Lesson One: Objective: The objective of this lesson was that students would be able to identify characteristics of characters

with 80% accuracy. Assessments: I assessed the students before the lesson by asking the students what were characteristics, and by asking the students to identify characteristics that they predicted the character of the story would have by looking at the cover of the book. During the lesson I assessed the students by listening in on their conversations with their partners during partner talk of characteristics that they saw throughout the story. Once the lesson was complete I asked the students to complete the activity sheet that asked the students questions like what does the character do, and what does the character say, also what does the character say about other characters. These questions were probing questions to push the students to identify characteristics of the main character of the story.

Lesson Objective(s) Students will be able to identify characteristics of characters with 80% accuracy.

Assessment(s) of the Objective(s) Pre-Assessment: Ask the students what are characteristics that they can identify by looking at the cover of the book? (record answers) During Assessment: Interaction in partner talks and probing questions After Assessment: Complete worksheet that answers the questions what does the character do, what does the character say. What is the physical description of the character, and what do others say about the character.

Use of Formative Assessment Identifying characteristics of main characters sharpens students ability to successfully identify characteristics in stories. Students will be able to use the concept in other subjects.

Students highlighted in red were above average in lesson Students highlighted in blue are average students Students highlighted in green are below average

(Means that students completed assignments) X ( Means that students did not complete the assessments)

Student
Jayden Aniyah Kaniyah Avin Braden Camfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Coriyanna Armando Anastasia Willie LaDreavis Quinn Ketavius JaVarion Savannah Emori Virdiana

PreAssessment
X

DuringAssessment

Post- Assessment
X

HIGHEST: The student that was most successful throughout this lesson was Joseph. Joseph is a 7 year old boy that is of Hispanic descent. His English was very clear, and his grades were above average throughout most of all content taught throughout the semester. Joseph has the characteristics of a leader, and has been awarded numerous awards throughout the semester. During this lesson he was of about three students that knew the answer to every question. During his written assessment he also was the first the finish, and he also wrote a sentence on the bottom of the assessment telling a characteristic that described him (without being asked to). MEDIUM: The student that performed on an average level was Tiasia. Tiasia is a 8 years old girl that is African American. Tiasia has characteristics of a leader, and can sometimes fall into the category of a follower. Tiasia was able to answer the questions, and she was also able to identify the characteristics of a leader. Tiasia also completed the assessment rather quickly. Tiasia has a diligent work ethic. Aniyah: Aniyah is the student that performed below average. Aniyah faces difficulty with remembering basics, and information taught in previous lessons. She faced difficulty identifying a characteristic that described her. A fellow classmate gave her a characteristic that described her. Aniyah completed the assessment, however her handwriting wasnt legible. Her characteristics werent characteristics in the boxes on the activity worksheet. Aniyah struggles in other subjects; however she has a desire to learn. The data shows that out of 27 students every student understood and comprehended the lesson except for one student. The class did an overall great job responding to the lesson, and really grasped the concept. I had one student that struggles throughout school that

struggled throughout this lesson. However she did put her best effort forth so thats all that I could ask for. Lesson Two: Objective: When given a set of numbers, students will be able to read and write numbers to 1000
using base- ten numerals with 80% accuracy.

Assessments: This lesson focused on place value, and knowing the value of numbers based upon their placing. Before the lesson I placed numbers on the board in expanded form and asked the students to give me their value. I then placed numbers on the board and asked students to volunteer to answer the questions. I also completed place value problems on the smart board incorrectly to allow the students to take on the role of the teacher to correct the questions that were incorrect. Students that were chose to complete these questions on the board completed the questions, and I mentally assessed their progress. After completing place value questions together I had the students separate into teams as we prepared to play a game. The game was like a relay, that caused students to answer the place value problems as quickly as possible. During the game I assessed the students and their progress.
Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment The lesson and assessment will help students identify and recognize numerals in a base ten-form independently.

When given a set of numbers, students will be able to read and write numbers to 1000 using base- ten numerals with 80% accuracy.

Pre- Assessment: Students will be asked to identify numbers placed on the board. During Assessment: Students will take on the role as the teacher while the teacher completes place value problems incorrectly/ correctly. After-Assessment: Students names will be pulled out of a cup, as they walk to the smartboard. The teacher will have the students turn away from the smartboard, and when they turn around, the students will attempt to complete the problems correctly.

