ST Spring 2017 Tws Weebly

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Maggie Hepper

Candidate Phone Number: (605) 377-3044
Candidate ID Number: 7135891
Name of School where data
was collected:
Subject/Content Area: Resource Room and Life Skills

Grade Level: 3rd-5th and 9th-12th
Date Submitted:
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: Maggie Hepper (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:
Your university supervisor (discuss the format)

D2L for Student Teaching (488) course
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 Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
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 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 Planning Pedagogical Knowledge includes those

Implementation principles and strategies necessary for
Assessment effective teaching, including the planning,
Classroom Management and Organization implementation, and assessment of
Instructional Materials and Technology instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
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:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management
c. 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.
I will
find and use the proper resources to meet the needs of every student of mine with
behavior. I will also use appropriate tools, strategies, and resources for classroom
management.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will begin by observing strategies my cooperating teachers use in order to maintain
management of the classroom, as well as how they manage any behavior issues there
might be. I will look at what seems to work the best and what the students respond best
to and use those strategies when I am teaching. I will also use what I know about
theorists and pedagogy dealing with the stage of development the students are in. I will
mix up my methods to find the best fit for the students I am working with.
e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):
Through observations of my cooperating teacher and trial and error, I have been able to
find appropriate ways to manage my students at each grade level. I have room for
improvement, of course, but I have been able to maintain a safe, manageable, and
strong learning environment in the classroom.
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

(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range Grades: 3rd-5th
of students; the content area being taught; any other Age range: 8-12
factors that are pertinent to understanding your class Content area : Language Arts/Reading
assignment Males : 6 Females: 5
Grades: 9th-12th
Age range:
Content area : Life skills
Males: 9 Females: 5
Community Third largest city in South Dakota

(e.g., whether the area is urban, suburban, or rural; Located in Northeastern part of South
socioeconomic information; census data for the
community) Dakota
Population: Approximately 26,000 people
Urban area
Predominant industry is agriculture
Home of two colleges, Northern State
University and Presentation College
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District There are eight schools in this District.
(e.g., enrollment; percent of students receiving free or Six elementary schools
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who Two middle schools
are ELLs; per-pupil expenditures) One high school
Enrollment: 4,485
Percent of ELL students: 2.7%
Percent of students on free and reduced
lunch: 32.1%
Percent of students on IEP: 14%
Graduation rate: 89.97%
Ethnicities
White: 82%
Hispanic: 3.3%
Native American: 6.5%
Asian: 2.6%
African American: 2.2%
Pacific Islander: 1%
Multirace: 3%
Per-pupil expenditures:
Total Educational Expenditures:
$28,284,163
Cost Per ADM: $6,683

https://doe.sd.gov/ofm/documents/14ExpData.pd
f
School Enrollment 1,273
(e.g., enrollment; percent of students receiving free or Free and reduced lunch 29.9%
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to- Percent of students on IEPs 11%
student ratio) Percent of students who are ELLs 2%
Ethnicities
White: 82%
Hispanic: 3%
Native American: 7.3%
Asian: 2.8%
African American: 3.2%
Pacific Islander: 5%
Multirace: 1%
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs, Ethnicities: 10 white students, 1 Native American
and those due to cultural characteristics).
Gender Ratios : 6 male, 5 female
Disabilities: 11 students with SLD in reading and
language arts. 1 ESL student
Ethnicities: 12 white students, 2 Native American

students
Gender Ratios: 9 males, 5 females
Disabilities: Autism 4 students
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TBI (Traumatic Brain Injury) 1 student
Cognitive 7 students
Multiple Categories 1 student (visual and
autism) 1 student (autism and hearing
impairment)
Knowledge of Students
(in terms of the whole class and individual students)
Language Needs 1 ESL student. This students
(e.g., language needs; approaches to learning; prior knows English pretty well, just struggles with
learning and experiences; academic
pronouncing words sometimes and thinking of the
proficiencies/behavioral differences; areas of interest).
word to say.
Approaches to learning Students learn more

through group discussion and when working in small
groups or one on one. Visuals work well with the
students as well.
Prior learning/experiences Cooperating teacher

stated that students work better one on one and that
visuals help the material connect better. Group
discussions really help as well to relate the material
to them.
Behavior differences students are quiet and on task

most of the time. Some students tend to get off task,
or blurt out loud often.
Language Needs All students speak English. About

5 students see the Speech Pathologist. 3 students
struggle with speaking out loud and saying certain
words, so prompting is needed.
Approaches to learning Students learn best through

hands on activities, visuals, and social stories. Group
discussion works well.
Prior learning/experiences The cooperating teacher

uses a lot of group discussion, visuals, and hands on
activities.
Behavior differences Majority of students are well

behaved. Breaks and time to calm down is needed
for some students. A couple of the students tend to
blurt out answers and talk out of turn.
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)
To 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.
Teacher Candidate Maggie Hepper

Name:
Grade Level: 4th Grade
Subject: Language Arts
Date:
Millicent Atkins School of Education: Common Lesson Plan

Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
CCSS.ELA-LITERACY.L.4.1.G
Correctly use frequently confused words (e.g., to, too, two; there, their).*
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 understand the difference between to, too, two; there,
their, theyre and use them properly in a sentence.
Describe how the objective is relevant to students lives.
This is relevant to students lives because they will be reading these words and
using them in their everyday life and they need to know the correct form of the
word.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
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Homophones
List the materials you will need to teach the lesson.
Pencil
Paper
Pre/Post Assessment
Whiteboard
Markers
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.
In order to use test prior knowledge of homophones with the students, I will use a
short 5 question quiz consisting of short answer, fill in the blanks, and multiple
choice.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?

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 will administer the pre-assessment on Friday and will teach my lesson the
following Monday. This will give me the weekend to look over the results and
adjust my lesson accordingly.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
17% 17%
4 wrong
5 wrong
6 wrong
17% 17%
7 wrong
8 wrong
9 wrong
33%
10 wrong
Insert an image of your table/chart/graph here.

Description:
Click or tap here to enter text.
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.
I used the results of the pre-assessment and looked to see what students may
grasp the concept more than the other students. There were definitely some
students who didnt understand the difference as much so I felt the lesson was still
appropriate to teach. During my lesson then, I will focus more on those students
and making sure they get involved and are understanding what I am teaching. I
will base my learning objectives off of the results and will differentiate my
instruction to fit the needs of the student. The post-assessment will be the same
and I will see if I need to go over the instructions more if scores are low because
the students may not have understood what was asked of them.
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.
Is your post-assessment included at the end of this lesson plan?
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
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TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
A computer, SmartBoard and projector will be incorporated in order to enhance

