Jennifer Jurvas Professioal Development Portfolio (2) Final 2

Spring
2015
Professional Development Portfolio
Jennifer Jurva
Professional Development Portfolio
EDU 497
Spring 2015
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Student Teaching Artifacts
Table of Contents
Resume ..................................................................................................................................................... 1
Original Essay on Admission
Goals From C&I 200 or 300 Series
Volunteer Experiences
Best Piece of Academic Work and Reflective Essay
Comanche Unit
6-59
Professional Conference, In-service Attendance, or Policy Meeting Reaction Paper

Goals For Student Teaching
61-64
65
Classroom Management Plan
66-82
Technology In a Lesson Plan
83
Assessed Samples of P-12 Student Work
84-91
Video Tape Critiques I and II
92-93
Midterm Reflection on Student Teaching
94-96
Final Reflective Essay on Teaching and Learning
97-101
Mentor Observations and Assessments
102-106
Memories at Peterson Elementary School
107-112
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Resume
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Original Essay on Admission

In Shakespeare most characters can be considered to have a tragic flaw. This flaw can be
described as blemish on a personality that causes sorrow or distress. Senior year of high school after
months of reading Shakespeares work or teacher labeled each student with what he believed to be
our tragic flaw. My flaw was that my heart was to sweet and I had to much compassion for the
world. At first I was offended but soon came to the realization that I would rather be too
understanding than the opposite. If this was my fate than I was going to use it for the greater good. In
that moment I knew I was going to pick a path in life that lead me into helping people; I wanted to
be a teacher.
Some say what makes a great teacher is organization and management skills, communication
and a love for a subject but I believe these are all skills that can be learned. A great teacher to me is
someone that reaches farther down into their personality and exemplifies understanding,
compassion, support and the perseverance to help people succeed. My tragic flaw is the special
attribute I embrace that sets me apart from everyone else. My ability to care so much for everyone
around me demonstrates my desire to help those around me.
Every Tuesday and Thursday I walk out of my science lab to see a young lady pushing another
young lady in a wheel chair around campus. My heart swells as I see evidence that people care so
much for one another. Seeing this started to make me ponder the question of why we help people.
Days went by and I threw out ideas of karma or paid occupations requiring you to help but dismissed
them almost immediately. My conclusion is that its our birth inherit duty to help others. We dont
develop this attribute but are born with it and others just loose it on the way. Helping others out of the
compassion of your heart should not be rewarded because we are doing what we were placed on
this earth to do. My fated compassion is the skill I have that will make me succeed as a teacher. I
realize and embrace my duty as a human and can think of no better way to help people than to
teach their children.
[PROFESSIONAL DEVELOPMENT PORTFOLIO]
Goals From C&I 200 or 300

Series
Jennifer Jurva
EDU 395 Revised Goals For My EDU 400 Block
Professional Teaching Goals
I.
Develop and foster positive, trusting relationships between student-teacher interactions and
student-student interfaces, throughout my field experience, student teaching, and licensed
teaching.
a. Action Plan: I will create thoughtful and well-structured ice breaker activities and getto-know-you games that establish a caring, genuine environment. I will build a
classroom centered around trust by being respectful and sincere to my students.
II.
Create a mental and documented resource of effective, positive classroom management

strategies, that I have used or expect to use and test throughout my teaching career.
a. Action Plan: Throughout my field experience, student teaching and professional career
I will write down or document classroom management strategies that I used, to serve as
a resource and reference tool for future teaching. Reflect on future or past classroom
situations that could take place and develop effective procedures in handling them to
anticipate, prevent and solve classroom disruptions.
III.
Reserve time daily throughout my field experience, student teaching and professional career
to reflect on my personal presence in the classroom and what I can improve upon, in order to
maintain a confident, enthusiastic and nurturing presence.
a. Action Plan: I will set aside time throughout the days I am in the classroom to reflect on
how I acted, what I said, and the general impression I was displaying, with the intention
of becoming more self-aware on how my presence impacts my students.
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Volunteer Experiences

Volunteer/ Service Learning Reflection
On October 24th, 2014 I volunteered at Target Range Elementary School for the PTAs
Trunk or Treat Halloween Event. I dressed up in costume and helped with the Halloween
activities and games. This event was an opportunity for school faculty, parents and family,
students and the community to come together and be involved, participate and attend a
school event. Students are in a safe environment and parents get a chance to socialize with
faculty and other families. I had the chance to dress up and lay in the back of an
ambulance and hand our candy while children got to tour the inside of the ambulance. I felt
like this was an opportunity for a learning experience for children because it helped take the
scare factor off of emergency vehicles and educate them more on what the jobs of the
EMTs are. These vehicles are there to help people not get you in trouble. This was memorable
because it gave students a chance to see school faculty in another way than just their
teacher or authoritarian figure. It showed students that everyone can have fun and that we
all are human and participate in activities together. School events like this can be very
challenging because there are a lot of little specifics you are in charge of in order to have
an event that runs smoothly and successfully. There is the delegation of jobs and finding
enough people to staff and volunteer at the event. Events like this as well as family board
game or movie nights are good opportunities to fundraise for materials needed for the
students without having to charge families a lot, which is a concern in schools with a high
percentage of low socioeconomic families. In events like this you also need to create
activities that are developmentally appropriate for every students level at the school, so
that you are not leaving our any group of students. I am excited to be involved in many
more school activities that bring faculty, students, families and the community together. This
service learning experience is related to social studies education because it helps
demonstrate the encompassment of civic participation from the classroom, the school,
neighbors and the community.
Best Piece of Academic

Work and Reflective Essay
Best Piece of Academic Work Reflective Essay

My best piece of academic work was the unit I created in my Methods of Social
Studies course. This was a module with specific phases that helped demonstrate the effort
and intense research it takes as a teacher to create a unit that appropriately teaches about
a Native American tribe. I believe the amount of time and work you put into something
speaks for itself.
My Comanche Unit demonstrates the amount of research and work I put into
creating activities and lessons that appropriately and correctly teaches about the
Comanche Tribe. What I learned when creating this Module was extremely applicable to
teaching and creating lessons in the field and my clinical experience. Having to connect to
the C3 Framework, as well as the content standards helped guide me in writing a thoughtful
and well contemplated unit that tailored to 4th graders but still illustrated key points of the
Comanche Tribe that were important. I believe this demonstrates on of my best pieces of
academic work because it was a semester long project so I had the time to sand the rough
edges and perfect it. Creating essential questions, big ideas and objectives are crucial in
teaching because it gives directions and keeps you on point in what you are trying to teach
and keeping to the standards. It also helps show the students what they are about to learn
and give it more purpose. The things that we take pride most in, in life are the things that we
take owner ship in and make our owns. I created the unit, with all the lessons and materials
and feel very proud in the end project, and was validated by my good grade. I will use this
unit and template for years to come in my teaching. I became a master of this subject
because of the effort and research I put into it. This helped teach me that in order to
become a master or confident in the subject matter it takes a lot of learning of the subject
yourself. This way you can anticipate the questions that the students will be asking and feel
confident that you are teaching about a tribe in a way that is respectful and culturally
accurate. IEFA is extremely important in education and this piece of academic work was the
most helpful in guiding me in creating units for students that are accurate and engaging.
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit
Comanche
Phase I {groundwork}
4th Grade | 3 Days

Jennifer Jurva | 9/29/2014
Overarching Goals
The students will gain an understanding and an appreciation that the introduction of the horse had on the
Plains Indians and their movement.
The students will gain an understanding of the purpose the treaties had on the movement and
resettlement of the Comanche Tribe.
Standards
Montana Social Studies Standards
Social Studies Content Standard 3
Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions,
movement, and regions).
Rationale
Students gain geographical perspectives on Montana and the world by studying the Earth and how people interact
with places. Knowledge of geography helps students address cultural, economic, social, and civic implications of
living in various environments.
Indian Education for All Essential Understandings
Essential Understanding 2
There is great diversity among individual American Indians as identity is developed, defined and
redefined by entities, organizations and people. A continuum of Indian identity, unique to each
individual, ranges from assimilated to traditional. There is no generic American Indian.
NCSS C3 Standards
D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of
people, goods, and ideas.
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural
resources.
Essential Questions
What influences the movement of people?
How does human settlement relate to location and the use of various natural resources?
Student Understandings
Big Ideas
Initial Migration:

o
When the Comanche Tribe broke off from the Shoshone Tribe, where did they migrate?
Horses:
o
How did horses increase the trade network?
How did horses benefit their ability to carry larger tipis and more goods?
What was the effect on their hunting ranges?
How did horses provide competitive advantage with other tribes without the horse?
Reservations:
o
What was the effect of Reservations on the movement of the Comanche Tribe?
Specific Understandings (that build on the big ideas)
Use maps of different scales to describe the migration of the Comanche Tribe.
Describe how environmental and cultural characteristics influenced the distribution of the Comanche
tribe (emphasis on the impact of horses and The Dawes Act/ Medicine Lodge Treaty).
Identify and describe ways that they horse influenced the Comanche Tribes daily life and personal
choices. Identify the ways the horse helps Comanche tribe meets human needs and concerns (e.g.,
belonging, self-worth, personal safety) and contribute to personal identity.
Potential Misunderstandings
The horses roamed the plains and descended from horses lost by Cortez.
Students will know . . .

What tribe the Comanche tribe initially split
off from and where they migrated too.
How the introduction of horses influenced the
Comanche tribes day to day life, its
movement, and its effect on history.
How the Dawes Act and other treaties moved
Students will be able to . . .

