Section Three

Section Three:
Teacher Candidate Artifacts

Introduction
This section will examine the various components that comprise the learning experience
within the classroom. This includes the planning and instruction of the informational material
itself; and the assessment and engagement of the students. All of the best theoretical research of
the last several years suggests that the role of a teacher is that of a facilitator, assisting students to
help them unlock and build upon the knowledge they already possess. Each of the artifacts, that
I have chosen, for my portfolio demonstrate my commitment to active learning within the
classroom. Students within my classroom are encouraged to work with other students, of
varying abilities, to contribute to the learning process within the classroom. Collaborative
learning is very important because the students are able to learn from each other and they are
able to share their own thoughts and feelings with each other. Not only do students need to self
reflect throughout the learning process, but so do their teachers and educators. Another important
aspect that will be reflected in the artifacts that have been chosen, will be evaluation and
assessment. Students will be evaluated and assessed in many different ways, both informally
and formally. In conclusion, the following artifacts have been chosen to demonstrate my
commitment to education and active learning in the classroom.
Artifacts & Rationale

The first artifact that I have chosen to showcase in my portfolio is a learning segment on
Figurative Language. This was one of my favorite lessons that I have developed during my
education at Medaille College. The reason I have chosen this lesson is because it was one that
was out of my comfort zone for teaching. I excel more in Math and Science than I do in ELA.
This learning segment was very successful for all my students, as well as for myself. The reason
this lesson was so successful was because the students were able to take what they learned and
transfer those skills to writing several different kinds of poetry and creative stories. Students
were asked to apply and analyze what they learned in this lesson to what they were reading in
class. This reflects Bloom's Taxonomy were learning is broken down into different categories
through which students pass as they are learning and growing in the classroom (Gubernatis,
2011). The students enjoyed collaborating with each other to develop ideas and to help peer
review each other in poetry. In the end, the students created a bulletin board of their best work to
display to the school. They were very proud of their work. I wish I would have remembered to
take a photo of their finished work.
Figurative Language Lesson Plan

Carol Quinn
Medaille College
Student Teaching
Presented to Dr. Ahuna
April 1, 2015
I.
LESSON DATA:
A.
B.
C.
D.
E.
Candidates First & Last Name:

Subject/Content Area:
Grade Level (PK-12):
Unit Topic:
Lesson Topic:
Carol Quinn
Language Arts
Grade 5
Language and Meaning
Figurative Language
F.
G.
Duration of Lesson:
Materials:
1. Smart Board
2. Worksheet
3. Poems
4. Highlighter
60 minutes
II.
INSTRUCTIONAL PROCESS:
A.
Standards: NYS P-12 Common Core Standards, NYS Learning Standards

1. NYS P-12 Common Core Learning Standards for English Language Arts
Standards
Domain: Reading Standards for Literature
Grade: 5
Cluster Heading: Craft and Structure
Standard Number and Statement: Determine the meaning of words and phrases as they
are used in a text, including figurative language such as metaphors and similes.
B.
Central Focus:
Students will explore the different types of figurative language through a variety of text
to discover the deeper meaning of text through analysis. Students will use the
surrounding words, phrases, and sentences of text to gain an understanding of what the
figurative language means.
C.
Objective:
1. Students will be able to use context clues to determine the meaning of figurative
language phrases.
2. Students will be able to recognize the use and meaning of metaphor, and simile, in a
variety of text.
3. Students will be able to enhance their own written responses using figurative
language.
D.
Assessment Plan:
1. The teacher will formatively assess the students' ability to determine the meaning of
figurative language through classroom discussions and observations during the lesson.
The teacher will also formatively assess this objective through a review of the students'
worksheet and notebook.
2. The teacher will formatively assess the students' ability to recognize the use and
meaning of metaphors and similes in a text through discussions and observation during
the lesson. The teacher will also formatively assess this objective through a review of the
students' worksheets.
3. The teacher will formatively and summative assess the students understanding of
similes and metaphor by collecting the students' written responses at the end of class.
E.
Opening/Anticipatory Set:
1
The teacher gave a pre-assessment on figurative language to determine the students' prior
knowledge of the academic terms of similes, metaphors, and personification, as well as
how they are used in the written responses. This will help the teacher to assess their prior
knowledge of the definitions of the academic language and vocabulary that will be
presented in this video and in the learning segment on figurative language.
1. The teacher will then show a Brainpop video on similes and metaphors. After the video
the teacher will informally assess the students' knowledge by asking questions to assess
their knowledge of similes and metaphors.
Main Body/Procedure:
1
Teacher talk:"Today, we are going to talk about figurative language." The teacher begins
a PowerPoint presentation on figurative language. Teacher talk: "Figurative Language is
language enriched by word images and figures of speech." "Let's read the definition
together." The class recites the definition together.
1. The teacher goes to the next slide in the PowerPoint. Teacher talk: "Figurative Language
makes a story or poem more interesting, a writer often tries to use words to create a
picture in the reader's head. To demonstrate how effective figurative language can be,
the teacher reads a sentence without figurative language and then reads the same sentence
with figurative language. The teacher then asks the students to compare and contrast the
differences between the two sentences. The students are asked to analyze the differences.
2. Teacher talk: "A simile is when you say that something-a person, place, animal, or thing
is like something else. A simile always uses the word as or like. Let's look at some
examples of similes. The teacher calls on several different students to read and discuss
the examples. Teacher talk: "Class, take out your notebook. Now, try and come up with
an example of a simile of your own." The teacher circulates around the room to see if the
students are staying on task and to see if they have any questions.
3. The teacher shows a picture of a lake with the sun reflecting off the water and asks the
students create their own sentence. The teacher calls on several different students to
share their sentence. Then the teacher shows a sentence for the picture and asks the
students to analyze what the author is trying to convey. The teacher begins a whole group
discussion with the students'.
4. Teacher talk: "A metaphor makes an even stronger image in the readers mind. When you
use a metaphor, you are saying that a person, place, animal, or thing is something and not
just like it. Like a simile, a metaphor compares words in a sentence; however, instead of
saying that one thing is like something else, a metaphor actually makes one thing become
something very different by renaming it. A metaphor can sometimes use words like is,
are, or was to signal that a metaphor is present. However, a metaphor never uses the
words like or as to compare. Let's review some examples of metaphors.
5. Teacher talk: "You can see in these examples that the first underlined word is actually
renamed by the second underlined word. The bold words are used to show that the second
underlined word is something else." The classroom discusses these examples together.
6. The teacher goes to the next slide. The teacher reads the next example to the class. The
wind whispered through the trees." "Can wind really whisper?" "Turn and talk to your
elbow partner." Teacher talk: "What is the author trying to tell us about wind?" "Class,
turn and talk with your elbow partner?" The teacher calls on several students to share
their responses.
7. The teacher calls on a student to read a poem about metaphors to the class. The student
reads, "Time slides a gentle ocean waves upon waves washing the shore loving the shore"
by Silvia Hartmann. Teacher talk: "Does this poem clearly compare time with an ocean?
Why?" The teacher calls on a student to answer the question. Teacher talk: "How do you
feel when you read this poem? Now, turn and talk to your elbow partner." The teacher
circulates around the room to make sure that the students are staying on task.
8. The teacher reviews the academic vocabulary by asking the students to read the
definitions aloud together. The teacher shows several examples of sentences on the
Smart Board; and asks the students to underline the two words that are being compared,
and then write whether the sentence contains a metaphor or a simile and why?
Closure/Ending:
1
Teacher talk: "Class, you did an awesome job today. I am going to pass out a worksheet
on metaphors and similes. Let's open up your planner and write your homework down."
The teacher walks around the room to make sure that the students have written down
their homework.
1. Teacher talk: "You may begin working on it independently, or with a partner. Any work
that you don't finish during class will need to be done for homework. Tomorrow we will
continue working on figurative language. We will review metaphors and similes and then
continue on with personification."
2. At this point, the teacher will ensure that struggling readers and ELL students have a
clear understanding of how to do the homework. The teacher will check in with these
students at the end of the day to make sure that they understand the rest of the questions
on the worksheet, so that they will be successful in completing their homework.
3. The teacher is available at the end of the day from 2:00 pm until 2:30 pm if any students
require additional help. Students with IEP and any ELL learners will be pulled for
additional help throughout the day as needed.
III. Reflection
1. Culturally Responsive Teaching:
The classroom has classroom rules posted on the wall. The teacher will refer to the rules
as needed, so that students are reminded to treat each other with respect, listen to what
each person has to say, and promote participation and encourage them with verbal
prompts. The teacher will model this behavior, to ensure that students have a good role
model when participating in group work and classroom discussion.
In this lesson, students will be required to work cooperatively and respectfully with their
elbow partners and in whole group discussions. The teacher will be sure to pair students
regardless of culture, ethnicity, gender, etc. It will be expected that all students treat each
other with respect and as equals.
To make this lesson relevant to the students, the teacher will use figurative language that
they have used in the classroom, such as, 'I have a ton of Math homework!' The teacher
will also demonstrate how figurative language makes life more interesting by comparing
a boring statement with an enhanced statement using figurative language . The teacher
will then ask the students how each of them felt when they heard the statement. This will
create an emotional response for the students.
In this lesson, it is important for students to understand that by using figurative language
it can make everyday language more interesting. The use of metaphors and similes adds
to the reader's experience. Students need to understand that when they use figurative
language correctly, they can make unfamiliar people, objects, setting, or situations more
ratable. The teacher will achieve this by comparing and contrasting sentences that use
figurative language with those that do not use figurative language.
2. Accommodations:
The accommodations below will reflect the cultural diversity of learning differences in
the class. These differences include ESL students that are not proficient in English. This
will be done so that they are fully included in the lesson.
The teacher will ensure that the students with IEPs have a clear understanding of all the
questions and an adequate time to complete the worksheets. The teacher will be sure to
adhere to all the needs of the students with IEPs and for all ESL students. Some students
may have a reduced number of problems to do for the homework, if needed. They will be
allowed to work with a partner until the end of the class to complete their homework.
The teacher will check with these students at the end of the day to make sure that they
understand how to complete the homework.
Some students may continue to struggle with creating their own metaphors and similes.
With these students the teacher will pull them and work with them in a small group using
additional verbal and written examples.
Some students may need to have notes provided for them because they experience
difficulties in note taking.
Gifted students will be encouraged to find metaphors and similes in the book they are
reading, which is "Bridge to Terabithia." They will also be asked to write short stories
using metaphors and similes and then read them to the class.
3. Prerequisite Skills:
In order to be successful in this class, students should be able to identify unfamiliar words
and phrases.
In order to be successful in this class, students should be able to look for context clues
surrounding unfamiliar words and phrases.
In order to be successful in this class, students should be able to determine the meaning
of a word based on context clues.
In order to be successful in this class, students should be able to understand that phrases
can have figurative meanings.
4. Anticipated Misconceptions:
1
The teacher needs to make sure that students do not confuse metaphors and similes.
Metaphors are figures of speech in which an implied comparison is made between two
unlike things, but does not use like or as to make the comparison. Whereas, similes are
figures of speech in which a comparison is made between two unlike things using like"
or "as." Some students may not correctly identify the two things that are being compared
in the simile. The teacher will show those students how to draw arrows from the simile
to the thing that describes it. The teacher will show explicit examples to help those
students understand the differences between similes and metaphors.
1. Some students may struggle with coming up with examples of similes and metaphors on
their own. The teacher will provide definitions of similes and metaphors, as well as
several examples that they themselves have used when communicating with one another.
5. Academic Language:
In this English Language Arts lesson on figurative language, the class will build upon
students' Tier 3 domain specific academic language. The Tier 3 technical language
examples that will be discussed in this lesson are figurative language, metaphor, and
simile. The teacher will ensure that all students are proficient in using the new
vocabulary. The teacher will review the vocabulary verbally, and then have the students
write the new vocabulary in their notebooks. The teacher will talk about the new
vocabulary in classroom discussions. If the teacher has concerns that a student doesn't
understand the new vocabulary, the teacher will provide additional worksheets for the
students to review and practice so that they may grow more proficient. The teacher can
provide typed notes if a student has been absent or if a student has difficulty writing their
own notes.
References
www.brainpop.com
Name: _______________________________ Preassessment Figurative Language

