Ste Spring 2017 Tws - Rachel Hartmann 2

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Rachel Hartmann

Candidate Phone Number:
Candidate ID Number:
Name of School where data

was collected:
Subject/Content Area: ELA, Science, and Social Studies

Grade Level: 4th-6th
Date Submitted: 3/24/2017
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: Rachel Hartmann _(electronic submission)
Copyright 2015 Educational Testing Service. The ETS Praxis Performance

Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by
permission of ETS, the copyright owner.
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation (five lessons)
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
An electronic copy of your completed TWS must be submitted to:
1. Your university supervisor (discuss the format)

2. D2L for Student Teaching (488) course
3. Your electronic portfolio/professional website (please remember to remove the cover page with
identifying information before posting).
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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an 1 Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
2 Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner 3 Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
4 Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content 5 Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy 6 Planning Pedagogical Knowledge includes those

7 Implementation principles and strategies necessary for
8 Assessment effective teaching, including the planning,
9 Classroom Management and Organization implementation, and assessment of
10 Instructional Materials and Technology instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a 11Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a 12 Commitment to Teaching Member of a Learning Community calls for
Learning Community 13 Interpersonal Relations a collaboration among teachers, students
14 Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1 Conceptual Framework Goal Statement, Action Plan, and Reflection:
1 Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
2 Identify the specific Category Outcome you will use to determine your goal:
1. Assessment
2. Classroom Management and Organization
3 Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
1. During my last experience, I didnt quite give the students enough time to effectively
complete their post-assessment as some were rushed to finish it before the bell
rang. During this experience, I plan to be more effective with the timing of the
assessment. I also want to work on asking more open-ended questions rather than
just mostly closed-ended that usually only have one simple answer. It will be
important to get student engaged in good discussion with the open-ended questions
in order for the students to better internalize the information.
2. During this experience, my goal is to be more effective with my classroom
management skills. This is an area that I feel I need to strengthen in order to keep
my students on task during the lesson and spend less time trying to quite them down
and more time learning.
4 Describe the action plan (steps/strategies and resources) required to accomplish this goal:
In order to accomplish these goals, it will be important to observe and discuss with my
cooperating teachers in order to better understand and learn what strategies are most
effective in their classroom. For the first goal, I will be sure to make myself aware of the
time throughout the lesson in order to give students ample time to complete the post-
assessment. For the second goal, I will take in to consideration the problems that seem
to be consistent so far during my experience. I will use the strategies I have already
acquired from my courses and my cooperating teachers strategies in order to better
eliminate distractions in the classroom.
5 Reflect on your progress/growth toward achieving this goal (this section due by week 10):
My growth towards achieving this goal has been positive. I am more aware of the clock
when I am teaching and can better estimate how much time students will need to work
on their assignments. With adequate amount of time, students were able to complete
assessments and assignments without feeling rushed and could give their best work
and effort to be graded rather than just finishing it before the bell rang so they could
leave.
I feel that I have gained new strategies and classroom management skills from this
experience as well. During this experience, one of the major skills I will take away is
using a timer to help students transition quicker from one activity to the next. Students
really respond to the timer and understand that when it goes off, they are expected to
be on task and doing what they are instructed to do. I will also take the strategy of
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tickets for classroom reinforcement. Once a ticket was handed out to a student who
was following directions or doing what was asked of them, the other students quickly
understood the expectations and worked to receive the ticket. The students save their
tickets and can put them in for a drawing to win prizes.
Task II: Contextual Information (due week 2); see rubric for scoring details
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Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students -4th, 5th, and 6th grade

(All subcategories listed in this box are required.) - ELA, Science, and Social Studies
Students grade and developmental levels; the age range - Ages 9 13
of students; the content area being taught; any other - There are 6 students on IEPs in all three
factors that are pertinent to understanding your class classes combined.
assignment - Only engage with 6th grade in their homeroom
in the morning.
- Engage with 5th grade in the morning during
ELA and in the afternoon during Science and
Social Studies
- Engage with 4th grade in the morning during
ELA
Community - Rural area as the population is 750 people as

(e.g., whether the area is urban, suburban, or rural; of 2015.
socioeconomic information; census data for the
community) - The median household income for the area is
$61,125 as of 2015
- Estimated per capita income is $32,610 as of
2015
- Primarily an agriculture community
District - The total enrollment for the district in 2016-
(e.g., enrollment; percent of students receiving free or 2017 school year is 262 students
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are - 26.3% free/reduced lunches
ELLs; per-pupil expenditures) - The district dropout rate in 2015 was 0%
making the graduation rate 100%.
- 17.2% of students receive special education
services
- The district is 1 of 5 districts that receives no
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funding from the state as they are a considered
a wealthy county.
School - The total enrollment for the school for the

(e.g., enrollment; percent of students receiving free or 2016-2017 year is 98 students.
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to- - 9 certified elementary teachers
student ratio) - The teacher to student ratio is 11:1.
- 21.0% free/reduced lunches
- 1 ELL student
- Breakdown of enrollment in each grade
- K = 13 students
- 1 = 13 students
- 2 = 9 students
- 3 = 14 students
- 4 = 17 students
- 5 = 14 students
- 6 = 18 students
Classroom Demographics 4th:
(e.g., ethnicities; gender ratios; special needs, including - 8 girls to 9 boys
those of gifted students, those of students physical needs,
and those due to cultural characteristics). - 3 students on an IEP
- 1 student who has a severe physical disability
and has her own therapy classroom where she
receives services.
- 1 Philippine student, 16 Caucasian students
5th:
- 10 girls to 4 boys
- 1 student on an IEP
- 1 part African American student, 13 Caucasian
students
6th:
- 10 girls to 8 boys
- 2 students on an IEP
- 1 Native American student, 17 Caucasian
students
Knowledge of Students 4th:
(in terms of the whole class and individual students) - I am only with this class for the 80-minute
(e.g., language needs; approaches to learning; prior block ELA time.
learning and experiences; academic - There is 1 ELL student in the class and she
proficiencies/behavioral differences; areas of interest). leaves during halfway through ELA class every
day to receive services.
- Students are talkative and eager to learn, but
struggle with shouting out and giving
unnecessary comments towards each other.
- Students only leave the classroom for
interventions when they are instructed to by the
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special education teacher.
5th:
- I am with this class for the majority of the day. I
work with them during their 80-minute ELA block
in the morning and all afternoon for Science and
Social Studies.
- None of the students leave for special services
during ELA time.
- 3 students leave the classroom for
interventions during the designated intervention
time.
- Students are pretty quiet and respectful in
relation with the other two classrooms I am
engaged with.
6th:
- I am only with this class for about 15 minutes
in the morning and in between classes when
students are transitioning.
- All classes enjoy learning with interactive notes

and hands-on activities. In each class, the
teachers utilize the latest technology tools and
programs to help enhance learning.
Task III: Instructional Design and Implementation (due week 10)

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Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Teacher Candidate Rachel Hartmann
To
Name:
Grade Level: 5th
Subject: Science
Date:
complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.
Millicent Atkins School of Education: Common Lesson Plan

Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length
and direction of shadows, day and night, and the seasonal appearance of some stars in the
night sky.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to identify a feature of the Moon.
Students will be able to name each phase of the Moon.
Students will be able to explain why we have tides on Earth.
Describe how the objective is relevant to students lives.
Students are outside many times in the year and they look up and see this strange bright
object glowing in the sky. The objective is relevant to students lives because it is important for
them to be educated on what the object is and how it is important to Earth, the planet they live
on.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
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Moon
Moon Phases
New Moon
Waxing Crescent
First Quarter
Waxing Gibbous
Full Moon
Waning Gibbous
Third Quarter
Waning Crescent
High Tide
Low Tide
List the materials you will need to teach the lesson.
Promethean Board
Tennis ball
Flashlight
Oreos 4 for each student
Plate 1 for each student
Pen 1 for each student
Power Point for Notes
Brain Pop Videos -
o https://www.brainpop.com/science/space/moonphases/
YouTube videos Bay of Fundy, high and low tides
o https://www.youtube.com/watch?v=hbzwzrZXUKA
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
I will be administering a short pre-quiz to understand where students are at on the topic of the
moon, moon phases, and high and low tides. The pre-assessment is 7 questions long and will
be administered at least two days before the lesson. This will give me adequate amount of
time to understand what students know and what they may not know about the topic. I will
adjust the lesson accordingly to meet the students needs.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