Show the migration of the Comanche people on
a map.
Describe the daily life of the Comanche pre
and post having horses.
o Create a horse and explain the
importance of it to the Comanche
the Comanche people onto reservations.
tribe.
o
Make a travois and explain how this

helped the Comanche people
Compare two maps of the Comanche

reservation.
Phase III {assessment}

Authentic Performance Tasks
Create a map that shows the initial split form
Other Assessment Evidence

Does the student show understanding of the

migration of the Comanche tribe by creating an
accurate labeled map.
the Shoshone tribe and the migration of the

Comanche Tribe from Wyoming to Oklahoma,
Texas and New Mexico.
Make a concept map surrounded around the

horse and its influences and benefits to the
Comanche tribe.
After making a concept map and researching

the influence of horses on Comanche life, write
a historical and cultural accurate story that
demonstrates the use of horses in the
Comanche tribes everyday life.
After conducting research on various plains

horses, use the horse template to paint a horse
symbol and describe how that symbol has a
personal meaning.
Create a T-chart graphic organizer that

compares life and land of the Comanches pre
and post Dawes Act.
Using pipe cleaners create a travois that fits a

small plastic horse and describe why it was
useful to Comanche life.
Using the map analysis worksheet compare two

maps (Indian Territory Maps) of the Comanche
Reservation
during
the
Dawes
Act.
Comanche
Phase IV {lessons & calendar}
4th Grade |3 Days

Jennifer Jurva | 10/6/14
Comanche Migration
[45 Minutes/ Day 1]
Instructional Goals
Using Direct Instruction talk about what tribe
the Comanche tribe split off from and where
they were located, to where the Comanche
tribe migrated to and how long of a distance
they migrated and roughly the amount of time
it took. Show the maps of the migrations on
the overhead projector and point to specific
stopping points and current states to show the
migration. Have the students write down
important facts or numbers they feel will be
helpful when creating their map. (Tell them
Now this is important in the migration, or
this is a pivotal moment when they broke off
from the Shoshone tribe, to help them take
notes.
Guide the students in creating a map showing

the Comanche migration, labeling the
distance, current states and the time period
they broke off from the Shoshone to the time
they were settled in current day Oklahoma,
Texas and New Mexico.
Materials
Overhead projector.
Maps of the Comanche migration.
Pencil
Paper
Blank map templates
Pencil
Colored Pencils
Learning Activities
1. Have the students take notes while you show them maps of the Comanche migration and important
dates and distances.
Create an accurate map of the initial split from the Shoshone tribe and the migration of the Comanche
tribe from Wyoming to OK,TX and NM.
2. Note where tailoring (differentiation) can occur
Some students will not be able to remember or visually see in their heads the migration route from your
direct instruction. Print out maps for students who need extra support to reference. Explicitly say
write this down for their note taking for students who dont pick up on verbal ques.
Assessment
Does the student show understanding of the migration of the Comanche tribe by creating an accurate and labeled

map.
The Influence of the Horse

Lessons 2,3,4
[2 Hours (30 Minute Day 1 with first
nd
activity-Concept map, 1 hour 30 minutes Day 2 2 activity-travois, painted symbol ]
Instructional Goals
Using direct instruction talk about how
Comanches acquired horses and how that
impacted their day to day life and the history
of the Comanche tribe. (Describe how
environmental and cultural characteristics
influenced the distribution of the Comanche
tribe through horses. Identify the ways the
horse helps Comanche tribe meets human
needs and concerns (e.g., belonging, selfworth, personal safety) and contribute to
personal identity.
o Horses increased the distance the
nomadic Comanche tribe was able to
travel and they amount of things they
could carry. Larger tipis, travois.
Materials
PowerPoint on the Influence of the Horse on
the Comanche tribe
Pencil
Concept map graphic organizer
Have books and printout outs on plains horses

for the students to look at and conduct
research on various plains horses.
Books and printouts on various plains horses.
Blank horse template.
Colored Pencils.
Talk about what a travois is and how it helped

Comanche life with the horse.
Small plastic horses (to share)
Pipe cleaners-tiny branches, yarn
o
o
o
Increased the trade network.

Larger hunting ranges.
Competitive advantage over tribes
without horses.
Horses became one of the biggest

definitions to the Comanches
identity.
Learning Activities
1. Have the students follow along with the PowerPoint, filling out their concept map with the main focus
being the influence the horse had on the Comanche tribe. Tell students that they will be creating a
historical and cultural accurate story at the end using their concept map. The more information they
have they easier they will be able to have more detail in their story.
2. After conducting research on various plains horses, use the horse template to paint a horse symbol and
10

describe how that symbol has a personal meaning.
3. Using pipe cleaners create a travois that fits a small plastic horse and describe why it was useful to
Comanche life.
Have students create their own concept map outside my template if they want to. Students can use
words or pictures on their concept map to represent information.
Assessment
After making a concept map and researching the influence of horses on Comanche life by creating a travois and
painted horse symbol, write a historical and cultural accurate story that demonstrates the use of horses in the
Comanche tribes everyday life.
Comanche Movement on to Reservations

activity T-Chart and story assessment on day 3)]
Instructional Goals
Using direct instruction talk about the Dawes
act and the movement of Native Americans
onto reservation.
[ 1 hour 30 minutes Day 3 (including
Materials
Teaching with Documents printout.
Show Indian Territory Maps and discuss how

this moved the Comanche tribe to less land
and suppressed there culture.
Read a personal story (Parts of Ten Bears

address in regards to his peoples (Comanche
tribe) future.
Map analysis worksheet. Indian Territory Maps

comparison.
T-Chart graphic organizer pre-post Dawes Act

for assessment.
Learning Activities
5. Using the map analysis worksheet compare two maps (Indian Territory Maps) of the Comanche
Reservation during the Dawes Act.
Allow Native American students to incorporate their background on culture and input throughout my
lessons. Make comparisons and show differences on how Native American culture cannot be generalized
and all tribes are different and similar.
Assessment
Create a T-chart graphic organizer that compares life and land of the Comanches pre and post Dawes
11
12
Comanche Migration
4th GradeError! Bookmark not defined.Error! Bookmark not defined.| Day 1 35 minutes
Jennifer Jurva| 10/26/14
Situating the Lesson1

This lesson is the beginning of the unit that introduces the Comanche tribe. This lesson addresses who they are,
what tribe the broke off from and where they migrated to. The beginning of this unit assumes that students have
no prior academic knowledge of the Comanche tribe. The Comanche tribe acquired the horse and groups left the
Shoshone and migrated south. This will lead us into our second lesson that focuses on horses. Students apply
geographic knowledge when creating their own map that shows the migration of the Comanche tribe from the
Shoshone by labeling current day states, distance traveled and the different tribal regions.
Standards
Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions,
movement, and regions).
Rationale
Students gain geographical perspectives on Montana and the world by studying the Earth and how people interact
with places. Knowledge of geography helps students address cultural, economic, social, and civic implications of
living in various environments.
There is great diversity among individual American Indians as identity is developed, defined and
redefined by entities, organizations and people. A continuum of Indian identity, unique to each
individual, ranges from assimilated to traditional. There is no generic American Indian.
NCSS C3 Standards
D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of
people, goods, and ideas.
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural
resources
Instructional Goals2
Students will know what tribe the Comanche tribe initially split off from and where they migrated too.
Students will be able to show the migration of the Comanche people on a labeled map.
Using Direct Instruction talk about what tribe the Comanche tribe split off from and where they were
13

located, to where the Comanche tribe migrated to, how long of a distance they migrated and roughly the
amount of time it took. Show the maps of the migrations on the overhead projector and point to specific
stopping points and current states to show the migration. Have the students write down important facts
or numbers they feel will be helpful when creating their map. (Tell them Now this is important in the
migration, or this is a pivotal moment when they broke off from the Shoshone tribe, to help them take
notes.
Guide the students in creating a map showing the Comanche migration, labeling the distance, current
states and the time period they broke off from the Shoshone to the time they were settled in current day
Oklahoma, Texas and New Mexico.
Materials3
Overhead projector.
Maps of the Comanche migration.
PowerPoint of Comanche migration
Pencil
Paper
Blank map template

Colored pencils
Methods of Inquiry4
1. Oklahoma Historical Society
2. The Comanche Nation of Oklahoma
3. Comanche migration map from TexasIndians.com
Hook5
4th Grade Migration
[5 Minutes]
Where have you traveled? Why did you travel there? Where would you choose to go? Where you born in a different
state? Now 4th graders we are going to take a pretend class trip, because we just got a new bus that allows us to
travel farther than our hometown. Make a general consensus of where they want to travel as a class. Have a map
of the US drawn on the board; use a dry erase marker and make a line of the 4 th grade pretend migration to or
hometown with arrows of the direction they are going. Like the Comanche tribe, we migrate or travel to places
in the United States for different reasons. In todays lesson we are going to look at the Comanche tribe and
discover who they are and where specifically they migrated to after breaking off from another tribe.
Instructional Activities6
1. KWL Chart
Concepts
[10 Minutes]
Skills
14
Content

What is migration? What
influences the movement of
people? How does human
settlement relate to location
and the use of various natural
Activating prior knowledge,

background knowledge.
Asking KWL Chart questions.
resources?
Circle students on the floor and begin a discussion on Native Americans. A constructivist approach will let
children bring their own knowledge to the new unit. (KWL chart on a piece of paper). Make list of important
words and vocabulary that will be useful to students to have and refer to during the unit.
Some Native Americans lived in small groups called bands. A band was usually made up of family members. You
did not have to stay with your own band. You were free to join another band if you wished. Who has
grandparents that live outside of our state or town? Even though you dont live with your grandparents, I bet you
still share similar traditions.
What does migration mean? Why would some Native Americans in the 1700s choose to migrate? Why do we
migrate today? Environmental or cultural factors. (New job, closer to family, money, better home)
Like our pretend 4th grade bus why would traveling with a horse determine how far you went?
What do we want to know about the Comanche tribe and their migration?
2. name of activity
concepts
Who are the Comanche tribe and
what tribe did they initially break
off from. Where did they migrate
to? What where some of the
reasons they chose to migrate?
[10 minutes]
skills
Listening comprehension, writing
down important information.
content
Comanche Powerpoint
presentation.
Have the student go back to their desks and present the Comanche Migration PowerPoint. Student will take notes
or draw pictures on a piece of paper to help remind them of key points when recreating their own map of the
Comanche migration.
The Comanches were part of the southern groups of Eastern Shoshone that lived near the upper reaches of the
Platte River in eastern Wyoming.
After acquiring the horse from the Spanish and Pueblo Indians, groups of Comanches separated from the
Shoshone and began to move south sometime around 1700.
Beginning in the 1740s they established themselves from western Oklahoma across the Texas Panhandle into
New Mexico.
15

3. Migration Map
concepts
How to we represent the
Comanche migration on a blank
map? How do we make sure its
accurate and someone not knowing
about the Comanche Migration
could understand it?
[10 minutes]
skills
Using notes or remembering key
information from the PowerPoint
to show Comanche Migration.
content
The Comanche tribe broke off from
the Shoshone tribe in Wyoming and
migrated south to OK, TX and NM.
Pass out the blank map template of the western region of the United States. Guide the students in creating a
map showing the Comanche migration, labeling the distance, current states and the time period they broke off
from the Shoshone to the time they were settled in current day Oklahoma, Texas and New Mexico, with colored
pencils.
Essential and Supporting Questions
What influenced the Comanche people to migrate?
What influence did the horse have on their migration?
Assessment7
Map Creation
activity]
[15 Minutes-10 are from the map creation
Does the student show understanding of the migration of the Comanche tribe by creating an accurate and labeled
map. Going back to the KWL chart fill out the L section of what students took from this lesson. This will tell you
if you need to readdress any information or expand.
Reflection8
This lesson might take longer depending how responsive your students are to your questions. Some students might
fly through creating the Comanche migration map. They might need more prompting like, "What else can you
label? Is there a way to represent any of the information on your map through picutres?"
Describe where this lesson fits in to a larger curricular unit. This description should include what students have
been learning in terms of content, skills, and attitudes, as well as where they will go after this particular lesson.
2
Instructional goals indicate what students will know and be able to do as a result of this lesson (or sequence of
lessons). These goals include specific content material, skills, and dispositions you expect the students to learn and
practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these
goals should help you refocus. Within a curricular unit, instructional goals build upon each other, usually culminating
in
the
formal
unit
assessment.
Instructional
goals
can
be
listed
in
bulleted
form.
16