instruction and student learning. I will play a short video for the students in order
to capture student interest about the topic homophones. I will also use the
computer, SmartBoard and projector for a review game the students will play that
requires the student to choose the correct homophone to fit into the sentence.
There is a version for the to, too, and two and there, their, and theyre.
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).
In order to accommodate the students, all of which are LD in reading and language
arts, I will use direct instruction while teaching the lesson on homophones. I will
give multiple examples and go over instructions slowly, making sure all students
understand what we are talking about and what is expected of them during their
work and pre/post assessment. I will use a shorter quiz with the majority of the
questions being structured by either using multiple choice or fill in the blank for
the pre/post assessment. The short answer section will be limited to only writing
two sentences. If students need help spelling words, I will help them with their
sentence, making sure not to tell them which homophone to use. If students need
help with words while reading sentences, I will assist them by helping them figure
out the sounds the letters make, blending the word together.
MANAGEMENT
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.
In order to keep the students on task and actively engaged, I will call on students throughout
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the lesson to answer my questions and tell me what homophone to use in the different
examples. I will also have the students take turns coming up with sentences to use and share
with the group, while having the other students decide if the student reading their sentence
used the correct homophone. The video at the beginning of the lesson will gain attention of the
students. If students are becoming off task, I will use proper ways to gain the students
attention and redirect them back on to what we are doing. By calling on the students several
times throughout the lesson, students will have to stay engaged in case they will be called on.
Some of the students can be pretty chatty so I will not move on with the lesson until they are
quiet and focused on listening to me. Breaks will also be provided in order to help students re-
focus and get their brains active again.
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).
To begin my lesson I will read two sentences. One sentence will include Can I go
to the store and buy two pencils, too? The second sentence will be Theyre going
there to buy their new dog. I will then ask the students what they noticed about
those two sentences. Next, students will be asked if they know what type of words
two, to, too; their, there, and theyre are. I will explain that today we will be
talking about homophones and tell them what a homophone is. In order to activate
student interest, I will play a short clip from Youtube talking about the
homophones; their, there, and theyre. This video is an engaging song that the
students can listen to multiple times and is catchy so it will be an easier way for
them to remember when to use the correct their properly. I will then ask for any
questions so far, and once the questions are answered I will start to write example
sentences on the board. We will go over the different meanings of each word and I
will write the words on the board and go over the meanings multiple times with
the students. I will write some sentences using the correct form of the word and
some using the wrong one and model how I would know if I am using the correct
form when I go back and read the sentence. Ill ask myself if the meaning of the
word makes sense with what I am trying to say and ask for student feedback of
what form I should be using. I will write at least 8 different sentences in order to
model what is expected of using those homophones.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
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I will explain to the students why this objective is relevant to their lives. I will tell
them that they will use these words a lot in their writing and it is important that
they have the correct form so that the reader will understand what they are trying
to say. Also, I will let them know that it is important as they get older to use the
correct usage at their jobs and schooling in order to be professional. By knowing
the correct meaning and uses of the words, it will help them as they read in order
to understand what they are reading as well.
Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
Instructional strategies I will use to demonstrate/model/explain the knowledge and skills
required include direct instruction, effective questioning, hands on learning, and modeling.
Direct instruction will be used by going over what the students are expected to do several
times while walking them through the thought process and steps to use while writing
sentences and correcting sentences used in the lesson with the correct homophone. Direct
instruction goes along with Piagets Stages of Development. The students I will be working
with are in the Concrete Operational Stage where they still cant necessarily think
hypothetically or abstractly. Direct Instruction will be used then in order to show how to think
hypothetically while writing and using these forms of homophones. Effective questioning is
used to check for understanding along the way making sure I can move on to the next part of
my lesson and ensuring they understand what they are learning. Hands on learning works well
with students with SLD and because they are able to see visuals of the sentences written on
the board and are able to write the sentences down themselves. Modeling is used as well with
direct instruction and showing the students what is expected.
Describe how you will check for students understanding before moving on to
guided practice.
I will check the students understanding before moving on to guided practice by
asking them the importance of using the correct form of the homophone. I will also
go over each word and ask them how that word should be used and what that
homophone means. I will also check student understanding throughout my
instruction by asking questions multiple times.
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).
In order to provide multiple opportunities for students to practice the skills and
content needed to meet the learning objectives we will play a review game up on
the SmartBoard. The review games consist of two separate games where
sentences are given and students are asked to choose the correct form of the word
to finish the sentence. The games keep track of attempts and how many are
correct. In order to provide multiple opportunities and check for understanding
along the way, students will form a line and will take turns answering the question.
Once we get to a point where the number correct is high and the attempts are low
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and I feel the students understand the difference, we will go onto the next game
with the different set of words. To begin, I will demonstrate what the students need
to do in order to play the game and I will also model my thought process when
choosing an answer.
http://www.grammar.cl/Games/Two_Too_To.htm
http://www.grammar.cl/english-games/there-their-they-are.htm
Describe how you will check for students understanding before moving on to independent practice.
I will take a look at how well they were doing during the game and how many
answers they were getting correct compared to the attempts made. Once all
students have shown an understanding of the game and what forms to use in the
appropriate sentences, we will move on to independent practice. I will also go over
the meanings of each word up on the board again.
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)
In order to practice the knowledge and skills required by the lesson objectives, students
will independently work on the post-assessment. This is the same sheet as the pre-
assessment, and students will be asked to do the same quiz again.
APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
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.).
To reemphasize the lesson objective and skills taught, we will have a whole group
discussion on what the definition of homophones are. I will ask the students to
give the examples of the homophones we talked about in the lesson and then I will
ask them why it is important that they know the different forms and when to use
them.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
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Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
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.
Post-Assessment
100%
1 wrong
2 wrong
3 wrong
17%
4 wrong
5 wrong
6 wrong
17% 50%
7 wrong
8 wrong
17% 9 wrong
10 wrong
Description:
After looking at the pre and post assessment results, there was significant growth shown
after the lesson was taught. Before the lesson, the highest score was 6/10 and after
lesson the lowest score was 7/10. This shows that the students were able to have a better
understanding of the material and that the activities were effective. The student that had
7 out of 10 wrong was the student that struggles the most with reading and language
arts. This would explain his lower grade, as well as his lack of focus during the lesson. If I
were to re-teach it again, I would call on him more to make sure he was engaged and read
the assessment out loud to him to see if that helps.
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
One thing I felt I did well in order to implement my lesson was having a visual of
the concept through a Youtube video. This captured the students interest right
away, and gave them a brief introduction into the topic in a student friendly way. I
also felt that the game used was a great way to get the students involved and
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active during the lesson. Their brain was engaged in a fun way that helps the
material stay better with them. Another success I felt I had during the lesson was
planning for the lesson. I was able to map out time frames for the different
activities and was able to stick pretty close to the time frames. Students had the
proper amount of time to listen to me teach, as well as play the fun and interactive
game.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
One thing I felt was a challenge was getting every student to participate. There are
a few students who answer every question, but in order to get everyone involved I
used a longer wait time and called on different students each time. Another thing I
found to be a challenge was with my assessment. I found that the students used
sentences provided in questions previous to fill out the question where they had to
write an original sentence using one of the words.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
If I were to teach this lesson again I would spend a little more time going over the
different forms of homophones. I noticed that some of the students still didnt
quite catch on to the difference, so I would spend more time trying to work with
them one on one. Time did not allow for this though, so in the future I would know
to spend more time on the topic. One other change I would make would be to give
students more prompting when having them come up with sentences on their own
in order to use time more effectively, and not waste as much time having them sit
there and thinking.
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Pre/Post
Assessment
1. What is a homophone? (2 points)
a. Word used to describe something.
b. Word that shows ownership.
c. Words that sound the same but have different spellings and meaning.
d. Words that you capitalize in a title.
2. Fill in the blanks using to, too, and two. (1 point each)
Can we go to the park _________________?
I have _______________ pencils in my desk.
I am going ____________ the store later.
3. Fill in the blanks using their, theyre and there. (1 point each)
____________ dog is soft and white.
Lets go over _____________ and play on the swings.
Since it is hot, ____________ going to the pool.
4. Write one sentence using ONE of the following words; to, two, too correctly. (1 point)
5. Write one sentence using ONE of the following words; their, there, theyre correctly. (1 point)
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Pre/Post
Assessment
6. What is a homophone? (2 points)