Write your own definition for each vocabulary word and give me two examples of each
vocabulary word. Please do not use the poem from below for you examples for this part.
1. personification: _______________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. simile: ______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. metaphor: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The Eagle by Alfred, Lord Tennyson
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ring'd with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Can you find any examples of metaphor, simile, or personification? Write them on the
lines below and what they mean to you.
1. ____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. ____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Lesson 1
Metaphors are imaginative ways to describe something by comparing that thing to
something else.
For example, if I wanted to say that Dan is tall, I could say that Dan is a giant.
Use a metaphor to describe somebody who is:
tall: John is a tower. (tall is replaced with tower or giant)
kind: She is an angel. (kind is replaced with angel)
fast: __________________________________________________________
slow:__________________________________________________________
smart:_________________________________________________________
fat:____________________________________________________________
sneaky:________________________________________________________
angry:__________________________________________________________
beautiful:_______________________________________________________
ugly:__________________________________________________________
stubborn:______________________________________________________
short:_________________________________________________________
thin:___________________________________________________________
silly:___________________________________________________________
easily:__________________________________________________________
Name: ______________________________
Date: ____________ Lesson 1
Similes: A simile is a comparison of two unlike people or things using the words like or as.
Similes often contain exaggeration.
Examples: John is as strong as a bull. Mary is like a human calculator.
In the first sentence, John's strength is compared to an ox.
In the second sentence, Mary must have great math skills because she's being compared to a
calculator.
Write six similes about six different people you know. Be sure all of your similes are kind and
positive.
1. _______________________ is as ________________________ as a
________________________.
2. _______________________ is as ________________________ as a
________________________.
3. ____________________________ is like
______________________________.
4. ____________________________ is like
______________________________.
5._________________________________________________________
__________________________________________________________
__________________________________________________________
6.
__________________________________________________________
__________________________________________________________
Name: _____________________________ Date: ____________ Lesson 2
Personification: is a figure of speech in which human qualities are attributed to animals,

inanimate objects, or ideas.
The sun danced in the morning light. Meaning: the morning light was bright
1. The wind sang her mournful song through the falling leaves.
______________________________________________________________
2. The microwave timer told me it was time to eat my TV dinner.
______________________________________________________________
3. The glasses danced on the shelves during the earthquake.
______________________________________________________________
4. The rain kissed my cheeks as it fell from the sky.
______________________________________________________________
5. The sunflowers nodded their yellow heads at the walkers.
______________________________________________________________
6. The snow whispered as it fell to the ground during the early morning hours.
______________________________________________________________
Personify the following sentences. Change the words in parentheses to words that would
describe a human's actions.
1. The puppy (barked) ______________________ when I left for school.
2. The leaf (fell) __________________________ from the tree.
3. The CD player (made a noise) ________________________.
4. The arrow (moves) __________________________ across the screen.
5. The net (moves) ______________________ when the basketball goes through.
Write 3 of your own sentences that demonstrate personification.
______________________________________________________________
______________________________________________________________
______________________________________________________________
Name: _____________________________
Personification Activity/ Lesson 2
Use the lists below to write a poem about nature. Choose a word from List A (or a different
word that names something in nature. Then, choose a word from List B (or another word that
names a human action). Write it next to column A.
List A: sun, moon, stars, sky, sea, stone, night, mountain, dawn, morning, flower, soil
List B: dances, cries, sings, teachers, listens, leaps, remember, whispers, dreams, takes, runs
Practice writing your own sentences on the lines below.
1. Example: The night whispered goodnight to the earth.
2. Example: The flower sings to the bees in the morning light.
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
Now, I want you to pick one subject from list A and words to describe it from list B. You can
expand list B to add additional human attributes and you may change the ending to fit your
sentence. You can add additional nouns from nature to add to List A. Be creative.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ___________________________________ Date: __________ Lesson 3

Figurative Language: language enriched by word images and figures of speech
1. Metaphor: A figure of speech in which an implied comparison is made between

two unlike things, but does NOT use like or as to make the comparison.
Example: Her hair is silk. Hair and silk are being compared.
Hes a tiger. Life is a rollercoaster.
Your example: _______________________________________________
2. Simile: A figure of speech in which a comparison is made between two unlike
things using the words like or as.
Example: His feet are as big as boats. Feet and boats are being compared.
Shes as sly as a fox. He is quick like a lightning bolt.
Your example:
___________________________________________________________
Personification: Figure of speech in which human qualities are attributed to
animals, inanimate objects, or ideas.
Example: The ancient car groaned into first gear. The verb, groaned, is a human
action. A car is a non-living thing.
The house stared at me with looming eyes. The verb, stared, is a human action. A
house is a non-living object. Therefore, we have a good example of
personification.
Your example: _______________________________________________
Name: __________________________ Date: _____________ Lesson 3

Free Verse: For this poem you will want to choose a topic that is important to
you. Use good WORD CHOICE to add details and take out unnecessary word.
Does not have to rhyme

Does not have to have a specific rhythm
Has no specific length
Makes use of figurative speech
Your free verse poem

must be at least seven (7) lines and use two (2) kinds of figurative language
have a title for your poem and it must be centered in the middle
illustrated with ideas from your poem
name and date
Metaphor suggests a similarity between two things
The wind rushed through trees.
Simile highlights the comparison between two things using like, as,
resembles, etc.
The stars in the night sky were like sparkling diamonds.
Personification giving human characteristics to things which are

clearly not human
The lighting shouted in the sky!
Onomatopoeia using words that sound like what they mean
The rain pitter pattered on the sidewalk.
Alliteration repeating words with the same beginning sound
The wind wiped wildly around my world.
Graphic organizer for Free Verse Poem
1. Topic: ______________________________________ (Anything in nature!)
2. Brainstorm ideas for your topic. List anything that comes to mind about your
topic. It might help to use your five senses to help you come up with ideas:
hearing, seeing, tasting, touching, and feeling. Try not to over think this part. Just
let your imagination run wild.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Now, take your best ideas and pull them together for your
poem._____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Name: ___________________________ Date: _____________ Lesson 3:Review

Identify the following sentences as similes, metaphors, or personification.
1. He is like a monster when he plays sports. _______________________________

2. He is a monster when he plays sports. ___________________________________
3. Paying bills is like having your teeth pulled. ______________________________
4. The moon was a silver ship sailing through the sea. _________________________
5. She swims like a fish. ____________________________
6. The water opened its arms and invited them in. _________________________
7. My brother is a clown. ________________________
8. The rain kissed my face as it fell. _______________________
9. The strawberries were yelling, "Eat me first!" ________________________
10. He is a rabbit lost in the wood. _______________________
11. Her glasses look like small bottle caps. ____________________
12. His eyes are shining stars in the middle of the night. _____________________
13. The car engine coughed and cried when it started during the cold winter morning.
_________________________
14. Math is a blessing from God. ___________________________
15. The cookies begged to be eaten. __________________________
Name: _______________________________ Date: ________________ Challenge Worksheet
Write an "I Am Poem" This is a graphic organizer. You will then type a good copy and
decorate it with pictures are symbolic of your poem.
I am (two special characteristics) _______________ ________________
I wonder (something you are actually curious about)
___________________________________________________________
I hear (an imaginary sound)

___________________________________________________________
I see (an imaginary sight)
___________________________________________________________
I want (an actual desire)

____________________________________________________________
I am (the first line of the poem restated)
____________________________________________________________
I pretend (something you pretend to do)
____________________________________________________________
I feel (a feeling about something imaginary)
____________________________________________________________
I touch (an imaginary touch)
____________________________________________________________
I worry (something that really bothers you)
___________________________________________________________
I cry (something that makes you very sad)
___________________________________________________________
I am (the first line of the poem repeated)
___________________________________________________________
I understand (something you know is true)
____________________________________________________________
I say (something you believe in)
____________________________________________________________
I dream (something you actually dream about)
____________________________________________________________
I try (something you make an effort to do)
____________________________________________________________
I hope (something you actually hope for)
____________________________________________________________
I am (the first line of the poem repeated)
____________________________________________________________
Example of "I Am Poem"

I am sharp and focused
I wonder what the camera really sees
I hear the buzzing bee
I see flowers in early morning light
I want to stop time in a box
I pretend to be a statue
I feel the shakes inside
I touch the shutter button
I worry about the blurry result
I cry that the moment has forever passed
I understand moments in time
I say let's freeze them forever
I dream of watercolor effects coming to life
I try to see all the soft muted edges
I hope it happens someday
The next lesson that I have placed in my portfolio project is a Mathematics Lesson Plan Metric Units of Capacity. This lesson plan was part of a larger unit on the Metric system and
Customary measurement. When developing this lesson I worked really hard to find ways to
engage the students in this learning process. I found movies and songs that help develop
students conceptual knowledge of measurement. When students were working on their
conversions of the metric system I would encourage students to work on white boards,
Smartboard, or on the big board's around the classroom. One of the best practices that I used was
placing the students into collaborative groups of mixed abilities to measure classroom objects.
They measured their desks, books, and tables surrounding the classroom. The students found
measuring objects in the classroom highly engaging. The students were also asked to measure
their bedrooms using either customary or the metric system. Then, I extended the assignment for
them to figure out the area and perimeter of their bedroom. This is not written on the lesson
plans but it was something I had the students do for a homework assignment to extend the lesson
so that it became for relevant to their lives. Overall, this was the most successful experience I
have had teaching measurement.
Mathematics Lesson Plan-Metric Units of Capacity

Carol Quinn
Medaille College
EDU: 577
Presented to Dr. Ahuna
April 28, 2015
I.
LESSON DATA:
A.
B.
C.
D.
E.
F.
G.

Unit Topic:
Lesson Topic:
Duration of Lesson:
Materials:
1.
2.
3.
4.
Carol Quinn
Mathematics
Grade 5
Measurement
Convert Metric Units of Capacity
50 minutes
Smart Board
Notebooks
Textbook
Planners
II.
A.