3
Here, you should include a list of materials you will be using in the class. Attach all handouts and readings you
will use for this lesson to the lesson plan.
4
Inquiry methods are the primary means through which learning and research are conducted; these tend to vary by
discipline. Methods of investigation often frame how evidence and data are collected, examined, and reported within
a given field. For example, historians may source documents; political scientists may analyze quantitative public
opinion polls. Inquiry methods can also be cross-disciplinary.
5
The hook refers to how you are going to introduce your lesson to the students you are teaching. While you can
include administrative tasks here, you should primarily think about how you can prompt your students to begin
thinking about the content and skills you will be teaching them. This can range from telling them your instructional
goals to asking them to asking them to respond to a question which engages their prior knowledge and experience
with a major concept you will be teaching to handling and theorizing about an artifact that is part of the lesson.
Hooks can vary quite a bit from day to day, but should reflect the instructional goals of the daily lesson plan and the
curricular unit.
6
The instructional activities address: 1) the substantive material you will be using, 2) the skills students will be
learning and practicing, and 3) the big ideas you want students to take away from the lesson. In order to complete
these instructional activities successfully, you will use particular teaching and learning strategies to help students
employ and develop specific skills needed to learn the content. Full descriptions of each activity and the materials to
be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in
tandem and do not need to be separated from one another. When you do move from one content point to another or
one skill to another, you need to include transitions.
7
This section illustrates how you will know that your students have learned what you taught them. This usually
means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The
assessment should directly reflect the instructional goals and be buttressed by the content, skills, and strategies used
over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you
develop the instructional goals but before you develop the teaching methods you will use.
8
This is space for your notes about how the lesson went. You should note what worked well, what was problematic,
ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular
unit.
17
18
The Comanches were part of the southern

groups of Eastern Shoshone that lived near
the upper reaches of the Platte River in
eastern Wyoming.
After acquiring the horse from the Spanish
and Pueblo Indians, groups of Comanches
separated from the Shoshone and began to
move south sometime around 1700.
Beginning in the 1740s they established
themselves from western Oklahoma across
the Texas Panhandle into New Mexico.
20
20
Blank Map
The Influence of the Horse

th
4 GradeError! Bookmark not defined.Error! Bookmark not defined.| Day 1 and 2, 2 hours

These lessons are the second part of the unit. After discussing the Comanche migration and how the horse impacted and
influenced their migration, use that as a transition into focusing on the horse in Comanche culture. They Comanche were
known as the Lords of the Southern Plains because of their use of the horse and its affect in the rise of power. Students know
who the Comanche tribe are, what tribe they broke off from and where their tribal region is located on the map. Students can
identify what influenced the movement of the Comanche tribe as well as the location of their human settlement in the
Southern Plains. These lessons address how the horse influenced the Comanche tribes daily life and personal choices and
helped them meet human needs and concerns.
Standards
Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and
regions).
Rationale
Students gain geographical perspectives on Montana and the world by studying the Earth and how people interact with
places. Knowledge of geography helps students address cultural, economic, social, and civic implications of living in various
environments.

There is great diversity among individual American Indians as identity is developed, defined and redefined by
entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from
assimilated to traditional. There is no generic American Indian.
NCSS C3 Standards
D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of people, goods,
and ideas.
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources.
How the introduction of horses influenced the Comanche tribes day to day life, its movement, and its effect on
history.
Describe the daily life of the Comanche pre and post having horses.
After conducting research on various plains horses, use the horse template to paint a horse symbol and describe how
that symbol has a personal meaning for you and why symbols would be important to the Comanche tribe on their
horses.
Make a miniature travois and explain how this helped the Comanche people
Make a concept map surrounded around the horse and its influences and benefits to the Comanche tribe.
After making a concept map and researching the influence of horses on Comanche life, write a historical and cultural
accurate story that demonstrates the use of horses in the Comanche tribes everyday life.
Materials1
PowerPoint on the Influence of the Horse on the Comanche tribe
Pencil
Concept map graphic organizer
Books and printouts on various plains horses.
Blank horse template.
Colored Pencils.
Small plastic horses (to share)
Pipe cleaners-tiny branches, yarn
Scissors
Methods of Inquiry1
1.
Books and pictures of Comanche horses.

a.
2.
Walking Eagle The Little Comanche Boy
PowerPoint.
Hook1
The Horse a Pivotal Moment in Comanche History
[15 minutes]
Now we're going to talk about inventions, and how they can change your life. When your great-grandparents were growing
up, the invention of the automobile changed the way people lived. Imagine the world today without vehicles. What would be
different? (Get some answers) Now lets think three hundred years ago when they horse was introduced into Native American
Culture. How would the way Native Americans lived be different if the horse was never introduced?
Have the students line up on one wall and number them off by 2s. Place paper cutout buffalos on the floor in front of the
students randomly. Students with the number 1 have a horse and students numbered 2 do not. When you say go 1s can take
3 steps, heel to toe, and 2s can take one step. When they students get near a buffalo they can pick it up. They object of the
activity is to see what group gets more buffalo and make a greater distance from the wall. The 1s! Why is this? What
utilization was the horse for these students.
1. Horse PowerPoint
Concepts
[20 minutes]
skills
content

Environmental and cultural
characteristics influenced the
distribution of the Comanche tribe by
the use of horses, physically and
socially.
Listening comprehension, responding

to questions, filling our concept map
Ways the horse helps Comanche tribe

meets human needs and concerns.
Using direct instruction talk

about how Comanches
acquired horses and how that
impacted their day to day life
and the history of the
Comanche tribe. (Describe
how environmental and
cultural characteristics
influenced the distribution of
the Comanche tribe through
horses. Identify the ways the
horse helps Comanche tribe
meets human needs and
concerns (e.g., belonging, selfworth, personal safety) and
contribute to personal
identity.
o
Horses increased the

distance the nomadic
Comanche tribe was
able to travel and
they amount of
things they could
carry. Larger tipis,
travois.
Increased the trade
network.
Larger hunting
ranges.
Competitive
advantage over
tribes without
horses.
Horses became one of the biggest

definitions to the Comanches identity.
Have the students follow along with the PowerPoint, filling out their concept map with the main focus being the influence the
horse had on the Comanche tribe. Tell students that they will be creating a historical and cultural accurate story at the end
using their concept map. The more information they have they easier they will be able to have more detail in their story.
What do you notice about the flag? (Horse)
Each bulleted point appears one at a time. Talk about each point before moving on to the next.
More productive mounted nomadism.
Horses increase the trade network
Accumulated wealth
Increased their ability to carry larger tipis and more goods
More efficient hunts/ larger hunting ranges
Provide competitive advantage with other tribes without the horse
Looking back on their migration, how was this possible with the horse? How would it have been different without? Is it easier
to travel in a car or on foot? The same is with the horse during the 1700s. Horses were like our current day money and was
deemed very valuable. Comanches were able to trade more and with farther sellers. They went from using dogs for carrying
their belongings to horses. How much more and what do you think they could carry now? Looking back to our beginning
activity, how would having a horse help in hunting? Because horses were viewed as a powerful tool why would this create an
advantage over other tribes without a horse?
2. Painted Horse
[25 Minutes]
concepts
Create a symbol for the blank horse
template that symbolizes a specific
meaning for that student. Why are
symbols important? Where do we see
symbols today to represent meaning?
(Branding, art)
skills
Independent research
content
Have books and printout outs on plains
horses for the students to look at and
conduct research on various plains
horses.
After conducting research on various plains horses, use the horse template to paint a horse symbol and describe how that
symbol has a personal meaning.
3. The Travois
concepts
Talk about what a travois is and how it
helped Comanche life with the horse.
[20 Minutes]
skills
Create a miniature travois that shows
understanding of creating a certain
technology that helps the daily life of
the Comanche tribe and helps them
meet their human needs and concerns.
content
When they moved they would load
everything on to a wooden frame
made of two poles called a travois. The
poles came from the tipi and a horse
would pull the travois. Before they had
horses a dog would pull a smaller
travois. Their tipis could be much
larger now with the horse.
Using pipe cleaners and yarn create a travois that fits a small plastic horse and describe why it was useful to Comanche life.
Walk around asking questions on what they think their travois could hold. How did they travois become bigger with the
horse? What does this mean for Comanche daily and nomadic life?
How did the horse help the Comanche tribe meet their lifes daily needs and concerns?
Why were the Comanches known as the Lords of the Southern Plains in regards to the horse?
Assessment1
A Horse Story
[35 Minutes]
After making a concept map and researching the influence of horses on Comanche life by creating a travois and painted horse
symbol, write a historical and cultural accurate story that demonstrates the use of horses in the Comanche tribes everyday
life.
Reflection1
Students might feel left out of the hook activity so you might need to take time to reverse the roles of students with horses
and students without. Some students might need more time to work on their horse painting and travois. Allow them to come
in on their spare time to continue working on it or if they finishing another activity early. For the assessment you want to
assess what knowledge they have learned from these activities. Have them turn in a rough draft first if they want to take it
home to continue writing on it.
Describe where this lesson fits in to a larger curricular unit. This description should include what students have been learning in terms
of content, skills, and attitudes, as well as where they will go after this particular lesson.
1
Instructional goals indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These goals
include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you
want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular
unit, instructional goals build upon each other, usually culminating in the formal unit assessment. Instructional goals can be listed in
bulleted form.
1
Here, you should include a list of materials you will be using in the class. Attach all handouts and readings you will use for this
lesson to the lesson plan.
1
Inquiry methods are the primary means through which learning and research are conducted; these tend to vary by discipline.
Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For
example, historians may source documents; political scientists may analyze quantitative public opinion polls. Inquiry methods can
also be cross-disciplinary.
1
The hook refers to how you are going to introduce your lesson to the students you are teaching. While you can include
administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content
and skills you will be teaching them. This can range from telling them your instructional goals to asking them to asking them to
respond to a question which engages their prior knowledge and experience with a major concept you will be teaching to handling
and theorizing about an artifact that is part of the lesson. Hooks can vary quite a bit from day to day, but should reflect the
instructional goals of the daily lesson plan and the curricular unit.
1
The instructional activities address: 1) the substantive material you will be using, 2) the skills students will be learning and
practicing, and 3) the big ideas you want students to take away from the lesson. In order to complete these instructional activities
successfully, you will use particular teaching and learning strategies to help students employ and develop specific skills needed to
learn the content. Full descriptions of each activity and the materials to be used during that activity need to be included. Often
times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do
move from one content point to another or one skill to another, you need to include transitions.