a. Word used to describe something.
b. Word that shows ownership.
c. Words that sound the same but have different spellings and meaning.
d. Words that you capitalize in a title.
7. Fill in the blanks using to, too, and two. (1 point each)
Can we go to the park _____too____________?
I have _______two________ pencils in my desk.
I am going _____to_______ the store later.
8. Fill in the blanks using their, theyre and there. (1 point each)
_____Their_______ dog is soft and white.
Lets go over ________there_____ and play on the swings.
Since it is hot, ___theyre__________ going to the pool.
9. Write one sentence using ONE of the following words; to, two, too correctly. (1 point)
Answers will vary, word must be used correctly in a sentence.
10. Write one sentence using ONE of the following words; their, there, theyre correctly. (1 point)
Answers will vary, word must be used correctly in a sentence.
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Name:
Grade Level: 3rd Grade
Subject: Language Arts
Date:
Template
PLANNING
CCSS.ELA-LITERACY.L.3.1.G
Form and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
Students will be able to understand comparative and superlative adjectives and be

able to choose between them depending on what is to be modified in sentences.
Students will be able to choose the correct form when writing sentences as well.
This is relevant to students lives because they will compare different things
throughout their life and need to use the proper form of the word when speaking
out loud and in their writing as well in order to look professional.
Adjectives
Superlative
Comparative
Pencil
Paper
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Pre/Post Assessment
Whiteboard
Markers
ASSESSMENT
the lesson.
In order to use test prior knowledge of comparative and superlative adjectives with
the students, I will use a short 6 question quiz consisting of fill in the blank and
multiple choice questions.

I will administer the pre-assessment two to three days prior to teaching my lesson.
This will give me the time I need to look over the results and adjust my lesson
accordingly.
(if applicable)
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Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong

Description:
I will use the results of my pre-assessment in order to base how deep I need to go
with my lesson. If students seem to grasp the concept I can spend less time
teaching the material and more time reviewing and practicing with the students. If
the students do poorly on their assessment I will spend more time teaching them
then reviewing. My lesson objectives will follow accordingly.
lesson.
TECHNOLOGY
21 | P a g e

instruction and student learning. I will also use the computer, SmartBoard and
projector for a review game the students will play that requires the student to
choose the correct form of an adjective and determine whether they need to use a
superlative or a comparative adjective to fill in the blank of the sentence. To begin
my lesson I will play a short video to capture the attention of the students.
https://www.youtube.com/watch?v=872gqAJjc1g - Video
http://www.grammar.cl/Games/Comparatives_Superlatives.htm - Game
ACCOMMODATIONS
In order to accommodate the two students, who are SLD in reading and language
arts, I will use direct instruction while teaching the lesson on comparative and
superlative adjectives. I will give multiple examples and go over instructions
slowly, making sure all students understand what we are talking about and what is
expected of them during their work and pre/post assessment. I will use a shorter
quiz with the majority of the questions being structured by either using multiple
choice or fill in the blank for the pre/post assessment. If students need help with
words while reading sentences, I will assist them by helping them figure out the
sounds the letters make, blending the word together.
MANAGEMENT
the lesson.
the lesson to answer my questions and tell me what form of the adjective to use in the different
22 | P a g e
examples. I will also have the students take turns coming up with sentences to use and share
with the group, while having the other student decide if the student reading their sentence
used the correct form of the adjective. If students are becoming off task, I will use proper ways
to gain the students attention and redirect them back on to what we are doing. By calling on
the students several times throughout the lesson, students will have to stay engaged in case
they will be called on. Breaks will also be provided in order to help students re-focus and get
their brains active again. The game will keep students engaged as well.
I Do
objectives)
I will explain that today we will be talking about comparative and superlative
adjectives. I will ask if either of the students have heard of those type of adjectives
and if they have ask them what they are. If they are unsure what it means, I will
explain the difference of the two and tell them what they mean. In order to
activate student interest, I will play a short clip from Youtube talking about the
different forms of adjectives. This video is an engaging song that the students can
listen to multiple times and is catchy so it will be an easier way for them to
remember when to use the correct type of adjective properly. I will then ask for
any questions so far, and once the questions are answered I will start to write
example sentences on the board. We will go over the different meanings of each
adjective and how to use them properly. I will write some sentences using the
correct form of the adjective and some using the wrong one and model how I
would know if I am using the correct form when I go back and read the sentence.
Ill ask myself if the form of the word makes sense with what I am trying to say and
ask for student feedback of what form I should be using. I will continue to do
examples until in see students have an understanding.
their lives.
them that they will use adjectives a lot in their writing and it is important that they
have the correct form so that the reader will understand what they are trying to
say. Also, I will let them know that it is important as they get older to use the
correct usage at their jobs and schooling in order to be professional. By knowing
23 | P a g e
the correct meaning and uses of the words, it will help them as they read in order
to understand what they are reading as well.

times while walking them through the thought process and steps to use while writing
sentences and correcting sentences used in the lesson with the correct homophone. Direct
instruction goes along with Piagets Stages of Development. The students I will be working
with are in the Concrete Operational Stage where they still cant necessarily think
hypothetically or abstractly. Direct Instruction will be used then in order to show how to think
hypothetically while writing and using these forms of adjectives. Effective questioning is used
to check for understanding along the way making sure I can move on to the next part of my
lesson and ensuring they understand what they are learning. Hands on learning works well
with students with SLD and because they are able to see visuals of the sentences written on
the board and are able to write the sentences down themselves. Modeling is used as well with
direct instruction and showing the students what is expected.
guided practice.
asking them the importance of using the correct form of an adjective. We will do
multiple examples until I see that they are catching on to the task at hand. I will
also check student understanding throughout my instruction by asking questions
multiple times.
We Do
content needed to meet the learning objectives we will play a review game and do
a worksheet up on the SmartBoard.
In order to check for students understanding before moving on to independent
practice we will play the review game up on the board. I will set a goal for the
students to meet, either ten or fifteen questions answered correctly, or as much as
time allows. If I see a student struggling I will walk them through the steps of what
to ask themselves when trying to figure out the correct form of the adjective.
You Do
24 | P a g e
Students will be given the same short quiz that they were given for the pre-assessment. I
will tell them to work quietly and independently and to ask if they have questions with
reading any of the words.

