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Task I: Professional Goal Setting
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 implementation, and assessment of
Organization instruction, classroom management and
Instructional Materials and Technology 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:
Implementation
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 implement/integrate art into the classroom in order to improve long-term retention of
content. I chose this goal after reading an article in one of our courses that talked about the
eight different effects of art in order to retain information. The eight different effects are
rehearsal, elaboration, generation, enactment, oral production, effort after meaning, emotional
arousal, and pictorial representation. This article brought up some excellent points on how to
help students retain content learned.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
In order to accomplish this goal, I will consider every possible way I can implement these effects
into my lesson. Whether they be small parts of the lesson or a more important part of the
lesson, I will try to implement as many as possible. Using these different ways will help the
material connect better with the students. I will consider what will create strong group discussion
and weigh in what effect will work best with each lesson.
e. Reflect on your progress/growth toward achieving this goal:

Throughout my experience I was able to obtain this goal to a certain extent. I was able to
incorporate most of the eight different effects. I was able to include rehearsal, elaboration,
generation, oral production, and pictorial representation. I found that it was easy to include
rehearsal because you are constantly having the students repeat certain parts of the lesson so
they are remembering what is being said. Elaboration and generation were included a lot when
it came to math, science, and social studies through the use of open ended and close ended
questions as well as group discussion. I encouraged the students to bounce off of each others
ideas and to elaborate on what was being said in the discussion. I also encouraged students to
generate questions of their own to discuss. Oral production was incorporated when I would ask
the students to show their project to the class and explain how they found their answer. By
presenting their answer or project, the students tended to remember the objective better. Having
the students draw models in math as well as creating a visual in their writing and projects, I was
able to incorporate pictorial representation. I found that it was harder to incorporate enactment
just because there isnt as much time to do Readers Theater, etc. I am sure if I would have
more than 12 weeks it would have been easier to find time to incorporate this. Emotional
arousal was another one I struggled to incorporate. In the future I would just try to incorporate all
of the eight different effects as much as possible, as long as it is in a meaningful way. The ones
I didnt really reach my goal of using was due to the fact that I didnt have a meaningful way to
use the effect. I found the effects I used the most were the ones that work the best with the
students I had in order to create a strong group discussion.
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Task II: Contextual Information (see rubric for scoring details)
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 Students grade: 3rd

(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range

Age range : 8-10
of students; the content area being taught; any other
factors that are pertinent to understanding your class Content : Math, Reading, Science, Social
assignment Studies
Community Third largest city in South Dakota
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the Located in Northeastern part of South Dakota
community)
Population: Approximately 26,000 people
Urban area
Predominant industry is agriculture
Home of two colleges, Northern State University and

Presentation College
District All Students - 3370

(e.g., enrollment; percent of students receiving free or Hispanic / Latino -165
reduced-priced lunches; graduation rates; ethnicities; American Indian / Alaskan Native - 232
percent of students with IEPs; percent of students who are Asian - 101
ELLs; per-pupil expenditures) Black / African American - 74
Native Hawaiian / Pacific Islander - 10
White / Caucasian - 2660
Multi-Racial 128
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Student With Disabilities - 465
English Language Learners 112
Economically Disadvantaged 1390
Female - 1655
Male - 1715
Graduation Rate - 91.61%
Total Educational Expenditures: $28,284,163

School The school I am placed at is a newer school, so
(e.g., enrollment; percent of students receiving free or contextual information isnt gathered yet. The information I
reduced-priced lunches; ethnicities; percent of students was able to find is for 3rd-5th graders.
with IEPs; percent of students who are ELLs; teacher-to-
student ratio) Total enrollment 3rd-5th grade: 103
White: 78
Black: 2
Asian: 3
Native American: 9
Hispanic: 5
Pacific Islander : 6
Economically disadvantaged: 43
SPED: 13
Classroom Demographics Number of students 16

(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs, Male 9 students
and those due to cultural characteristics). Female 7 students
# on IEPs 5 students
3 students with SLD
1 student with cognitive disability
2 students in speech
Students with physical needs 1 student with vision
problems
Ethnicities
Caucasian 13 students
Native American 3 students
Knowledge of Students Language Needs

(in terms of the whole class and individual students) ELL Students 0
2 students work with the Speech Pathologist
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest). Approaches to learning
Students learn more through group
discussion and working problems together as
an example. Small groups work well also.
Learn more through hands on activities and
are able to stay on task more when working
hands on then through lecture.
Behavioral differences
Most students are calm and on task. There
are a few students who tend to seek attention
through acting out and blurting.
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Task III: Instructional Design and Implementation
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)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
3 of the lessons must have been observed by your university supervisor
Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Maggie Hepper
Grade Level: 3rd
Subject: Reading
Date: 9/7/2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
Rationale (cite theories or theorists):