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Below I have included a blank copy of the lesson pre-assessment.
Name:________________________
Lesson 4 Pre-Test
Directions: Write the name of each Moon phase under

the correct picture. Use the words below.
Crescent Gibbous Full Moon
Quarter New Moon
Name one feature or

characteristic of the Moon.
Explain why we have high and low tides on Earth.
Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).
I plan to give the students the pre-assessment on the Tuesday before my lesson. This gives
me at least 3 days to look at the results and adjust my lesson accordingly and meet the
students needs.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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Pre-Assessment Results
7
7 6 6 6
6 5 5 5
5
4 3 3 3 3 3 3
3 2
Number of Correct Answers 2
1
0
Student
Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
According to the results of the pre-assessment, it is apparent that most students still need
some more instruction on this topic. One student did receive a 100%, but he is usually a
student that tends to do pretty well with his work and it is apparent that he is familiar with the
subject. The average grade on the pre-assessment was a 4.28 out of 7 which is a 61% which
is failing in this class. I will adjust the lesson accordingly as it seems that all areas still need to
be covered.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching the
lesson.
The post-assessment will be the same as the pre-assessment. The post-assessment is

attached below.
Name:________________________
Lesson 4 Pre-Test
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Directions: Write the name of
each Moon phase under the correct picture. Use the words below.
Crescent Gibbous Full Moon Quarter New Moon
Name one feature or characteristic of the Moon.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Attached below is the Key for the pre- and post-assessment.
Name:________________________
Lesson 4 Pre-Test
Directions: Write the name of each Moon phase under the correct picture. Use the words
below.
Crescent Gibbous Full Moon Quarter New Moon
New Moon
Crescent
Quarter
Gibbous
Full Moon
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Name one feature or characteristic of the Moon.
Answers may vary. Different features of the Moon include: valleys, mountains, smooth plains,
and craters.
Answers may vary. We have high and low tides on Earth because the Moons gravity is pulling
on Earth and causing a slight bulge. The water moves easier than the land so the water levels
raise and lower as the Moon revolves around Earth.
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
I will be incorporating the Promethean Board during my lesson. This interactive whiteboard will
help enhance the lesson as I will display the students notes so that they are all able to see and
fill in what they need. It will also help me display the Brain Pop video that better illustrates the
Moon phases and tides; this will help visual learners better understand this concept.
ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what
you identified/described in your contextual information (Task II).
There is one student who is on an IEP. This student is on an IEP for listening comprehension,
meaning he cant understand oral directions and other oral commands as easily as the
typically developing child. This student does an excellent job of figuring out what do to by
watching his other classmates if he is confused rather than just giving up. However, if he is still
finding it hard to understand what to do, I will check on him on a one-on-one basis to repeat
the directions and make sure he is on the right track.
MANAGEMENT
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Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
Throughout my lesson, I will be walking around the classroom to keep students on task.
Instead of standing in the front of the classroom during notes and reading the textbook, I will
make sure to monitor the students by walking around and making sure they are keeping up
with the rest of the class. The students have a hard time taking traditional notes with a pencil
and notebook. Consequently, for this lesson I have decided to type out the notes with blanks
for students to fill in. This way they are still paying attention to notes as they have to fill in the
missing information, but wont be so overwhelmed by all of the text on the slides. In this
lesson, students will be doing an activity that involves Oreos to represent the Moon phases. I
will make sure to give all directions before handing out the Oreos so students arent distracted
by the delicious treats. I will also have an example of what I expect of the students for the
Oreo Moon phases in order to eliminate confusion.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
I will engage students by starting the lesson off with an activity to introduce the Moon phases.
Students desks are already arranged in the center of the classroom. However, if this will not
work I will have students gather in the center of the room to act like they are viewing the moon
from Earth. I will have a tennis ball and will explain to students that this represents the Moon. I
will then ask students what kind of sports ball will represent the Earth on this scale? They
should respond with a basketball. I will have a student volunteer to hold the flashlight for the
activity. Next, I will shut off the lights so it is quite dark in the classroom. I will walk around the
room in a circle much like the Moon revolves around the Earth. For the first time around, I will
stop at 8 different places and explain what phase the Moon is at each place. I will show
students how the moon looks in each phase and how much light is showing in each as well.
The second time around I will stop at all 8 places again and have students help me identify
what phase the Moon is in.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will communicate to students that they see this bright object in the sky almost every night. It
is important for them to have the knowledge and be educated of what it is and what is
happening every time it changes phases.
Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
I will use multiple strategies throughout this lesson. However, the lessons main theory that is
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exercised is Lav Vygotskys scaffolding as it begins with strong instruction from the teacher
during notes and then throughout the lesson, students will be taking on more responsibility
with their learning.
Describe how you will check for students understanding before moving on to
guided practice.
As I walk around the room introducing the different phases I will be asking the students to
repeat the phases while I am at each spot. Then, I will go around the circle again and have the
students recite the phases back to me as I stop at each spot. This will help me identify if they
are understanding and remembering each phase. If students still arent grasping it, then I will
repeat the process again. Next, students will be given a note sheet that has all of the notes
from the Power Point typed out for them with blanks for students to fill in information. Students
will follow along as I walk around the classroom explaining the information. Throughout notes,
I will be asking students questions about the topic to keep them engaged.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
Throughout notes, the Power Point contains two videos that help better illustrate the Moon,
Moon phases, as well as high and low tides. After each video I will have a discussion with
students about what the video was describing to help students better understand. After notes,
we will begin an Oreo Moon Phases activity. In order to not waste time passing out Oreos to
each student. I will have plates already set out to the side with the materials that the students
will need for the activity. I will not put them on the students desk in order to limit any
distractions during notes and directions for the activity. I will have the directions as well as an
example displayed on the Promethean board for students to clearly see the expectations for
the activity in order to limit confusion. Below is an example of what the students will be
completing.
Describe how you will check for students understanding before moving on to independent practice.
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To check for students understanding before moving on to independent practice, I will have the
students quickly repeat the steps they are to follow during the activity. We will also look at the
Moon phases again to make sure everyone understands the name of each phase and what it
looks like.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Students will be in charge of completing the Oreo Moon Phases activity. Students will carefully
split the Oreos in half and scrape off enough frosting to create the effect of the amount of the
surface of the Moon that is lit up as shown above. I will be walking around the classroom to
answer any questions and to keep students on task.
APPENDIX: Include a blank copy of your post-assessment.
I will be using the same format for the post-assessment as I did the pre-assessment. The post-
assessment is attached earlier in the document.
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
After students finish the Oreo Moon Phases activity, I will walk around the room to make sure
that students have correctly identified each phase. As a class, we will go over each Moon
phase one more time to reiterate what we learned. Next, I will have the students complete the
post-assessment. After students complete the post-assessment they will have the opportunity
to eat their Oreos as a treat.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
1 Students progress from pre-to-post assessment. (if applicable)
2 Factors that may have influenced the post assessment results.
3 How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
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Post-Assessment Results
7 7 7 7 7 7 7 7
7
6 6
6
5 5 5 5
5
4
3
1
0
Student
Pre-Assessment vs. Post-Assessment Results

7 7 7 7 77 7 7 7
7
6 66 6 6
6
5 5 5 5 5 5 5
5
4
3 3 3 3 3 3
3
2
1
0
Student
The post-assessment results show improvement as the average score was a 6.28 out of 7
which improved the overall percentage from a 61% to an 89%. All of the students improved
from the pre-assessment which is really encouraging to see. Students did really well with the
Moon phases portion of the assessment and more struggled with the tides question. A factor
that may have effected this was that the Moon phases was more of a central focus of the
lesson rather than the tides. The explanation of the ocean tides was included in the lesson, but
was only discussed briefly with a Brain Pop video. I can understand why students may still
need a little more instruction on the topic of the ocean tides and what causes them.
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REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
1. I felt that my activities were very engaging and gave a more illustrated, hands- on way
for students to learn the Moon phases. The activities helped better emphasize the
learning objective and students really seemed to enjoy them. This helped eliminate
some behavior issues.
2. Another thing that went well was the pre- and post-assessment. I felt that using
pictures with the Moon phases was a good tool to assess students. This allowed
students to visualize which Moon phase I was trying to get them to name instead of
having them draw and label the Moon phases as this would have been too difficult after
just a short lesson.
3. I felt that having all of the supplies already out and separated for each student helped
keep the lesson moving at a good pace. I didnt have to take the time to pass out
plates, Oreos, and spoons to each student. This was already done before they came
into the classroom from recess. I also purposely didnt put them on their desks right
away as this would have been a huge distraction for most of the students. I waited until
we were done with notes and all directions were given for the activity.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
1. One thing that I felt was a challenge was getting students adjusted to a different way of
taking notes. Students were having a hard time keeping up with notes in class. I
decided to use the strategy of having most of the notes typed out for them, but leave
out some key words in each sentence that they would fill in while taking notes. Students
seemed to like this better, but they were really confused on what they were supposed to
do with the new note taking strategy.
2. I felt that I could have asked more open-ended questions. I notice that when I formally
assess students I am asking more questions that just have one simple answer and just
require students to recall information. If I asked more open-ended questions it would
require students to think at a higher level and help students learn the information in a
different way.
3. Another challenge was making the room dark enough and making sure students were
in a good position in the classroom to see the Moon phases demonstration with the
tennis ball and light. When I implemented this, I was almost too far away from the light
source in order to get a good visual of what the Moon should look like in the specific
phases.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
1. A strategy that my University Supervisor suggested to help with a new note-taking
strategy would be to instruct students to put their pencil on where they will be starting.
For example, Please, put your pencil on number one. This way they know exactly
where they should be writing and help them on the first couple to figure out what to
write. I will utilize this next time if I teach this lesson again.
2. Another suggestion that my University Supervisor gave that I thought was great and will
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use in the future was to have students draw each Moon phase after they are finished
Teacher Candidate
with the Oreo MoonRachel
PhasesHartmann
activity. This is just another way for students to practice the
Name:phases again and another chance for them to retain the information better. This would
Gradealso
Level: 5th that finish early something else to do and eliminate possible
give those students
Subject:
behavior problems. ELA
Date:
3. In the future, I would redesign the lesson to touch more on the topic of the tides and
how Moons gravity effects it. On the post-assessment, the question about the Moon
tides was the questions most students missed. I could understand this because most of
the activities focused on the Moon phases rather than the tides as well. In the future I
would also try to find an activity to use to emphasize the tides.