plan?
Lesson Closing
To reemphasize the lesson objective and any skills/content that were taught, we
will have a small group discussion on the meaning of comparative and superlative
adjectives. We will do a few more example sentences, if time allows, and then to
wrap it up I will ask them why it is important to know what form of the adjective to
use.
ANALYZE
25 | P a g e
Post-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong
Description:
After taking a look at the pre and post assessment results, there were gains shown after
the material was presented. The pre-assessment showed that both of the students only
got one question right out of six. When you look at the post-assessment, one student got
one wrong and the other student got three wrong. This could be due to a late start that
day, as well as the lesson time being cut in half due to the late start. One student was
really struggling during the lesson, but still showed signs of improvement from the pre-
assessment. If I were to teach this lesson again I would try to have a longer time slot so
more teaching could be done to get the material to connect with the students.
REFLECT
(successes).
One thing I felt was a success was the video and game I had the students play. By
playing a video to introduce the topic, students were able to listen to a catchy
song that would help them remember about comparative and superlative
adjectives. Another thing I felt I did well was create my assessments. I felt the
assessment did a nice job testing the prior knowledge of the students and I was
able to determine how in depth I needed to go when teaching. I was able to
determine students struggled with that topic and probably hadnt been introduced
to it yet, so I knew teaching more in depth was needed.
One piece that I found to be a challenge was when I asked the students to come
26 | P a g e
up with sentences on their own. One of the students really struggled with thinking
of a sentence, so more prompting could have been used. Another thing I found to
be a challenge was planning sentences and examples for the students. I should
have had a wider range of examples than I did, but overall the sentences worked
well and the students understood.
One thing that I would redo if I were to teach this lesson again would be to skip
some of the questions that the game had. There were a few questions using
examples of adjectives that we hadnt discussed yet, and I didnt skip them. In
order to not confuse the students, the next time I would skip the questions that
were not relevant to the topic we were learning about. One other aspect I would
change would be to have more sentences ready for example. I didnt plan to give
as many examples as I did, so I feel by preparing more examples, I could have had
better examples of the two types of adjectives that would be more meaningful to
the lesson.
27 | P a g e
Pre/Post Assessment
Adsf
Name________________________________________________
1. A comparative adjective compares how many items? (2 points)

a. One
b. Two
c. Two or more
d. None
2. A superlative adjective compares how many items? (2 points)

a. One
b. Two
c. Two or more
d. None
Choose the correct adjective to fill in the blank. (2 points each)
3. Sally was the _______ of her three sisters.

a. Older
b. More old
c. Oldest
4. Mike was _______ than his friend Tom.

a. More tall
b. Taller
c. Tallest
5. The cheetah is ________ than a snail.

a. Faster
b. More fast
c. Fastest
6. Her skin got _______ from the sun.

a. More dark
b. Darker
c. Darkest
28 | P a g e
Pre/Post Assessment
Adsf
Name________________________________________________
Name:
Grade Level: 4th Grade
Subject: Reading: Literature 1.
Date: 1.
1.
A comparative adjective compares how many items? (2 points)
a. One
b. Two
c. Two or more
d. None
2. A superlative adjective compares how many items? (2 points)

a. One
b. Two
c. Two or more
d. None
Choose the correct adjective to fill in the blank. (2 points each)
3. Sally was the _______ of her three sisters.

a. Older
b. More old
c. Oldest
4. Mike was _______ than his friend Tom.

a. More taller
b. Taller
c. Tallest
5. The cheetah is ________ than a snail.

a. Faster
b. More fast
c. Fastest
6. Her skin got _______ from the sun.

a. More dark
b. Darker
c. Darkest

Template
29 | P a g e
PLANNING
CCSS.ELA-LITERACY.RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Students will be able to compare and contrast the different point of views between
the two stories, one being told in first person and the other being told in third
person. Students will also be able to differentiate between the two narrations and
viewpoints.
This is relevant to students lives because they will use comparing and contrasting
throughout all their schooling and in their everyday. Students will also need to
know third and first person narrations when writing and reading stories in order to
properly understand the story.
Compare
Contrast
Point of view
First-person
Third-person
Pencil
Paper
Pre/Post Assessment
Whiteboard
Markers
Three Little Pigs by Paul Galdone
True Story of the Three Little Pigs by Jon Scieszka
30 | P a g e
ASSESSMENT
the lesson.
Click here to enter text.

In order to use test the students prior knowledge of first person and third person
narratives, a short quiz will be used. This quiz will consist of multiple choice
questions and short answer questions. Questions will be about determining what
view point sentences would be from and also the meaning of both narrative points
of view.

accordingly.
(if applicable)
Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong
7 wrong

Description:
31 | P a g e
then reviewing and doing activities. My lesson objectives will follow accordingly.
lesson.
TECHNOLOGY

projector to play the reading of The True Story of the 3 Little Pigs. The
SmartBoard will also be used in order to display a Venn Diagram that the students
will use to compare and contrast the view points between the two stories.
https://www.youtube.com/watch?v=vB07RfntTvw - Video
ACCOMMODATIONS
32 | P a g e
In order to accommodate the students, all of which are LD in reading and language
arts, I will use direct instruction while teaching the lesson on first and third person
narrative. I will give multiple examples of words that help determine what point of
view the story will be and go over instructions slowly, making sure all students
understand what we are talking about and what is expected of them during their
work and pre/post assessment. I will use a shorter quiz with the majority of the
questions being structured by either using multiple choice or fill in the blank for
the pre/post assessment. The short answer section will be limited to a small
amount of writing. If students need help with words while reading sentences, I will
assist them by helping them figure out the sounds the letters make, blending the
word together.
MANAGEMENT
the lesson.
the lesson to answer my questions and tell me what point of view different examples would be
coming from. Group discussion will be used after students answer in order for the students to
explain their thinking and see if their peers agree. If students are becoming off task, I will use
proper ways to gain the students attention and redirect them back on to what we are doing. By
calling on the students several times throughout the lesson, students will have to stay
engaged in case they will be called on. Breaks will also be provided in order to help students
re-focus and get their brains active again. Playing the video of the story, The True Story of the
3 Little Pigs, will differentiate instruction and be more engaging for the students then hearing
me read two books out loud.
I Do
objectives)
I will explain that today we will be talking about first and third person narration. I
will ask if the students have heard of those two point of views. If they are unsure
what each of the two points of view mean or how they are used, I will explain the
33 | P a g e
difference between the two. I will write hint words that will help the students
determine what point of view the story is being told from on the board and we will
read the words out loud together. I will give a couple example sentences and the
students will have to tell me what point of view it is coming from. I will call on a
few students to give examples from the different points of views and we will
discuss whether their example was right or wrong out loud together. I will then
introduce the two stories we will be working with today. First, I will read the original
Three Little Pigs story out loud. After a few pages I will ask the students what point
of view this story is written in. Once the original version is read, I will play the
Youtube clip with the reading of the True Story of the 3 Little Pigs. After a few
minutes I will ask the students again what point of view the story is coming from.
their lives.
them that it is important that they are using the correct point of view when writing
and also as well as speaking. I will tell them knowing what point of view the story
is being told from, will also help them determine the meaning behind what is being
read. They will also use it in their own writing as their schooling continues.