This lesson relates well with Vygotskys Theory of Social Development because the students are at the age where
they are learning how to interact socially through peers and culture. By reading fables where morals and lessons are
taught throughout the story, students are thinking abstractly and learning life lessons through the fables. The fables
give them an example of the different moral lessons.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: Students will be able to
Students will be able to summarize and recount fables that have a central message/moral in them. Students will be
able to explain what the fables moral was and use details from the text to explain how they came to that conclusion
after reading different fables.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The learning objectives are appropriate for this age/development level of students because they are almost to the
age where they begin to think abstractly. By going over the fables and morals taught they are able to make
connections between details in the text and the moral of the story. Students are also learning moral lessons which
are critical at this age in order to develop socially as well.
List the materials/resources you will need to teach the lesson.
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10-15 Fables
Pencil
Recording sheet
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
In order to teach this lesson and enhance it with technology, I will use the Smart Board and projector to play a video
on Learn 360 where I demonstrate taking key details from a story in order to figure out what the theme of the story
would be. I will also use a PowerPoint presentation to discuss what theme is and review summarizing.
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. *
In order to accommodate my students I will take into consideration all the needs the students have. One student has
a vision problem, so in order to accommodate him, I will make sure he is sitting towards the front of the group and
right by the Smart Board. I will also make sure the font is big enough for him to read on his assessments and in the
books provided. Three students are on an IEP for reading, so if they join us during my lesson I will make sure to assist
them with reading the story or any questions they have. I will also try to group them with stronger readers who can
help them out as well. The pre/post assessments will be read out loud to the students in order to help the students
who struggle with reading as well.
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 pre-assess the students, I will use a short worksheet where the students will read/listen to short passages
and they have to determine whether the passage is just summarizing a story, or if there is a theme in that passage.
The students will then mark S for summarizing or T for theme if a theme is shown. This assessment will be given
a few days prior to the lesson and I will base my lesson and make changes accordingly.
Pre-Assessment: 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. (Include charts,
graphs if applicable)
The results will be used in order to tell me how much prior knowledge they have on theme. If the students
do fairly well, less instruction will be given and more work time provided. If the students struggle, more
instruction time will be used and less individual work given. This will also change my lesson objectives.
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Pre Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
After looking at the results of the pre-assessment, I see that not very many students really understand the
concept of theme/moral. I know that I will need to go more in depth with the students and make sure I use
direct instruction, as well as a wide use of modeling in order to show the students how to determine if
there is a theme in the story.
Classroom 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 manage and motivate the students, I will have them all bring their chairs up to the board in order to
focus. I will try to separate the students who I know will talk and will use the behavior chart as necessary. I will also
have the helper of the day draw sticks in order to have students answer questions to keep them focused and on task
because they wont know when their name will be called. If a student needs help, they will be able to ask for help
from a friend. I will go over expectations while the students are sitting at the board on how to sit and listen quietly. I
will also go over expectations before I put the students in groups when they read their fable.
Implementation
I Do
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
In order to introduce the lesson I will go over a short PowerPoint that discusses theme and the common
themes found in books. I will ask the students if they can define what a theme is in a story. I will have the
students repeat out loud to me the meaning of theme and I will go over the steps in determining the
theme of the story. I will then ask the students why it is important that we know what a theme is. I will
give the students a few seconds to brainstorm and then I will call on a student. Once we have discussed
the importance of theme, I will pull up a video on Learn 360 and we will watch the video together. I will
demonstrate to the students finding key details in the text that help the reader determine what the theme
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of the story would be. By demonstrating the steps you take while reading/listening to a story in order to
figure out a theme, the students will be learning what is expected of them once we start our group work
with the different fables. I will watch for understanding with the students, and if I see they arent catching
on quite yet, I will play another video and do another demonstration of finding the theme in a fable. I will
discuss what theme is one more time.
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 allow the students to have multiple opportunities to practice the skill and content taught, I will
split the students into pairs or groups of three and will tell them that they are going to take the fable given
to their group and they will read it together out loud. Once they have read the story they are going to
break the book down into beginning, middle, and end to summarize the story. The students will then have
to figure out what the theme of the story was and what the moral of it was. They will write down the
moral in their own words (some stories provide moral) and will need to be prepared to share what the
theme is. Once the students have finished one book they are able to move onto another fable. They will
keep working together until I say to finish where they are at and to walk quietly back to their chairs. I will
walk around the room as the students are working in groups and I will check for understanding by reading
what they are writing down and asking them what they think the moral is and why they think that. Each
group should have gotten through at least one fable, so I will have each group share what the moral of
their story was and what details in the text told them that was the moral.
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?
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.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
To close the lesson we will have a whole group discussion and review what theme means and the steps to
figure out what the moral of a story is. I will ask the class again why it is important to know what theme is
and how to understand the theme.
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.
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Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Post Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
After looking at the results of the post-assessment, there was definitely some growth in the scores of the
students. There were actually students who got 100% and over half of the class had 2 or less wrong on the
assessment. There were a few students who still got 4 wrong, but the ones who struggled were the
students who are on an IEP for reading and some students who did not listen when I was reading the
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passages out loud. My objective of the lesson was to have students be able to determine the moral/theme
of a story and knowing the difference between just summarizing/telling a story or telling a story that has
meaning behind it.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
One part of my lesson that I felt I did well was my preparation for this lesson. In order to manage the class and keep
the lesson running smoothly, I had everything prepared ahead of time. I had created a PowerPoint that I used to
teach the meaning of theme. I had the PowerPoint pulled up as well as the video I used to demonstrate the thought
process the students needed to use to figure out the theme. This made it so there wasnt any wait time for the
students as I prepared things and could jump from each part of the lesson quickly. I also had groups created before
hand as well as what book each group would read. All I had to do was tell the students their group and hand them
their book and they were able to get to work right away. Having everything prepared ahead of time allowed me to
manage the class and transition quickly.
Another part of my lesson that I felt went well was having a video that I used in order to keep the students engaged
while I was demonstrating how to determine the theme of a story. I also was able to maintain attention and
motivate the students by pairing them up and having each group read a different story. The students knew they
would need to present, so by having different stories for each group meant they had to actually read the story and
would not be able to just copy what other groups presented. The stories/fables I chose for the students were also
ones that they could relate to the lesson and their life.
A revision I would make would include discussing how the words theme, lesson, and moral all connect and mean the
same thing. I used each word throughout the lesson, but I could have reiterated that they all mean the same thing to
make sure they fully understood the concept. If I were to teach this lesson again, I would have the three words on a
slide showing that they mean the same thing and state it out loud a few times. This would ensure there is no
confusion between the words.
Another change I would make in the future is allowing more wait time. I tended to call on the top performing
students more, just because they were the only ones raising their hands. I called on a student who wasnt raising
their hand because they are a student who knows the answer but wont raise their hand, but the student didnt
know the answer. This made me go back to only calling on the students with their hands raised. If I would have
allowed more wait time, more students maybe would have raised their hands.
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Lesson #2