Template
PLANNING
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
Students will be able to determine the main idea of what they read.
Students will be able to determine the supporting details of what they read.
The objective is relevant to students lives as students will be tested on their comprehension of
text throughout the rest of their academic life and beyond. On standardized tests, students
usually read a passage and then are asked questions about that passage including what the
main idea of the passage is along with some of the important details that stood out. In a job as
well, people have to listen in meetings and different presentations and are expected to pay
attention and get the main message about what it was about. Finding the main idea and
important details is a strategy that students will use for the rest of their lives.
20 | P a g e
Main Idea
Supporting Details
Web Map
Main Ideas and Details Worksheet

Power Point
Promethean Board
Journeys Textbook Cougars pg. 250 260
Brain Pop Video - https://www.brainpop.com/english/writing/mainidea/
ASSESSMENT
the lesson.
I will implement the pre-assessment at least two days prior to the lesson. This allows me to
analyze the results of the pre-assessment and figure out what I need to accommodate for the
lesson. If students already know the material, then I wont have to go into as much detail in the
lesson and the students can spend more time practicing the skill. However, if the students
really struggle with the pre-assessment then I will go into more depth in the lesson to provide
more instruction on the topic.
The pre-assessment requires the students to read a short passage and then write down the
main idea and two supporting details in the correct places. I chose a passage about space
and it connects to what the students just got done learning in Science class. The pre-
assessment is attached below.
Name: ________________________
Main Idea and Supporting Details Pre-Test
There are eight planets in the Solar System, and each one is very different. Some
planets, like Jupiter and Saturn are very large. Others, like Mercury and Mars are smaller.
Jupiter has moons that are larger than Mercury. The planets also have different atmospheres.
Uranus, Jupiter and Saturn have atmospheres of hydrogen and helium. The atmosphere on
Venus is made up of carbon dioxide. Earth has a nitrogen and oxygen atmosphere. Neptunes
21 | P a g e
atmosphere is mostly hydrogen. The planets also have different temperatures. Uranus is the
coldest and Venus is the hottest.
Directions: Read the passage above. Then, write down the main idea and two supporting
details from the passage.
Credit: K12reader.com http://www.k12reader.com/worksheet/find-the-main-idea-planets/view/

I will administer the pre-assessment at least two days prior to teaching the lesson. This will
give me adequate time to analyze the results of the pre-assessment and adjust my lesson
accordingly.
(if applicable)
22 | P a g e
6
6
5
5
4 4 4
4
3 3 3 3 3 3 3 3 3
3
2
Number of Correct Answers
1
0
Students
Insert an image of your table/chart/graph here.

As stated above, I will use the pre-assessment results to decipher if the students need more
detailed instruction on the topic of main idea as it wouldnt make sense to waste more time on
a topic they have already mastered. If students dont need as much time with instruction I will
talk less on the topic and give them more time to work on the you do portion of the lesson.
According to the results of the pre-assessment, the majority of the students will need more
instruction on the topic. The average score was a 3.57 out of a possible 6 points. This is a
59.5% which is considered failing in this class.
lesson.
I will be using the same document for the post-assessment as I did for the pre-assessment.
This will allow me to be able to accurately compare students growth from before instruction to
after. The post-assessment is attached below.
Below is the key for the desired outcome of students.

Name: ________________________
23 | P a g e
The planets are different The planets have different

sizes. Some are smaller atmospheres that are made
and some are larger. of different gases.
The planets of our solar

system are different.
TECHNOLOGY
I will be incorporating the Promethean Board during this lesson to display the Power Point and
Brain Pop video that I will use to help implement the I do portion of the lesson. Using this tool
will allow for all students to be able to see the material that is being taught without any
struggle. Students will also be completing a short worksheet that involves a web map. I will
draw the web map on the board and work with students to complete it as I write the answers
we come up with together on the board.
24 | P a g e
ACCOMMODATIONS
the directions and make sure he is on the right track.
MANAGEMENT
the lesson.
Throughout the lesson, I will be walking around the classroom to make sure students are on
task in each portion. I will go and stand by students that are causing distractions to help keep
them on task rather than calling them out in front of the entire class. Students will be working
with their group members in this lesson to help each other learn and teach each other the
content. At the end of the lesson, I will allow students to work with partners and move to a
comfy spot in the room. This will allow students to have some choice in the lesson as they can
choose a partner and find a spot they would like to work in the room rather than always sitting
at their desk.
I Do
objectives)
I will engage students by displaying a Brain Pop video about Main Idea. I will ask students to
25 | P a g e
pay attention and try to understand what we will be learning about today. I am sure students
wont hesitate to shout out the answer when they figure it out as this is never a problem for
them. In the video, it gives examples of how to find the main idea and supporting details. I will
reiterate what they said in the video to help explain it to the students.
their lives.
I will communicate that the object is relevant to their lives as they are taking the big state test
in about a month. In that test, and many other national tests they will take in the future, one of
the tasks is to find the main idea of a passage they read. I will also explain that when you read
any article or story, in order to summarize and understand the piece, it is important to
understand the main idea in order to get the message from it.

After the video, I will be using a Power Point to quickly review what they learned in the video.
The Power Point will describe what main idea is as well as the supporting details. I will
introduce the web map to students that helps them organize the main idea and details. It will
also include the example that the students will be working on in the we do section and is
explained below.
During this lesson I will use multiple teaching strategies. However, the lessons main theory
that is exercised is Lav Vygotskys scaffolding as it begins with strong instruction from the
teacher during notes. Then throughout the lesson, students will be taking on more
responsibility with their learning. I will check for students understanding throughout the lesson
to be sure that they know the content needed before they move on to the next section.
guided practice.
During the Brain Pop video, it included different examples of how to find the main idea and
supporting details. After reiterating what is in the video, we will go over an example that was
on the video and I will call on different students to fill in the main idea and supporting details
web map. This will allow me to analyze if students understand the content that is being taught
before they move onto a more individualized practice.
We Do
At this time in the lesson, students will receive a short worksheet that gives another example
of a passage. This passage includes a short informational text about the planets. I felt that this
was a good choice as students are learning about informational writing. They also just got
done learning a chapter about the Solar System in Science. Students will be required to read
the short passage in their pods and find the main idea and supporting details. I will give
students about seven minutes to read and quickly find the main idea and details. I will set a
timer and when it goes off, students will need to freeze and direct their attention to the
teacher. I will call on students to share what they found in the passage. I will have a blank web
map on the Power Point for us to fill in as a class.
26 | P a g e
Once I call on students to have them share their findings of the passage, it will be evident if
students understand the web map and the content being taught. Then, I will transition students
into the next portion of the lesson which they will be required to read a story out of their
textbook. I will have students turn to page 250 of their text and I will introduce the author to the
students.
You Do
Once I have introduced the author, I will inform the students about what they are expected to
do for the remainder of the time. Students will be required to read Cougars which is a non-
fiction informational story about the animal. Students will be required to make a web map on
the story with the main idea and at least four supporting details. They may work with a partner
and find a comfy spot in the room to complete the task.