1. NYS P-12 Common Core Learning Standards for Mathematics
Domain: Measurement and Data
Grade: 5
Cluster Heading: Convert like measurement units within a given measurement system.
Standard Number and Statement: Convert among different-sized standard
measurement units within a given measurement system and use these conversions in
solving multi-step, real world problems.
B.
Central Focus:
Students will learn how to convert between milliliter and liter units of capacity. Students
should be able to explain why it is important to be able to convert metric units of
capacity.
C.
Objectives:
1. Students will be able to convert measurements of capacity within the metric system
between milliliter and liter.
2. Students will be able to convert a larger metric unit of capacity to a smaller metric
unit, multiply by a power of 10.
3. Students will be able to convert smaller metric unit of capacity to a larger metric unit,
divide by a power of 10.
D.
Assessment Plan:
1. The teacher will formatively assess the students' abilities to convert measurements of
capacity between milliliter and liter, through discussions and observation during the
lesson. The teacher will also formatively assess this objective through a review of the
students' worksheet, notebook, and homework.
2. The teacher will formatively assess the students' abilities to covert a larger metric unit
of capacity to a smaller metric unit through discussions and observation during the
3. The teacher will formatively assess the students' abilities to convert smaller metric
unit of capacity to a larger metric unit through discussions and observation during the
E.
1. Teacher talk: "Today, we are going to convert measurement of capacity within the
metric system between milliliter and liter. I am going to show you examples of a
milliliter and a liter." The teacher shows the students an example of a labeled liter
container and an eye dropper.
2. Teacher talk: "Does anyone know how many milliliters there are in a liter?" A student
responds by saying 1,000. The teacher explains that there are units of capacity called
centiliters and kiloliters, but the most common units are liters and milliliters. "What
do you notice about the labels on the bottles that can hold less than 1 L?" A student
responds by saying that the capacity is expressed in milliliters.
3. Then the teacher shows the students a bottle that contains more than 1 liter. Teacher
talk: "How are amounts that are greater than one liter written?" The class discusses
the topic and then the teacher explains that as a decimal showing liters and parts of a
liter.
F.
1. Teacher talk: "Let's write the key concepts of the metric units of capacity in our
notebooks. 1. One milliliter: amount of liquid in an eyedropper; 2. One liter: a
medium-sized sports drink or water bottle; 3. Capacity: The amount a container can
hold; 4. Volume: The amount of space inside a three-dimensional figure." The teacher
asks the students to read the key terms and then to write in the terms in their
notebook.
2. The teacher reminds students of the saying, "King (Kilo - 1,000); Henry (Hecto 100) Doesn't (Deka-10) Usually (Units-Liters), Drink (Deci - 0.1), Chocolate (Centi
-0.01), Milk (Milli - 0.001). Now, let's write this in our notebooks. Although, in this
lesson we will focus on converting back and forth between milliliters and liters." The
teacher walks around the classroom to make sure that the students are writing the
notes correctly in their notebooks.
3. The teacher writes a problem on the SmartBoard, "6 L = ______ mL" and tells the
students that when we are going from a larger unit to a smaller unit we divide and that
we need to remember KHDUDCM. The teacher counts from U in Usually to the M in
Milk to the left three times. Therefore, the answer to the question is 6, 000 mL.
4. The teacher walk the students through several more problems such as, "4 L = ______
mL; 7,000 mL = _______L; 42 mL = ______L." Each time the teacher will walk the
students through using KHDUDCM from step 2 to ensure that they understand and
remember how to do the problem in the future.
5. The teacher will then have the students work on the problem on page 879 [6-18
(evens), 19-23.] As the teacher walks around the room the teacher will check to make
sure that students correctly add or remove zeros when multiplying and dividing by a
power of 10. The teacher will also see if any students are in need of assistance and
that they are staying on task.
6. Then, the teacher will call students up to the SmartBoard to show how they solved the
problem. The teacher will use sticks to call on students to make sure that it is fair and
unbiased.
7. Then the teacher will have students go up to the whiteboards and do a problem with a
partner. The teacher will walk around the room to see if any students need any help
and to ensure that the students have the problems correctly.
G.
Closure/Ending:
1. The teacher will assign homework after successful completion of the lesson.
2. Teacher talk: "Students let's get out your planners and write down your homework.
Pages 881 and 882 (1-12). Make sure that you show all work on loose-leaf." The
teacher walks around the room to make sure that the students have their homework
written correctly in their planner.
3. Teacher talk: "If anyone is confused on the homework can you come during
homeroom and I can help you with your homework."
III. Reflection
The classroom has classroom rules posted on the wall. The teacher will refer to the rules as
needed, so that students are reminded to treat each other with respect, listen to what each person
has to say, and promote participation and encourage them with verbal prompts. The teacher will
model this behavior, to ensure that students have a good role model when participating in group
work and classroom discussion.
In this lesson, students will be required to work cooperatively and respectfully with elbow
partners. The teacher will be sure to pair students regardless of culture, ethnicity, gender, etc.
The teacher will use popsicle sticks to ensure that students are picked fairly. It will be expected
that all students treat each other with respect and as equals when they are working on the board.
Students are expected to look their partner in the eye when the other one is speaking.
2. Accommodations:
The accommodations below will reflect the cultural diversity of learning differences in the class.
There are no students that are ESL students in this classroom. The teacher will ensure that the
student with an IEP will have a clear understanding of all questions and have adequate time to
complete his or her worksheet. The teacher will be sure to adhere to the needs of all students.
If there is time available students will be allowed to begin their homework. They will be allowed
to work with a partner until the end of the class to complete their homework. This lesson is being
taught at the end of the day and there might not be enough time to finish the lesson. If this
happens no homework will be given until the next day to ensure that the students will be
successful on their worksheet. If this happens the teacher will review the previous material and
then give them time to complete their worksheet.
Gifted students will be given a worksheet that will challenge them. They are also encouraged to
work on the IXL website or the math textbook website3 for additional activities on the work that
has been covered in class.
1. In order to be successful in this lesson, students need to be able to multiply greater numbers
to be successful in the lesson.
2. In order to be successful in this lesson, students need to be able to divide greater numbers to
be successful in the lesson.
1. Students may confuse when to multiply or divide when converting measurements of capacity
within the metric system. To help students remember whether they should multiply or divide
the teacher will remind the students to think about whether they are going from larger unit to
smaller units that they should multiply, and if they are going from smaller units to larger units
they should divide.
2. Students may not remember which direction to move the decimal in the problem, when
converting measurement of capacity within the metric system. To help students remember
which direction to move the decimal, the teacher will encourage students to put an arrow
pointing in the correct direction to remind them which direction to move the decimal point.
In this lesson, we will be building upon the students Tier 3 technical language. The teacher will
ensure that all students are proficient in using the new vocabulary. The teacher will review the
vocabulary verbally and have the students write their new vocabulary in their notebooks. The
vocabulary words that the teacher will review are: liter, milliliter, capacity, and volume. The
teacher will discuss the new vocabulary in classroom discussions. If the teacher has concerns
that a student does not understand the new vocabulary, the teacher will provide additional
worksheets for the students to review and practice, so that they may grow more proficient.
References
APPENDIX A
Carter, J.A., Cuevas, G.J., Day, R., & Malloy, C. (2013). McGraw-Hill My Math: Grade 5 *
Volume 2.
The third lesson that was chosen for my portfolio project was the unit on the Amazon Rainforest.
This lesson was designed around a Webquest adventure for learning about the endanger animals. It was
very difficult for me to develop this Webquest because I am a digital immigrant and not a digital native. I
had many wonderful ideas but trying to transpose them into a working Webquest was another thing
entirely. I enlisted the help of my son who is a digital native. I would say that I learned more than my
students for this lesson.
The Webquest featured four different endangered animals and was designed to create an
awareness in students to become more aware of human and environment interaction found in nature. It
was designed to help students understand the negative impact our actions can have on the various species
in our world. The students were asked to go on an mission to identify and explain the needs of one
endangered species found in the Amazon Rainforest. The students were asked to plan and organize their
information onto the worksheets that were given. They were then asked to do research on their species
and to write a one page report about their findings. Within this project students were asked to monitor
their own work and to self-reflect about their progress along the way (Flavell, 1976). Finally, they were
asked to give a oral report to the class about their findings. Students were assessment informal as the
students worked in the computer lab doing their research. There final written report and worksheets were
formally assessed as well as their oral report. This project developed a sense of ownership within the
students. They took pride in their work and wanted to do well. In conclusion, this research project was
highly engaging and capture the students interest throughout the learning process.
Webquest Lesson Plan Amazon Rainforest

Carol Quinn
Medaille College
EDU 530: The Arts, ELA, and Social Studies Methods
Professor Matthew Rydelek
July 27, 2014
LESSON DATA:
A
B
C
D
E
F
G
Teacher Candidates First & Last Name: Carol Quinn

Subject/Content Area: Social Studies
Grade Level (PK-12): Fifth grade
Unit Topic: Geography, Humans, and the Environment (GEO)
Lesson Topic: How humans impact animals in the Rainforest
Duration of Lesson: 45 minutes
Materials, including technology integration:
notebook
pencils
thumb drive
clipboard
computer lab
highlighters
color pencils
II INSTRUCTIONAL PROCESS:
A. Standards
Reading: Informational Text (RI.5.3) Explain the relationships or interactions between
two or move individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text.
Reading: Informational Text (RI.5.4) Determine the meaning of general academic and
domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Reading: Information Text (RI.5.5) Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
Reading: Informational Text (RI.5.10): By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently.
Writing (W.5.1a) Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the writers
purpose.
Writing (W.5.1b) Provide logically ordered reasons that are supported by facts and
details.
Writing (W.5.2) Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Writing (W.5.2a) Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting, illustrations, and multimedia
when useful to aiding comprehension.
Writing (W.5.2d): Use precise language and domain-specific vocabulary to inform about
or explain the topic.
Writing (W.5.6): With some guidance and support from adults, use technology, including
the Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.
Writing (W.5.7): Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Writing (W.5.9): Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Speaking and Listening (SL.5.2): Summarize a written text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
Speaking and Listening (SL.5.4): Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Social Studies 5.1b Human populations that settled along rivers, in rainforests, along
oceans, in deserts, on plains, in mountains, and in cold climates adapted to and made use
of the resources and environment around them in developing distinct ways of life.
Social Studies 5.2c Complex societies and civilizations adapted to and modified their
environment to meet the needs of the people, examining the clothing, farming, shelter,
and transportation systems for each.
Social Studies 5.3c The transatlantic trade of goods, movement of people, and disease
between Europe, the Americas, and Africa. Students will map the movement of people,
plants, animals, and disease between Europe, the Americas, and Africa.
Social Studies 5.6d Multi-national organizations and non-governmental organizations in
the Western Hemisphere seek to encourage cooperation between nations, protect human
rights, support economic development and provide assistance in challenging situations.
B. Central Focus: The central focus of this lesson is to demonstrate

human/environment interaction and the negative impacts our actions can have on the
various species living on the earth we share. Students will gain an understanding of the
location and habitat needs of an endangered species in the Rainforest and how individual
human choices, including their own, affect species survival.
C. Objectives:
At the end of this lesson, students will be able to:
1. Identify and explain the habitat needs of one endangered species found in the Amazon
Rainforest and record it on their worksheet.
2. Understand the cause and effect of human actions on species that live in the Rain
Forest by navigating internet websites and recording their findings on a worksheet.
3. Organize and group relevant information about human impacts on a species in a
structured report brief.
4. Present logical ordered reasons why habitat is being affected by human actions and
how to mitigate this by completing internet research and recording their findings on a
worksheet and in their one page report brief.
5. Identify that human populations have modified their environment to suit their needs by
doing internet research and recording their findings on a worksheet.
6. Provide an oral presentation using appropriate facts and relevant, descriptive details to
support the threats to their chosen species while speaking clearly at an understandable
pace.
D. Assessment Plan: The teacher will formatively assess the students ability to research
a given species and human actions that affect the survival of the species through
observation and questioning strategies. The teacher will circulate the room and observe
the students working on the internet. The teacher will answer questions and provide
prompts as needed. The teachers will formatively asses the students through the
completion of the worksheet and the graphic organizer while they compile their data.
The teacher will summatively assess the student through grading a final report made
to the United Nations about the endangered species and human threats to the species.
E. Opening/Anticipatory Set:
1. The class will enter the room to the loud sounds of the rainforest and drumming.
F. Main Body/Procedure:
1. The teacher will introduce or review the concept of a Webquest presentation and ask
for the students to focus on their computer screens for the lesson.
Teacher: Today we start an exciting new chapter on Endangered Species and human
impact. We will be using the internet to learn and complete our assignments for this
lesson. This is an assignment that you will work on individually but you are free to ask
your neighbor questions you come across while completing your work. Because there are
some excellent sound clips involved in the Webquest we will be using individual head
phones.
2. The teacher will use strategic seating and seat students with weaker internet and
keyboarding skills beside students with stronger skills. The teacher will circulate the
room to hand out the clipboards and worksheets and further identify students that may be
experiencing technology difficulties getting started.
3. The teacher will model starting the Webquest and click on the first indicated boxes to
ensure students understand that their screens are interactive.
4. The students will begin the Webquest and navigate among the slides.
Student Ms. Quinn, can we look at the websites for more than one of the choices?
5. The teacher will encourage the students to look at several of the links and attached
pages to gain an idea of which species interests them most.
6. Students will look through the pages and determine which animal most interests them
and begin researching the worksheet requirements.
7. The teacher will provide support to students and answer questions as well as provide
prompts to information gathering by circulating the room and checking that students are
on task.
Teacher: I can see that most of you have chosen a species and recorded it at the top of
your page. Some of you even have some facts down about their habitat. Is there anyone
who has not chosen a species yet? The teacher will provide one to one assistance to any
students still undecided in order to keep speed with the lesson. Students with IEPs will be
allowed extra time with the Resource Teacher as per their accommodations.
8. Students will complete their worksheets and gather the information required.
Student: Mrs. Quinn, I am having trouble finding five ways that we can save the
Rainforest. I can only find four. The teacher will encourage class discussion for this
question and ask the class for possibilities. The teacher will call on six students to provide
one of the answers they suggested. The teacher will check for understanding by doing
this.
9. The teacher will allow time to complete the required components for the worksheet and
then ask for thumbs up from the class to indicate they are finished the worksheet.
10. The teacher will review the report brief that the students will now complete to
summarize their information. Teacher: You all have completed worksheets and are ready
to devise your report brief. Remember that the United Nations is a very busy place and
you want your report noticed. You want your report to be clear, concise and colorful so
that it stands out. You can create it in any fashion that you want and include the
information and facts that you found most important. Using a picture is always helpful
but would you want it to take up the entire page? Johnny, how big do you think the
picture should be? Student: Maybe the size of a pokemon card?
Teacher: Good suggestion. Class, this is just a suggestion, you can make it bigger or
smaller but you need to save room for other important information.
11. The teacher will check for understanding by asking the class what information they
should include. The teacher will provide a suggestion of listing at least two factors that
are important to habitat and then focusing the human impact part of the report. This will
allow students to reflect on ways that they could make choices in their own lives that
could help endangered species.
12. The teacher will ask the students to be prepared to present their report brief to the
class the following day and their written work as well as their oral presentations will be
graded.
G. Closure/Ending:
The teacher will ask the students to think- pair-share with the peer beside them about two
interesting things they learned in the lesson. The teacher will provide 2 minutes to do this
and then model the expectation. Teacher: One interesting fact I found out was that trees
are being replaced with grazing animals because humans are eating more meat. If I
choose not to eat meat at least one day a week, this might save some trees. The teacher
will then call on each group to provide one interesting fact to close the lesson.
III. REFLECTION PROCESS:
1. Culturally Responsive Teaching: This lesson respects the cultures and various groups in
the class by encouraging individual choice on which species to research. This lesson
also demonstrates the importance of considering how our actions affect the lives of
others. Focusing on species in different locations around the world helps students to
understand that cultures in different locations interact and rely on local species for their
own survival. This lesson respect the economic status of all students in the class by
providing computer equipment and internet access to complete the entire assignment
and no internet portion is required for homework outside of class.
2. Accommodations: This lesson will accommodate students with visual impairments by
using larger font on the internet and teacher assistants to navigate the internet. As per
IEP requirements, the teacher will provide additional time to students needing it. This
lesson allows peer buddies to assist with work expectations. Strategic seating will be
used to place students with lower level internet ability beside students that are highly
proficient.
3. Prerequisite Skills: The students will have the following skills:
a. knowledge of keyboard functions and internet navigation.
b. knowledge of the location of South America and the Amazon Rainforest.
4. Anticipated Misconceptions: Students may have misconceptions that their actions do not
affect the other species on the planet.
5. Academic Language: Academic language used in the lesson will relate to geographic
themes such as location and interaction. Other terms include endangered, species,
human impact, and habitat.
The fourth item that I have chosen for my portfolio project was a lesson that I developed
to help students explore multiplication by using an area model to make multiplication easier to
understand conceptually. This lesson has been developed to show students how they can use the
Distributive Property to make multiplication easier. It shows students how to decompose