1
This section illustrates how you will know that your students have learned what you taught them. This usually means that you will
have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the
instructional goals and be buttressed by the content, skills, and strategies used over the course of the lesson. It can be helpful to
figure out how you are going to assess student learning after you develop the instructional goals but before you develop the teaching
methods you will use.
1
This is space for your notes about how the lesson went. You should note what worked well, what was problematic, ideas for
modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.
Introduction of the Horse

Marked a major turning point in the region's
cultural history.
More productive mounted nomadism.

Horses increase the trade network
Accumulated wealth
Increased their ability to carry larger
tipis and more goods
More efficient hunts/ larger hunting
ranges
Provide competitive advantage with
other tribes without the horse
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Comanche Movement on to Reservations

th
4 Grade| Day 3, 1 Hour 30 Minutes


This is the last section of lessons for the unit. This part of the module addresses Comanche movement onto reservations during
the Dawes act. What influences the movement of people. Students know about the movement of the Comanche tribe through
migration and the influence of the horse. Student will learn how moving onto reservations stole a part of their identity. Maps
of their relocation will be compared.
Standards
Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and
regions).
Rationale
Students gain geographical perspectives on Montana and the world by studying the Earth and how people interact with places.
Knowledge of geography helps students address cultural, economic, social, and civic implications of living in various
environments.

There is great diversity among individual American Indians as identity is developed, defined and redefined by
entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from
assimilated to traditional. There is no generic American Indian.
NCSS C3 Standards
D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of people, goods,
and ideas.
D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources.
What was the effect of Reservations on the movement of the Comanche Tribe?
Using direct instruction talk about the Dawes act and the movement of Native Americans onto reservation.
Show Indian Territory Maps and discuss how this moved the Comanche tribe to less land and suppressed there
culture.

Materials1
Teaching with Documents printout.

Read a personal story (Parts of Ten Bears address
in regards to his peoples (Comanche tribe) future.
Map analysis worksheet. Indian Territory Maps

comparison.
T-Chart graphic organizer pre-post Dawes Act for

assessment.
Methods of Inquiry1
1.
The Dawes Act
2.
archives.gov
Hook1
What is a reservation?
[10 minutes]
Have the student come into class and ask them to find their name on a seat. Rearrange student into groups around the room.
Some students have lots of space at a table while other students have to sit in tiny chairs pushed close together. Other student
will be on one carpet square. Tell students that they are not allowed to speak English and if they want to communicate with
one another they have to do so using hand gestures. Give each student a piece of paper and tell them to write their name but
they have to hold their pencils using their pinkies.
Have student come together in a circle. Talk about how this activity made them feel? How did it feel to not be able to do what
you are used to and assimilate to my new rules of the classroom. How did you feel when you were forced to sit somewhere
else besides their personal desk?
1. What is the Dawes Act
Concepts
What was the Dawes Act and how did
it influence the movement of the
Comanche tribe? Knowing what the
previous Comanche tribal region
looked like how did their area change
after the Dawes act.
[35 minutes]
skills
content
Using the map analysis worksheet

compare two maps (Indian Territory
Maps) of the Comanche Reservation
during the Dawes Act.
Federal Indian policy during the period

from 1870 to 1900 marked a departure
from earlier policies that were
dominated by removal, treaties,
reservations, and even war. The new
policy focused specifically on breaking
up reservations by granting land
allotments to individual Native
Americans. Very sincere individuals
reasoned that if a person adopted
white clothing and ways, and was
responsible for his own farm, he would
gradually drop his Indianess and be
assimilated into the population. Then
there would be no more necessity for
the government to oversee Indian

welfare in the paternalistic way it had
been obligated to do, or provide
meagre annuities that seemed to keep
the Indian in a subservient and poverty
stricken position. Talk about
assimilation.
On February 8, 1887, Congress passed

the Dawes Act, named for its author,
Senator Henry Dawes of
Massachusetts. Also known as the
General Allotment Act, the law allowed
for the president to break up
reservation land, which was held in
common by the members of a tribe,
into small allotments to be parceled
out to individuals.
The documents featured here include
maps of Indian Territory before and
after enactment of the Dawes Act.
Using the map analysis worksheet compare two maps (Indian Territory Maps) of the Comanche Reservation during the Dawes
Act.
Brainstorming/ Group Discussion
1.
Discuss with students their idea of "home." Ask students the following questions: What aromas, feelings, thoughts,
and images come to mind? Is the "home" that you are envisioning the physical place where you reside currently? Why or why
not? For some students, "home" may be a hangout with friends or a former residence in another town, state, or country. Some
students have never moved and cannot imagine living anywhere else. Discuss with these students the idea of being homesick
or being happy to be home after a long vacation. Explain to students that this lesson relates to a law that had a dramatic effect
on "home" for thousands of Native Americans. Read aloud Ten Bears address in regards to his peoples (the Comanche) future.
Map Analysis and Comparison
2.
Divide students into small groups of three to four, and photocopy and distribute copies of the maps of Indian Territory
(Oklahoma) 1885 and 1891 and the Map Analysis Worksheet . Groups should analyze one map at a time, first the 1885 map,
then the 1891 map. After they have completed the analysis sheets, direct them to compare the two maps and answer the
following questions in their small groups:
a.
List the different names that are found on the maps. Where do you think these names come from? What do you think
they mean?
b.
Compare the two maps. What differences do you find? Use a ruler or a scale to compare distances and sizes.
c.
How had the area changed in the years between the two maps, 1885 and 1891?
d.
How can you account for the differences?
e.
How do you think the people living there felt about these changes?
f.
Why do you think some groups remained while others did not?
After the groups have completed the assignment, review their responses and discuss any questions that they raise. Record
their questions on a piece of large poster board to refer to or explore later. Ask students to read their textbooks to find
information about the purpose for establishing reservations. Instruct students, working in their groups, to list reasons for and
against setting aside communal land for tribes. Ask students what problems they think would result from this federal policy.
2. Life after the Dawes Act
concepts
Assimilation; how is a persons life
forced to change. The Dawes Act and
[25 Minutes]
skills
Show a comparison of life pre and post
Dawes Act.
content
Looking back to our past activities how
would life change for the Comanche

its effect on the Comanche day to day
life, identifying as the Lords of the
Southern Plains, and its forced
movement onto reservations.
tribe when they moved onto the

reservations and forced to assimilate.
Would they need a travois? They were
not allowed to have horses, how did
this threaten their identity.
Using direct instruction address how
life was changed for the Comanche
tribe. Children forced from their
parents, to attend boarding school.
Native Americans were no longer
allowed to speak their language or
practice their traditions.
Create a T-Chart graphic organizer pre-post Dawes Act for assessment.
Why were the Comanche tribe forced to move onto reservations? The Dawes Act
How did life change for the Comanche tribe after they were moved onto reservations? Where they allowed to have
horses?
Assessment1
The Effect of the Dawes Act
[15 Minutes]
Create a T-chart graphic organizer that compares life and land of the Comanches pre and post Dawes Act.
Reflection1
The Dawes Act and the movement onto reservations is a very complex, in depth topic. As a teacher, you might need more time
and additional activities to help student create a deeper understanding of this content.
Describe where this lesson fits in to a larger curricular unit. This description should include what students have been learning in terms
of content, skills, and attitudes, as well as where they will go after this particular lesson.
1
Instructional goals indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These goals
include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you
want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular
unit, instructional goals build upon each other, usually culminating in the formal unit assessment. Instructional goals can be listed in
bulleted form.
1
Here, you should include a list of materials you will be using in the class. Attach all handouts and readings you will use for this
lesson to the lesson plan.
1
Inquiry methods are the primary means through which learning and research are conducted; these tend to vary by discipline.
Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For
example, historians may source documents; political scientists may analyze quantitative public opinion polls. Inquiry methods can
also be cross-disciplinary.

1
The hook refers to how you are going to introduce your lesson to the students you are teaching. While you can include
administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content
and skills you will be teaching them. This can range from telling them your instructional goals to asking them to asking them to
respond to a question which engages their prior knowledge and experience with a major concept you will be teaching to handling
and theorizing about an artifact that is part of the lesson. Hooks can vary quite a bit from day to day, but should reflect the
instructional goals of the daily lesson plan and the curricular unit.
1
The instructional activities address: 1) the substantive material you will be using, 2) the skills students will be learning and
practicing, and 3) the big ideas you want students to take away from the lesson. In order to complete these instructional activities
successfully, you will use particular teaching and learning strategies to help students employ and develop specific skills needed to
learn the content. Full descriptions of each activity and the materials to be used during that activity need to be included. Often
times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do
move from one content point to another or one skill to another, you need to include transitions.
1
This section illustrates how you will know that your students have learned what you taught them. This usually means that you will
have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the
instructional goals and be buttressed by the content, skills, and strategies used over the course of the lesson. It can be helpful to
figure out how you are going to assess student learning after you develop the instructional goals but before you develop the teaching
methods you will use.
1
This is space for your notes about how the lesson went. You should note what worked well, what was problematic, ideas for
modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.

National Archives and Records Administration
Records of the General Land Office Record
Group 49
1885
Map Analysis Worksheet

1.
2.
3.
TYPE OF MAP (Check one):

Raised relief map
Topographic map
Political map
Contour-line map
Natural resource map
Military map
Bird's-eye view
Artifact map
Satellite photograph/mosaic
Pictograph
Weather map
Other ( )
UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more):
Compass
Handwritten
Date
Notations
Scale
Name of mapmaker
Title
Legend (key)
Other
DATE OF MAP:
4. CREATOR OF THE MAP:

5.
WHERE WAS THE MAP PRODUCED?
6.
MAP INFORMATION
A. List three things in this map that you think are important:
1.
2.
3.
B. Why do you think this map was drawn?
C. What evidence in the map suggests why is was drawn?
D. What information does the map add to the textbook's account of this event?
E. Does the information in this map support or contradict information that you have read about this event?
Explain.
F. Write a question to the mapmaker that is left unanswered by this map.
Brainstorming/ Group Discussion

1. Discuss with students their idea of "home." Ask students the following questions: What aromas,
feelings, thoughts, and images come to mind? Is the "home" that you are envisioning the physical place
where you reside currently? Why or why not? For some students, "home" may be a hangout with friends
or a former residence in another town, state, or country. Some students have never moved and cannot
imagine living anywhere else. Discuss with these students the idea of being homesick or being happy to
be home after a long vacation. Explain to students that this lesson relates to a law that had a dramatic
effect on "home" for thousands of Native Americans.
Map Analysis and Comparison