times while walking them through the thought process of determining the point of view the
narration is coming from.. Direct instruction goes along with Piagets Stages of Development.
The students I will be working with are in the Concrete Operational Stage where they still cant
necessarily think hypothetically or abstractly. Direct Instruction will be used then in order to
show how to think hypothetically while determining the point of view and knowing what point of
view to use in their own stories. Effective questioning is used to check for understanding along
the way making sure I can move on to the next part of my lesson and ensuring they
understand what they are learning. Hands on learning works well with students with SLD and
because they are able to see visual of the story through pictures as well as working with a
Venn Diagram up on the board. Modeling is used as well with direct instruction and showing
the students what is expected and how to search for the hint words in the story.
guided practice.
asking them the importance of knowing the two points of view of narration. We will
do multiple examples until I see that they are catching on to the task at hand. I will
also check student understanding throughout my instruction by asking questions
multiple times and going over hint words over and over.
34 | P a g e
We Do
content needed to meet the learning objectives, the students will brainstorm
different ideas of what happened in the story and will place the ideas in the correct
spot on the Venn Diagram.
practice we will work on the Venn Diagram up on the board. I will tell the students
we have to find at least 3 differences for each story and at least two things both
stories have in common. One difference must include the point of view each story
is being told from. I will also check for questions again and have the students
repeat the hint words back to me.
You Do

plan?
Lesson Closing
will have a small group discussion on the difference between the two points of
view. We will do a few more example sentences, if time allows, and then to wrap it
up I will ask the students what they should look for when reading in order to help
them determine what point of view the story is being told from.
ANALYZE
35 | P a g e
Post-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong
7 wrong
Description:
After looking at the pre and post assessment , there were significant improvement shown.
Every student for the pre-test got less than a 50%, while every student for the post-
assessment was over, or well over, 50%. The lowest score on the post assessment was
the student who struggles the most in class. This could be why his score was lower than
everyone else. The three students who do well either got 100% or one wrong. If I were to
re-teach this lesson again I would focus more attention to the students who struggle more
in the class and make sure they are answering more of the questions or asking them if
they have any questions. I would also prompt them during the assessments.
REFLECT
(successes).
One thing I felt I did well with this lesson plan was how I planned and implemented
showing the difference between first and third person. By taking two different
books about the same story, having it be told by two different points of view, helps
the students see the difference better. By reading parts of the two books, the
students were able to easily point out the key words that showed the two different
36 | P a g e
points of view. One other thing I felt I did well was having the key words for the
students written out on the board. This was used as a visual, which the students
responded well too and were able to look at when needed as a reference.
One thing I felt was a challenge with planning my lesson was the time frame. I had
to squeeze a bunch in during a small amount of time, which made it difficult to
decide what parts to keep that were important and what parts to get rid of.
Another thing I felt was a challenge was maintaining attention while reading the
two books, but the students listened pretty well once I re-directed them.
One change I would make next time would be to read both books fully to the
students. This would help them see how stories can be different from the different
points of view, as well as having them pick out more words that show they are
coming from a different point of view. One last change I would make is to re-word
some of the questions on the assessment. I noticed one of the questions confused
most of the students. I would make that sentence more clear for what I was
looking for as the answer.
1. First person narration is told by; (1 point)

a. Someone not in the story
b. The person himself/herself
c. Three people.
d. No one
2. Third person narration is told by; (1 point)

a. Three people
b. Someone not in the story
c. The person himself/herself
d. No one
Choose whether each sentence is written in first or third person and write what point
of view it is written in on the line. (2 points each)
3. Molly went to the mall after school got out. ________________________
37 | P a g e
4. I dont like broccoli but I had to eat it at supper last night. _______________________
5. He will go to the football game tonight. __________________________
6. They are waiting for class to begin. ______________________
7. Ashley, do you want to come to the pool with us? __________________________
8. We washed out the paint brushes ourselves. _______________________
9. First person narration is told by; (1 point)

a. Someone not in the story
b. The person himself/herself
c. Three people.
d. No one
10.Third person narration is told by; (1 point)

a. Three people
b. Someone not in the story
c. The person himself/herself
d. No one
Choose whether each sentence is written in first or third person and write what point
of view it is written in on the line. (2 points each)
11.Molly went to the mall after school got out by herself. _____Third ________
12.I dont like broccoli but I had to eat it at supper last night. _____First_________
38 | P a g e
13.
13.
Name:
13.
Grade Level: 9th-12th Grade
13.
Subject: Life Skills: Math
13.
Date:
13.
13.
He will go to the football game tonight. ____Third________
14.They are waiting for class to begin. ____Third______
15.Ashley, do you want to come to the pool with us? ________First________
16.We washed out the paint brushes ourselves. _________First_______

Template
PLANNING
IEP Goals
Add, subtract, count, and budget money.
Students will be able to add, subtract, count, and budget money in a grocery
store/shopping setting. Based off their level of ability, the first level will be able to
either dollar up and add several dollar amounts and pick out the correct grocery
store objects. The second level of ability will be able to add the dollar such as
$1.99, $2.00, etc. and give correct change to buy the items. The third level of
ability will be able to add any dollar amount, give the correct change, and subtract
the money from their budget.
39 | P a g e
This is relevant to students lives because students will use money daily for their
whole lives and will need to know how much they have, how much they can spend,
and how to budget and keep track of the money they have. It is also relevant to
know how to count money in order to make sure you are getting the correct
money back as change at the store.
Money
Budget
Dollar
Cents
Calculator
Food items
Grocery List
Pencil
Paper
Pre Assessment
Post Assessment
Budget Sheet
ASSESSMENT
the lesson.
In order to use test the students prior knowledge of counting money and
understanding money, I will give the students a short 5 question assessment.
There will be three versions of the assessment in order to accommodate the
different abilities of students in the room. Students will be asked to count the
money and use what they know about the money to answer short answer
questions.

40 | P a g e
accordingly.
(if applicable)
Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong

Description
then reviewing and doing activities. My lesson objectives will follow accordingly.
lesson.
41 | P a g e
TECHNOLOGY