The post-assessment is the same document as the pre-assessment so I can accurately
measure the growth of students knowledge from before the lesson to after.
Name: ________________________
27 | P a g e
Lesson Closing
Once time is up, I will have students move back to their desks and get their materials ready for
the next task. If students have not finished, they will be required to finish it at home and bring it
the next day. I will walk around and make sure that students are understanding the
requirement as I will check to make sure they have the web map drawn and some information
in. The next day, we will go over the web map and students will share what they found in the
story to complete the web map.
ANALYZE
28 | P a g e
6 6 6 6 6 6 6 6
6
5 5 5 5 5
5
4
4
3
2
Nubmer of Correct Answers
1
0
Students
Pre- vs. Post-Assessment Results

6 6 66 6 76 66 6 6 6
6
5 5 5 5 5 5 55
5
4
4
3 3 3 3 3 3
3
2
2
1
0
Students
Pre-assessment results are in blue and post-assessment results are in orange.
The post-assessment results showed improvement as the average score was 5.5 out of 6
which is a 91.6% versus the 59.5% on the pre-assessment. One thing that did surprise me
was that one student actually scored lower on the post-assessment than on the pre-
assessment. What I thought might have happened was that maybe the student grasped the
concept but thought he was wrong and changed his answers from the post-assessment. A
factor that may have influenced the post-assessment results was that the pre-assessment
passage was the exact same as the post-assessment. I think students noticed it was the same
and didnt take the time to read it and wrote down similar answers to what they did on the pre-
assessment. I think if it was a different passage, students would have read it a little more
thoroughly and had more thorough answers. It doesnt appear that any of the areas of the
lesson need to be retaught.
29 | P a g e
REFLECT
(successes).
1. A success in this lesson was using the strategy of group collaboration. During the
second activity, students were allowed to work with their group members to complete
the web map. This allowed students to practice their team work skills and also kept
students on task while being able to converse with their friends.
2. Another portion of this lesson that went well was having a web map on the Promethean
Board and filling in the different portions as a class. This strategy allowed students to
easily see and learn where to put their information in for a web map correctly. This also
allowed more practice for students before moving on to the independent portion of the
lesson and allowed me to fix any misconceptions students may have had.
3. A strategy that I used that was successful was giving students positive reinforcements
for following my directions. After giving directions for the independent portion of the
lesson, I gave a little treat to those students that were quickly and effectively following
my directions. This allowed the other students to see that they were being rewarded
and the rest of the class quickly changed their behavior.
1. One of the challenges in this lesson was getting students to quickly transition from their
seats to a comfortable spot in the room to work with their partners. Some students
followed directions quickly, but other students took longer than needed to grab their
materials and move to a different spot in the room.
2. Another challenge or something that I feel I need to work on is not always calling on the
same students to share their ideas. It is usually the same students every day that raise
their hands to answer questions and it is so easy for me just to call on them. I need to
learn to question all of the students not just a portion of the students to make sure
everybody is engaged and understanding the content.
3. A challenge in this lesson was keeping students focused and on topic when they were
working with their partners on the independent portion. These students have been
together since Kindergarten and know each other very well so they are all very good
friends. This has posed a challenge for teachers as they seem to be quite talkative and
would rather talk about what they plan on doing after school than focus on getting their
work done.
1. A strategy I would use if I retaught this lesson would be to allow students to not only
share their ideas for the web map like they did, but having them come up and write their
ideas on the board. This would keep students even more engaged throughout the
instruction.
2. A suggestion my Cooperating Teacher made for the transition of moving from desks to
a different part of the room would be to set a timer for about one minute. This gives
students enough time to get their materials, find a partner, and find a spot on the floor
that they choose. Once the timer goes off, student must be in their spot and started on
30 | P a g e
the assignment, otherwise they will be instructed to go back to their seat and work.
Teacher Candidate
In the future I mightRachel Hartmann
3. keep using the positive reinforcement more often because it seems
Name:to get the students attention and reminds them to follow the directions in a more
Gradeeffective
Level: way. 5th
Subject: Social Studies
Date:

Template
PLANNING
K-12. C.2: Students will explain the historical impact of primary founding documents including
but not limited to, the Declaration of Independence, the U.S. Constitution, the U.S. Bill of
Rights and subsequent amendments.
- 5.C.2.1: Examine the origins and purposes of rules, laws, and key U.S. Constitutional
powers
Students will be able to define the difference between a Federalist and an Anti-Federalist.
Students will be able to identify the order in which the states ratified the Constitution.
The ratification of the Constitution is a huge part of American history as we still use this type of
government today and it all started with all states agreeing to use the Constitution as the law
of the land. It is important for students to learn about the government and how it is set up so
that they can be guardians of the freedoms that their forefathers have started for them and
become productive members of society.
- Federalist
- Anti-Federalist
- Constitution
- Ratify
- Government
31 | P a g e
- Promethean Board
- https://www.youtube.com/watch?v=kaU7yjlPErU Anti-Federalist and Federalist Video
- Lesson 1 Worksheet (Post-Assessment)
- Project Handout
ASSESSMENT
the lesson.
The process I will use to measure students level of understanding toward the learning
objectives prior to teaching the lesson is discussing what they previously learned and then
asking questions about the content in this lesson. I will use the strategy of having students use
numbers to let me know if they understand the content. For example, students will give me a 0
if they dont get it at all by making a fist. Give me a 1 if they have heard about it before. Give
me a 2 if you sort of understand and finally give me a 3 if you understand and can give an
example. This strategy will be useful to quickly and effectively assess what students know.
Not applicable for this lesson.

I will give the pre-assessment at least two days prior to teaching the lesson to give adequate
amount of time to assess what students know and to adjust my lesson accordingly.
(if applicable)
Not applicable for this lesson.

The students will use their hands to display what they already know about the content of this
lesson by giving the appropriate number. I will scan the classroom to see what numbers the
students are displaying with their fingers and take into consideration the content we are talking
about. If students seem to not understand a certain topic more than another, than I will change
my lesson to discuss that topic into more detail than another.
32 | P a g e
lesson.
Directions: Write down at least 3 facts about each from the book or video:
Federalists: Anti-Federalists:
1. 1.
2. 2.
3. 3.
Directions: Write the correct order in which the states ratified the constitution. 1 being the first
and 13 being the last. Use the table on page 369 to help you.
____ Pennsylvania ____ Massachusetts
____ Georgia ____ New York
____ Maryland ____ Virginia
____ South Carolina ____ New Hampshire
____ Rhode Island ____ Delaware
____ North Carolina ____ Connecticut
____ New Jersey
What year did the first state vote to ratify the constitution? __________________
What year did the last state vote to ratify the constitution? __________________
Which state had the closest vote to a tie? _________________________________
Directions: Write down at least 3 facts about each from the book or video:
Federalists: Anti-Federalists:
4. For the ratification of the Constitution 1. Against the Constitution being ratified
33 | P a g e
5. Wanted a strong National Government 2. Wanted a weak National Government
6. Wrote The Federalist which was 3. Wanted Bill of Rights
newspapers supporting the Constitution
Directions: Write the correct order in which the states ratified the constitution. 1 being the first
and 13 being the last. Use the table on page 369 to help you.
__2_ Pennsylvania __6_ Massachusetts
__4_ Georgia __11_ New York
__7_ Maryland __10_ Virginia
__8_ South Carolina __9_ New Hampshire
__13_ Rhode Island __1_ Delaware
__12_ North Carolina __5_ Connecticut
__3_ New Jersey
What year did the first state vote to ratify the constitution? 1787
What year did the last state vote to ratify the constitution? 1790
Which state had the closest vote to a tie? Rhode Island
TECHNOLOGY
I will be using the Promethean board that is accessible in the classroom to display a video for
the students. Instead of me just discussing the content with the students, the video will help
better illustrate the difference between the Federalists and the Anti-Federalists. It will explain
the content in a different way and will hopefully help meet the learning needs of all students.
ACCOMMODATIONS
34 | P a g e
There is one student who is currently on an IEP for listening comprehension. He has a hard
time understanding what he is supposed to do just based on someone telling him what to do.
To accommodate for this, the video will help reiterate what I am discussing throughout the
reading. He also does a good job of figuring out what he is supposed to do by watching his
peers if he doesnt understand right away. If he still doesnt understand what he is supposed to
do, then I will meet with him one-on-one to check if he needs help getting started.
MANAGEMENT
the lesson.
Throughout the lesson, I will be walking around the classroom to make sure that students are
on task and following directions. If one student is off task or talking with peers I will simply go
stand by them and usually that will cue them to get back on task. If that doesnt work, I usually
give them a quick reminder and then get back to the lesson as to not disrupt the entire class.
Another strategy that I will use is to draw sticks for students to read from the textbook. This will
encourage them to follow along in the textbook as they are reading as they dont know who
the next person will be to read. At the end of the lesson, I will go over the directions of the
worksheet with the students so they know exactly what they are supposed to do before they
get to work. This will help eliminate a lot of confusion and questions as students are working
independently.
I Do
objectives)
I will open the lesson by asking students where we left off from the last chapter. Students
should respond with answers describing the Constitutional Convention, the writing of the
Constitution, and so on. This will pave the way for the next chapter as it will focus on the
ratification of the Constitution and what is included in the Constitution. I will instruct students to
get their textbooks out and turn to the page the lesson is on. I will also display the page
number on the board so students know exactly where they are supposed to turn to if they
didnt hear me the first time. As students are getting ready, I will hand out the worksheet to
35 | P a g e
each student. I will begin by reading the first paragraph of the lesson when all students are
ready to begin. I will draw sticks that have each of the students names on them to decide who
will read next. Throughout the text, I will stop at certain points and discuss what was being
said in the paragraph and explain it in a more student friendly way. I will continue this process
until we are done reading the lesson.
their lives.
I will communicate to students how the objective is relevant to their lives as we will be
discussing how the Constitution is still used in our government today and was the main law of
the land so many years ago, and still is today. The Constitution is the main backbone to our
government and the rules we follow in our country.