numbers using addition and then use the smaller decomposed numbers to multiply the numbers.
Students were assessed informally as they were picked to do a problem on the Smartboard. They
also worked in collaborative groups to develop their understanding of multiplication and the
Distributive Property. The Constructivist approach suggests that placing students in
collaborative groups of mixed abilities is important because they contribute to the learning
process (Gubernatis, 2011). Overall, this lesson was effective and fun for the students because
they enjoyed breaking larger numbers into smaller numbers and then multiplying those numbers.
Mathematics Lesson Plan-The Distributive Property

Carol Quinn
Medaille College
EDU 502: Education Methods of Teaching: Science, Math, and Technology
Presented to Dr. Susan Dunkle
October 12, 2014
I.
LESSON DATA:
A.
B.
C.
D.
E.
F.
G.

Unit Topic:
Lesson Topic:
Duration of Lesson:
Materials:
1. Smart Board
2. Notebooks
3. Grid paper
4. Colored pencils
II.
A.
Carol Quinn
Mathematics
Grade 5
Number and Operation in Base Ten
Partial Products and the Distributive Property
40 minutes
1. NYS P-12 Common Core Learning Standards for Mathematics

Domain: Number & Operations in Base Ten
Grade: 5
Cluster Heading: Perform operations with mult-digit whole numbers and with decimals
to hundredths.
Standard Number and Statement: 6. Find whole-number quotients of whole numbers
with up to four-digit dividends and two-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equation, rectangular arrays,
and/or area models.
B.
Central Focus:
Students will explore multiplication by using an area model to make multiplication easier.
Students will find the product of two whole numbers mentally by using the Distributive
Property. Students will learn that the Distributive Property combines the operations of
multiplication and addition.
C.
Objectives:
4. Students will be able to find the product of two whole numbers mentally by using the
Distributive Property.
5. Students will be able to multiply a one-digit number and a two digit number by using
an area model.
6. Students will be able to define and discuss the following vocabulary terms:
PROPERTY: is a rule in mathematics that can be applied to all numbers.
DISTRIBUTIVE PROPERTY: allows you to multiply a sum by a number.
AREA MODEL: breaks apart the two-digit number to make the multiplication easier.
Are your assuming that they know partial product?

D.
Assessment Plan:
4. The teacher will formatively assess the students abilities to find the product of two
whole numbers mentally by using the Distributive Property through discussions and
observation during the lesson. The teacher will also formatively assess this objective
through a review of the students worksheets and notebook.
5. The teacher will formatively assess the students abilities to multiply a one-digit
number and a two digit number by using an area model through discussions and
observation during the lesson. The teacher will also formatively assess this objective
through a review of the students worksheets.
6. The teacher will formatively assess the students understanding of the terms property,
distributive property, and area model through discussion and questioning during the
lesson. The teacher will also formatively assess this objective review of the students
worksheets.
E.
1. Teacher talk: Class, lets take out our math notebook, a pencil, and colored pencils
for math class. The teacher is walking around to see if the students have the needed
material for class.
2. Teacher talk: Does anyone know what a property is? Several students raise their
hands. Yes, Sue, what is a property? Sue says that it is a rule in math. Teacher talk:
Yes, Sue, it is a rule in mathematics that can be applied to all numbers. Has
anyone ever heard of the Distributive Property? Again, several students raise their
hands. One of the students said that it is when you give things out evenly to people.
Teacher talk: Very close. The Distributive Property allows you to multiply a sum by
a number. When we use the distributive property, we are multiplying each term inside
the parentheses with the term outside of the parentheses. Can we write this definition
in our notebooks? Be sure to underline the vocabulary word. Teacher talk: Who
remembers what the product is? Student talk: When two or more numbers are
multiplied together. Teacher talk: Excellent, who remembers what the sum is?
Student talk: It is the result of adding two or more numbers. Teacher talk:
Absolutely.
3. Teacher talk: Lets review the definition for an area model? Teacher writes the
definition of an area model on the board and has the kids write it in their notebooks.
An area model is a model for math problems where the length and width are
configured using multiplication, percentage, or fractions to figure out the size of an
area. A Teacher talk: Who remembers how to draw an area model? The students
seem unsure so the teacher demonstrates how to draw an area model. After the
teacher demonstrates how to draw an area model, the students remember how to do it.
4. Teacher talk: Today, we are going to make area models to solve multiplication
problems. Who is excited to make an area model?
1. Teacher talk: What do we need to do to solve the problem 7 X 56? The students
respond by saying that we need to make an area model. The teacher responds,
correct. The teacher writes 7 X 56 on the board.
2. Teacher talk: Lets draw an area model to help us solve this problem. The teacher
draws a model of this problem on the board. The students look at the model. The
teacher tells the students to multiply the tens and multiply the one to find the partial
products using the area model.
3. Teacher talk: What is 7 X 50? A student answers 42. The teacher instructs the
students that they need to add the partial products. 7 X 50 equals 350 and 7 X 6
equals 42. The teacher asks, What is 350 + 42? A student responds, 392. The
teacher tells the students to follow the same pattern of steps in the last example. The
teacher demonstrates how to divide the area model into the two parts.
4. Teacher talk: How do area models show partial products? Take a moment and think
about it. Then turn to your elbow partner and discuss it with them. The students take
a moment to think about their answer. Then the teacher asks the students to discuss it
with their elbow partner. The teacher facilitates a discussion of the question.
5. Teacher talk: Draw an area model of 4 X 17. The teacher draws two rectangles the
same size on the board. Teacher talk: Now, draw two boxes just like I did on the
right side of your notebook. The teacher walks around to ensure that the students
have understood and have drawn the boxes correctly. The teacher writes
4 X 17 = (4 X 10) + (4 X 7) on the board. Teacher talk: Now write 4 X 17 = (4 X 10)
+ (4 X 7) on the left side of your notebook just like I did on the board. The teacher
walks around the room to ensure that the students understand what to do. Teacher
talk: Write 4 X 10 in the box to the left and write 4 X 7 in the box to the left. Now,
write a 4 in front of the first box and write a 10 above the first box. Then write a 7
above the second box. The teacher circulates around the room watching to see if the
students understand the directions. Teacher talk: What section of the area model
represents 4 X 10? The students respond by saying the left side. Teacher talk:
Students please take an orange crayon or colored pencil and shade the section on the
left side of the area model. The teacher walks around to ensure that they students are
staying on task and understand the directions. Teacher talk: Students what section of
the area model represents 4 X 7? The students respond by saying the right side.
Teacher talk: Excellent, now take your green crayon or colored pencil and shade the
section on the right side of the model green. Again, the teacher circulates around the
room.
6. The teacher guides the students through several exercises to help them see how using
partial products makes multiplying two-digit numbers easier.
7. Teacher talk: Now, I want you to practice on your own. I want you to multiply
using the area model. Label teach model. I will give you a worksheet with four
problems on it. If you have any problems, please raise your hand and I will be happy
to assist you. The teacher walks around the room, as the students work, the teacher is
making observations and giving suggestions if necessary. The teacher checks for
understanding with all ELL or IEP students, reviewing the steps needed for
multiplying partial products using the area model. The teacher will provide additional
examples for any student that needs additional help. For the gifted students that are
done ahead of time, the teacher will give a challenge worksheet for the students to
work on while waiting for the class to finish. If some students seem to be struggling,
the student will provide blank area models that they can use to help them solve these
additional problems. As the students complete the worksheet, the teacher will
continue to monitor their progress, providing guidance and intervention as needed.
8. The teacher will pick a pair of students to go up to the board to do a problem together.
One student will write the equation and the other student will draw the area model.
The teacher places the students in pairs regardless of culture, ethnicity, gender, etc. It
is expected that students will treat each other equally and will respect each other. The
teacher will also be culturally responsive if there are students who may be
uncomfortable going up to the board. The teacher will take care to place ELL
students with partners who have a strong command of the English language, and
clearly understand how to do the problem. The teacher will walk around to ensure
that the students are doing the problems correctly, or if they may need assistance. The
teacher will model how to treat each other with respect and how to communicate well
with each other.
9. After the students have completed their work, the teacher will review each problem,
praising the students for working so well with each other.
Closure/Ending:
1. Teacher talk: You guys worked really hard today. I am very proud of all the hard
work you demonstrated today. How can area models be used to solve multiplication
problems? The teacher gives the class time to respond. The students respond by
saying that it is easier to break apart one factor into the sum of two numbers. Teacher
talk: We can draw an area model that breaks apart the product into the sum of two
products that I can easily find.
2. Teacher talk: Your homework today is a worksheet on finding the product mentally,
by using the distributive property and an area model. Please open your planners and
write your homework down. I will walk around to make sure that it is written
correctly. You may begin working on it independently, or with a partner. Any work
that you dont finish during class will need to be done for homework. Tomorrow we
will continue working with the Distributive property to solve word problems.
3. At this point, the teacher will ensure that struggling readers and ELL students have a
clear understanding of how to do the homework. They may work with their elbow
partner on their worksheets until the end of class. The teacher will check in with
these students at the end of the day, to make sure that they understand the rest of the
questions on the worksheet, so that they will be successful in completing their
homework.
4. The teacher is available at the end of the day from 2:00 PM until 2:30 PM if any
student requires additional help. Students with IEP or ELL learners will be pulled for
additional help throughout the day when needed.
III. Reflection