2. Divide students into small groups of three to four, and photocopy and distribute copies of the maps of
Indian Territory (Oklahoma) 1885 and 1891 and the Map Analysis Worksheet . Groups should analyze
one map at a time, first the 1885 map, then the 1891 map. After they have completed the analysis sheets,
direct them to compare the two maps and answer the following questions in their small groups:
a. List the different names that are found on the maps. Where do you think these names come
from? What do you think they mean?
b. Compare the two maps. What differences do you find? Use a ruler or a scale to compare
distances and sizes.
c. How had the area changed in the years between the two maps, 1885 and 1891?
d. How can you account for the differences?
e. How do you think the people living there felt about these changes?
f. Why do you think some groups remained while others did not?
After the groups have completed the assignment, review their responses and discuss any questions that
they raise. Record their questions on a piece of large poster board to refer to or explore later. Ask
students to read their textbooks to find information about the purpose for establishing reservations.
Instruct students, working in their groups, to list reasons for and against setting aside communal land for
tribes. Ask students what problems they think would result from this federal policy.
Class Discussion
3. Read aloud to students Section 8 of the Dawes Act and ask students to raise their hands each time they
hear the name of a tribe that was mentioned on the 1891 map. Direct students to look at a present-day
map of Oklahoma and compare it to the 1891 map. Ask students to predict what happened after passage
of the Dawes Act that ultimately reduced the land holdings of the Five Civilized Tribes. Present students
with information from the historical background essay, ask them to share any additional information
they found in their textbooks, and use the information to answer the questions recorded on the
posterboard in Activity 2.
Teaching With Documents:

Maps of Indian Territory, the Dawes Act, and Will
Rogers' Enrollment Case File
Background
Federal Indian policy during the period from 1870 to 1900 marked a departure from earlier policies that were
dominated by removal, treaties, reservations, and even war. The new policy focused specifically on breaking up
reservations by granting land allotments to individual Native Americans. Very sincere individuals reasoned that
if a person adopted white clothing and ways, and was responsible for his own farm, he would gradually drop his
Indianess and be assimilated into the population. Then there would be no more necessity for the government to
oversee Indian welfare in the paternalistic way it had been obligated to do, or provide meagre annuities that
seemed to keep the Indian in a subservient and poverty stricken position.
On February 8, 1887, Congress passed the Dawes Act, named for its author, Senator Henry Dawes of
Massachusetts. Also known as the General Allotment Act, the law allowed for the president to break up
reservation land, which was held in common by the members of a tribe, into small allotments to be parceled out
to individuals. Thus, Native Americans registering on a tribal "roll" were granted allotments of reservation land.
To each head of a family, one-quarter of a section; To each single person over eighteen years of age, oneeighth of a section ; To each orphan child under eighteen years of age, one-eighth of a section; and To each
other single person under eighteen years now living, or who may be born prior to the date of the order of the
President directing an allotment of the lands embraced in any reservation, one-sixteenth of a section
Section 8 of the act specified groups that were to be exempt from the law. It stated that "the provisions of this
act shall not extend to the territory occupied by the Cherokees, Creeks, Choctaws, Chickasaws, Seminoles, and
Osage, Miamies and Peorias, and Sacs and Foxes, in the Indian Territory, nor to any of the reservations of the
Seneca Nation of New York Indians in the State of New York, nor to that strip of territory in the State of
Nebraska adjoining the Sioux Nation on the south."
Subsequent events, however, extended the act's provisions to these groups as well. In 1893, President Grover
Cleveland appointed the Dawes Commission to negotiate with the Cherokees, Creeks, Choctaws, Chickasaws,
and Seminoles, who were known as the Five Civilized Tribes. As a result of these negotiations, several acts
were passed that allotted a share of common property to members of the Five Civilized Tribes in exchange for
abolishing their tribal governments and recognizing state and federal laws.
In order to receive the allotted land, members were to enroll with the Bureau of Indian Affairs. Once enrolled,
the individual's name went on the "Dawes rolls." This process assisted the BIA and the secretary of the interior
in determining the eligibility of individual members for land distribution.
The purpose of the Dawes Act and the subsequent acts that extended its initial provisions was purportedly to
protect Indian property rights, particularly during the land rushes of the 1890s, but in many instances the results
were vastly different. The land allotted to the Indians included desert or near-desert lands unsuitable for
farming. In addition, the techniques of self-sufficient farming were much different from their tribal way of life.
Many Indians did not want to take up agriculture, and those who did want to farm could not afford the tools,
animals, seed, and other supplies necessary to get started. There were also problems with inheritance. Often
young children inherited allotments that they could not farm because they had been sent away to boarding
schools. Multiple heirs also caused a problem; when several people inherited an allotment, the size of the
holdings became too small for efficient farming.

The documents featured here include maps of Indian Territory before and after enactment of the Dawes Act and
two documents from the 21-page enrollment application of American humorist Will Rogers.
Resources
The Dawes Act or General Allotment Act of 1887. U.S. Statutes at Large 24:388-91 (Available online from Our
Documents at http://www.ourdocuments.gov/doc.php?doc=50&page=transcript).
Kelly, Lawrence C. Federal Indian Policy. New York: Chelsea House Publishers, 1990.

Name:
Date:
T Chart
Topic:
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Subject
Subject

Works Cited
Cash, J., & Wolff, G. (1974). The Comanche people. Phoenix: Indian Tribal Series. Comanche Indian
Fact Sheet. (n.d.). Retrieved September 29, 2014, from
http://www.bigorrin.org/comanche_kids.htm Comanche-Part One. (n.d.). Retrieved
October 15, 2014, from http://www.tolatsga.org/ComancheOne.html
DePaola, T. (1983). The legend of the bluebonnet: An old tale of Texas. New York: Putnam.
Essential Understanding. (n.d.). Retrieved September 29, 2014, from
http://opi.mt.gov/pdf/indianed/resources/essentialunderstandings.pdf
Fehrenbach, T. (1974). Comanches: The destruction of a people ([1st ed.). New York: Knopf; [distributed
by Random House].
Plains Indian Horses. (n.d.). Retrieved October 14, 2014, from
http://www.lessonsofourland.org/lessons/plains-indian-horses
Ryden, H. (n.d.). The Comanche and His Horse. Retrieved October 10, 2014, from
http://www.comanchelanguage.org/THE COMANCHE AND HIS HORSE.htm
Wallace, E., & Hoebel, E. (1952). The Comanches: ([1st ed.). Norman: University of
Oklahoma Press.
Welcome to OurDocuments.gov. (n.d.). Retrieved October 15, 2014, from
http://www.ourdocuments.gov/print_friendly.php?page=transcript&doc=50&title
=Transcript of Dawes Act (1887)
Comanche indians social studies. (n.d.). Retrieved September 14, 1929, from
http://www.archaeolink.com/comanche_indians_social_studies.htm
60
Professional Conference, InService attendance, or

Policy Meeting Reaction
Paper
Professional Conference, In-Service attendance, or Policy Meeting Reaction

Paper
I attended the MEA-MFT Educators Conference 2014. I was very pleased with all of
the different seminars that were taking place to expand my professional development. I
really enjoyed that there were many different options for seminars that tailored to peoples
personal interests. If you were trying to expand the use of the outdoors and nature as a
resource for your classroom there were multiple seminars to help with that. I also liked that
there was resources and booths set up that helped first year teachers. I grabbed multiple
brochures with resources and websites that you could go to in order to get on the right path
for you first year of teaching. As well as seminars for professional development, there were
booths set up with materials you could buy for your classroom. I purchased books for IEFA,
knowing that I would need more help in implementing that in my classroom. I love anything
that can help me in improve my teaching and I felt like a kid in a candy shop at the MEAMFT Educators Conference. My only wish was that I had more time to attend countless
seminars while it was taking place. But now having no other college courses or work outside
teaching, I am very excited to attend another conference and expand my teaching
portfolio even farther.
I also attended a couple writers workshops with my 2nd grade team at Peterson
Elementary during my student teaching. This day long workshop helped give teachers
resources and teach them how to go about different types of writing and the required
standards. As much as my university courses tried to prepare us, there are multiple subject
areas that you just dont have time to touch upon there for these workshops and
conferences are vital in improving your knowledge in how to teach certain subjects and
adding to your professional development.
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Professional Conference, InService attendance, or Policy

Meeting Reaction Paper
Documents
IN-SERVICE/PROFESSIONAL DEVELOPMENT WORKSHOP
62
Professional Conference, InService attendance, or Policy

Meeting Reaction Paper
Documents
Documentation
of attendance
63
MEA-MFT
64
Professional Conference, InService attendance, or

Policy Meeting Reaction
Paper Documents
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Goals for Student Teaching
Jennifer Jurva
EDU 497
Student Teaching Goals
I.
Develop and foster positive, trusting relationships between student-teacher interactions and
student-student interfaces, throughout my field experience, student teaching, and licensed
teaching.
a. Action Plan: I will take the time to create strong bonds and trusting relationships by
showing students I care about them beyond what they do at school and creating a
sense of class unity and community between peers and myself by creating lessons that
take cooperating and teamwork. I will also develop and foster a positive environment
by emphasizing what students are doing right and not getting caught up on the
negative behavior.
II.
Create a mental and documented resource of effective, positive classroom management

strategies, that I have used or expect to use and test throughout my teaching career.
a. Action Plan: Throughout my field experience, student teaching and professional career
I will write down or document classroom management strategies that I used, to serve as
a resource and reference tool for future teaching. Reflect on future or past classroom
situations that could take place and develop effective procedures in handling them to
anticipate, prevent and solve classroom disruptions.
b. I will make sure that I am paring corrective and negative feedback with positive
feedback in order to keep good relationships in my classroom management. As well as
learn when myself and students need a break in situations.
III.
Reserve time daily throughout my field experience, student teaching and professional career
to reflect on my personal presence in the classroom and what I can improve upon, in order to
maintain a confident, enthusiastic and nurturing presence.
a. Action Plan: I will set aside time throughout the days I am in the classroom to reflect on
how I acted, what I said, and the general impression I was displaying, with the intention
of becoming more self-aware on how my presence impacts my students.
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Classroom Management
Plan
Classroom Management Plan
I.
A classroom has many components in order to establish a learning environment that is

effective, consistent and multidimensional. Incorporating these six dimensions, psychosocial,
procedural, physical, behavioral, instructional and organizational, can establish effective
organization and management in your classroom.
II.
The dimension of psychosocial focuses on establishing a class climate where students

can function. The dynamic of a classroom revolves around student and teacher factors.
Student factors are subject to attitudes and cultural variations, so there is heavy emphasis on
the certain teacher factors that they bring to the classroom. Two strategies that can be used
to create a positive classroom climate are creating a supportive, safe environment in which
students who are different can learn without the fear of being ridiculed or harassed and
establishing that each student in the classroom has rights that you expect everyone to
respect. Communication also influences the nature of the ongoing dynamics of a classroom
as well. Three types of communication that aid in becoming an effective communicator are
constructive assertiveness (describing concerns clearly), empathetic responding (listening to
students perspective), and problem solving (ability to reach mutually satisfactory resolutions
to problems).
III.
The rules and procedures that accompany an operating classroom refer to the
procedural dimension. Three clearly defined examples of the way classroom activities will be
performed and situations will be handled, are establishing classroom helpers for distributing
materials. This procedure will help keep class time for learning and less for passing out all the
materials needed for the day. Second is to establish concise transitions in an out of the
classroom. Students should know where they need to be and when and what the appropriate
Plan
behavior that accompanies the transitions looks like. Last is to review the rules and
expectations on a regular basis to remind and practice what is assumed of them, reflected in
their behavior and attitudes. Establishing classroom helpers is a quick beginning to the year
activity where students learn their personal responsibility in the classroom. There are many
ways to implement this procedure but one way is developing a chore list where students get
the choice of what they sign up for. This list can be toward the entrance of the classroom so
students get the reminder of what they need to do every time they walk in. Class chores
could include distributing materials, recycling or making sure no trash is left on the floor.
IV.
Teachers are able to manipulate the physical environment to enhance conditions of