Grade Level: 3rd
Subject: Math
Date: 9/30/17
PLANNING
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve
one- and two-step "how many more" and "how many less" problems using information presented in scaled
bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

This lesson relates to Piagets Theory of Cognitive Development well because the third grade students I am teaching
are in the concrete operational stage. During this stage children are able to use inductive reasoning and drawing
inferences from observations. By collecting data and looking at bar graphs, the students are able to make
generalizations and observations about the data collected.
Students will be able to read and interpret information and data collected presented in a bar graph. They will be able
to understand how to read a bar graph using a scales and a key. Students will also be able to make observations and
statements based off the data shown.
The learning objective and learning outcome is appropriate for this age level because the students are able to use
inductive reasoning and making inferences. Skills practiced will teach the students how to make observations and
generalizations after seeing data.
Pencils
Scholastic magazines
Notebook paper
Worksheets
Technology
In order to enhance instruction and student learning I will be using a Smart Board and projector in order to present
the PowerPoint with the bar graphs and worksheets that we will do together as a class. A microphone will be used as
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well in order to project my voice and make sure every student is able to hear. I will be using a timer as well when
students are put into groups to answer the question assigned from the Scholastic magazine bar graph.
Accommodations
books provided. Two students are on an IEP for math, so I will try to group them with stronger math students who
can help them out during the group work.
In order to check for the students level of understanding towards the learning objective being taught, I will have
them fill out a short worksheet that asks them questions where they need to read a bar graph to understand the
data shown and interpret the information as well.
The results will be used in order to tell me how much prior knowledge they have on reading bar graphs. If
the students do fairly well, less instruction will be given and more work time provided. If the students
struggle, more instruction time will be used and less individual work given. This will also change my lesson
objectives. The pre-assessment will also tell me what parts they struggle with while reading a bar graph.
Pre Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong
7 wrong
8 wrong
After looking at the results of the pre-assessment, I saw that a lot of students struggled with this
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assessment. We are just starting discussing graphs in this class, so the results I received were expected.
The students hadnt been exposed to some of the wording yet, and they hadnt practiced reading any
graphs yet this year. Some of the students struggle with addition and subtraction quite a bit as well, so I
know I will need to demonstrate finding the difference between two bars more in depth. I will have to use
a lot of modeling skills and go over multiple graphs with the students.
will also go over expectations before I put the students in groups to answer their question in the Scholastic
magazine.
Implementation
I Do
In order to demonstrate, model, and explain the knowledge and skills required of the objective, I will show
the students a bar graph and I will model how to read a bar graph. I will answer questions relevant to the
type of questions the students will need to be answering as well. I will show them the steps they need to
take while interpreting and reading the bar graph in order for them to be able to read the graph
successfully themselves. Once I have properly modeled reading a bar graph to the students I will pull up
another bar graph that the students are going to answer the questions to with my help. Together we will
look over the bar graph and each student will have a copy of the bar graph in their hand as well. We will
look at the scale, the key, the title, etc. Once we have looked at the data provided in the bar graph we will
move onto answering the questions following the bar graph slide. The helper of the day will draw sticks for
what student will answer the questions. If a student is stuck, I will prompt them. If they continue to stay
stuck the student will be allowed to call on a friend for help. Once I see the students understand how to
read and answer questions regarding a bar graph, we will move onto guided practice.
We Do
In order to provide students multiple opportunities to learn the students will practice the skills of reading a
bar graph with the activity prior. Once students have shown understanding, I will split them into groups
that I have already made and assign each group to answer the short questions in the Scholastic magazine. I
will go over expectations and give the students a set amount of time on the timer to answer the questions
(10 or so minutes). I will tell the students that each member of the group is to help answer the questions.
Once the timer goes off I will bring the students back to the board and I will call on groups to answer a
question. I will then ask the students to put thumbs up or thumbs down if they agree or disagree with the
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answer the group gives.
You Do
objectives?
In order to test the knowledge and skills required by the lesson objectives of each individual student, I will
give the students the same short worksheet that I did for the pre-assessment. They will work on this by
themselves.
Lesson Closing
To close the lesson, I will ask the students why it is important that they know how to read a bar graph. I
will also ask them how what they have been learning about categorizing fits into what we learned about
bar graphs.
Analyze
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Post Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
5 wrong
6 wrong
7 wrong
8 wrong
After taking a look at the post assessment scores, I see that multiple students scores increased. Most
students only got three or less wrong, which is great growth from what we started with. I believe that
there are still low scores just because the discussion of graphing is just beginning and they havent been
exposed to it as much as they might need to be in order to get 100% on this quiz. This quiz definitely
challenged the students, but I wanted to see if the challenge could be met.
Reflect
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
One part of my lesson that I felt went well was the use of direct instruction. I showed the students examples of
multiple graphs and how to read the graphs. I said out loud the exact thought process that the students needed to
use when they were reading and interpreting the graphs. I had one graph that I used at first to show how to
interpret the graph. Once I went over that graph in detail, I presented another graph that I had the students read
and interpret with me as well.
Another aspect I felt I did well was classroom management. I went over the instructions for reading the Scholastic
Reader and told the students exactly what was expected of them. As I walked around the class listening to the
groups I also made sure that they were all doing what was expected. Each group stayed on task and read and
answered the questions on the chart before they read the Scholastic reader articles. I also had the students present
their answers to the class as well so it held them accountable for their work.
One part of my lesson I feel like I could improve on was incorporating other subjects into this lesson. The graph they
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read about and interpreted in the Scholastic Reader was about volcanoes, so it would have been a good lesson to
also incorporate some science into if time allowed. During this time slot though, there wasnt enough time to
incorporate cross curricular activities.
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Lesson #3

Grade Level: 3rd
Subject: Math
Date: 10/12/2017
PLANNING
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an
inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate
units whole numbers, halves, or quarters.