The classroom has classroom rules posted on the wall. The teacher will refer to the rules as
needed, so that students are reminded to treat each other with respect, listen to what each person
has to say, and promote participation and encourage them with verbal prompts. The teacher will
model this behavior, to ensure that students have a good role model when participating in group
work and classroom discussion.
In this lesson, students will be required to work cooperatively and respectfully with their elbow
partners and in pairs. The teacher will be sure to pair students regardless of culture, ethnicity,
gender, etc. It will be expected that all students treat each other with respect and as equals.
Students are expected to look their partner in the eye when the other one is speaking.
2. Accommodations:
The accommodations below will reflect the cultural diversity of learning differences in the class.
These differences include ESL students that are not proficient in English. This will be done so
that they are fully included in the lesson.
The teacher will ensure that the students with IEPs have a clear understanding of all the
questions and an adequate time to complete the worksheets. The teacher will be sure to adhere to
all the needs of the students with IEPs or for all ESL students. Some students may have a
reduced number of problems to do for the homework. They will be allowed to work with a
partner until the end of the class to complete their homework. The teacher will check with these
students at the end of the day to make sure that they understand how to complete the homework.
Gifted students will be encouraged to complete the challenge worksheet. They are also
encouraged to work on the IXL website or the math textbook website for additional activities on
the work that has been covered in class.
In order to be successful in this class, students should have a basic knowledge of their
multiplication facts.
In order to be successful in this class, students need to be able to know addition facts.
In order to be successful in this class, students need to be able to work cooperatively with
a partner, showing respect and support for each others thoughts and ideas.
The teacher needs to make sure that students write the correct value for each place value when
using the Distributive Property to solve the problems. For example, students should write
4 X 37 = (4 X 30) + (4 X 7) instead of 4 X 37 = (4 X 3) + (4 X 7). The teacher writes the
multiplication problems on the board as she discusses the steps, in order to clarify any confusion.
In this lesson, we will be building upon the students Tier 3 technical language. The Tier 3
technical language that will be discussed in the lesson are partial product, partial product,
product, sum, and distributive property. The teacher will ensure that all students are proficient
in using the new vocabulary. The teacher will review the vocabulary verbally and have the
students write their new vocabulary in their notebooks. The teacher will discuss the new
vocabulary in classroom discussions. If the teacher has concerns that a student doesnt
understand the new vocabulary the teacher will provide additional worksheets for the students to
review and practice so that they may grow more proficient.
QUESTIONS:
1 Will you define partial product for the students as well? Will you be providing a handout for
the vocabulary to assist ELL and IEP or will you have the AIS/ELL teachers provide an
additional exposure?
References
www. connected.mcgraw-hill.com
APPENDIX A
Name: ______________________________ Date: __________________________________
Homework: Hands On: Use Partial Products and the Distributive Property
Homework Helper: Need help go to connected.mcgraw-hill.com
Sharleen and her two siblings decided to buy a trampoline. They divided the total
cost and found that each person needs to pay $48. What was the total cost for the
trampoline?
Find 3 X 48 using an area model.
1st The model is labeled to show the partial products.
40
3 X 40
8
3X8
2nd Multiply. Then add.

3 X 48 = (3 X 40) + (3 X 8)
= 120 + 24
= 144
3rd Your answer should always end in a complete sentence.
So, the total cost of the trampoline was $144.
Practice
+
1. Multiply 2 X 27 using the area model.
2 X 27= ______________
2. Multiply 9 X 43 using the area model. Label the model.
9 X 43 = (
)+(
+
X
Problem Solving
3. A pet store has eighteen hamsters in each cage. How many hamsters are there in
six cages? Use an area model to solve.
4. Sue packs here lunch 4 days each week. How many days does she pack her
lunch for 36 weeks? Use an area model to solve.
5. Carol earns $ 25 allowance each week. How much allowance will she earn after
7 weeks? Use an area model to solve.
6. Write an expression that uses partial products to multiply 8 X 64.
The fifth item that I have chosen for my portfolio project is a Social Studies lesson on
Immigration. This lesson explores the challenges and difficulties of family life for immigrants.
It further explores how families lives are shaped by the environment in which they have settled
in. Graphic organizers were given to students to help them conceptualize their knowledge about
how and why people move from one region to another (Griffin & Tulbert, 1995). Students were
also asked to write a journal entry of an immigrant after they had been given information about
that immigrant. The students were informally assessed throughout this lesson and they were
given an online quiz that formally assessed their knowledge of this learning segment. They
needed to obtain an 80% accuracy to obtain mastery of this material. In the end, this learning
segment on Immigrants was interesting and many students were able to contribute many
wonderful stories of their families.
Lesson Plan: Immigration

Carol Quinn
Medaille College
Education Methods of Teaching: The Arts, Language Arts, & Social Studies
Professor Matthew L. Rydelek
6/25/2014
III LESSON DATA:

H Teacher Candidates First & Last Name: Carol Quinn
I Subject/Content Area: Social Studies/ELA
J Grade Level (PK-12): Fifth grade
K Unit Topic: Movement refers to the way people, products, information and ideas move
from one place to another.
L Lesson Topic: Immigration
M Duration of Lesson: 30 minutes
N Materials, including technology integration: loose-leaf, pencils, poster board, markers,
Coming To America: The Story of Immigration, and Immigrant Kids (1980).
II. INSTRUCTIONAL PROCESS
B. Standards
Reading: Informational Text (RI.5.3) Explain the relationships or interactions between
two or move individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text.
Reading: Informational Text (RI.5.4) Determine the meaning of general academic and
domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Reading: Information Text (RI.5.5) Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
Reading: Informational Text (RI.5.8): Explain how an author uses reasons and evidence
to support particular points in a text, identifying which reasons and evidence support
which point(s).
Reading: Informational Text (RI.5.10): By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently.
Writing (W.5.9): Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Writing (W.5.2d): Use precise language and domain-specific vocabulary to inform about
or explain the topic.
Speaking and Listening (SL.5.1): Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others ideas and expressing their own clearly.
Speaking and Listening (SL.5.1b): Follow agreed-upon rules for discussions and carry
out assigned roles.
Speaking and Listening (SL.5.1c): Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the remarks of others.
Speaking and Listening (SL.5.1d): Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the discussions.
Social Studies 5.1: EARLY PEOPLES OF THE AMERICAS: The first humans in the
Western Hemisphere modified their physical environment as well as adapted to their
environment. Their interactions with their environment led to various innovations and to
the development of unique cultures.
(Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)
Social Studies 5.3: EUROPEAN EXPLORATION AND ITS EFFECTS: Various
European powers explored and eventually colonized the Western Hemisphere. This had a
profound impact on Native Americans and led to the transatlantic slave trade.
(Standards: 1, 2, 3, 4; Themes: MOV, TCC, GEO, ECO, EXCH)
Social Studies 5.5: COMPARATIVE CULTURE: The countries of the Western
Hemisphere are diverse and the cultures of these countries are rich and varied. Due to
their proximity to each other, the countries of the Western Hemisphere share some of the
same concerns and issues.
(Standards: 1, 2; Themes: ID, MOV, SOC)
B. Central Focus: The central focus of this assignment is to expose students to new
vocabulary and concepts found within nonfiction picture books. Students will collect
information in a concept map that will help them organize their thinking about
immigration. Which will in turn give the students a purpose for reading and then they will
be able to share that information with others.
C. Objectives:
At the end of the lesson, students will be able to:
1) Appreciate some of the challenges and difficulties of family life for immigrants.
2) Students will be able to understand how the families lives were shaped by the
environment in which they lived.
3) Students will be able to use a graphic organizer to help built conceptualize knowledge
about how and why people move from one region to another.
4) Students will be able to write a journal entry describing the persons thoughts at that
moment. Students should include information about where the person came from and
how he/she thinks life in the United States will be different.
5) Complete an online quiz on immigration with at least 80% accuracy.
D. Assessment Plan Formative assessment: As a group, the students will read and discuss
the book Coming to America: The Story of Immigration. The students will discuss the many
challenges, hardships, and difficulties of a family migrating to a new country. I will be
assessing the students understanding of this new concept through discussions with each other
and with the whole class. I will guide the conversation to ensure that the class stays on task
and they are engaged in learning. The students will think-pair-share with their elbow buddy
ways immigrants are alike and different from refugees. While students are sharing with their
elbow partner I will be circulating around the room to ensure students are on task, asking
them questions to keep them focus or to see if they need further assistance.
The students will also think-pair-share with their elbow buddy about how nonfiction picture
books can be similar and also be different. After the students have had time to share with
each other, as a class, we will continue the discussion of comparing and contrasting the two
books we are using for the lesson, Coming to America: The Story of Immigration and
Immigrant Kids (1980).
Summative assessment: This assignment will begin in class to make sure that they students
understand the objectives of the lesson clearly. I will fully explain the lesson in detail and
provide an example of my expectation for this summative assessment. I will use this
assessment to determine if I need to clarify any misconceptions the class may have about
immigration before moving on to the next lesson. The students will be given a picture of an
immigrant. The students will imagine what it is like to walk in the shoes of an immigrant.
The students should be able to describe in detail the thoughts and feelings that the immigrant
is experiencing in that moment. The students should include information about where the
person came from and how he/she thinks life in the United States will be different. I will use
this summative assessment to ascertain whether the students have any misconceptions or if a
student needs any points clarified. Finally, students will watch a Brainpop on immigration.
The students will then complete an online quiz on immigration with at least 80% accuracy.
This is a fun way to assess the students informally.
E. Opening/Anticipatory Set:
Teacher: Good morning, class. The class is going to learn about immigration today.
The students will each take a sheet of paper and write their name on it.
Teacher: The class is going to have a little fun today. Now, the students will write what
the students know about immigration on that piece of paper. Then, the teacher will have
each student take that piece of paper and make it into a ball and throw it at the Smart
board.
Teacher: The class did a great job! I can see that you are working very hard. It is alright
if you do not know anything about immigration, as that is what the class is going to be
studying this week. Now, the students are going to stand and each take one of the balls
of paper. Teacher: Now would a student like to share what they have picked up? Great,
Gela.
Student: It says here that My grandmother was an immigrant. Another student takes a
turn reading the paper and it doesnt say anything.
Student: Mrs. Quinn, my paper doesnt say anything on it. Teacher: Thats ok, lets
move on. Who else would like to read what they have? Sue?
Student: My paper says, my friend is an immigrant from Asia. Teacher: Wow, thats
great. The teacher will then continue having the students read the pieces of paper until
everyone has had a chance to participate.
The teacher continues having the students read the pieces of paper until everyone has had
a chance to participate.
F. Main Body/Procedure:
1. The class is going to learn all about immigration this week. In this first lesson, the class
will work with an elbow partner to build understanding of the word immigration by using
think-pair-share; this is when a student first thinks about the topic and then talks with a
partner and finally shares their ideas with the class. The teacher will walk around the
room to make sure that the students are on task and understand what they need to be
discussing.
Teacher: Class, lets read the key terms together as a class. Great, job! Does anyone
have any questions?
Teacher: Ask your elbow partner to think-pair-share about immigration. If you are
unsure of what to talk about, then you can use these questions to help you start a
conversation about immigration.
The teacher will read the following questions aloud to the class so that students
understand how to begin the think-pair-share:
"Have you ever studied immigration in Social Studies class? If so, what did you learn
about the reasons people came to this country?"
"Did anyone in your family immigrate to America? What has that person taught you
about immigration?"
"Did you and your family recently immigrate to America?"
"Why do you think people from other countries want to immigrate to America?"
"How do you think people feel about leaving their homeland for a new country? Explain
the good and bad feelings they might have.
The teacher will walk around the room to make sure that the students are staying on task
or if the students need any further clarification on the assignment.
The students are now going to take a picture walk through part of the book.
Teacher: Lets look at the picture on the cover of this book. What message do you think
the illustrator wanted to give the reader with this picture?
The students respond with several different insights about what they see in the picture.
Teacher: Yes, the people are very happy, they seemed to be celebrating, and they seem
to be looking at the Statue of Liberty. You are showing excellent observational skills,
students. Lets compare another book that has to do with immigration. This book is called
Immigrant Kids by Russell Freedman. How do you think this book is different from the
nonfiction picture book that we were looking at?
The students respond with many different insightful responses.
Andrea said, The new book has real pictures in it and not drawings.
Teacher: Excellent. How might this help us understand what the immigrants lives
were really like?
Student: They give real pictures that help us to understand better.
Teacher: Yes.
At this point, the teacher will compare and contrast a few pages from each book.
Compare p. 6 from Freedman with p. 11 from Maestro, how are they alike and different?
Then, on page 10 of Freedman with pages 24 and 35 of Maestro, how are the pictures of
the hall at Ellis Island alike and different? Finally, on page 63 of Freedmans book and
that of Maestros book on pages 34 and 35. How are these pictures alike and different?
Teacher: What can the class learn from comparing a nonfiction picture book with
drawings, with that of a nonfiction picture book containing actual photographs from that
era?
Teacher: Yes, the students can get a clearer picture of the clothes they wore, the places
they lived, and where they went to school.
2. Students will apply their knowledge of immigration and share it with their elbow
partner and the whole class before, during, and after the class reads the book Coming to
America: The Story of Immigration.
3. The teacher will continue to assess the students through questions, discussions, and
interactions during this lesson on immigration.
4. This lesson encompasses people from all over the world of different races, religions,
economic background, and interests.
5. Students that are struggling with this new concept will be provided with an additional
concept map. The teacher will work directly with those students that seem to need
additional assistance after they have read and discussed this new material.
6. Students that are gifted will be asked to write a letter from the perspective of a refugee.
The student will write a letter to a loved one from home describing what that immigrant
is going through since they have arrived in America. The student should include specific
details in the letter; using questions in the letter.
G. Closure/Ending: The teacher will finish the lesson on immigration by showing a
video from Brainpop on immigration. The students will then do an interactive quiz on the
material that they have learned in todays lesson on immigration. Each student will be
given the chance to go up to the Smart board to answer a question. The teacher will be
able to assess each student as they answer the questions on the board. Finally, the teacher
will instruct the students to get out their planners to write their homework down. The
teacher will go around the room to make sure that they have written it correctly. The
teacher will write down the homework for any ELLs students or student with an IEPs as
needed. The teacher will give clear directions for the homework. The students will be
given various pictures from the book Immigrant Kids (1980) and asked to choose a
person in the photo and write a journal entry describing what the students imagine the
persons thoughts could be at that moment. The teacher will ask if anyone has any
questions. The teacher will answer any questions. The teacher will inform students that
they should include a vivid description of where the immigrant came from and what they
may be feeling and thinking at that moment. The students may begin this assignment in
class and then finish it for homework.
Section III: Reflection
1. I believe that this lesson is culturally responsive in that it addresses the way different
cultures have come together to form this great nation. I feel that every student has
something to contribute to class discussion even if they are only able to communicate to
their elbow partner.
2. I have made sure that each students accommodations have been addressed in this
lesson. I will have paired strong students with students that may need extra assistance. I
will continue to walk around the class room to make sure that students stay on task. If a
student appears not to be working, I will quietly ask them why they are unable to
complete the assigned task. I have a planned activity for my gifted students if they
complete the assignment or they may read quietly at the desk.
3. Students will need to be able to share with their elbow partner what the difference is
between an immigrant and a refugee. The students will need to be able to compare and
contrast the differences between a picture book with illustrations, and one with actual
pictures. Students will need to verbalize why they think America is a melting pot.
4. Students may have misconceptions about how truly difficult, cramped, and challenging
travel to a new country can be, as it was told from the perspective of an illustrated picture
book. This is why the teacher will contrast certain points from a book with real and
authentic pictures of an immigrant experience.
5. Student must understand the following terms:
Immigrant: a person who migrates to another country, usually for permanent
residence.
Refugee: someone who has been forced to leave a country because of war or for
religious or political reasons.
Migrant: a person who goes from one place to another especially to find work.
The next item that I have chosen for my portfolio project was designed to encourage
Technology for the Elementary Classroom. This project asked me to research different apps that
could be used to assist students in my classroom. I included apps for ELA Reading
Comprehension Prep for students that struggle in a certain area or just need some reinforcement
to maintain skills that they have already developed. There is an English Language Learners app
that includes several different languages that have been designed to teach proper word usages
based on the Common Core Standards. There is also an app for Students with Disabilities to help
assist students in spelling words by typing in 2-4 letters of their word by "how it sounds to
them." I have included a 5th Grade Math Common Core app that encourages students to develop
their skills in fractions, multiplication, division, geometry, and decimals. Then there is a 5th
Science app that covers matter, energy, electricity, fossils, astronomy, and more. Finally, I
included a 4th-5th Grade Reading Comprehension app for Social Studies. All these apps would
be wonderful choices to enhance student interest and knowledge in all content areas. These
would be fun, interesting, and challenging for students to use on i-pads at school or at home.
APP REVIEW
Carol Quinn
Medaille College
EDU 571
Technology for the Elementary Classroom
February 18, 2015
Subject Area: ELA Reading