projector to display the items and prices of what the students will need to buy at
the grocery store. This will grab student attention more, rather than just using a
worksheet.
ACCOMMODATIONS
In order to accommodate the students, I will use direct instruction while teaching
the lesson on counting money and making change. I will use three different levels
of worksheets, assessments, and questions for the different levels of ability. There
are three different groups the students fall into, regarding their ability. For the
lower level students, I will use more general questions dealing with counting coins.
The middle level group will have harder questions, but still pretty general. For the
higher achieving students, I will use higher level thinking questions. The students
who are at a lower level will also be provided with aids in order to help them stay
on task and following along, as well as doing the group activity. The assessments
and worksheets will be kept short and group discussion and examples will be used
more during the lesson. One student has a visual impairment, so he will use a
CCTV to magnify his grocery list and assessments, along with the help of an aide.
One student also has a hearing impairment, so I will have her sit in the front and
make sure she is looking at me when I talk. She can read lips and hear some, so I
will talk louder.
MANAGEMENT
42 | P a g e
the lesson.
n order to keep the students on task and actively engaged, I will call on students throughout
the lesson to answer my questions. Group discussion will be used after students answer in
order for the students to explain their thinking and see if their peers agree. If students are
becoming off task, I will use proper ways to gain the students attention and redirect them back
on to what we are doing. By calling on the students several times throughout the lesson,
students will have to stay engaged in case they will be called on. Breaks will also be provided
in order to help students re-focus and get their brains active again. Aids will be used in the
room to help the lower level students with the grocery shopping list. I will transition the
students throughout the grocery shopping by separating the items each group of students will
use at different tables so there is not a huddle of students in one spot. They will be able to
access the items quicker this way.
I Do
objectives)
I will explain that today we will be talking about adding, subtracting, budgeting,
and counting money. I will give multiple examples of how to go about shopping,
some being good and some being bad. I will ask the students to respond with
either thumbs up or thumbs down telling me if the way I portrayed was correct or
not. I will also go over the procedure of creating a grocery list and how you
determine what you need to buy. Along with going over creating a grocery list, I
will discuss where to look for the items. I will ask the students who has ever gone
to the grocery store and paid the cashier themselves. We will discuss what all
going to the grocery store entails and the procedure of paying the cashier.
their lives.
them that it is important that they know how to count money and to be able to pay
for items they need in their daily lives. I will bring up multiple examples of when
you spend money during the day and this will show the students that you really do
use money every day and that it is important you know how much money you
have, how much you can spend, and how much you will be spending.
43 | P a g e
times while walking them through how to count money and how to budget your money. I will
walk through the though process of counting the money and determining if I have enough to
buy a certain item I want. I will also use a social story through direct instruction and giving
them examples of what to do and what not to do. Direct instruction goes along with Piagets
Stages of Development. The students I will be working with are in the Concrete Operational
Stage where they still cant necessarily think hypothetically or abstractly. Direct Instruction will
be used then in order to show how to think hypothetically while determining how much money
they need to spend to buy their groceries and if they have enough money and what to pay
with. Effective questioning is used to check for understanding along the way making sure I can
move on to the next part of my lesson and ensuring they understand what they are learning.
Hands on learning works well with students and will give them a more realistic idea of what
going to a grocery store might be like and what a shopping list they might create would look
like as well. Modeling is used as well with direct instruction and showing the students what is
expected and how to spend money appropriately and correctly. Another way modeling is used
is through the social story.
guided practice.
asking them the importance of knowing how to count money and knowing how
much money you have. We will do multiple examples until I see that they are
catching on to the task at hand. I will also check student understanding
throughout my instruction by asking questions multiple times and giving examples
and having the students respond back to me if I am counting the money and
spending the money correctly.
We Do
content needed to meet the learning objectives, the students will be given a
grocery list where they have to go find the objects that they need to buy. The
students will also be given an envelope with money in it and they will have to
count out the money and write their total up at the top of the grocery list.
Students will first have to show their work and have an aid or myself check their
answer. Next the students will begin to hunt for the items on their shopping list.
These objects will be placed on tables around the room and they will have to find
that item and write down the prices next to the items. Each item is labeled clearly
with the price. Once the students have found all their objects they can return to
their seats. The students will then add up the amounts they have and determine
44 | P a g e
what they should pay with and how much they need to pay. Along with that, the
students will have to see if they have enough money. Once the students have
determined what they are going to pay with they will come up to me or an aid and
give them the money they would like to pay with and we will check the total that
they added up. I will tell the students before the activity starts to pay attention to
what the cashier gives back for change if change is necessary to make sure they
get the right amount. A few of the students will be given back an incorrect amount
of change to see if the students will catch the mistake. Once the students have
completed this all they can grab another grocery list if time allows.
practice, the students will have to bring their list to me or an aide and have them
check it over to see if they added correctly and also to tell them what they would
use to pay for their items and how much they would need.
You Do

plan?
Lesson Closing
will have a small group discussion on the importance of money and when they will
use money in their daily lives. We will do a few more examples of adding money
and then I will wrap it up by going over a few scenarios of spending money and
having them respond and tell me if I handled it correctly and used the right
amount of money.
ANALYZE
45 | P a g e
Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
Description:
After looking at the pre and post assessment results, there was quite an improvement
shown. The first time around, most students only got 1 question right, with the exception
of a few students. The results coordinated with the level of ability the students were in.
The lower level ability students struggled more, even though their assessments were
easier. A reason for some of the improvement shown was more prompting was used with
the students for the post-assessment because the students struggled quite a bit with the
pre-assessment with less prompting. Another reason the scores were how they are, is that
the students in this room need to work repeatedly on skills, and not just grasp it in one
day. If I were to re-teach this lesson again I would spread the concept out over at least a
week and continually talk about it throughout the year. I would also change some of the
assessments to make them easier for the students. I found that the assessments I used
may have been too difficult.
REFLECT
(successes).
One thing I felt I did well was preparing and planning the different levels of
46 | P a g e
shopping lists for the different groups of students. I was well prepared and had
multiple items for the students to find the price for. I had the appropriate prices for
each group to show their skill at a level they could do. One other thing I felt well
was giving a social story at the beginning to make the scenario more realistic to
the students and to incorporate the lesson and ask questions. I also gave
examples of things I could do at the store and they had to tell me if I did it
correctly or not which is a way of checking for understanding.
One thing that was a challenge was managing the different groups of students.
Each student could use one on one help, and with me and two aids, it was difficult
to give each student the help they needed at that moment. One other thing that
was a challenge was coming up with the assessments. I dont know exactly what
each student can do with money at this point, so finding the appropriate questions
to test their prior knowledge was hard.
If I could redo something for my lesson it would be the assessments. I would
basically move each assessment down a ability level. I found that some of the
questions were too hard for the students to understand. Another thing I would
redesign is finding a way to have more order and give each student the attention
they needed. Whether it would be partnering them off or having students go one
by one.
Counting Money 1 Name: __________________________
47 | P a g e
1. Ho
w
much money is here?
2. Is there enough money to buy a shirt that cost $16.99?
3. How much more money do you need to have $20?
4. If a Snickers cost $1.29, how many could you buy?
5. How much money would you have left over?
48 | P a g e
1. Ho
w
much money is here?
2. Can you buy a $24 shirt?
3. How much more money do you need to have $20?
4. If a Powerade cost $1.00, how many could you buy?
5. How much money would you have left over?
1. How many coins are there?
49 | P a g e
2. Ho
w
much money do you have without the coins?
3. How many pennies are there?
4. How many dimes are there?
5. How many nickels are there?
Answer Key
Counting Money 1
1. $18.80
2. No
3. $1.20
4. 14 Snickers bars
5. $0.74
Counting Money 2
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1. $18.80
2.
2.
Name:
Grade Level: 9th-12th Grade 2.
Subject: Life Skills: Social Skills 2.
Date: 2.
2.
Yes
3. $1.20
4. 18 Powerades
5. $.80
Counting Money 3
1. 19 coins
2. $17
3. 5 pennies
4. 5 nickels
5. 5 dimes

Template
PLANNING
51 | P a g e
IEP Goals
Act appropriately and handle social scenarios in a calm manner.
Students will be able to know the difference between what thoughts should stay in
their head and what thoughts would be appropriate to say out loud. Based off their
level of ability, the first level of ability group will be able to give thumbs up or
thumbs down to the statements provided saying whether they are something that
should stay in your head or something you can say out loud. The second level of
ability group will be able to determine between two statements which statement is
appropriate to say out loud, and which one should stay in your head. The third
level of ability group will be able to determine what is appropriate to say and come
up with what to say when put in a tough situation that would be appropriate. They
will also be able to differentiate between borderline or unclear statements.
This is relevant to students lives because they will encounter people every day of
their lives whether it is at work or their family and friends. They will need to know
what is appropriate to say in order to be kind to everyone and to not say
something rude. By knowing what you can and cant say to people, the students
will be more likely to hold a job if they are able to contain thoughts in their head.
Thoughts
Speech
Appropriateness
Click here to enter text.