This lesson fits Piagets theory as the students are in the concrete operational stage. During this stage, concepts are
attached to concrete situations. The concept of distance and length was applied to their length of feet, how far they
could blow something, and how far they could jump. This is something they can relate to and situations that make
sense to the students.
Students will be able to measure certain lengths in situations using a ruler. The students will be able to measure to
the half of an inch when asked.
The learning objectives and outcomes are appropriate to the age and developmental level of the students because
the students are at the stage in their life where they are curious about things and are able to understand the
concept of distance and measuring items.
Paper
Pencil
Hexagon foam block
Tape
Rulers
Technology
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To teach this lesson I will use a Smart Board to present the PowerPoint on measuring. A projector will be used as
well to project the image onto the screen. I will use a microphone piece in order to project my voice to allow all
students to hear the lesson.
Accommodations
books provided. Two students are on an IEP for math, so I will try to group them with stronger math students who
can help them out during the different stations.
I will pre-asses the students a few days prior of the lesson. In order to pre-assess the students, we will have a group
discussion on our measuring tool of the day, the ruler. I will ask the students if they know how many inches are
found on a ruler and how many feet a ruler is. I will call on multiple students to hear their answers and I will also
have students use thumbs up and thumbs down saying if they agree with the answers or not. I will also ask the
students what they can all use a ruler for and what other measuring tools they have seen their parents use or those
they have seen in the classroom.
I will use the group discussion in order to design my lesson based off the level of discussion we were able
to have. If the students did not understand the concept of a ruler or did not know inches and feet, I will
know I need to teach more in depth on how many inches are in a foot and how many inches are on a ruler.
I know I will also need to teach the students how read a ruler.
will also go over expectations before I put the students in groups to go to the different stations. There will be three
stations, so I will utilize the other adults I will have in the room in order to keep groups smaller and have Mrs.
Yonkovich take one station, Mrs. Coughlin take another, and I will take the last station. This ensures that each
student will have proper time to measure and will have help if they need it. Also, this leaves out the chance of
students messing around if they were at a station with no supervision.
Implementation
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I Do
In order to model and demonstrate the knowledge and skills required of the objective, I will present to the
students the number of inches on a ruler. I will hold a ruler up in front of the class and show them the
different sides of a ruler. I will explain that in other parts of the world they use a different measuring
system, but that we use inches, feet, yards, and miles in the US. I will show them the side that is inches and
will count up with them until we reach 12 inches. I will explain to them that each ruler is exactly a foot and
that 12 inches make up a foot. I will them display on the screen two rulers side by side and demonstrate
how I would read a ruler if something went past one ruler. I will give multiple examples of measuring
different items around the room and how to read a ruler. Once I see that students are catching on to how
to convert inches to feet and inches, I will split them up into their groups and I will explain to them what
they will do at each station.
We Do
In order to ensure students have multiple opportunities to practice the skill of using a ruler to measure
distance and length, students will rotate between three stations that will be set up around the room. At
one station, students will trace their foot onto a sheet of paper using a pencil and then will be asked to
measure the length of their foot. The student will measure up to the nearest half inch. Once the students
have measured their foot length, they will record their answer onto their worksheet, writing the length in
proper form using labels. The second station involves the students standing at the end of a table and
blowing a foam hexagon shape across the table. Each student will be allowed two practice blows, and the
third one will be the one the students measure. Once they have blown the shape for the third time, the
students will use rulers to measure how far they were able to blow the shape across the table. The
students will repeat the step of recording the distance on their worksheet using the proper format and
label. The last station includes the students standing behind a piece of tape on the floor and jumping as far
as they can using both feet. They will have one practice jump and then the second jump will be measured.
Rulers will be placed on the ground to keep this station running smoothly as more than one ruler will be
used. Each activity provides an opportunity for the students to measure a length and distance.
You Do
objectives?
Once the stations are done and the students have measured at all three stations, the students will
complete a worksheet where they are supposed to convert a certain amount of inches to inches and feet
and vice versa. This worksheet will be explained in detail up at the board before the students are sent on
their own to complete it. If students need help they are allowed to raise their hands and ask questions. I
will then look over the worksheet once the lesson is over in order to see how well students caught onto
this concept.
Lesson Closing
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In order to close this lesson we will have the same group discussion that we did a few days prior. I will ask
the same questions and call on multiple students to see if they can answer the question. I will ask for
thumbs up and thumbs down to see if all students agree with the answer to the question. Once the group
discussion is over I will explain the importance of knowing how to measure something to the students.
The following questions will be asked in group discussion

What is a ruler called?
How many feet are in a ruler?
How many inches are on the ruler?
How many inches in a foot?
What are some other tools you can use to measure length?
Analyze
Based off the group discussion before the lesson compared to after the lesson, there was some definite
learning goals met. Before the lesson was taught, students werent really sure how many inches were in a
foot and how many inches were on a ruler. They also werent able to show me with their hands a close
approximation of what a foot looks like. After teaching this lesson the students were able to answer all the
questions in the group discussion properly and without hesitation.
Reflect
conclusions.
One thing I felt I did well was keeping the students engaged. The three stations were fun to the students and it was
an interactive way to learn about measuring with a ruler. Students were also able to stay on task and engaged since I
had broken the students up into three groups, using my resources of the other two adults in the room. By having the
students engaged in the activities, the concept stuck with them more since they were able to apply it into a real life
situation.
Another thing I felt I did well was maintaining a calm and well managed class while teaching the concept of
measuring and at the stations. By allowing the students to learn in a fun way, they were more interested in listening
to the lesson. I was well prepared with the activities and stations ahead of time, so the students didnt have any
time to mess around.
One thing I might revise in the future is having a video I could play to help show how to measure things as well. I
used the presentation that came along with the book and it was not as exciting of a presentation as I would have
like. In the future I would create different slides to use that would be more relatable to students and not just a group
of words on the board.
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Lesson #4