App Title: 5th Grade Reading Comprehension Prep
App Price: $2.99
Languages: English
Rationale: This app serves as interactive reading comprehension prep for fifth
grade; for the classroom, as well as for students looking to deepen their reading
and comprehension skills. The app is also a wonderful resource because it is
aligned to the Common Core Standards.
Standards:
New York State P-12 Common Core Standards
Standard Strand: Reading Standards for Literature K-5
Grade: 5th
Topic: Key Ideas and Details
Item number and statement: 1. Quote accurately from a text when
explaining what the text says, both explicitly, and when drawing inferences
from the text.
Subject Area: ELA Writing

App Title: Haiku Creation
App Price: Free
Languages: English
Rationale: This app will allow students to learn about and write a haiku poem.
This is a traditionally Japanese poem that has three lines of 5, 7, and 5 syllables.
This app will help students by brainstorming words for their poem, and aiding
them in composing their poems. Finally, the student will be able to add artistic
backgrounds or by uploading their own picture.
Standards:
Standard Strand: Writing Standards K-5
Grade: 5th
Topic: Responding to Literature
Item number and statement: 11. Create and present an original poem,
narrative, play, art work, or write a literary critique in response to a
particular author or theme studied in class.
a. Recognize and illustrate social, historical, and cultural features in the
presentation of literary texts.
Subject Area: English Language Learners

App Title: Kids' Vocab - MindSnacks
App Price: $1.99
Languages: English, French, Italian, Korean, Simplified Chinese, Spanish,
Traditional Chinese, Vietnamese
Rationale: This app has several fun and unique games designed to teach proper
word usage based on the Common Core Standards and is designed to teach reading
in context, spelling, and has 350 essential vocabulary words and phrases to master.
Standards:
Grade: 5th
Topic: Craft and Structure
Item number and statement: 4. Determine the meaning of words and
phrases as they are used in a text, including figurative language such as
metaphors and similes.
Subject Area: Students with Disabilities

App Title: American Wordspeller
App Price: $3.99
Languages: English
Rationale: This is a unique app to assist students in spelling words by
typing in 2-4 letters of their word by "how it sounds to them." The students
do not have to use spelling rules to use this app. This app is a dictionary
that will find the word no matter how the student has spelled it as long as the
letters sound right to them.
Standards:
Standard Strand: Language Standards K-5
Grade: 5th
Topic: Conventions of Standard English
Item number and statement: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
Subject Area: Math

App Title: 5th Grade Math Common Core - Fractions, Multiplication, Division,
Geometry, Decimals and More
App Price: $2.99
Languages: English
Rationale: This app is an individual student study plan that will allow them to
keep track and manage their own progress. The Galaxy Star reward program
allows rewards when topics are mastered, and it will unlock Alien Cards. Students
will receive immediate feedback to inform them if the answers to the questions are
correct or incorrect.
Standards:
Standard Strand: Number and Operations-Fractions
Grade: 5th
Topic: Apply and extend previous understandings of multiplication and
division to multiply and divide fractions.
Item number and statement: 7. Apply and extend previous understandings
of division to divide unit fractions by whole numbers and whole numbers by
unit fractions.
Subject Area: Science

App Title: 5th Grade Science - Matter, Energy, Electricity, Fossils, Astronomy, and
More!
App Price: $2.99
Languages: English
Rationale: Education Galaxy is a great way for students to learn about exciting
topics that interest them but are still aligned to the Common Core Standards. The
app has an Individual Student Study Plan that allows students to keep track and
manage their own progress. This program allows for rewards when topics in
Science are mastered, and it uses Galaxy Stars to unlock Alien Cards. It gives
students immediate feedback that lets the students know if they answered questions
correctly or incorrectly.
Standards:
Standard Strand: Reading Standards for Informational Text K-5
Grade: 5th
Item number and statement: 3. Explain the relationships or interactions
between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text, based on specific information in a text.
Subject Area: Social Studies

App Title: 4th - 5th Grade Reading Comprehension Social Studies
App Price: $2.99
Languages: English
Rationale: This app helps students with reading comprehension in Social Studies.
They can also create and add their own stories to the app. Each story introduces
new vocabulary words and concepts; then each story is followed by a set of
exercises that will evaluate the students' comprehension.
Standards:
Standard Strand: Reading Standards for Informational Text K-5
Grade: 5th
Item number and statement: 1. Quote accurately from a text when
explaining what the text says explicitly, and when drawing inferences from
the text.
New York State Learning Standards Social Studies
Standard- SS5: World History: Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history, as well as examine the broad sweep of history from
a variety of perspectives.
Performance Indicator -SS5.E.1C: Students study different world cultures and
civilizations focusing on their accomplishments, contributions, values, beliefs, and
traditions.
Subject Area: English Language Arts

App Title: iTooch 5th Grade Language Arts | English worksheets on Vocabulary,
Grammar, Reading and Writing
App Price: Free
Languages: English
Rationale: This app provides students with more than a thousand different
exercises, which give students a fun and exciting way to practice and learn
Language Arts skills for 5th grade.
Standards:
Grade: 5th
Topic: Conventions of Standard English
Item number and statement: 1. Demonstrate command of the conventions
of Standard English grammar and usage when writing or speaking.
For my seventh item, I have included a project for Assessing Student Literacy Learning.
The purpose of this assignment was to apply, what I have learned in class, my knowledge of
assessment to develop an educational plan to assist Joey in expanding his literacy learning. I was
asked to determine what he understands and can do, as well as what areas the student has not yet
demonstrated understanding. I developed three differentiated plans for instruction based on

Joey's needs. I also describe how I would monitor his progress over an extended period of time.
This was not an easy assignment as it did not involved student I had taught. It was a project
based on theory.
Assessing Student Literacy Learning

Name: Carol Quinn
Student Names: Joey
Grade: 3rd
Date: October 28, 2014

Work Sample Being Assessed:
Halloween Planning; The Boy
Who Loved Words: Questions
from the Text; Thank You, Mr.
Falker: Text-Dependent
Questions and Vocabulary
1. Assessment Tool:
Rubric for Writing a Paragraph-Categories of Performance: Beginner, Basic, Intermediate, and
Advanced
2. Standards:
NYS p-12 ELA Common Core Standards ELA & Literacy
Grade: 3rd
Topic Strand: Key Ideas and Details
Item Number and Statement: 1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basic for the answers.
Grade: 3rd
Topic Strand: Key Ideas and Details
Item Number and Statement: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
Grade: 3rd
Topic Strand: Text Types and Purposes
Item Number and Statement: Write opinion pieces on topics or texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are writing about, state an opinions, and create an organizational
structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and
reasons.
d. Provide a concluding statement or section.
Grade: 3rd
Topic Strand: Text Types and Purposes
Item Number and Statement: Write narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear events sequences.
Grade: 3rd
Topic Strand: Production and Distribution of Writing
Item Number and Statement: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.