Paper
Pencil
Speech Bubble
Thought Bubble
Gift Prompt Cards
Assessments
52 | P a g e
ASSESSMENT
the lesson.
In order to use test the students prior knowledge of social skills with what to say
out loud and what to keep in your head, I will administer a short 4 question quiz.
There will be three versions of the assessment in order to accommodate the
different abilities of students in the room. Students will be asked to either circle a
thought bubble or speech bubble for several statements for one group. The next
level of ability group will be given to sentences and they have to determine which
is the one they could say out loud and which one they would have to keep in their
head. The next level of ability group will be asked to write something appropriate
they could say in certain scenarios where they might want to say something rude.

accordingly.
(if applicable)
53 | P a g e
Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
Description:
then reviewing and doing activities. My lesson objectives will follow accordingly. I
will also take a look at how each group level of ability does and determine what
activities will be appropriate to do with the group as a whole.
lesson.
54 | P a g e
TECHNOLOGY

projector to show a PowerPoint to give visuals while teaching my lesson. I will also
use the PowerPoint for one of my activities that the students will have to
determine whether the thought in the thought bubble is something they can say,
something they can say with caution, or something that should stay in the thought
bubble.
PowerPoint found at : http://www.soudertonsd.org/pdfs/elem/autistic-

support/expected/thinking-saying-thoughts.pdf
ACCOMMODATIONS
In order to accommodate the students, I will use direct instruction while teaching
about what should stay in ones head and what is appropriate to say out loud. I will
use three different levels of worksheets, assessments, and questions for the
different levels of ability. There are three different groups the students fall into,
regarding their ability. For the lower level students, I will use more general
questions that ask the student either yes or no questions or thumbs up thumbs
down approach. Students will also be asked to go to the board and point at the
answer. The middle level group will have harder questions, but still pretty general.
For the higher achieving students, I will use higher level thinking questions. The
students who are at a lower level will also be provided with aids in order to help
them stay on task and following along, as well as doing the group activity. The
assessments and worksheets will be kept short and group discussion and
examples will be used more during the lesson. One student has a visual
impairment, so he will use a CCTV to magnify his sheets and items, and an aid can
transcribe for him if it seems appropriate at that time. One student also has a
hearing impairment, so I will have her sit in the front and make sure she is looking
at me when I talk. She can read lips and hear some, so I will talk louder.
55 | P a g e
MANAGEMENT
the lesson.
the lesson to answer my questions. To get the lower level group more involved, I will have
them go to the board and point at the answer. This will keep them engaged because they
wont know when they will have to go point at the board. It also gets them up and moving.
Group discussion will be used after students answer in order for the students to explain their
thinking and see if their peers agree. If students are becoming off task, I will use proper ways
to gain the students attention and redirect them back on to what we are doing. By calling on
the students several times throughout the lesson, students will have to stay engaged in case
they will be called on. Breaks will also be provided in order to help students re-focus and get
their brains active again. Aids will be used in the room to help the lower level students with the
assessments and prompting them as well when answering questions. If a student is struggling
with finding an answer I will prompt them by giving them hints or asking them yes or no to
what I say.
I Do
objectives)
I will explain that today we will be talking about speech and thought bubbles. I will
hold up a speech bubble and ask them where that should be placed by my face,
either by my mouth or by my head. I will do the same with a thought bubble and
then will go over the difference between the two. I will use different scenarios to
show the students the thought process they should go through when determining
if it is something they can say or not. A PowerPoint will also be used to teach on
the topic. Once I have gone through several scenarios and asked the students
what they thought each speech/thought bubble meant, the PowerPoint will be
used.
their lives.
them that it is important that they know the thought process to go through when
determining if something is okay to say to someone or not. I will tell them that
56 | P a g e
they need to be careful with what they say when at work and when talking to
friends, family members, and strangers. I will ask them how they feel when
someone says something rude to them to show the importance as to why they
cant say something mean to someone else because they might feel the same
way.

times while describing the activities and what is expected of them as we complete the
activities. It will also be used while teaching the lesson and explaining the difference between
the two types of speech/thought bubbles. Direct instruction goes along with Piagets Stages of
Development. The students I will be working with are in the Concrete Operational Stage where
they still cant necessarily think hypothetically or abstractly. Direct Instruction will be used then
in order to show how to think hypothetically while determining what they could say in scenarios
where they might want to say something rude to someone. Effective questioning is used to
check for understanding along the way making sure I can move on to the next part of my
lesson and ensuring they understand what they are learning. Hands on learning works well
with students and will give them a more realistic idea of what certain scenarios might look like.
By being given a visual, students will be able to understand the concept more and it will make
the scenario more realistic to them. By having the students go up and point at the board or
give thumbs up or thumbs down, the students will be learning more hands on as well.
Modeling is used as well with direct instruction by going through the thought process to know
what is appropriate to say and what is not. Students need to see the teacher model the
process and then also have to repeat back the process so it might stick better. Once I have
modeled, I will ask the students to model the process back to me as well. While modeling, I
will model incorrectly to see if the students can tell me why what I did was wrong.
guided practice.
asking them the importance of knowing what is appropriate to say and why you
cant say rude things to people. We will do multiple examples until I see that they
are catching on to the task at hand. I will also check student understanding
throughout my instruction by asking questions multiple times and giving examples
and having the students respond back to me something that is appropriate they
could say instead of something rude I say first. I will also say things incorrectly to
see if they can catch what I did wrong.
We Do
57 | P a g e
content needed to meet the learning objectives, the students will be asked,
through several examples, of whether something is appropriate to say, something
should be said with caution, or something that should not be said at all. Some
students will be asked to get up and point at the answer, if answering verbally is
difficult for them. The higher level of ability students will be asked something they
could say instead if the thought is rude or mean. We will continue through the
PowerPoint until I see students are getting a hang of the task at hand, or until each
student has had multiple times to answer. Once we have finished the PowerPoint,
students will be given a small sheet of paper with a gift that they have just
received. I will explain to the students that we are going to pretend it is their
birthday and they have just received this gift that is going to be considered a bad
gift. We will go around the room and have the students say what their gift was and
what their thought in their head might be. Once they have stated what they are
thinking, they need to turn it around and say something appropriate so that the
person who gave the gift doesnt get their feelings hurt. We will do this as long as
time allows, or until students have a grasp on what they could say. Students will
be prompted as well if they are having troubles thinking of what they could say. I
will finish up by modeling a few more examples and asking the students if I
handled the situation well or if I should change something.
practice, the students will have to answer the questions correctly or seem to
understand the topic. They will also need to be able to tell me if I handled the
situations correctly or if there is something I should change.
You Do
reading any of the words. Aids will assist as needed, and transcribe if needed as well.