In this lesson, I will be utilizing strong direct instruction with collaboration from students. I will
be implementing the lesson in a goal-oriented manner and provide independent practice so
students have an opportunity to apply what they learned. I will start reading the text but have
students also read as well to keep them engaged in the lesson and keep them included in the
learning. I will utilize learning probes by engaging students in discussions throughout the
reading so that the text can be converted into a more student friendly way and students can
hear the information in a different way.
guided practice.
Again, throughout the lesson, I will stop at certain points in the text to discuss with students
what was being said in the paragraph in a more student friendly way. This will allow time for
students to ask questions and for me to have a guided discussion to make sure they are
understanding the content before they move on to the next portion of the lesson.
We Do
As we are reading the lesson, when we get to the point when the textbook is defining
Federalists and Anti-Federalists, I will instruct students to put their pencil on the first question
on the worksheet so that everyone is on the same one and knows what we will be doing first. .
We will work through the first part of the worksheet together which is giving three
characteristics of a Federalist and three characteristics of an Anti-Federalist. I will have
students volunteer to offer answers and we will discuss whether we agree with them or not as
well as why or why not. Once we have a couple of answers downs, I will have students watch
a video that explains the Federalists and the Anti-Federalists in another way.
https://www.youtube.com/watch?v=kaU7yjlPErU
Students will be instructed to finish filling in the first part of the worksheet with more
information from the video.
Doing the first part of the worksheet together will allow me to have a good discussion with the
students about Federalists and Anti-Federalists. Students can ask questions that they may still
36 | P a g e
be confused about and also allows me to see if they understand the concept before they move
on to the independent portion of the lesson.
You Do
At this time, students will be instructed to finish the rest of the worksheet independently and
hand it in when they are done. I will go over the directions with the students to help eliminate
confusion and to make sure students understand what they are supposed to do before I let
them work. Students will be able to use their textbook to help them fill out the rest of the
worksheet as described in the directions.

The expectation/key for the post-assessment is included above in the post-assessment
section.
Lesson Closing
Once students are finished with their worksheet, I will introduce the project that they will be
working on throughout the chapter. The project is titled Constitutional Amendments Poster. I
will have slips of paper that each have one of the 14 amendments that I have chosen to use
for this project in a bowl. I will go around the room and students will get to draw a slip and then
tell me which amendment they drew. Once each student is assigned an amendment, I will
hand out the sheet that explains all of the directions, requirements, and a rubric that students
will need in order to be successful with the project. I will thoroughly go over the sheet so that
students can ask questions and to make sure everybody understand what they are required to
do before they start.
ANALYZE
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18 161717 16161717171717171717 16
16
14
12
10
8
6
Nubmer of Correct Answers 4
2
0
Students
During the pre-assessment, students were displaying a lot of 1s and 0s with their hands
letting me know that they didnt understand or know the questions I was asking them. This
allowed me to focus the content to what students needed more instruction on. The post
assessment displays that all students received an A on the worksheet with an average of a
16.7 out of a possible 17 points which is a 98.2% average for the class. A factor that may have
affected the results was that students were able to use their textbook as an aid. However, it
would not be fair for me to expect them to memorize the order in which the states ratified the
constitution. The post-assessment was meant to be a practice for students to learn the
content. According to the class average, it is apparent that none of the portions of the lesson
will need re-teaching. However, it will be important to review the information with the students
before the summative assessment.
REFLECT
(successes).
1. One thing I thought went well in this lesson was that when the student on an IEP was
confused on what he was supposed to for the worksheet, I went over to him on a one-
on-one basis to answer his questions. I explained to him what was expected and went
through one of the questions with him so that he knew exactly what to do. The student
quickly caught on and was able to finish the worksheet on his own.
2. Another success in this lesson was students really seemed to enjoy reading from the
text rather than me just reading it to them. They enjoyed taking turns reading and they
seemed to be more engaged that way.
3. The use of the video in correlation with the worksheet better emphasized the content to
help the students understand what they needed to meet the objective.
38 | P a g e
Teacher
assessment Candidate
of the lesson. Rachel Hartmann
Name:
1. A challenge I had in planning this lesson was finding a way to make the content more
Gradeengaging.
Level: I had a hard 5th time trying to find activities that went with this lesson for 5 th
Subject:
graders. Social Studies
2.
Date: Another challenge in this lesson was the time it took to read through the lesson. Since
the students are fifth graders, some of them dont have strong reading skills and can
take some time to read through the paragraph. This is fine as I completely understand, I
just didnt anticipate as long as it took to read through the lesson.
3. One of the difficult tasks during the assessment of the lesson was getting students to
listen when I was going over the directions for the worksheet. Although I went through
exactly what the students were supposed to do and what page they could use to help
them, many students still had questions. Part of this is an ongoing problem that we
have with these students as they tend to just give up right away and not at least take a
chance at it. They seem to just want to raise their hand and let the teacher give them all
of the answers or tell them where to find them.
1. For redesign, I would try again to find a more engaging activity for the students to do
such as interactive notes or some sort of hands on activity to better emphasize the
content. Although this lesson was effective, I think it could be more fun and engaging
for the students.
2. Another thing I would do differently in the future would be to go through an example on
the independent portion of the worksheet in order to eliminate some of the confusion.
3. If I were to teach this lesson again, I would possibly rotate me reading a paragraph and
then draw a stick for a student to read the next paragraph and then I would read the
next paragraph and so on. This would allow the students to still be involved in the
reading and practice their reading fluency, but would help with the time management.

Template
PLANNING
K-12. C.2: Students will explain the historical impact of primary founding documents including
but not limited to, the Declaration of Independence, the U.S. Constitution, the U.S. Bill of
Rights and subsequent amendments.
- 5.C.2.1: Examine the origins and purposes of rules, laws, and key U.S. Constitutional
powers
39 | P a g e
Students will be able to correctly identify that the first ten amendments of the constitution are
called the Bill of Rights
Students will be able to correctly identify each of the first ten amendments
Students will be able to explain different characteristics of a good citizen of the U.S.
The objective is relevant to students lives because rules and laws are an everyday
occurrence for any citizen in society. Students will have to learn their rights and laws in order
to become a productive member of society, but also to protect their rights and freedoms that
they are privileged to have. Citizens are expected to follow the laws that are put in place even
from back when the constitution was set in place by our forefathers.
- Amendment
- Bill of Rights
- Due process of law
- Human rights
- Jury
- Patriotism
- Promethean Board
- Promethean Response Handheld Devices
- Textbook
- Bill of Rights Interactive Sheet Handout
- Lesson 2 Worksheet
ASSESSMENT
the lesson.
I will be administering a pre-assessment that requires students to match the first ten
amendments of the Constitution to the number of the order they fall in. It also requires
students to correctly identify what the first ten amendments of the Constitution are called.
Each student will independently fill out the worksheet and hand it in so that I can correct them
40 | P a g e
and adjust my lesson accordingly.
Name______________________
Directions: Draw a line to the amendment that matches the number.
1st Right to keep and bear arms
2nd Protection from unreasonable searches
3rd Right to a speedy and public trial
4th Right to trial by jury in a civil case
5th Freedom of speech, religion, press, etc.
6th No cruel or unusual punishments
7th No forced quartering of troops
8th State rights and powers
9th Other rights not included in the
Constitution
10th Right to due process of law or self-
incrimination
What are the first ten amendments of the constitution called?