Grade Level: 3rd
Subject: Writing/Science
Date: 9/12/2017
PLANNING
3.W.4 With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose.
3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding
skills) as well as to interact and collaborate with others.
3.W.7 Conduct short research projects that build knowledge about a topic.
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
This lesson fits Vygotskys theory of ZPD and scaffolding. Students at this age at also in Piagets concrete operational
stage where they are able to start thinking critically. Help from adults is needed though since the students are being
exposed to citing their information and researching on a certain topic. They need guidance from an adult in order to
complete the task properly of researching their animal and citing all their information.
Students will be able to cite sources they used to research their animal. Students will also be able to conduct a
research project where they find information about their animal. Once the students have found all the information
they will be able to publish their writing using technology.
The learning objectives and learning outcomes are grade level/age appropriate because the students are starting to
think critically and they needed to know how to categorize the information. The students had to think about what
category their facts made the most logical sense to put in.
Animal books
Research fact sheets
Pencil
Envelopes
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Technology
In order to enhance student learning and instruction students will use a computer in order to research even more
facts about their animals. Students will use kid friendly websites to discover more about their animal and to also
draw pictures from. The students will use their iPads after all the researching and categorizing is done in order to
create their project. The students will create an Educreation using their iPad where they will type and separate their
information onto different pages. They will add graphics to help show their animal and to go along with the
information provided. The students will also voice over and read their project out loud. Once the students have
completed this project they will SeeSaw it to their parents so their parents can see what they created. I will use the
projector in order to display their fact finding sheet as I explain how to use it and I will use the Smart Board to
display the instructions of the project.
Accommodations
In order to meet the needs of all the learners, NSU students in the earlier block courses will assist our group of
students. They will help them research, organize their facts, and create their Educreation. This allows the students to
work at their own pace instead of everyone as a whole group doing the same thing. The students who are on an IEP
will be one-to-one with a NSU student and the students who need less assistance may be paired together with an
NSU student. Students who need help reading the book will have it read aloud to them and will also be able to have
help writing their facts down.
In order to assess the students understanding of a research project, we will have a group discussion on what is all
needed in a research project. I will ask the students ways they can find information on their animals, if they need to
keep track of what books and websites they use, and how they can make their project make sense and easy to read
when they create their Educreation. I will also ask them what facts/categories they think would be important to
know about their animal.
The results of this pre-assessment will let me know who might need more guidance during this project and
who also may need more time to research. I will use this to decide who to pair in two and who should work
with a NSU student alone. It will also let me know who will need help during their free time when they are
researching throughout the day.
In order to motivate and manage the students, they will have a NSU student to help guide them along the way, as
well as help from myself. I will let the students know that the more facts they can find, the better their research
project will be. To begin, I will have the students find their facts in the books, and once I feel they have the hang of it
then I will let them research on the computer, as well as their iPad. I will direct the students on what sites they are
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allowed to go on, as well as what app they can use to research. If students become off task, they will have to go back
to researching in books until they can handle and use the iPad properly. I will have the students sit all over the room
away from each other so they are able to concentrate and stay on task as well. While giving the instructions on what
is expected I will have the students sit up front and close to the board.
Implementation
I Do
In order to model and explain this lesson I will begin by telling the students they need to think of an animal
that they want to do their research project on. Each student has to do a different animal so I will tell them
they have to have a second animal in mind in case theirs was picked. Once each student has an animal
picked and written down, I will pull up the instructions on the Smart Board. I will explain to the students
that they are going to be doing a research project. I will ask them what they know about researching and
the different places they can look up information. I will tell the students that they must find as many facts
as they can on the animals, and that the more information they have, the better their project will be. I will
put the research/fact finder sheet under the projector and explain to them how each book/source they will
choose a color and color each magnifying glass on each fact slip that color. I will let them know this is how
they can keep track of what source they found each fact. I will then tell them what they need to write
down for their sources. I will explain that they need the book name, the author, and the IBN. If it is a
website they need to write the url down. After a few weeks of researching goes by I will then explain to the
students how they need to categorize their facts. I will have a list of categories displayed on the Smart
Board that their facts might fit into. Some examples include habitat, predators, what they eat, where they
sleep, relatives, fun facts, etc. I will tell them they need to label their envelopes with the categories and
then fit their facts into a category. After a few days of time has passed and the students have categorized I
will show them the app they will be using. The NSU students will go into more detail on how to run the app
with their individual/group of students they are working with. The students will need to have a header on
each page and they will type their facts and include pictures.
We Do
In order to practice the skills and have multiple opportunities, the students will use and find multiple
sources that provides facts on their animals. They will have to write down several sources and practice
citing their information. The students will also need a lot of facts that they find in order to explain their
animal and to make their project the best it can be. Multiple opportunities for editing their project will be
provided as well as they will edit the facts that they wrote down in order to ensure they copied the facts
down right and that they make sense. They will also look over their project and facts as they type them
into their Educreation. As they read their facts out loud they will also be able to see if they missed any
words and if what they are reading makes sense.
You Do
objectives?
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In order to independently practice the knowledge and skills required by this lesson the students will work
on their Educreation and research on their free time when the NSU students are not there to help. This will
show who knows what they are supposed to be doing and who requires more help and demonstration.
Lesson Closing
To reemphasize the lesson objectives I will ask the students the same questions I did in order to pre-assess
them. This will tell me what students understood how to research and cite their facts and who still needs
to work on citing information and learning about the different places they can research.
I will ask the following questions in group discussion