learning. The classroom arrangement should be considered carefully when setting up the
layout of the desks, storage, wall space, and general geography of the classroom. Student
with behavioral, attention and sensory impairments should sit closer to the front of the room or
teachers desk. Proximity is a subtle technique used to help correct behaviors and help a
student more promptly during wandering attention. One arrangement that will be used in my
classroom is creating a sense of personal space by individual desks, but also having an array
of group tables for student to go to work when peer group work in appropriate, depending
on the given space. A technology that will be used is a smart board. As a teacher, I should
become very comfortable with the use of specialized equipment so that no class time is
wasted from operator error. A smart board is a great interactive tool that can help my
effectiveness in teaching. One accommodation for students with exceptionalities is creating
free, open spaces for students with mobile impairments. Doorways, desks, floor coverings, and
any other physical object should be arranged for students to easily move around without any
obstacles.
V.
Being able to manage inappropriate and disruptive behavior is important component

for effective classroom management. Rules will be formulated in the classroom by review,
Plan
practicing, and modeling. The beginning of the year is a vital time to establish my expectation
for the year. The rules should be posted in visible sight and students can be quizzed at the
beginning of the year to judge their understanding. All rules should have clear explanations
behind them and room for student input. Some general rules that can be used in a classroom
are showing respect for your environment, peers and self, work and play in a safe manner,
and to be polite while others are talking by listening and understanding. A couple
inappropriate behaviors that could occur in the classroom are students showing up late for
class multiple times, while being disruptive in their entry and students choosing to be disrespective to their peers or teachers. Some different techniques to manage these behaviors
are to establish a contingency contract with all students discussing your expectation of timely
quiet arrivals. Student should sign it if they feel that what I expect is fair and reasonable. This
tool can be a helpful visual reminder during a student teacher conference about why the
student is arriving late and what I expect from them when they signed the contract is still what
I expect from them at this time. Another behavior management strategy for students that are
being disruptive to their peers and others are teaching the use of I feel statements. This can
be a subtle technique to convey a problem you are having with another person and
introduce empathy into the situation. Most people will not continue an action if they know it is
causing some sort of emotional or physical harm.
VI.
My personal teaching philosophy is based on student-centered learning. I believe that

the interest of the student comes first and that their learning styles and abilities should be
taken into account. Student-centered learning places the student in an active role in
participating in their education. Lesson information can be represented in multiple ways for
teachers to incorporate the universal design of learning. One way is to accompany your
verbal lectures of lesson information with visual stimuli and examples, like a PowerPoint.
Information can also be represented in written form for students. Information represented in
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any form should include ways for students to relate it to their own personal experiences to
make a more meaningful connection. Students can engage in lesson information in many
ways, including physical activities, games or material manipulates. Group projects and
presentations are another way to get students involved and engaged in exploring the lesson
information outside the classroom. Student should also have the opportunity to express what
they know in different ways. Some examples are giving student the choice to write out what
they know, give an oral presentation of their knowledge or include creative artistic expression
of their knowledge.
VII.
A work environment refers to the immediate work area used by teachers. Two strategies
that will be used to facilitate an appropriate work environment are handling the
administrative duties, like passing pack graded work promptly and keeping records of all
school related conversations and master copies of frequently used paperwork. Another is
using personal applications of time management. Teachers can use daily to do lists, break
down larger tasks into smaller ones and avoid getting overcomplicated. Collaboration with
other colleagues is another tactic to involve other personnel in your classroom management.
Principles, administration, councilors, and other teachers can all help facilitate and
appropriate work environments. These collaborators can show support for the teachers
actions, provide flexibility in staffing patterns, supply equipment, offer material resources and
provide curricular and behavior management suggestions.
VIII.
Behaviors that are challenging in the classroom can be managed through multiple
interventions like Response to Intervention (RTI), Curriculum Based Measurements (CBM),
Positive Behavior Intervention and Supports (PBIS), as well as Functional Behavioral
Assessments (FBA). RTI is a method of academic intervention for students who are having
difficult learning. Prevention of academic failure, early intervention and frequent progress
measurement are focused on in RTI. Students struggling with this behavior are most likely to
Plan
succeed with early intervention. The sooner a team can identify a problem behavior, the less
likely that student is going to face academic failure. CBM is a resource for teachers to use to
find out how their students are progressing in areas such as math, reading, writing, and
spelling. CBM provides information for the teacher, parent and teacher through brief tests
each week that are recorded and graphed. Teachers can look at the results and change the
way they are instructing to better suit that students needs. CMB gives teachers specific
information to look at during conferences and gives measurable goals for the student. A
students challenging behavior might be a reflection of a teachers ineffective teaching
strategy, CMB is a tool used to help teachers adjust their teaching style for that student. PBIS is
an approach based on RTI that applies programs, practices and strategies for students to
increase their academic performance, decrease inappropriate behavior, and establish a
positive school community. FBA is an assessment that is considered to be a process for
addressing problem behavior. It identifies the specific behavior, introduces the IEP team to
select an intervention to address the problem and develop a plan to alter the behavior.
Rules:
Be Ready to Learn.
Be safe.
Be kind.
Respect yourself, others, and our classroom.
Be responsible.
Plan
Do your best.
Have fun.
Philosophy of Classroom Management

My classroom management philosophy is grounded in the principle of creating a safe, trusting
and comfortable classroom environment for students to express their ideas and have the
opportunities to learn to the best of their abilities. Students will develop a sense of person responsibility
for their actions in the classroom and how their behavior as an effect on others. They classroom
environment needs to be well organized with specific procedures in regards to how to function in the
classroom. My student-centered classroom means that rules and expectations for the classroom
needs to be established majorly by them at the beginning of the year. Students need to feel like they
are being heard, respected and are equal members of the classroom. Behavior in the classroom will
have logical consequences, whether they are positive or negative. As a teacher my demeanor will
be calm, welcoming, patient, warm and soft-spoken.
Expectations, rules and procedures will always be explicitly stated, to ensure the students
success. Student will know what their job/role is in the classroom and what the teachers job/role is.
Communication is key. The focus in the classroom will always be positive and academically and
developmentally oriented.
Appropriate Behavior:
1. Raising their hand.
Thank you for raising your hand _(students name), instead of calling out the answer.
Plan
2. Not talking during instruction.

I noticed that you didnt talk once during my instruction.
3. Throwing away their trash.
Smile at the student and give them a thumbs up.
4. Working quietly on their assignment.
Good job, I can really tell your working really hard on your assignment, because your
body language is quiet and focused.
5. Lining up using the right procedure.
If your school implements a cost-reward system, silently hand them the token. For
example Lowell Elementary gives out Bobcat Bucks for appropriate behavior, so silently
hand them a Bobcat Buck for lining up correctly.
Inappropriate Behaviors:
1. Yelling out the answers.
Contingency Plan- This plan will discuss how our bodies and mouths need to act when
we want to contribute to the conversation, have an answer, have something to say or
need help. This plan will emphasize a positive reinforcement for raising their hand, the
desired behavior.
2. Talking to their neighbor during silent reading.
Create a to-do list taped to the students desk, that tells them what they can do if they
have finished an activity. Or what their bodies should be doing during silent reading as
a reminder.
3. Entering the classroom loudly and disruptively.
Plan
When people enter the classroom loudly and disruptively, I feel worried because your
bodies are telling me you arent ready to start the day and participate in our classroom
procedures.
4. Yelling at a classmate.
Motivate and encourage the student to write in their journal first, before they act on
yelling at a student. This activity requires the student to get their thoughts down on
paper, hopefully creating more clarity and giving them an outlet to act on their
thoughts. This way they can take the next step and get a teacher if necessary.
5. Using profanity.
Use a benign behavioral response. Walk over to the student and remind them of the
rule, or use eye contact to signal that using profanity is not an appropriate language for
the classroom.
Plan
Procedures:
*How to enter classroom
Enter the classroom with a low volume and politely, not interrupting other students. Make a
mental not of what your body needs to be doing and what your brain should be focusing on.
What is next on our agenda? Should I be wearing a hat?
*Emergency drills
We will practice the emergency exit by physically walking the exit route outside. Each student
will write down 3 mile markers to remind themselves on which route is our classrooms exit. Go
past the green lockers. Drinking fountain. Pass the gym.
*Restroom use
At the beginning of the year we will learn sign language for bathroom. When a student needs
to use the restroom they will make sure to make eye contact with me, sign bathroom and I will
sign back yes or no, if it is an appropriate time to leave the classroom. Students should know
that they are always allowed to leave immediately if it is a bathroom emergency.
*How to turn and collect assignments/ permission slips
Each student will have mailbox with two different colored folders in it. One is for papers they
need to take home (permission slips, notes, newsletters, etc) and the other is for papers they
are turning into me. They need to take their take-home folders home daily, so that there is
Plan
constant communication and updates from me, the student and their guardians. This way they
know the expectation of where there work belongs so it doesnt get misplaced.
*How to take out and put classroom materials away and care for supplies
This is your classroom and the materials you find in it are for your learning. We need to be
respectful and take care of our classroom materials so that we can continue to use these things
and keep them nice for our fellow classmates. Materials, such as scissors, glue, markers, will be
placed in an area available to students. Tell them that if there is a material they dont see and
would like to use, to ask permission and help finding it. If I see you misuse our classroom
materials they will no longer be available for that day. And we will have a discussion and
reminder on how we treat classroom materials.
*Raising our hands or asking for help
The respectful way to raise your hand is quietly, without disturbing others. This means that your
hands should not touch your friend or neighbor. If you have been patient and I have not
noticed you yet, please respectfully say my name and I will make eye contact and
immediately come over and help or I will acknowledge you and let you know I will be over as
soon as I am finished helping a student or prepping the next task. It is also polite to come over
to where I am working an place one hand on my shoulder, if I am working with another student.
I will acknowledge you verbally or with a smile, which indicates that I will help you next.
*Throwing away trash
Plan
It is very important that we take pride in the appearance of our classroom. This means that
when we see trash we pick it up and throw it away. It doesnt matter whether the gum wrapper
belonged to us, but that we are a community and being an active member of this classroom
community means helping others and making sure our classroom stays clean. Students will take
personal responsibility of their work areas making sure that they clean up and throw away
snack garbage away as soon as they are finished.
*Visitors in the classroom
When visitors enter the room continue what you are working on and wait for the visitor to
introduce themselves to the class, instead of running up to them. If the visitor is just an observer
students will remain on task and not interrupt the visitor. During the beginning of class I will
always inform and warn the students that there will be a visitor today and what the appropriate
actions are from them. This way students know who is in their classroom and what their job is
pertaining to the visitor.
*Helping other students
In a classroom built on community and trust it is important to help one another. Make sure you
are explicit if you are asking for help or volunteering your help to another student. Some
students might seem like they need help but are actually figuring it out in their own unique way.
Verbally ask your fellow peer if they would like help Would you like my help? The polite
response would be yes please or no thank you.
*Getting the students attention
Plan
In a classroom I will use a method of quietly asking the student to perform small tasks, until all
the students have their attention is on me. For example, If you can hear me touch your nose, if
you can hear me fold your hands in your lap, etc For immediate class attention I will use a
rainstick to get their attention. When they hear the rainstick they need to stop what they are
doing immediately and have their eyes on me and stop what they are doing.
Procedure Lesson Plans