I will administer the pre-assessment at least two day prior to teaching this lesson. This will
allow me adequate amount of time to take a look at students answers and accommodate my
41 | P a g e
lesson accordingly.
(if applicable)
11
10
9
8
7
6 5
5
Number of Correct Answers 4 3
3 2 2 2 2
2 1 1 1 1
1
0
0 0 0
Students
After analyzing the pre-assessment results, it is apparent that students will need more
instruction on this topic. The pre-assessment had a possible score of 11 and the best score
was a 5 out of 11. This is a 45% which is a failing score in this class.
The pre-assessment results will allow me to analyze what students already know and what
they may need more instruction on. I do not want to waste students time teaching them
information they already know. If students seem to display an understanding of certain
material, then I will spend less time lecturing on that section. If students are displaying a week
understanding of the material, then I believe this lesson will be successful in strengthening the
students understanding of the material.
lesson.
42 | P a g e
Below, I have included a key to both the pre- and post-assessment.
Pre-Assessment Key:
Name Key
Directions: Draw a line to the amendment that matches the number.
1st Right to keep and bear arms
43 | P a g e
2nd Protection from unreasonable searches
3rd Right to a speedy and public trial
4th Right to trial by jury in a civil case
5th Freedom of speech, religion, press, etc.
6th No cruel or unusual punishments
7th No forced quartering of troops
8th State rights and powers
9th Other rights not included in the
Constitution
10th Right to due process of law or self-
incrimination
What are the first ten amendments of the constitution called?
The first ten amendments of the constitution are called the Bill of
Rights.
Post-Assessment Key:
44 | P a g e
TECHNOLOGY
Technology will be incorporated in this lesson as I will be using the Promethean handheld
devices that are rather new in the classrooms. Each student has a device and it allows the
teacher to enter questions for students to answer. The students respond to the question and
then submit it much like a poll. I can then show what the students answered anonymously and
45 | P a g e
discuss what the correct answer is to help clear up any confusion the students may have.
ACCOMMODATIONS
the directions and make sure he is on the right track. In this lesson, there is a lot of listen
comprehension required. In order to better accommodate for not only this student, but for all
students, I will have an example to show to students during the interactive notes so they can
easily see what I am trying to explain.
MANAGEMENT
the lesson.
Throughout the lesson, I will be walking around the classroom to make sure students are on
task and engaged. I like to use the strategy of just going and standing by a student that is
causing distractions and maybe give them a short, quick reminder to get them back on track
without disturbing the whole class to do so. This lesson has a more interactive portion as
students will be filling in an organizational chart to help them learn the Bill of Rights. This will
keep students busy and engaged and limit some distractions that would normally happen if
students were just listening to a lecture. I will also use sticks that have students names on
them when we are reading the lesson. The sticks will be drawn at random to decide who will
read next. This will make sure students are paying attention and following along.
46 | P a g e
I Do
objectives)
I will begin the lesson by incorporating the new Promethean handheld devices that allow
students to each respond to prompts that are written on the board. Each student has their own
handheld device. The students write their answers on the device and then submit them. Once
all students have sent in their response, I can view the answers the students gave and can
discuss with the rest of the class what the correct answer is. Some have specific answers
while others are opinion based questions. The questions I will include are:
- What is a Federalist?
- What is an Anti-Federalist?
- What side would you have chosen if you were there?
- What do you think will happen next?
In order to keep students on task and to use their quick thinking, I will have a timer so that
students will answer the questions in an appropriate amount of time.
their lives.
I will communicate the importance of this lesson and the objective and also relate it to ELA
class by discussing with students how they just completed the American Legion Essay contest
that focused on the importance of learning about government to become a future guardian of
their freedoms. This lesson is similar to that as students will be learning about different laws
and freedoms that were set by our forefathers so many years ago, but are still extremely
relevant to the rights and freedoms they still have today. It is important for them to understand
their rights and freedoms are and how lucky they are to live the life they have.

After the engagement activity, I will transition students to get out their textbooks and open to
page 374. I will display this page number on the board so students can see exactly what they
are supposed to be doing. We will be reading through the lesson together and I will use a cup
of popsicle sticks that have each of the students names on in order to decide who will read
next. I will be stopping throughout the reading to further discuss and enhance the reading in
order for students to better understand. Also throughout this lesson, I will be using Lev
Vygotskys scaffolding theory. In the beginning of the lesson I will be providing strong support
for the students to help them understand the content. Then, as the lesson progresses I will
slowly back away from the students and allow them to have more responsibility for their
learning with interactive notes and a worksheet that they will be completing independently.
guided practice.
I will be checking for students understanding before moving on to guided practice by using the
formal assessment strategy of simply questioning students throughout the reading. This will
give me an idea if students are grasping the terms that are being taught or if we need to go
into more detail on the content before moving on to the next.
We Do
47 | P a g e
After we have read through the short lesson, I will hand students the materials they will need
to successfully complete the next portion of the lesson. Students will be putting together an
interactive social studies note sheet. This is based on the topic of the Bill of Rights or the first
ten amendments of the constitution. Each student will get a folder and three sheets of paper.
Two of the sheets include the number of the amendment and a picture that matches the
amendment. The other sheet includes the definition of the each amendment. Students will be
required to cut out each and match the correct definition of the amendment next to the picture.
I will be walking through the steps with the students in order to eliminate some confusion.
I will also have a completed version of the desired outcome so students can visually see what
I expect of them. We will go through each amendment and decide which definition goes with
which picture. I will call on students to give me their answer and why they think the definition
goes with the picture. I will ask the class if they agree with the answer and why or why not. We
will go through each amendment as so. This will give me an idea if students are understanding
the material or if we need to have further discussion about it before moving on.
You Do
Students will be completing a worksheet that analyzes what they have learned through the
lesson about the Bill of Rights. I feel that it is unfair to require students to remember all ten
amendments after just a short lesson about them. I have had many courses where I have
learned the Bill of Rights and still dont have all of them learned without a little help. Therefore,
students will get to use their interactive social studies sheets and textbook to help them
remember the information they learned in order to successfully complete the worksheet.
Students in this class tend to give up on a worksheet right away if they dont understand what
they are supposed to do. I will go over the directions of the worksheet with the students so
they know exactly what they are expected to do and can clear up any confusion. I will remind
them to hand them in when they are complete.
48 | P a g e
Lesson Closing
Once students have completed the worksheet and handed it in, I will allow students to
independently work on their projects that they started the previous day. The project is a poster
project where each student drew the number of an amendment out of a bowl. This gave
students more of a sense of choice in their project. Each student is required to complete a
poster that informs the rest of the class about the amendment they drew. Students will work on
completing their project as this helps emphasize the importance of learning about the
amendments and the rights and freedoms that they have as citizens.
ANALYZE
49 | P a g e
12 How the results of the post assessment highlight what areas of the lesson
will require re-teaching (if any).
12 11 11
1010 10101010 10 1010
10
8 8
8 7
6
4
2
0
Students
Pre- vs. Post-Assessment

12 1110 10 101010 111010 1010
10 8 8
8 7
6 5
4 3
2 2 2 2
Number of Correct Answers 2 1 1 1 1
0
0 0 0 0
Students
Series 1 = Pre-assessment Series 2 = Post-Assessment
Although the pre-assessment tool wasnt the exact same document as the post-assessment, I
still compared them as they were the same point value. The post-assessment reveals that the
average score was a 9.6 out of 11 compared to the 1.4 out of 11 on the pre-assessment. A
factor that may have influenced the post-assessment was that students were able to use their
textbook to help them with the worksheet as it was assessing their knowledge of the Bill of
Rights. After just a short lesson on these ten amendments I wouldnt expect students to know
50 | P a g e
the meaning of each amendment. I still today after having gone through three government
classes, dont know all of the meanings of each amendment. I noticed that a lot of the students
were missing a certain question on the post-assessment that dealt with the tenth amendment.
Most students were putting the ninth amendment as their answer. I feel that reviewing that last
few amendments of the Bill of Rights would be beneficial before students take the summative
assessment. This is one of the reasons I had students creating a research-based poster on
one of the amendments. This would give students more of a chance to learn the amendments
and dig deeper into them and then present in front of their classmates to teach each other.
REFLECT
(successes).
1. I believe a success of this lesson was the interactive note sheet. It kept students
engaged in the lesson as they were kind of in charge of putting their learning together.
Students were eager to share what they thought the next amendment would be based
on the picture.
2. Another success was involving the students during the reading. I have done in the past
where I just read through the lesson and explain as I go. For this lesson, I decided to
get the students more involved and drew sticks that had their names on to decide who
would read next. This sort of kept kids accountable for following along so that if it was
their turn they knew exactly where we are.
3. Another success in the lesson was the integration of technology with the handheld
Promethean devices. The students really enjoy these as it allows them to each have
their own electronic device in their hand and is not something they get to use every day
in the classroom. I was able to discuss prior knowledge with the students by getting
answers from each student on their device.
1. Although it was a success, I think the interactive note sheet was also a challenge as it
was very time consuming and involved a lot of cutting and gluing. Some students cut
and glue a lot faster than other students, so there was some waiting around for the
students that got done quicker. It would be nice to find a more effective way to teach
this portion of the lesson.
2. A challenge in the planning of this lesson was trying to find a interactive activity for
students to better learn the amendments of the Constitution. Since these amendments
were written so long ago, the language is a little bit different and can be hard for fifth
graders, and even myself, to understand what it means. It was tough to find interactive
note sheets that used more kid-friendly language.
3. A challenge with the Promethean hand-held devices was that they werent connecting
the first time with the first question. We had to get out and reregister every student
which took some time to do. This caused some more opportunity for students to talk
and get off topic and unfocused.
51 | P a g e
1. In the future, to make the interactive note sheet activity go a little faster, I would have
TeachertheCandidate
main two sheetsRachel
alreadyHartmann
cut out and possibly glued in the folders already so
Name: students only have to cut out the individual squares. This way, as we go through each
Gradeamendment
Level: and decide
4th which description goes with the picture, students just have to
cut
Subject: out the square and
ELAglue it down next to the picture.
2.
Date: If I were to teach this lesson March
Monday, again I13
would
th spend more time going through each of the
, 2017
first ten amendments, or the Bill of Rights, because I felt that we rushed through them
because of time purposes. I think some students may still have been confused with the
last few as we didnt spend as much time on those and those seem to be harder ones
anyways.
3. In the future, I would also make sure that each student had the same hand-held device
that they had the previous time they used it by giving them each an assigned spot in the
holder. This would eliminate having to go through the process of registering and
renaming each device every time they used them and would save a significant amount
of time. This would also probably make the teachers more willing to use them.