I will ask the students ways they can find information on their animals,
If they need to keep track of what books and websites they use
How they can make their project make sense and easy to read when they create their Educreation
What facts/categories they think would be important to know about their animal.
Analyze
After the group discussion and seeing the students projects they created, the students showed
understanding of their project. About 13 out of the 16 students were able to answer the questions
discussed as a group. They also were able to demonstrate in their project that they knew how to cite
information and what resources they can use to research.
Reflect
conclusions.
One aspect of the lesson that I felt went well was the use of the NSU students to help each student with their
project. Without using the help of the NSU students that take classes at this school, this project would definitely
have taken longer than the couple months it did. The students were able to have one on one help which in return
helped them understand the processing of researching as well. I felt that the instructions I gave them to begin this
project also helped them stay on track and know what was expected of them as well.
Another aspect that I felt went well was the use of technology. The students were highly motivated to do this project
once they found out they were going to create and Educreation and not just write a paper. By using technology, the
students were also able to show their creativity more than they would have in an essay format. They could add
pictures and they also were able to voice over their story and read it out loud to their viewers. This held them
accountable for making sure their project made sense.
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One part of the lesson I would change would be to give them the categories that they can use ahead of time. I feel
like this would help the students focus their research more and would also show them what categories they had
enough information on, and what categories they only had a few facts for. Some of the students had pages where
there were only 1-2 facts, where if they knew they needed more as they went along, they could have researched
more and made that page have more facts on it.
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Lesson #5

Grade Level: 3rd Grade
Subject: Social Studies/Science
Date: 10/28/2017
PLANNING
3-ESS2.2
Obtain and combine information to describe climates in different regions of the world.

This lesson fits Piagets theory as the students are in the concrete operational stage. During this stage, concepts are
attached to concrete situations. Children are also able to start thinking abstractly and critically. Because of this,
students are able to take what they read and answer questions after they interpret the information they had just
read.
Students will be able to demonstrate understanding of the text that they read and refer back to the text in order to
answer questions asked. Students will also be able to ask questions they have based off of what they read as well
and discuss in a whole group setting.
The learning objectives and learning outcomes are appropriate for the age/developmental level of the students
because the students are at the stage where they can think abstractly and will be able to understand and
demonstrate their understanding of the text through group discussion.
Paper
Pencil
Textbooks
Technology
The Smart Board will be used to display the PowerPoint used to guess the climate and vegetation as well as the
projector. I will use a microphone in order to project my voice so all students are able to hear the lesson and the
students will use the microphone when they read. I will use the iPads in order to have the students take their
pre/post assessment on vegetation, climate, and ecosystems. The students will log onto Kahoot.com and take a quiz
I created using their iPads.
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Accommodations
books provided.
I will have the students take a short four question quiz that I created on Kahoot.com. The students will log onto their
iPads and enter a pin number that takes them to the quiz. I will read the question and answer options out loud to
assist the students who may read slower since there is a 2 minute time limit. The questions are
What is climate?
What is vegetation?
What are the four main types of vegetation?
What is an ecosystem?
I will use the results of the pre-assessment in order to design my lesson and instruction. The students have
done an animal research project so they have been exposed to the concept of habitat and we have also
had a science lesson on ecosystems. We have not discussed climate and vegetation yet though. The only
prior knowledge would be from their research project. I will take a look at what they know/remember and
focus more on the parts that they dont understand or know.
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Pre Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
After looking at the pre-assessment results, I saw that some students knew a few of the answers, but
overall, most werent answered correctly. The question that the students were getting right was the
definition of an ecosystem, and we had learned about ecosystems a few weeks back. The ones they were
getting wrong were words that had not been introduced to yet. By providing multiple examples of
vegetation and climate, the students will be able to remember the definition better.
In order to manage and motivate the students, I will draw sticks to determine who will read. By drawing sticks, this
will keep students following along in the textbook so they know where they need to pick off reading at when it is
their turn. I will also have the helper of the day draw sticks in order to have students answer questions to keep