1. How to enter the classroom
Tell: When we enter the classroom our voice volume is low or quiet and we are being
respectful of the people around us and the classroom. We are not disrupting or interrupting
other students. Our mind needs to be thinking What is my job right now? How should my
body be looking/acting?
Model: Have the students line up next to the door and watch you walk in silently, going to
your desk, looking at the whiteboard to see what activity you need to be doing, and
engaging in that activity.
Practice: Have the student line up outside in the hall in front of the classroom and practice
walking in quietly, going to their desk, looking at the whiteboard and engaging in the
activity described on the board.
Review: Ask the student what steps they just participated in. Ask what their bodies looked
like and how they should be acting.
Plan
Reinforce: Verbally positively reinforce when students walk in the classroom quietly and go
right to their desks and engage in the task on the board, or your directions. Thank you for
entering the classroom respectfully.
2. How to take out and put classroom materials away and care for supplies
Tell: This is your classroom and the materials in the classroom are here for your learning.
There are materials available to you under the whiteboard. We need to be respectful and
take care of our classroom and its materials so that we can continue to use them and
keep them nice for our fellow classmates. If you dont see a material or supply you need
please ask permission or help in finding that supply.
Model: I would like to borrow the markers. I will walk up to the designated area for
classroom materials, grab the markers and head back to my seat. After I use the markers, I
will make sure all the caps are one and put them back in their box and return them to the
exact spot I found them.
Practice: Ask the students to grab certain materials from the designated classroom supply
area and after using them return them to their specific spot.
Review: Ask questions and prompts on where they can find classroom materials, how they
should treat them and where they go after they have finished using them.
Reinforce: I really appreciate that you put back the scissors in their correct spot after you
used them, now I know where to find them when I need to use them next. Verbal positive
reinforcement.
List of transitions
1. Arriving in the morning
Plan
When student arrive in the morning I will greet at the door will a handshake or hello.
Student will go directly to their desk and put any materials they have brought into the
class for that day on top. The next step is to switch any homework or documents from
their blue folder to their red folder in their mail box. After they have completed this step
they will go to the circle and find their carpet with their name on it. After this routine is
established students can choose where to sit as long as it goes boy-girl-boy-girl.
2. Leaving at the end of the day
Student will have a checklist taped to the upper right hand of their desk to remind them
of their finishing task s before they leave for the day.
Is my homework and other important papers in my take-home

folder.
Have I cleaned up the activity I was working on and put materials

back to their specific spot.
Is the floor around my desk clear.
Did I wipe off my desk with a disinfectant wipe.
Is my chair on top of my desk.
Have I said goodbye to at least 3 of my classmates.
Student will then line up to be dismissed or wait for their parent to check them out.
3. Lining up
To practice lining up in your own personal space and single file. I will have a railroad
track with individual squares in front of the door. Each day we will have a conductor
and a caboose. The conductor is in charge of leading the class in a silent, respectful
and safe manner to the designated destinations. The caboose will make sure that they
are they last student to leave the classroom, but before the teacher who will shut off
Plan
lights and close the door. This is our class train when we travel in the hall or exit the
classroom. This train is silent and safe.
4. What should I do if I have free time/ finish in class work before others
If you finish an assignment or your work first, move on to the extension part of the
activity. If there is no extension look at the classroom job list and choose a job to do,
find a book and read quietly, write in your journal etc Things to avoid doing: talking or
disrupting your neighbor/friend, choosing a loud activity, wandering around the
classroom or misusing classroom materials.
5. Cleaning up
When it is time to clean up and transition to a new activity. I will apply my attention
getter and then ask the students that it is time to start cleaning up. I will then set a timer
Plan
and begin timing the amount of time it takes them to clean up their work. This will be a
yearlong goal of recording the amount of time it takes them and working on making
that time less and less each day. We will graph these points so student see their
progression in the amount of time it takes them to clean up. We can hold class
meetings for cleanup times that take longer and discuss why they think this way. It was
a larger project or they were being distracted talking to their neighbor. They next step
will be written on the whiteboard and I will stop the timer when the whole class is
participating in the next activity.
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Technology In a Lesson Plan
Technology in a Lesson Plan

There was multiple instances daily that I integrated technology in a lesson in a
meaningful manner. Many differently curriculums are tied to lessons already
established on the internet that incorporate SmartBoards for your teaching and
student engagement. I would find different activities on smartexchange.com that
tied into the curriculum and standards that I was addressing. I then would download
them and make them my own by adding or deleting slides, modifying it for my own
students. Our society and students are live in a world of technology and in one way
or another, regardless of your view on the issue, technology is a huge engagement
factor. A thoughtful, well prepared SmartBoard lesson that requires students to come
up and participate can really enhance their learning. I found that when I gave the
students the option to raise their hand can come up and sort, or demonstrate their
understanding of a phonics skill every student had their hand raised and was
engaged and listening because they wanted to touch and interact with technology.
I used BrainPopJr.com, Rusty.com, Walkiesweb.com, and a GoMath website every
day to enhance my teaching. Students love watching BrainPops, a website that
follows two characters learning about different skills. I found them great introductions
to my lessons and got them engaged for learning a specific common core standard.
Ipads are another use of technology that can enhance instruction. I used iPads
to help students learn to identify and classify different leaves. Students took home a
brown paper sack and collected many different types of leaves. The next day they
used an iPad app that could take a picture of the leaf and then describe its
characteristics, and identify the leaf. Students created posters about their leafs and its
specific identification characteristics. Many schools, like in Columbia Falls School
District #6, are using iPads with books on them instead of physical novels. Although I
love a real book in my hand that I can turn the page, a virtual book might help
motivate some resistant readers to read because of the appeal of an iPad.
The internet sites like GoNoodle.com also have me great resources for my
lessons when the students needed a brain break. These activities get students moving
in a manner that hones in to focusing their brains, so that they can come back to the
lesson concentrated and ready to listen.
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Assessed Samples of P-12

Student Work
LUCY CALKINS INFORMATIONAL WRITING (HOW-TO BOOKS)
During my student teaching writing was one of my most favorite things to

teach. I felt like it was one of the subjects that I was able to take the
most ownership in and make it completely my own because this specific
Lucy Calkins writing lesson unit was one that my cooperating teaching
had never taught so she handed over the reins to me completely. I
taught the process of writing, how to write informational books and the
editing and publishing process. I developed every part of the lesson and
material used, from the little resources I had and am very proud with
the outcomes of the student work. This writing lesson had a foundation in
science and the students were require to write a how-to book that
taught someone an activity based on motion.
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(Every part of this

lesson was modeled
first under the
document camera
and then supported
individually for
students specific
learning needs.)
To begin I informally
assessed students
understanding of
informational books
or how-to book by
verbal observation
and class discussion.
I started out by
providing students
with large note cards
for the brainstorming
process. Students
brainstormed their
topics, chapter titles,
content for their
chapters , steps and
details and
illustrations.
(Names have been
removed)
85

Student Work
After brainstorming
we researched
informative mentor
texts and dove into
writing our books. I
taught non-fiction
text features and
included a table of
contents. The
students wrote
introductions on why
their book is
important and what
they book is going to
teaching you. The
students thought of
chapters that would
be important like a
chapter on supplies
you need for the
activity, where and
where not to do the
activity and how to
do it.
I also created a way
for students to track
their progress by
placing their class id
number on the level
of the wring process
they were on. This
also helped me pull
student who were on
the same section.
86

Student Work
The student work

sample I chose was a
great demonstration
of the of the writing
process and finished
product.
87

Student Work
88

Student Work
89

Student Work
90

Student Work
In order to assess
their how-to books I
created a rubric that
included the Lucy
Calkins rubric as well
as the 2nd grade
writing standards.
Students also had to
assess themselves on
whether they were
meeting the
requirements by
doing a self-checklist.
91

Student Work
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Video Tape Critiques I and II
Lesson Evaluation Video 1

Evaluation of Teaching Effectiveness
I video-taped myself in the 4th week of my student teaching. I video-taped my

small group WIN reading group. During this time in my student teaching I have taken
over phonic, read aloud, math PLC and a WIN reading group. The strengths of my
lesson and my teaching is that I was patient and soft spoken and made sure I had
good wait time when I asked questions for the students responses. I made sure to
focus on every student and had good eye contact. It is easier to do this, in this point
of my classroom management because the student group size is small. I made sure to
smile a lot and showed a genuine, sincere interest in student answers.
Some areas I need to improve in my instructional delivery was the tone of my
voice, although I was being sincere, my insecurity as less confidence in the content
and lesson delivery, caused a sort of fakey voice tone. I seem uncomfortable and
twitching in my delivery. Although I gave students wait time for their responses I
seemed to jump to fast to my responses back to the students and had a lot of umms.
If I would have given myself a little more reflective time I could have made what I was
saying even more clear and concise. The lesson I chose is a scripted book for a Tier 2
reading group, but I could use more enthusiasm and more of a hook to get students
engaged. My directions were not as concise and clear as I would like.
I will improve my teaching effectiveness by having more confidence in myself
as an instructor as well as knowing the content. I will make sure my directions are
more clear and concise. I will develop more of a hook or initial engagement activity
to get students excited about what they are about to read. I think the more
comfortable I get with the students and the greater bond we build will fix the
fakeyness in my voice and reflect more of the sincerity I feel.
92
Video Tape Critiques I

and II
Lesson Evaluation Video 2

Evaluation of Teaching Effectiveness
The second lesson I videotaped was a math lesson that was whole group. In my
lesson I taught geometry shapes or Chapter 11 from the GoMath curriculum. I started
out by having all the students at the carpet with their white boards, then we went on
to a direct instruction smartboard activity, and then for the math group time they
worked independently on their lesson 11.3 for the day and math geoboard activity.
Some of the strengths of my lesson were that I had all the students come to the
carpet with their whiteboards and markers to pre-assess their prior knowledge of
shapes. I had them draw certain shapes on their boards and then I had them draw
shapes based on shape characteristics I would give or ask them to tell me the shapes
name I drew on the board. They would hold up their boards to me and I would tell
them if they were right or needed to try again. This was a good informal observation
to assess. I also picked a smartboard lesson activity that was interactive so that
students were engaged and wanting to participate. I made sure to call on a bunch
of students instead of a small group that usually gets called on. Another strength was
that I modeled how to use geoboards in a half circle and din not assume they knew
just how to use them.
some areas I could improve on and were my weaknesses of my lesson was the
way I passed out papers. Knowing that the students would directly come to the
carpet I could have already put the papers on their desk at recess. I just passed them
at one by one wasting about 2 minutes of instruction time in my video. I also seemed
a little less confident in the presentation and content. I kept double checking and
referring to the teachers manual to check what if I was referring to the right terms,
which wasted some instruction time. My corrective and negative feedback was also
not paired with positive feedback and praise as much as I would like to. I noticed that
some of the students were getting restless at the carpet and I just kept telling them to
sit up, instead of moving the lesson to the next activity or get the students moving.
I am going to improve on my instruction by making sure I prep my lesson better.
I am also going to work on my confidence or do more research on the content of the
lesson to develop a better flow. I also need to anticipate different situations, like
squirminess and I could have cut long strings so that as a group with the strings we
could make giant
93
Final Reflective Essay on