Template
PLANNING
4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content choosing flexibility from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
Students will be able to decide the correct meaning of an unknown word.
Students will be able to use their glossary in the text to find the definition of the unknown word.
Students will be able to use the unknown word in a sentence.
The English language is so vast and has many words that even I still have to learn. As fourth
graders, students are still expanding their vocabulary and trying to learn words to use in their
lives. Learning new words can help students enhance their reading, writing, and speaking
52 | P a g e
skills. Throughout the rest of their lives, students will be learning new language and will have
to use strategies to help them determine what the meanings of the words are.
- Territory
- Accompany
- Proposed
- Interpreter
- Duty
- Supplies
- Route
- Corps
- Clumsy
- Landmark
- Houghton Mifflin Harcourt Journeys textbook for grade 4 (Unit 4)

- Vocabulary cards for each word
- Students reading comprehension notebook
- Lesson 20 of the textbook (pgs. 498-521)
- Promethean Board
- Document Camera
ASSESSMENT
the lesson.
For the pre-assessment, I will be engaging in a discussion with the students to understand
where the students are with using strategies to decipher the meaning of unknown words. I will
use a set of words that are different than those that I will be using in the lesson. I will give
students a word and ask them to give me a 0 with their hands if they dont know the word at all
and a 1 if they have heard about it before. Give me a 2 if you sort of understand and finally,
give me a 3 if you understand and can give an example. If a student is giving me a 3 I will ask
them what the word means and then ask them to explain how they deciphered the meaning.
53 | P a g e
Not applicable.
I will be implementing the pre-assessment at least two day prior to the lesson to give me
ample time to understand what students need to work on and plan my lesson accordingly.
(if applicable)
Not applicable.
The pre-assessment tool will allow me to quickly scan the room and understand if students
know strategies to use when they dont know the meaning of a word. If students are mostly
holding up 0s and 1s I will need to go more in depth on what strategies to use to decipher the
meaning of unknown words. However, if they are holding up more 2s and 3s I will spend less
time on teaching them the strategies and giving them more time for independent practice so
they can display these skills for me in their post-assessment.
lesson.
Students will be completing their post-assessment in their reading comprehension notebooks.

Students will be responsible to write the vocab word, give a definition by using their skills to
find the word in the glossary and finding the correct definition, and lastly, write a sentence that
uses to word in it other than the examples already given. Students will also need to underline
the vocab word in their sentence.
1. Territory an area of land; region

The dog marks its territory.
2. Accompany to go along with
I want my sister to accompany me on the trip.
3. Proposed to put forward for consideration

The friends proposed to go on a trip together in the summer.
54 | P a g e
4. Interpreter a person who translates orally from one language to another
Sacagawea was an interpreter for Lewis and Clark on their journey.
5. Duty the obligation to do what is right

The solider had a duty to serve for his country.
6. Supplies necessary materials used or given out when needed

Students need to bring all of their supplies to art class.
7. Route a road or lane of travel between two places.

I will take the quickest route to get from Pierre to Aberdeen.
8. Corps a group of people acting or working together.

She wants to be on the flag corps.
9. Clumsy done or made without skill.

Bob is really clumsy and always trips on his own feet.
10. Landmark a familiar or easily seen object or building that marks or

identifies a place.
The Governors house is a historical landmark.
TECHNOLOGY
I will be incorporating technology in this lesson by using the Promethean board and the
document camera to project the vocab cards so that all students can easily see the word, the
word used in a sentence, and a picture that goes with the word. I will place the vocab card
under the document camera which is connected to the Promethean board and it will display
the card on the board. This will help enhance the learning for students as students can see
55 | P a g e
exactly which word we are discussing.
ACCOMMODATIONS
Three students are on IEPs in this class, but they only leave for special education services if
the teacher asks for them. The time they usually go for interventions is during the designated
intervention time; otherwise they are included as much as possible in the general education
classroom. To meet the needs of these students and all students, it is important for me to
constantly formally assess them to make sure they are understanding the content. If the
students get lost, they tend to shut down and wont pay attention anymore. I will continually
walk around the classroom to make sure all students are following along and are doing the
process with me. If students are struggling with the process, when we get to the independent
potion of the lesson I will pull a small group of students to better assist them on a smaller
scale.
MANAGEMENT
the lesson.
In order to keep students on task and to meet all of their behavioral needs, I will do my best to
only call on students that are raising hands to answer questions. This group of students really
struggles with shouting out answers and giving unnecessary comments when they are not
needed. I will also give praise to students that are raising their hand by saying things such as
Bob, thank you for raising your hand. I like how you are following the expectation to answer
my question. This will remind students of the expected procedure and hopefully produce more
of the expected behavior. Another strategy I will use is to draw sticks to assign partners for the
independent portion of this lesson. This allows it to be random and not just the teacher picking
the partners, but also keeps students from just picking their partners and being distracted by
socializing for the assignment.
I Do
56 | P a g e
objectives)
I will introduce the lesson by going over the I can statement with the students. The I can
statement will be posted on the bulletin board on a sentence strip in front of the class. All
students will be able to easily see it and read it. The I can statement will be I can use a
glossary to find the meaning of an unknown word and use the unknown word in a sentence. I
will read the statement once for them and then I will have the students read it with me.
Students will know exactly what they will be accomplishing today. I will explain to students that
we will be using the vocab words from a story they will be reading throughout the week. I will
instruct students to turn to page 498 of their textbook in order to follow along.
I will use the first word as an example to show students two different strategies they can use to
decipher the meaning of an unknown word.
For example, the first word is territory. I will find the vocab card that has territory on it and put
it under the document camera. I will read the word and use it in the sentence given. I will share
with students how I can determine the meaning of the word territory by using the sentence to
help. If I cant determine the meaning of the word using the sentence, I will use the glossary to
help me. I will model for students by putting my textbook under the document camera so that
they are able to see the process.
their lives.
I will communicate how the objective is relevant to students lives by explaining that to find the
meaning of unknown words, it will be important to understand how to look up words in a
glossary or dictionary. Students will also use strategies such as using the sentence to help
decipher the meaning of an unknown word if a dictionary is unavailable. These strategies will
be useful for the rest of their lives as they will always be learning new language and words.

In this lesson, I will be following Dr. Benjamin Bloom and his idea of Blooms Taxonomy by
getting the students to think in a higher level than just recalling the information. Students will
have to apply what they learned by using their skills of finding the word in the glossary and
then also using the definition to come up with a sentence that uses the word correctly in it. I
will also be using the instructional strategy of direct instruction as I will be instructing the
students in a structed way with one end goal in mind. I will guide students throughout the
entire lesson and then allow them to work on their own at the end of the lesson which follows
Lev Vygotskys scaffolding theory.
guided practice.
Before moving on to guided practice, I will make sure that students understand how I found
the meaning of the unknown word by having students give me a thumbs up if they understand
what I did, a sideways thumb if they sort of understand but are still a little bit confused, and a
thumbs down if they do not understand. This will allow me to quickly examine the room to see
if I need to do another example or if they are ready to move on.
57 | P a g e
We Do
As a whole group, we will go through the other 9 of 10 vocab words that are included in the
story that they will be reading throughout the rest of the week.
1. Territory
2. Accompany
3. Proposed
4. Interpreter
5. Duty
6. Supplies
7. Route
8. Corps
9. Clumsy
10. Landmark
We will go through each word by putting the card that corresponds with the word under the
document camera so that all students are able to see the word, picture, and sentence. I will
call on students to give a definition for the word solely based on the sentence. Then, we will
work together on the first couple of words to find the definition in the glossary. After students
get the hand of the routine and process. I will speed up the process a little by just calling on
students to give a definition of the word by using either of the strategies given and explain how
they came up with the definition. After each vocab card is used, I will put a piece of sticky tack
on the back of it and hand it above the board in front of the classroom so students are able to
see the vocab words throughout the week.
Throughout this portion of the lesson, it will be apparent if students are ready to move on to
independent practice as they have to display their skills of finding a definition for the word in
the glossary. This portion allows students to practice their skills with the help of their peers and
myself to strengthen those skills. When I call on students to share the definition of the word
and they seem to be way off track, I will give students more of one-on-one help to find a
strategy that works for them.
You Do
For independent practice, students will be instructed to get their reading comprehension
notebooks out and turn to the vocabulary section. I will explain to students that they will be
using the 10 vocab words that we just used throughout the lesson. They will be responsible for
writing each word, writing the definition of each word, and putting each word in a sentence. I
will display the instructions on the board so all students understand the expectation. I will do
one of the words with the students as an example. I will also explain to students that they will
be required to have at least 3 out of the 10 vocab words done before they are dismissed to
their next class. I will draw sticks to assign students a partner to work with. Then, students will
have a chance to find a comfy spot in the classroom and get started.