them focused and on task because they wont know when their name will be called. If a student needs help, they will
be able to ask for help from a friend. I will go over expectations while the students are sitting at their desks on what
is expected of them as we read. I will tell the students to follow along with their fingers as we read. In order to
maintain and manage the class while they are working on their drawing and writing, the students will use the
dividers at their desk.
Implementation
I Do
In order to teach the students about weather, climate, vegetation and ecosystem I will go over the
expectations of the students while they are reading the textbook. I will tell the students that they need to
follow along with their finger and I will be drawing sticks for who is going to read. As we read I will be
asking questions presented in the book as well as some questions at the end of the lesson. If students are
struggling with answering the questions, I will model to the students the though process they should take
in order to answer the question or give them examples of answers they could say. Once questions are
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answered I will tell the students that they need to bring out their iPads and go to the weather app. I will
have places listed on the board that they need to search for in order to find out the temperature there. I
will have a city that is grassland, desert, tundra, and forest. From here the students will compare the
temperatures and find the difference between the two locations. I will show the students step by step how
to pull up the weather app and search for locations. I will also show them the steps to take in order to find
the difference in temperatures.
We Do
In order to provide multiple opportunities for the students to practice the skills and content needed to
meet the learning objective, I will have a few students come up and find the difference in temperature of
the different types of vegetation areas. I will ask the class for a thumbs up or thumbs down if they agree
with the answer or not. Another activity that the students will do in order to have multiple opportunities is
I will have a PowerPoint created with several pictures of animals and scenery of different vegetations,
climate, and animals you would find there. I will tell the students they have to think to themselves what
vegetation and climate is shown in the picture and have to give evidence they see from the picture that
helped them decide which one it is. If time allows I will play a video on ecosystems so the students can see
even more examples of vegetation and animals that live there.
You Do
objectives?
In order to independently practice the knowledge and skills required by the lesson the students will do the
activities in their head alone. The students will then take the quiz I created on Kahoot.com again in order
to test their knowledge on the main points I wanted them to understand and learn from the lesson.
Lesson Closing
In order to close this lesson I will go over the definitions of climate, vegetation, and ecosystem with the
students again. We will have a group discussion on the four main types of vegetation in the US and the
climate you see in those vegetations.
In order to assess the students after the lesson is done, I will have the students take the same four question quiz on
Kahoot.
Analyze
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Post Assessment
100%
1 wrong
2 wrong
3 wrong
4 wrong
After looking at the results of the post-assessment, I saw some definite growth in the results of this quiz.
By repeating the definition and giving multiple examples throughout the lesson, the students were able to
remember and retain the information. The objectives were met because the students were exposed to
climate and how you determine what type of climate a place is.
Reflect
conclusions.
Overall I felt this lesson went really well. One thing I felt I did well was keeping the students engaged and motivated
to learn. The activities I had kept the students actively participating. By drawing sticks to see who the next reader
was, the students had to make sure they were following along with the book. I encouraged all students to follow
along with their finger and I didnt have any student unaware of where they needed to read. I was able to keep all
students engaged in the discussion as well and had multiple hands raised for each question. They were excited and
motivated to do the activities planned and really enjoyed using Kahoot.
Another part of the lesson I felt went well was how prepared I was. I had the students get their iPads and place them
on the desk before they went to gym so they were already out and ready to go when they got back. While they were
at music I placed books on each of their desk so they were ready to go as well. I had the online thermometer up
before they came back to the room as well as the PowerPoint activity I created. I had searched the temperatures of
the different climate locations ahead of time and had that prepared as well. This all made the transitions between
activities run smoothly.
One part of the lesson that I would change is the PowerPoint activity I created where the students had to look at a
picture and guess what type of vegetation they were seeing. As I brought up the activity, I found that none of the
pictures were showing up. I am not sure why they were unavailable to show up as they had the day before. I still did
the activity however by googling images. I told the students that even though they might see the vegetation it is
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labeled on the screen, they still had to justify their answer. This kept them from just saying what word they saw on
the screen and still had them understanding each vegetation.
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Teacher Work Sample Scoring Rubric
Student Teaching Experience