Grade: 3rd
Topic Strand: Conventions of Standard English
Item Number and Statement: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to
base words.
f. Use spelling patterns and generalizations in writing words.
g. Consult references materials, including beginning dictionaries, as needed to check and correct
spellings.
Grade: 3rd
Topic Strand: Vocabulary Acquisition and Use
Item Number and Statement: Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
3. Summary of Each Student Performance:
Skills demonstrated:
1. The writer stays on topic.
2. He spells many sight words correctly and uses invented spelling (hevan and exited) for
words he is unsure how to spell.
3. Shows a beginning sense of grouping sentences together to make a paragraph- uses a main idea
(Trisha felt happy and excited about reading.) and details.
4. Writes with a purpose: He is able to give two pieces of evidence that answers the questions and
he remembers to pull the details from the text (Trisha struggled when she red. According to the
text, But when Trisha looked at a page; all she saw were wiggling shapes. According to the
text, Reading was just plain torture.).
5. Chooses a topic that he feels strongly about- Halloween.
6. Starts a story that flows sequentially.
7. The writer stays on the topic.
8. Shows a beginning sense of grouping sentences together to make a paragraph- uses a main idea.
9. Uses a concluding word to signal the end to his story (Clearly Halloween is a fun holiday to
celebrate.)
Skills not yet demonstrated:
1. The writer should be encouraged to add more details to the middle of his story and make it
longer, more drawn out ending or expanding his ideas.
2. He should be encouraged to reread and revise her piece to help him identify information that
3.
4.
5.
6.
7.
8.
needs to be added to help the reader understand the story.

Although, the student uses a signal word to conclude his story, the teacher could also challenge
the student to add a few transition words to improve the flow of the story.
The writer needs to write longer and more elaborate sentences.
The writer needs to understand and be able to use complete declarative, interrogative, and
exclamatory sentences.
The writer needs to enrich his writing with adjective and synonyms.
The writer needs to expand his vocabulary through better word choice and descriptive
language.
The writer needs to publish his work on the computer using some keyboarding skills.
4. a. How will you support future learning?

Student 1 lesson summary:
In this lesson writers will use descriptive words to write a haiku. A haiku is a traditional form of
Japanese poetry. Haiku poems consist of 3 separate lines. The first and last lines of a haiku have 5
syllables and the middle line has 7 syllables. The lines rarely rhyme. The students will create a haiku
to describe an animal from a rainforest. They cannot use the name of the animal in their poem.
1. First, the teacher will review how many syllables there are in a word, rain/for/est there are 3
syllables in the word rainforest.
2. Then, the teacher will model how to brainstorm for an animal in the Amazon Rainforest. The
student will help the teacher brainstorm words to describe a poison dart frog: wet (1); moist (1);
slimy (2); colorful (3); bright (1); rainforest (3), and etc.
3. Next, the teacher will handout a brainstorming worksheet for the student and read the directions
aloud. The student will then choose their animal, brainstorm words that describe their animal,
and then create a Haiku using those words. When he is finish that step he will write their Haiku
on a sheet of paper and then color the paper to look like the animals habitat.
4. Then, the student will either draw or print a picture of the animal on another sheet of paper with
the name of the animal on that paper. The student will then place the poem on top of the animal
and staple the two pieces of paper together.
5. Finally, the student will then read his poem aloud.
Student 2 lesson summary:

Introduce adjectives:
1. Read Apples by Gail Gibbons aloud to the class. This book has minimal text but provides
illustrations of several different types of apples. The student will be guided to focus on the
appearance of apples, both inside and out, as Gibbons has done throughout the book.
2. The Student will be given two apples of the same variety-one whole and the other cut in pieces.
The student will also be given a graphic organizer that they will use to brainstorm ideas to
describe his apple. The student may use a computer or dictionary in help with word choice.
3. After the student has had enough time to brainstorm and record his words to describe his apple
I will review them with him. The descriptive words might include: sweet, sticky, red, green,
shiny, hard, soft, or spotted.
4. I will explain to the student that he has created a list of words called adjective to describe his
apples. The list includes words that describe how the apples look, smell, feel, and even taste.
We will then put his list of words into the different categories.
5. I will ask the student to define the word adjective by working toward the definition that it is a
word that describes a person, place, or thing (noun). I will talk about why adjectives are
important.
6. I will ask the student to consider why adjectives are useful and helpful. What are some ideas
that they might have? When can we use adjectives? How can adjective make our writings more
interesting?
7. Then I will provide a graphic organizer that he will use to write a three paragraph essay about
apples.
Student 3 Lesson summary:

Writing Lesson Using a Descriptive Prompt:
The student will write a descriptive piece that paints a picture in the readers mind. The writing prompt:
Everyone has favorite places where they feel happy and safe. Choose one favorite place and describe
what that place is like, using as many senses as you can. Use rich, descriptive words so your reader can
imagine being in your special place.
1. I will begin by reading the book, Oh, the Places Youll Go! By Dr. Seuss, to the student.
2. I will give the student time to make a list of his favorite places that he loves to go to.
3. We will both share our lists to each other. Then I will give him more time to add any ideas to
his list.
4. I will then ask the student to choose his most favorite place about which to write about.
5. Then using a graphic organizer, I will have the student brainstorm words that describe his
favorite place.
6. He will then begin composing his draft about his favorite place from his graphic organizer.
7. Once he is finished with his rough draft he will begin to revise or improve his writing. I will
give the student time to check his paper and make corrections for spelling, grammar,
punctuation, and capitalization. I will then ask the student to read what he has written aloud to
me. I will then review his story and make some suggestions to improve his writings.
8. I will then ask him to type his good copy on the computer.
b. Student feedback (for each):
Lesson 1: Teacher will observe the student while he is brainstorming ideas for their Haiku and will
redirect the student if he goes off topic or if he cannot come up with enough ideas. The student will be
given specific and clear feedback after he has developed his poem. The teacher will review his work to
ensure that the first line and last lines have 5 syllables and the middle line has 7 syllables. If the student
is struggling with determining if he has the correct amount of syllables then the teacher will show him
how to clap and the say the word to determine how many syllables each word contents.
The teacher will conference with the student once a week to determine if he needs further instruction.
Lesson 2:
The teacher will meet with the student after each step of the writing process. The teacher will assess the
students progress as he completes his brainstorming activity to ensure that he understands what is
expected of this part of the writing activity. The teacher will conference with the student to ensure that
he has enough information to begin his writing activity. The student will be given a graphic organizer
that will help him formulate his thoughts so that he can begin his rough draft for his apple story. Once
the student has complete his rough draft the teacher will again conference with the student to access his
writing. When the student has completed his good copy on the computer the teacher will once again
conference with the student to ensure that he has complete this writing activity correctly. The teacher
will strive to give clear and positive feedback to the student concerning his writing.
Lesson 3:
The teacher will meet with the student after each step of the writing process. The teacher will assess the
students progress as he completes his brainstorming activity to ensure that he understands what is
expected of this part of the writing activity. The teacher will conference with the student to ensure that
he has enough information to begin his writing activity. The student will be given a graphic organizer
that will help him formulate his thoughts so that he can begin his rough draft for his apple story. Once
the student has complete his rough draft the teacher will again conference with the student to access his
writing. When the student has completed his good copy on the computer the teacher will once again
conference with the student to ensure that he has complete this writing activity correctly. The teacher
will strive to give clear and positive feedback to the student concerning his writing.
c. Reference the research/ theory that support your instructional steps.
Benjamin Bloom research states that It made no pedagogical sense to expect all students to take
the same amount of time to achieve the same objectives (Eisner, 2000). The taxonomy model, then,
consisted in breaking down the cognitive operations into six steps, or levels, of learning. The six levels
consisted of: 1. Knowledge, or recall, of data. 2. Comprehension, which consists of grasping meaning;
the ability to explain, or restate concepts, extrapolation. 3. Application or actually using the newly
learned material, information, and skills to solve problems. 4. Analysis, which suggests the breaking or
separating of the material into parts and demonstrating the relationship between those parts. 5.
Synthesis, which suggests the putting together of separate ideas into new and unique forms. 6.
Evaluation which is considered to be the highest level in the steps. The capability to judge the worth of
the material one has learned; reviewing evidence, facts and ideas in order to formulate appropriate
judgments.
Bloom believed that environment was a major key to the educational experience. What the student
was thinking, feeling and doing in the classroom, all contributed to his/her learning experience. Bloom
states that, we do not just learn facts, we appropriate ideas, attitudes, values, and so on (Bloom,
2000). Appropriation then, is the core of the learning process. When one appropriates the information,
one truly knows it, owns it. Thus a person does not simply learn facts, but rather they truly grasp the
material, fully take it in.
5. How will you determine each students learning/ monitor progress:

Lesson 1:
The teacher will collect his work and place a copy of his Haiku poem in his portfolio. The student has
been given a rubric, brainstorming worksheet, and graphic organizer that will help to monitor his
learning progress.
Lesson 2:
The teacher will make a copy of his good copy of the apple story and place it in his portfolio. The
student has been given a rubric, brainstorming worksheet, and a graphic organizer that will help to
monitor his learning progress. The student has been conferencing with the teacher after each and every
step of the writing process.
Lesson 3:
The teacher will make a copy of his good copy of his favorite place story and place it in his portfolio.
The student has been given a rubric, brainstorming worksheet, and a graphic organizer that will help to
monitor his learning progress. The student has been conferencing with the teacher after each and every
step of the writing process.
The eighth item that I included in my portfolio project is an Assessment and Instruction
Plan Descriptor that I did for one of my literacy classes. I learned a lot from doing this project
because Maria is a real student of mind that struggles in reading comprehension and in written
responses. She is a wonderful student because she works really hard and always appreciates an
additional help I can give her. I learned a great deal from this project.
Assessment & Instruction Plan Descriptor

Carol Quinn
Medaille College
EDL650
Michele Amoia
November 6, 2014
I.
Basic Data
a. Student name: Maria
b. Student grade/stage of development: 5th grade/ Fifth grade reading and
comprehension level using a BRI
c. Type of assessment analyzed: Writing and reading comprehension
samples have been given to analyze.
II.
Summary of assessment document:

a. To assess Marias oral reading comprehension the graded passages from
Form B of the BRI were used. From this assessment, it was determined
that Marias highest independent/Instructional oral reading level was fifth
grade. As such, this information indicated that Maria was able to
comprehend when reading at her current grade level.
b. To further assess Marias oral reading comprehension, the graded passage
from Form C of the BRI was given. From this assessment, it was
determined that Marias highest independent oral reading level was fifth
grade. Again as such, this information indicated that Maria was able to
comprehend when reading at her current grade level.
c. To assess Marias sight word knowledge, the grade word list from Form
B of the BRI was used. From this assessment, it was determined that
Marias highest independent oral reading level was fifth grade. As such,
this information indicated that Maria was able to comprehend word lists
at her current grade level.
d. To further assess Marias sight word knowledge, the grade word list from
Form C of the BRI was used. From this assessment, it was determined
that Maria was at an instructional level for this reading list. She struggled
with the words such as ransom, barley, and invitation.
e. After oral reading, Maria was able to provide a full, detailed retell. This
indicates that retelling as an aspect of comprehension was an area of
strength for her and this was found to be true from the BRI graded
passages. In addition, Maria was most successful with open ended
questions, such as inference or evaluation questions, in which she was
able to connect prior knowledge.
f. Marias fluency was assessed using the BRI oral reading passages.
Although Maria struggled with the names of the characters in the story,
g.
h.
i.
j.
still, she read quite well. She substituted their for in and left out
the in the last sentence of the story. Maria self-corrected when reading
by her friends gesture, quite well. Maria demonstrated correct
intonation and prosody while reading orally; indicating that reading aloud
is a strong skill for her.
To assess Marias ability to take an open book test I have included a
Science test on the Body Systems. She scored a 45% on this test. This
test indicated that she struggles in looking up information and reading
comprehension. She was the only student in the class not to pass this
test. Her written responses are hard to read and do not make sense. She
is struggling with writing in complete sentences. When asked to compare
bacteria cells to plant cells she writes Bacteria can be anything. A Plant
cell is just a cell. Then in question 19 when it asks, What kind of action
is sneezing? Why? her response is The kind of action is the nose
because is is nesses. This demonstrates that she struggles with
answering the questions and how to look up the information, once she
does understand the question.
To assess Marias creative abilities, I included a story she wrote in a
creative writing group. She loved writing this story. She was very excited
and wanted to write a book about her story. Maria had lots of ideas for
her story and wrote two pages. Her title for her story was The mysteros
door. The story was quite entertaining but she struggled with spelling,
grammar, and sentence structure.
To assess Marias overall ability to summarize what she has read, I have
included a paragraph she wrote on chapter 9 of Number the Stars. Again,
she struggles with correct spelling, grammar, and sentence structure. She
begins with In the beaganing of chapter nien Annmaria knows that uncle
Henrik is lying about great-aunt Birte because she dose not egist. She
does include several details about the chapter in her paragraph, indicating
that she understood what she had read.
When assessing Marias writing, it can be seen that she needs to work on
paragraph and sentence structure; transitions and time ordering; and
supporting details, these were all areas of development for her. In
addition, Marias writing sample indicated that she had a strong central
idea for writing, but struggled to put those thoughts into words, when
asked to write responses for informational texts. When asked to write a