plan?
Lesson Closing
will have a small group discussion on the importance of being kind with our words
58 | P a g e
and knowing when something is appropriate to say or if it should just stay in our
thought bubble.
ANALYZE
Pre-Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
Description:
After looking at the pre and post assessment results, there was a significant gain in the
students results. For the pre-assessment, most students got half of the questions right.
For the post-assessment every student either got 100% or only one question wrong. The
topic taught is more common sense and something the students know and can talk about,
but is something they dont necessarily use in the moment. The concept was important to
teach on for that reason. We had a fire drill right before I started teaching, which may
have affected results, but I felt that the students were pretty focused. If anything, the
topic just needed to be taught more for it to click with the students. If I were to re-teach
again I would change the power point some, but otherwise I felt the lesson was very
59 | P a g e
effective and engaging.
REFLECT
(successes).
One thing I felt I did well to plan this lesson was coming up with the three different
levels of assessments for the students to do. The assessments worked really well
with each level of ability of the students and did a nice job measuring what they
knew before, and after the lesson. Another thing I felt was a success was finding
the right method for each student to use to respond that would work well with
their abilities and level of comfort. I was able to prompt the students in an
effective manner and find a way to get each student to participate.
One thing I felt was a challenge was coming up with the different levels of
assessment. Creating three different worksheets that measure the same concept,
but in different ways was difficult, but I was able to create appropriate
assessments for each level of ability. One other aspect that I felt was a challenge
was keeping students from blurting the answer, when it wasnt their turn. Some
students tend to answer the question every time, so I had to remind students
often to raise their hand and allow everyone to have their own turn.
If I were to re-teach this lesson again I would skip over some thought bubbles in
the power point that were similar to ones we previously discussed. By skipping
over some of the similar thoughts, more topics could be covered. Another thing I
would change would be to seat students of similar ability by each other when
doing the post-assessment so that giving help would be easier. By having the
different levels of assessments spread around the room, it was harder to prompt
the students in a timely manner. If they were seated by each other more time
could have been saved.
60 | P a g e
1. You smell terrible, have you even showered this month?
2. I really like your idea, would you like to hear mine?
3. You are so ugly, how did you get a boyfriend?
4. Cool coat, where did you get it?
5. You smell terrible, have

you even showered this
month?
61 | P a g e
Xxx
6. I really like your idea, would you like to hear mine?
xxx
7. You are so ugly, how did you get a boyfriend?
xxx
8. Cool coat, where did you get it?
xxx
Circle the sentence you can say out loud. Cross out the sentence that
should stay in your head.
62 | P a g e
1. I see you tried a new hairstyle, it looks good!
Your hair looks like a child cut it.
2. Your coat is so ugly, Id never wear it.
Its not my style, but that coat looks cute on you!
3. I like your idea, I never would have thought of that.
What a stupid idea, no one thinks that will work.
4. Your paper is so bad, do you know how to spell?
I like your story, would you like me to proofread it?
Circle the sentence you can say out loud. Cross out the sentence that
should stay in your head.
63 | P a g e
5. I see you tried a new hairstyle, it looks good!
Your hair looks like a child cut it.
6. Your coat is so ugly, Id never wear it.
Its not my style, but that coat looks cute on you!
7. I like your idea, I never would have thought of that.
What a stupid idea, no one thinks that will work.
8. Your paper is so bad, do you know how to spell?
I like your story, would you like me to proofread it?
Read the scenarios and write something that would be appropriate for you
to say out loud.
1. You open a gift from your grandma and pull out a sweater. You wanted
a skateboard. What could you say?
64 | P a g e
2. Your friend got a new haircut and you dont think it looks very good.
What could you say?
3. You are working on a project and someone keeps talking over you and
interrupting. What could you say?
4. Your friend is scared to jump off the diving board and you dont know
why they would even be scared. What could you say?
Read the scenarios and write something that would be appropriate for you
to say out loud.
1. You open a gift from your grandma and pull out a sweater. You wanted
a skateboard. What could you say?
65 | P a g e
Answers will vary.
2. Your friend got a new haircut and you dont think it looks very good.
What could you say?
Answers will vary.
3. You are working on a project and someone keeps talking over you and
interrupting. What could you say?
Answers will vary.
4. Your friend is scared to jump off the diving board and you dont know
why they would even be scared. What could you say?
Answers will vary
Teacher Work Sample Scoring Rubric

Student Teaching
Teacher Candidate Name:_Maggie Hepper

Semester: Spring Fall Year 2017
Grade/Subject Area : 3rd-5th Resource Room 9th-12th Life Skills
Task I: Professional Goal Setting
66 | P a g e
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
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
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
Standards/Objective connections across the connections across the Lessons allow for very apparent connections
s curriculum which serve to curriculum which serve to few connections across across the curriculum;
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.
Assessment 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.
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
67 | P a g e
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
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
68 | P a g e
reasons for why the the lessons are re-teaching/remediation reasons for why the
instructional strategies and developmentally appropriate where necessary. instructional strategies
learning activities chosen for (claims are somewhat and learning activities
the lessons are chosen for the lessons
supported by relevant
developmentally appropriate Includes reasons for why are developmentally
(claims are supported by theory/research that is appropriate (claims are
the instructional
relevant theory/research that cited). not at all supported by
strategies and learning
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.
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
69 | P a g e
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.
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ST Spring 2017 Tws Weebly

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Northern State University

Student Teaching Experience

Candidate Name: Maggie Hepper

Subject/Content Area: Resource Room and Life Skills

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

Signature of Candidate Submitting the TWS: Maggie Hepper (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:

Your university supervisor (discuss the format)

NSU Conceptual Potential Category Outcomes Description

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

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

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

a. Identify the Framework Category to which your goal aligns:

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

Community Third largest city in South Dakota

Ethnicities: 12 white students, 2 Native American

Approaches to learning Students learn more

Prior learning/experiences Cooperating teacher

Behavior differences students are quiet and on task

Language Needs All students speak English. About

Approaches to learning Students learn best through

Prior learning/experiences The cooperating teacher

Behavior differences Majority of students are well

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

Teacher Candidate Maggie Hepper

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.

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

Is your pre-assessment included at the end of this lesson plan?

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

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

A computer, SmartBoard and projector will be incorporated in order to enhance

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

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

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

Can we go to the park _________________?

I have _______________ pencils in my desk.

I am going ____________ the store later.

____________ dog is soft and white.

Lets go over _____________ and play on the swings.

Since it is hot, ____________ going to the pool.

6. What is a homophone? (2 points)

Can we go to the park _____too____________?

I have _______two________ pencils in my desk.

I am going _____to_______ the store later.

_____Their_______ dog is soft and white.

Lets go over ________there_____ and play on the swings.

Since it is hot, ___theyre__________ going to the pool.

Answers will vary, word must be used correctly in a sentence.

Answers will vary, word must be used correctly in a sentence.

Students will be able to understand comparative and superlative adjectives and be

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)

Is your pre-assessment included at the end of this lesson plan?

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

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

Can we go to the park _too________?

I have _two__ pencils in my desk.

I am going _to___ the store later.

_Their___ dog is soft and white.

Lets go over ____there_ and play on the swings.

Since it is hot, _theyre________ going to the pool.

14.They are waiting for class to begin. Third__

15.Ashley, do you want to come to the pool with us? First

16.We washed out the paint brushes ourselves. ___First_