Semester: Spring Fall Year 2017
Grade/Subject Area: 3rd Grade
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and 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 achievement efforts. develop a more specific
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 the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, 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
Standards/Objectives standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
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build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments Does not include a copy
assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
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.
learning experience. For For cases where technology the learning experience.
Technology
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
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations, the class by including including general methods of modifications used do groups or the class. No
and Modifications 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
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
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).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation 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
(I Do/We Do/You Do) 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 provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the 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) comparison if applicable) Does not provide a
Provides a description of the description of the post
assessment results is
Provides detailed description post assessment results Provides a weak
weak and illogical and
of the post assessment which somewhat addresses description of the post
does not address all of
results which thoroughly most of the following items: assessment results
the following items:
addresses all of the following which does not
Analyzes items : students progress toward adequately address the students progress toward
mastery of the objectives following items: mastery of the objectives
students progress toward from pre-to-post from pre-to-post
mastery of the objectives students progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-
areas of the lesson will how the results of the
34 | P a g e
require re-teaching (if any) post assessment
highlight what areas of
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 more Identifies and describes two Identifies and describes Fails to adequately
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 more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
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.
35 | P a g e

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Task I: Professional Goal Setting

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:

e. Reflect on your progress/growth toward achieving this goal:

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Students grade: 3rd

Students grade and developmental levels; the age range

Predominant industry is agriculture

Home of two colleges, Northern State University and

District All Students - 3370

Graduation Rate - 91.61%

Total Educational Expenditures: $28,284,163

Classroom Demographics Number of students 16

Knowledge of Students Language Needs

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

The following questions will be asked in group discussion

Millicent Atkins School of Education: Common Lesson Plan Template

List the materials/resources you will need to teach the lesson.

I will ask the following questions in group discussion

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Teacher Candidate Name: Maggie Hepper

Task I: Professional Goal Setting

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

Numerous Management and Management and Management and

Includes professional-quality Includes average-quality Includes poor-quality No quality

Overall Professional Quality of Teacher Work Sample

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