The expectation/key for the post-assessment is included above in the post-assessment
58 | P a g e
section.
Lesson Closing
I will reemphasize the lesson objective by reading over the I can statement with students
again. Students will understand what they were supposed to accomplish for the day by doing
so. As an exit slip, students are required to show me that they completed at least 3 of the 10
vocab words before they will be dismissed.
ANALYZE
15 How the results of the post assessment highlight what areas of the lesson
will require re-teaching (if any).
20 19202020 202020201920 20
20 18 18 18
18
16 15
14
12
10
8
Nubmer of Correct Answers 6
4
2
0
Students
Although there are 17 students in this class, one student has a severe disability and does not
come to the general classroom for ELA time as she has her own room for learning and
physical therapy. According to the post-assessment results, it is apparent that students
understood the strategies to decipher the meaning of an unknown word. The average score
was a 19.2 out of a possible 20 points. A couple of factors that may have influenced the results
was that the student with the lowest score received such a low score because it was a few
59 | P a g e
days late. Also, another factor may be that the students were allowed to work in pairs.
Sometimes this results in one student doing all of the work and the other student just copying
what they came up with. It is apparent that students will not need re-teaching on this skill.
REFLECT
(successes).
1. In this lesson, I felt that using the document camera was a big success. It really helped
strengthen the learning experience for the students as they were all able to see the
vocab word, a sentence using the word, and a picture that helps describe the word.
This helped meet the learning needs of all students.
2. Another success in this lesson was calling on students that were raising their hands
and giving them praise for doing so and not allowing students that shouted out answers
to finish answering the question or share their idea. This allowed students to remember
what the expectation is and the behavior was improved.
3. In this lesson, students were engaged and eager to answer questions and share their
ideas for the definitions. It seemed that students enjoyed learning their vocab terms
using these strategies.
1. In this lesson, I felt that helping students learn to find the definition in the glossary was
more of a challenge than the rest as all of the students have different learning styles
and are on different levels. To one student it would click really easily and other they
would eventually understand how we found the definition, but when it came to the next
word, they would struggle again.
2. Another challenge in this lesson was keeping students on task during the independent
portion of the lesson. Students struggle with transitioning and also struggle staying on
topic and on task when they work with partners.
3. A challenge in this lesson was that the document camera froze about halfway through
the lesson. I was able to get it back working, but it did take a small amount of time away
from instruction.
1. For redesign, I would allow students to work in partners for the independent portion of
the lesson, but I would warn them that if I catch them off task they will have to go back
to their seats and work independently. This will give students more motivation to stay on
task.
2. Another idea for redesign would be to use a timer to help students transition quicker
from the guided practice to the independent practice. I would give students a minute to
transition and by the time the timer goes off, the students are expected to have found
their seat and have begun working.
3. In the future if I taught this lesson again, I would write down the first word, write the
definition, and use it in a sentence just as we did before the independent portion, but I
60 | P a g e
would put it in a notebook and use the document camera to display it. This would show
the students exactly what I am looking for in the post-assessment and make it more
clear.
61 | P a g e
Teacher Work Sample Scoring Rubric
Student Teaching
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection develop a more specific
achievement efforts.
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidates reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact which prohibits his/her factors.
instructional strategies, the strategies, approaches, ability to fully recognize
approaches, and and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
Standards/Objective are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
s specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
62 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but Does not include copies
planning/instruction for the for the lesson and post fails to adequately utilize of the Pre- and Post-
lesson and post assessment. assessment. the results to inform Assessments used.
Assessment Includes copies of the Pre- Includes copies of the Pre- planning/instruction for Does not include a copy
and Post-Assessments used. and Post-Assessments the lesson and post of a key/product to show
Includes a copy of a high used. assessment. desired outcome.
quality key/product to show Includes a copy of a Includes copies of the
desired outcome. key/product to show desired Pre- and Post-
outcome. Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations, individuals, small groups or groups or the class by accommodations and of individuals, small
and Modifications the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and
management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Lesson Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
Implementation consistently including a effective/engaging needs to work to develop student interest.
(I Do/We Do/You Do) highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
63 | P a g e
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Consistently checks for most of the lesson cycle and the skills and content
student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed learning activities chosen for provides little evidence of Does not includes
reasons for why the the lessons are re-teaching/remediation reasons for why the
instructional strategies and where necessary. instructional strategies
developmentally appropriate
learning activities chosen for and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is the instructional appropriate (claims are
relevant theory/research that cited). strategies and learning not at all supported by
is clearly cited). activities chosen for the relevant theory/research
nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) Provides a description of the comparison if applicable) Does not provide a
description of the post
Provides detailed description post assessment results Provides a weak
assessment results is
of the post assessment which somewhat addresses description of the post
weak and illogical and
results which thoroughly most of the following items: assessment results does not address all of
addresses all of the following students progress toward which does not the following items:
items : mastery of the objectives adequately address the
students progress toward from pre-to-post following items: students progress toward
Analyzes mastery of the objectives factors that may have students progress mastery of the objectives
from pre-to-post affected the post toward mastery of the from pre-to-post
factors that may have assessment results objectives from pre-to-
affected the post assessment how the results of the post post factors that may have
results assessment highlight what factors that may have affected the post
how the results of the post areas of the lesson will affected the post assessment results
assessment highlight what require re-teaching (if any) assessment results
how the results of the
areas of the lesson will how the results of the
post assessment highlight
require re-teaching (if any) post assessment what areas of the lesson
highlight what areas of will require re-
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
64 | P a g e
Identifies and describes Identifies and describes two Identifies and describes Fails to adequately
more than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes Identifies and describes two Identifies and describes Fails to identify and
more than two significant ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: ideas for redesigning the lesson and provides details the lesson and provides redesigning the lesson
Improvements lesson and provides full to support the redesign. very minimal details to and/or provides no details
details to support the support the redesign. to support the redesign.
redesign.
Overall Professional Quality of Teacher Work Sample
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or grammar, punctuation, grammar, punctuation,
structure. sentence structure, but does and/or sentence and/or sentence
not significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
65 | P a g e

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Northern State University

Student Teaching Experience

Candidate Name: Rachel Hartmann

Name of School where data

Subject/Content Area: ELA, Science, and Social Studies

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: Rachel Hartmann _(electronic submission)

Copyright 2015 Educational Testing Service. The ETS Praxis Performance

I. Professional Goal Setting and Reflection

An electronic copy of your completed TWS must be submitted to:

1. Your university supervisor (discuss the format)

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner 3 Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content 5 Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy 6 Planning Pedagogical Knowledge includes those

1 Identify the Framework Category to which your goal aligns:

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students -4th, 5th, and 6th grade

Community - Rural area as the population is 750 people as

School - The total enrollment for the school for the

- All classes enjoy learning with interactive notes

Task III: Instructional Design and Implementation (due week 10)

Millicent Atkins School of Education: Common Lesson Plan

Students will be able to identify a feature of the Moon.

Students will be able to name each phase of the Moon.

Students will be able to explain why we have tides on Earth.

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Directions: Write the name of each Moon phase under

Name one feature or

Explain why we have high and low tides on Earth.

Describe the timeline as to when you plan to administer the pre-assessment?

Insert an image of your table/chart/graph here.

The post-assessment will be the same as the pre-assessment. The post-assessment is

Name one feature or characteristic of the Moon.

Explain why we have high and low tides on Earth.

Attached below is the Key for the pre- and post-assessment.

Describe what instructional strategies you will use to model/explain/demonstrate

Pre-Assessment vs. Post-Assessment Results

Millicent Atkins School of Education: Common Lesson Plan

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

Main Ideas and Details Worksheet

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Main Idea and Supporting Details Pre-Test

Credit: K12reader.com http://www.k12reader.com/worksheet/find-the-main-idea-planets/view/

Describe the timeline as to when you plan to administer the pre-assessment?

Insert an image of your table/chart/graph here.

Below is the key for the desired outcome of students.

Main Idea and Supporting Details Pre-Test

The planets are different The planets have different

The planets of our solar

Credit: K12reader.com http://www.k12reader.com/worksheet/find-the-main-idea-planets/view/

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Main Idea and Supporting Details Pre-Test

Pre- vs. Post-Assessment Results

Pre-assessment results are in blue and post-assessment results are in orange.

Millicent Atkins School of Education: Common Lesson Plan

Describe how the objective is relevant to students lives.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Not applicable for this lesson.