story for creative writing she did not struggle with ideas and had no
difficulty writing extensively.
III.
Instruction Plan:
a. Over the course of the semester, Maria has been working diligently to
improve her reading and writing ability. Two overarching goals for Maria
would include, continuing working towards silent reading comprehension
and increased writing skills.
b. In the area of silent reading comprehension, there are several activities
that Maria can engage in, to continue to develop her skills in this area.
The first activity is continuing to focus on building her ability to recall
facts for comprehension questions. One way of doing this would involve
having Maria enact fact-mining activities, in which she is provided a
series of right there questions pertaining to a specific text, and then she
must go back through that text and find the specific location where the
answer is stated, and then use that data to construct a response. I would
encourage Maria to use a computer to rewrite her responses, which would
aid her in fixing spelling and grammar errors. Another way of doing this
might include having her do close readings of unfamiliar texts. Maria
relies heavily on background knowledge, so by working with unfamiliar
texts and concepts, Maria will need to engage more actively with what
she is reading to gather specific data. Close reads also allow for greater
in-depth understanding of a text, where fact recall is essential for
meaning making.
c. In the area of writing, there are several activities that Maria can engage in
to continue to develop in this area. The first activity would be to
continue using Writers Workshop in the classroom. By allowing Maria
to continually work on the same piece of writing through Writers
Workshop, as well as to conference, revise and edit, and ultimately
publish, Maria will continue to build her writing skills through
meaningful writing experiences. By work-shopping academic writing,
Maria can continue to develop her understanding that writing is an
intricate process, and that there is a craft to expressing herself in a way
that is meaningful and understandable. When she is finally done with her
piece, it will be placed on the WOW wall in the hallway of the school.
d.
e.
f.
g.
This will build up her confidence as a writer and encourage her to keep
on writing.
A second activity that could be used to continue to develop Marias
writing would be a sentence repair workshop. This activity could be
accomplished in small groups, or in a one on one type of setting. In this
format, Maria is provided with various sentences in need of repairing.
Maria must then cut and repair the sentence to fix the errors. This
activity could be used to target instruction surrounding use of quotation
marks, commas, capitals, and transitions, all of which are still working
areas of development for Maria.
Discuss instructional needs based on assessment. Instruction should
reflect best practices. Describe explicit instruction and modeling, as well
as opportunities for guided and independent practice.
In the area of parental assistance in her writing, there are several
activities that Maria can engage in at home to continue to develop in this
area. The first activity would be to have Maria keep a writers journal.
She could decorate it and have a special key in which to open it up, this
would make it very special for her. Maria has expressed personal
enjoyment in creative writing, and has many ideas for stories. She even
wanted to write a book of her very own because of Writers Workshop.
Allowing Maria to keep a writers journal, where she can organize her
ideas and develop storylines in her free time, would likely continue to
help her develop her organizational skills and ideas for writing, which
will ultimately help to improve her academic writing.
An additional writing activity she might do at home is to write out
instructional directions. The directions could include how to get home
from school, how to make her favorite dinner, or how to do her favorite
craft. Maria could then write out the directions, and then read them to
someone else in the family to check. For example, Maria might create
directions for making a jelly and marshmallow sandwich; the other
person would follow her directions exactly. This activity will help Maria
work on transitions and sequencing skills. A worksheet on examples of
transition and sequencing words would be provided for home and school.
h. Maria is a wonderful student who enjoys being at school. She is

cooperative and hardworking, and she should be congratulated for her
achievements thus far in school.
IV. Reflection:
My experience with this assignment has been a positive one. I enjoyed
working with Maria and found it challenging to analyze her work. It was
hard to pick just one student to focus on. I think the reason I choose Maria is
because she wants to learn and grow into a better student. She really enjoys
it when I go out of my way to help her understand a concept that she has
been struggling with, and she continually says to me, Oh, now I get it! I
love her energy.
I have learned a great deal from this assignment, although I struggled a
bit in completing it. I am the type of learner that needs an example to see in
order to work productively. I realize that this was a new assignment to the
program and there were probably no examples to show us.
I believe that creating a portfolio is extremely important for many
reasons. Last year was the first year I created a portfolio for my students. I
placed only their best writing pieces inside of their portfolios. I was able to
give those portfolios to their next reading/literature teacher. This was
valuable information for the next teacher as she could assess the needs of
those students and thereby align the curriculum to their needs. Having said
that, I see the need to create a portfolio of an assortment of work from each
student as the year goes on, as this will help me to assess them; to align the
curriculum to meet their needs, and to see how they have grown over the
school year. The most important aspect of this is when an issue or concern
about a students skills arises, and then you have material in hand, with
which to properly assess them. This will serve as a time saver in the long
end. Staying organized is very important and I see that I still have more to
learn to become a better teacher and mentor to my students.
This is a lesson on a Close Read. I would read this with Maria, then she would read
silently, and then she would read it aloud.
The Mayflower Compact
The Mayflower Compact, thought to have influenced the U. S. Constitution, was

signed on November 11, 1620, by 41 men aboard the Mayflower, the ship that had
brought the Pilgrims to America.
The ship had set sail from England with Virginia as its destination, but weather
conditions forced the ship to land farther north, in what is now Provincetown
Harbor, near Cape Cod. Because of this, some aboard wanted to abandon the group
and set out on their own. Hearing this news worried William Brewster, so he
organized the drafting of a document to describe a sort of self-government, under
which the settlers would agree to live and work together for mutual survival.
The Mayflower Compact set up self-government, in which the settlers agreed to
name leaders by a majority vote, in the same way that they had done in their
churches in England. More than 100 people were aboard the Mayflower, but not
all were Pilgrims. Non-Pilgrims were referred to as "strangers." Only Pilgrim
males were allowed to vote. The document itself was approved by a majority of
the 41 Pilgrim men aboard the ship.
The signers said that they were still loyal to the King James I of England.
However, with its idea of self-government ("just and equal Laws, Ordinances,
Acts, Constitutions and Offices, from time to time, as shall be thought most meet
and convenient for the General good of the Colony"), the Mayflower Compact
planted the seeds of independence in the minds of the English colonist.
Next, we would work on a graphic organizer to help her pull important
information.
The Mayflower Compact 4-2-1 Summarize Organizer
FOUR key ideas (one from each paragraph)
The TWO most important ideas (from the four above)
The ONE most important idea (from the two above)
This will help me to assess her work that she is able to produce independently. Then, I will be
able to see what skills she needs to work on in the future.
HOMEWORK
Please write a 5 sentence paragraph answering the following question:
What did I learn by reading the Mayflower Compact article?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
In this lesson, I would work on Marias writing abilities. I will show her this
example of another students work. Then I will encourage her to work to work
independently.
Name: _________________________
Date: __________________
Assignment: Students will write a journal entry from the perspective of an immigrant. You
may choose any person in the picture that you have been given. You need to imagine that
you are really that person. What are they thinking? What are they feeling? Where have
they come from? Do they know where they are going once they leave Ellis Island? Be sure
to describe the persons thoughts at that moment. Be sure to use descriptive language to
make your writing more interesting. Please write in complete sentences.
I am scared and excited at the same time. Momma and Pappa say America will be a
wonderful place. We came from Poland, a little village, we knew everyone. Now we are at Ellis
Island, the tall lady in the harbor, with the torch in her hand, the biggest statue I ever saw! All the
buildings in the city, they look like giants, I have never seen such an enormous place before.
I dont understand the words the people are saying and it is so crowed here, I have never
seen so many people in one place before. Momma says the man touching her eyes is a Doctor;
hes just making sure we are all well. But he looks like a soldier, it is all so frightening. Pappa
says here in America we will be free! He says he can get job, and take of us, he has been
working different jobs back home for so long, saving everything he earns, just to buy our tickets
to ride the big ship across the ocean, and now we are finally here.
I dont know where we will sleep tonight, but Pappa says it will be alright, he and
Momma and my big brother all are so excited and certain, which makes me, feel better. Back
home in Poland we were always tired and hungry; we all worked all the time, Pappa says he and
Momma will be able to take good care of us here, and we will be free to become what we want to
be. I believe him, even though I am afraid, I am still excited to be in America.
Assignment: Students will write a journal entry from the perspective of an immigrant. You
may choose any person in the picture that you have been given. You need to imagine that
you are really that person. What are they thinking? What are they feeling? Where have
they come from? Do they know where they are going once they leave Ellis Island? Be sure
to describe the persons thoughts at that moment. Be sure to use descriptive language to
make your writing more interesting. Please write in complete sentences.

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Section Three:

Teacher Candidate Artifacts

Artifacts & Rationale

Figurative Language Lesson Plan

Candidates First & Last Name:

Standards: NYS P-12 Common Core Standards, NYS Learning Standards

Name: _______________________________ Preassessment Figurative Language

Date: ____________ Lesson 1

Personification: is a figure of speech in which human qualities are attributed to animals,

Personification Activity/ Lesson 2

Name: ___________________________________ Date: __________ Lesson 3

1. Metaphor: A figure of speech in which an implied comparison is made between

Name: __________________________ Date: _____________ Lesson 3

Does not have to rhyme

Your free verse poem

Personification giving human characteristics to things which are

Name: ___________________________ Date: _____________ Lesson 3:Review

1. He is like a monster when he plays sports. _______________________________

Name: _______________________________ Date: ________________ Challenge Worksheet

I hear (an imaginary sound)

I want (an actual desire)

Example of "I Am Poem"

Mathematics Lesson Plan-Metric Units of Capacity

Candidates First & Last Name:

Standards: NYS P-12 Common Core Standards, NYS Learning Standards

Webquest Lesson Plan Amazon Rainforest

Teacher Candidates First & Last Name: Carol Quinn

B. Central Focus: The central focus of this lesson is to demonstrate

Distributive Property to make multiplication easier. It shows students how to decompose

Mathematics Lesson Plan-The Distributive Property

Candidates First & Last Name:

Standards: NYS P-12 Common Core Standards, NYS Learning Standards

1. NYS P-12 Common Core Learning Standards for Mathematics

Are your assuming that they know partial product?

1. Culturally Responsive Teaching:

2nd Multiply. Then add.

6. Write an expression that uses partial products to multiply 8 X 64.

Lesson Plan: Immigration

III LESSON DATA:

Subject Area: ELA Reading

Subject Area: ELA Writing

Subject Area: English Language Learners

Subject Area: Students with Disabilities

Subject Area: Math

Subject Area: Science

Subject Area: Social Studies

Subject Area: English Language Arts

demonstrated understanding. I developed three differentiated plans for instruction based on

Assessing Student Literacy Learning

Date: October 28, 2014

development and organization are appropriate to task and purpose.

needs to be added to help the reader understand the story.

4. a. How will you support future learning?

Student 2 lesson summary:

Student 3 Lesson summary:

5. How will you determine each students learning/ monitor progress:

Assessment & Instruction Plan Descriptor

Summary of assessment document:

asked to write responses for informational texts. When asked to write a

h. Maria is a wonderful student who enjoys being at school. She is

The Mayflower Compact, thought to have influenced the U. S. Constitution, was

The Mayflower Compact 4-2-1 Summarize Organizer

Name: _________________________ Date: Lesson 3

Name: ______________ Date: _ Lesson 3

Name: _______________ Date: _ Lesson 3:Review

Name: _______________ Date: Challenge Worksheet