Teaching and Learning
Midterm Reflection on Student Teaching

During my midterm reflection my mentor and I went over every category
that I was being score on and meticulously discussed each and every part that I
was doing well and what I needed to improve upon in my next 8 weeks of
teaching. Although I feel like I was doing well I knew that there was lots of areas
that I could focus more on for my final assessment. For example I forget to write up
my students learning targets on the board during the beginning of the day. I
needed the support and help to realize that was one of the big things that my
lesson was missing at the beginning.
I am beginning a new unit in writing that my cooperating teacher has never
taught before. I am pretty excited to take on this new subject and make it my own.
Because this is something new, I feel like there is a lot I can bring to the table, in
order to get his new unit established. It is sometimes difficult to bring new ideas
because the curriculum and activities and lessons are already established from last
year and my cooperating teacher likes to stay on the same page as the other 2ng
grade teachers. But with writing I am able to take more ownership and help show
new ideas and way to teach informative writing.
I could really use improvement in using class time more efficiently. I need to
take more preparation time for my lessons and getting the materials ready.
Classroom management is also one of the hardest areas for me in my student
teaching. I plan on taking much more time to reflect on strategies and develop
better skills for behavioral management in the classroom. I get overwhelmed and
things start to feel chaotic sometimes when I can properly manage behaviors.
Voice inflection is also an area that my mentor feels I could use some work on. The
less comfortable I am with a situation or class, I come across maybe as nervous with
a higher volume and higher pitch in my voice. I need to make sure my voice stays
calm and peaceful. When my students get loud I notice I get loud and talk over
them. Its better to stay more quiet so that they have to be quiet to hear you.
There is always more you can do it a school, and I need to make sure that
these last 8 weeks just keep improving and climbing in my professional
development as a teacher. There are lots of things I need to work on, but I make
sure my personal reflectiveness is done daily with my cooperating teaching to
improve my instruction.
94
95

96
Midterm Reflection on
Student Teaching

Final Reflective Essay on Teaching and Learning
97

I facilitated my own reading group during my student teaching experience.

One of the lessons we did was a two week unit on a chapter book study. I chose
Afternoon on the Amazon , a chapter book from the series the Magic Tree House.
During this whole novel one character named Jack kept on trying to take notes
about the Amazon. After racing down rivers, getting chased by jaguars and making
friends with a monkey Jack had no time to take notes during their adventure. At the
end of the story Jack wrote down, the Amazon river is AMAZING. After thinking
about this, I realized this summed up my whole student teaching experience; student
teaching was AMAZING. This experience was pivotal in my motivation and passion
toward teaching. It helped shed light on the true amazingness that teaching in
captures. During all my college courses and prior clinical experiences, student
teaching cannot compare in the amount I learned. Logically this makes sense
though, because for three and a half years elementary education students are
working toward one goal. To be in the classroom and learn to be the best educators
they can. Being in the classroom full time is an eye opener and a small peep hole into
the limitlessness that your career holds. For once I felt like I was fulfilling my calling in its
wholeness, by serving selflessly to other (small) people. It college I would feel less
guilty in missing a class here or there, or maybe not trying by absolute best on an
assignment. In a classroom, children are relying solely on you to provide them with a
quality education. There is no missing class; there is not prepping or creating lessons
just to sneak by. I felt like I wanted to go above and beyond for these kids and make
sure I was there every day guiding them through their educational experience.
From day one was a learning experience. I learned about self-confidence and
making yourself a people person no matter how uncomfortable or shy you feel about
a situation. I met my cooperating teaching with a more passive quiet demeanor but
learned fast that teaching and a school environment is a fast passed and demands a
98

level of high energy. In return there is an endless number of colleagues who are there
to help you, support you, and want to see you succeed. As for meeting the children it
is a roller coaster of emotion. They are apprehensive about this new adult in the
room, as well as excited about this new presence. As time went by I couldnt tell if
they liked me because I was constantly reviewing rules and procedures and
supporting them to go beyond expectation and fulfill their own highest potential. All
the way to the last week where students and I felt very sad that our time together was
winding to an end. They bonds I made with these students and the amount they
taught me, by being my first real long term experience in a classroom will follow me
forever throughout my teaching career. I also learned that making bonds with your
colleagues as well as parents is just as important. Everyone is batting for the same
team on when you work in a school and its making sure that every student is getting
what they need to be successful.
Student teaching was hard. And having your own classroom will be harder.
However, it is the most rewarding career I feel I would ever have the honor of doing in
my lifetime. One thing I learned during my student teaching is that I am the type of
person that needs ownership in something in order to do it with a high level of energy
and make it the best. This might be something I need to work on so that I can be the
best substitute when I do, or make sure every job I do, I do it well. However the things I
succeeded most in during my student teaching were the lessons I took complete
control and ownership over. This is why I cant wait to have a classroom where I can
make it completely my own. I took the subject writing and make it completely mine
during my time at Peterson Elementary. I created lessons, ways to manage their
writing, rubrics and different mini lessons. I never felt like I was teaching wrong or not
how my cooperating teaching wanted it done because she was on maternity leave
when they taught this writing unit last year. If I could re-do my student teaching I
would make more effort in making every lesson my own in one way or another, so
99

that that personal ownership could be used to my benefit in order to make every
lesson my best.
If I could give future student teachers advice, which although I knew was true
at the time, I would have done better was sleep, sleep, sleep. Teaching is exhausting
and balancing teaching and university requirements is equally exhausting. I felt like
my experience went by so fast and I was so tired that it was hard to go out of my way
for other teachers and in my own classroom. Get lots of rest so that you feel up to
those extra conversations or can ask your fellow team members what you can help
with.
Another thing I learned it that if you procrastinate you need to bite that habit it
the butt ASAP if you plan on being a teacher. The classroom and your responsibilities
stop for no one. Answer emails, make copies, grade papers immediately or whenever
you have a free moment. People rely on you for flawless communication and it is vital
that you live up to that expectation.
I made so many great memories at Peterson Elementary inside and outside the
classroom. The field trip to Glacier National Park for snowshoeing will always be in my
heart. Watching my students learn and have fun while doing it was priceless. This
showed me that my lessons and time in the classroom needs to be just as engaging
and interactive. I have also never felt so loved either, having student run up to you in
the grocery store just to hug you in an amazing feeling that you are making a positive
impact in their life.
Student teaching was the most concrete learning experience I have had during
my time at the University. I wish that they College of Education would allow more time
earlier on in your college career for being in the classroom. We learn best by
physically doing something and it was like all the puzzle pieces that were slightly out
of place fell perfectly in place. What I learned about teaching children, behavioral
100

management, lesson instruction all felt more applicable. Different curriculums and the
Common Core standards now feel less intimidating. There are a lot of different
aspects that go into teaching and I finally feel like I can handle them without the
looming feeling of uncertainty.
Overall I couldnt have asked for a better teaching and learning experience, I
hope my students learned at least half of what I learned from them and the staff at
Peterson Elementary. Every day I got to feel the joy that this is the career I chose and I
cannot wait to dive in to the world of education. Children will always need an
education and no matter where I go in the world I have the privilege of guiding them
through the life long journey of learning.
101
102
Mentor Observations and

Assessments
103

Assessments
104

Assessments
105

Assessments
106

Assessments
[PROFESSIONAL DEVELOPMENT PORTFOLIO] Students Work and Lessons
107
Memories at Peterson
Elementary School
Field Trip Snowing in Glacier National Park
108
Students at Work
109
Elementary School
Elementary School
Science Fair
110
Elementary School
Valentines Day
111
Elementary School
Goodbye!
112

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Jennifer Jurvas Professioal Development Portfolio (2) Final 2

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Spring

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Student Teaching Artifacts

Goals From C&I 200 or 300 Series

Best Piece of Academic Work and Reflective Essay

Professional Conference, In-service Attendance, or Policy Meeting Reaction Paper

Classroom Management Plan

Technology In a Lesson Plan

Assessed Samples of P-12 Student Work

Video Tape Critiques I and II

Midterm Reflection on Student Teaching

Final Reflective Essay on Teaching and Learning

Mentor Observations and Assessments

Memories at Peterson Elementary School

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Resume

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Original Essay on Admission

[PROFESSIONAL DEVELOPMENT PORTFOLIO]

Goals From C&I 200 or 300

Create a mental and documented resource of effective, positive classroom management

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Volunteer Experiences

[PROFESSIONAL DEVELOPMENT PORTFOLIO]

Best Piece of Academic

Best Piece of Academic Work Reflective Essay

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit

4th Grade | 3 Days

What influences the movement of people?

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit

How did horses increase the trade network?

What was the effect on their hunting ranges?

Specific Understandings (that build on the big ideas)

Students will know . . .

Students will be able to . . .

the Comanche people onto reservations.

Make a travois and explain how this

Compare two maps of the Comanche

Phase III {assessment}

Other Assessment Evidence

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit

the Shoshone tribe and the migration of the

Make a concept map surrounded around the

After making a concept map and researching

After conducting research on various plains

Create a T-chart graphic organizer that

Using pipe cleaners create a travois that fits a

Using the map analysis worksheet compare two

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit

Phase IV {lessons & calendar}

4th Grade |3 Days

[45 Minutes/ Day 1]

Guide the students in creating a map showing

Maps of the Comanche migration.

Blank map templates

[PROFESSIONAL DEVELOPMENT PORTFOLIO] Comanche Unit

The Influence of the Horse

Concept map graphic organizer

Have books and printout outs on plains horses

Books and printouts on various plains horses.

Blank horse template.

Talk about what a travois is and how it helped

Small plastic horses (to share)

Pipe cleaners-tiny branches, yarn

Increased the trade network.

Horses became one of the biggest