so

that they could fully understand the subject better.

2. A. If the artifact has been used in your practice, reflect on how your teaching will

change in the future to further meet this standard.

I believe that my teaching will continue to change in the future to meet this standard by

fully dissecting a lesson plan before teaching it to my students. To make sure that I am

well aware of what I am teaching and then to also think of how the students might

interpret what I am teaching them. The standard will make me more aware of the idea of

inquiry based lesson plans and how interactive those lessons can be. Using that method

might make the concept or idea more meaningful to students. Reflecting on lessons after I

have taught them will teach me to be more reflective and ensure that students are fully

understanding a concept and then evaluating if I could have done something different to

teach them better.

3. Conclude with a paragraph discussing how you are more prepared to Teach and

Learn in a Diverse Society as a result of satisfactorily meeting the standard.

Teaching in a diverse society means having students who learn at a different pace or learn

in a different way. Being able to teach in a diverse society means evaluating each lesson

plan and ensuring that your activities are meeting all students levels and that all students

can understand and utilize the methods you are teaching them. It is my job as a teacher to

remember that a student may struggle with one concept, while another student needs to

be challenged in that subject. It will my job to make sure that I cam accommodate for

both students.
Artifact:

LESSON PLAN TEMPLATE

Name: Lauren Ellis

Date: April 14, 2011

Grade Level/Subject: 5th Grade/ English

Prerequisite Knowledge: Knowledge on nouns, adjectives, and adverbs

Approximate Time: 45 minutes

Student Objectives/Student Outcomes: This lesson is a re-teach from two previous lessons. The
purpose of this lesson is to ensure that all students grasp the concepts of both adverbs and
comparing with adverbs.

Content Standards: STATE GOAL 3: Write to communicate for a variety of purposes.

B. Compose well-organized and coherent writing for specific purposes and
audiences.
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and
adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and
ensure that documents are formatted in final form for submission and/or publication.

Materials/Resources/Technology: two different English books, white boards, and worksheets

Implementation:

Time
Opening of lesson: (Objectives, hook, behavior expectations)
Okay before we begin, I want to ask you guys some questions!
-What is an adverb?
-What does an adverb tell?
- How do you compare adverbs?
-What suffix do you add to the end or the beginning of adverbs when comparing two
things?
-What suffix do you add to the end or the beginning of adverbs when comparing three or
more things?
(These questions are to remind them of the two previous lessons they have already had, and
they didn’t go so well. Therefore, this lesson is based on re-teaching the lesson of adverbs
and comparing adverbs properly. )
Okay so I will write these rules on the board
-When comparing two things, use MORE or –ER
-When comparing three or more things, use MOST or –EST
-When an adverb with an –LY ending comes up, DON’T CHANGE THE ENDING!!
Procedures: Include critical thinking questions and accommodations for individual needs
Before we begin comparing adverbs, I want to ensure that you guys understand what a verb
is, what an adverb is and the difference between the two.
-What is an adverb again?
-What is a verb?
Okay with this information, I want to do a couple practice problems with you. The reason
we are going back over this lesson that we have already done is because the worksheets I
gave you guys for HW didn’t go so well. Therefore we are going to do this lesson, and
when you get your worksheet back, you will have an opportunity to earn some points back.
You will also have a WS to complete for homework.
ON your whiteboards, you will write the verb, the adverb and tell me if it is telling you
how, when or where. Do this for 1-10, we will go over them as a group, then I am going to
give you a few examples. (the worksheets are located in their reading workbook)
Once we go over those ten and I am confident the students know the difference between a
verb and an adverb, then I am going to give them 5 more problems that were from the HW
they already completed, but that a lot of them had problems with:
Tell me the verb, the adverb and if it is telling you HOW, WHEN or WHERE:
1.Exhibitors displayed her paintings everywhere
2. She skillfully used a primitive style of painting.
3. Eventually Anna Mary married the man, Thomas Moses

Okay, now that we fully understand adverbs, we are going to move on with comparing with
adverbs. We have the three main rules already written, so you can refer to those if you need
to. We are going to do these as a group and then do a couple from the original homework.
(These problems are also in their reading workbook.)
Once we have gone through the 15 problems, I will do a few examples again, just to check
for understanding.
These problems are from their homework the night before:
1. She spoke _(most earnestly) of al about the monkeys and apes. (Earnestly)
2. The final speaker spoke (longer) than the others. (Long)
3. Chimpanzees resemble gorillas (most closely) of all the apes. (closely)

Now that we have done several problems together, it is now your turn to try again on a new
worksheet that will be due tomorrow. If you get a paper back and it says ‘see me’, you may
come up and ask for help. But if you felt you have grasped the concept better, then you may
correct mistakes on your own and receive some credit back for the missed problems.

Summary/Closing:
Now that we have done several problems together, it is now your turn to try again on a new
worksheet that will be due tomorrow. If you get a paper back and it says ‘see me’, you may
come up and ask for help. But if you felt you have grasped the concept better, then you may
correct mistakes on your own and receive some credit back for the missed problems.
**REMEMBER to use the rules on the board to help you complete the sentences and don’t
forget to underline the adverbs and circle the verbs!!
Student Assessment:
The assessment will be the new worksheet that I have given the students for homework.
This is the second assessment I will be giving them for these subjects, so I will also
compare how well they did the second time to the first time around. My other assessment
will be from the students that I have asked to see me on their worksheets when I am able to
work one-on-one with them and see if the new lesson has helped them better understand at
all.

The only accommodations I will be making for this is for a student that currently isn’t able
to complete all parts of assignments because of an emotional disability. Therefore I will be
modifying his worksheet by taking off a few problems.