Students highlighted in red were above average in lesson Students highlighted in blue are average students Students highlighted in green are below average

Means that students completed assignments) X ( Means that students did not complete the assessments)

Student
Jayden Aniyah Kaniyah Avin Braden Camfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Coriyanna Armando Anastasia Willie LaDreavis Quinnasian Ketavius JaVarion Savannah Emori Virdiana

PreAssessment
X

DuringAssessment
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Post- Assessment
X

Highest: The student that performed the highest on this lesson is a boy named Armando. Armando is a 7 year old boy, thats very intelligent. Armando has exceptionally well grades. He works very hard, and did a phenomenal job answering the questions, as well as providing reasoning to answers. He completed the assessment quickly and every question was correct. Armando does well in mathematics. Medium: Quinasian was the student that scored average. Quinasian is a 7 year old African American girl that works very hard. Quinasian was able to answer the questions correctly during the game, as well as the assessment. However she often struggles with mathematics throughout the class. She works hard, and often asks questions. Lowest: My lowest student was Aniyah. Aniyah struggles with mathematics, as well as other subject however she always puts forth her best effort. Aniyah did not get the problem correct on the white board during the game, nor did she get any of the questions correct on the assessment. Although I tried to help assist her as best I could she still struggled during the assessment.

Overall the students had a great time during this lesson. The students really enjoyed the game, and breaking off into teams. Out of the 27 students that were there for the lesson, only one student struggled with the material. She does face challenges in other subjects, however she did put for her best effort. I believe that the lesson was a success.

Lesson Three Objective: When given a text students will be able to identify points of view of characters with 80% accuracy. Assessment: Before the lesson I explained to the students what point of view was, and how we would describe it. I also gave a list of words that gave clue to which point of view was being used at the time. As students gave words that provided clue to the point of view being used I assessed their knowledge of the content mentally. I then read the story The Real Story of The Three Little Pigs. During the story the students were able to identify the characters of the story and the point of view the main character told the story in. As the students participated in the class discussion I also mentally assessed them. Once we completed the story we compared the point of views that the story could have been told in. As a post assessment I gave student different quotes from the story and asked the students to identify which point of view had been used. Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will be asked to identify words used by characters in first and third point of view. During Assessment: Ask students to identify events in the story that suggest clues to points of views of characters. After Assessment: Students will take a look at different phrases spoken by characters and identify points of view for each character Use of Formative Assessment The assessments used will sharpen students independence and comprehension skills. These assessments will provide clues for students to suggest what point of view each character may be in at the time. The assessment will also enable students ability to identify points of view of characters

When given a text students will be able to identify points of view of characters with 80% accuracy.

independently.

Students highlighted in red were above average in lesson Students highlighted in blue are average students Students highlighted in green are below average

(Means that students completed assignments) X ( Means that students did not complete the assessments)

Student
Jayden Aniyah Kaniyah Avin Braden Camfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Coriyanna Armando Anastasia Willie LaDreavis Quinn Ketavius JaVarion Savannah Emori

PreAssessment
X

DuringAssessment

Post- Assessment
X

Virdiana

Highest: There werent any specific student that did better than others. Each student responded to the lesson on either an average level, or below average. This content was new for most of the students, so I expected for most of the students to be on that average border. Medium: There werent any specific students that stood out on the average border. Most of all of the students grasped the lesson, and were on that average border. Lowest: The lowest student in this lesson was Aniyah. Aniyah works hard, however she struggles in every subject. When given the assessment, even with my help, she still struggled to identify the points of view the characters quoted. Aniyah struggles throughout all subjects.

The data shows that out of 27 students every student understood and comprehended the lesson except for one student. The class did an overall great job responding to the lesson, and really grasped the concept. I had one student that struggles throughout school that struggled throughout this lesson. However she did put her best effort forth so thats all that I could ask for.

Lesson Four: Objective: Students will have the ability to identify community helpers, and their roles around the community. Assessments:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Community helpers will be placed on the board, as student will be asked what each community helper does to keep our community safe. During Assessment: During the book My Mom Is A Firefighter Students will gather details, and discuss with partners and the teacher what they believe the role of Billys Mom is as a firefighter. After-Assessment: A group of volunteers will be called to the front of the classroom, and will be given different community helpers jobs to act out silently. Their classmates will identify which community helper is being acted out. Use of Formative Assessment The assessments will be useful to gather usable data for others as to what students know about community helpers. Students should know who to contact for an emergency, and what each community helper does to keep the community safe.

Students will have the ability to identify community helpers, and their roles around the community.

Students highlighted in red were above average in lesson Students highlighted in blue are average students Students highlighted in green are below average

(Means that students completed assignments) X ( Means that students did not complete the assessments)

Student
Jayden Aniyah Kaniyah Avin Braden Camfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Coriyanna Armando Anastasia Willie LaDreavis Quinn Ketavius JaVarion Savannah Emori Virdiana

PreAssessment

DuringAssessment

Post- Assessment

Student Success: I cant pin-point students that placed higher, average, or lower than others. The assessment included the game of charades. I didnt have a formal assessment. Every student participated in the lesson, they participated in the charades game, and all could tell me the roles of the community helpers we discussed. The lesson went well and the students really responded well to the questions and lesson.

Lesson Five: Objective: Students will have the ability to list and describe the life cycle of a butterfly with 100%
accuracy.

Assessment: Before the lesson I placed the life cycle of a butterfly on the smart board and reviewed the life cycle with the students before the lesson. I asked students to name the life cycle of the butterfly as a pre assessment, so that I could gather their comprehension of the life cycle. After reviewing the life cycle of the butterfly I read the story The Very Hungry Butterfly. Throughout the story we discussed the stages that the butterfly went through. After reading the story we reviewed the events of the story, and make connections as to what the butterfly does, as well as to what stage the butterfly was in. I asked the students to identify what stages the caterpillar went through in the story. I assessed their ability to identify the catepillars stages b y engaging in a classroom discussion with the students. After the class discussion we created a booklet of the stages of a butterfly. The booklet was cut into the shape of a caterpillar and in the body of the caterpillar there was each step that the butterfly went through. The booklet served as a post assessment that gave proof of their comprehension of the life cycle of the butterfly.
Lesson Objective Students will have the ability to list and describe the life cycle of a butterfly with 100% accuracy. Evaluation of the Objective Pre- Assessment: Teacher will place the four stages of a butterfly (egg, caterpillar, chrysalis, and butterfly) on the white dry erase board, out of order and ask the students to make predictions about the order of the stages. The teacher will then tell the students if the order is correct, and give detail concerning what takes place for the butterfly in each stage. During Assessment: The teacher will read the story The Hungry Caterpillar, while asking the students throughout the story what stage the caterpillars going through. The teacher will find points throughout the story for students to stop

and partner talk. Post Assessment: The teacher will engage in questions concerning the story, while reviewing the stages of the butterfly. Students will receive pre-cut caterpillars, with pre-cut stages of the butterfly and asked to glue and write the stage of the butterfly in the body of the caterpillar IN ORDER. This mini booklet will serve as a post assessment as well as a tool to help students remember the life cycle of a butterfly.

Students highlighted in red were above average in lesson Students highlighted in blue are average students Students highlighted in green are below average

(Means that students completed assignments) X ( Means that students did not complete the assessments)

Student
Jayden Aniyah Kaniyah Avin Braden Camfield Brayden Boland Sykerria Burton Jacob Joseph Tameisha Jamirah Jaden Tiasia Raven Yhoni Jessica Coriyanna Armando Anastasia Willie

PreAssessment

DuringAssessment

Post- Assessment

LaDreavis Quinn Ketavius JaVarion Savannah Emori Virdiana

Student Success: During this lesson I also didnt have any specific students for specific categories. We completed our assessment together, and the steps of the life cycle were on the smartboard. Every person completed the assessment together, under my direction. Overall the lesson went very well. This lesson was a starter for the students, meaning that they didnt have a large amount on the content before the lesson. The students seemed to do well with the remembering the steps of the life cycle and the role that the steps played in the growth of the butterfly. Once the lesson and assessments were complete the students were still able to identify the life cycle of a butterfly and the steps. I felt that this lesson went well. All of the students were on the same level throughout the entire lesson.