Sped Tws

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2018
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
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic
work.
References and Credits: If you refer to another person’s 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 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.
Submission
An electronic copy of your completed TWS must be submitted to:
· D2L for ELED/SPED/SEED 488

· Your electronic portfolio/professional website (please remember to
remove the cover page with identifying information before posting).
· Your university supervisor (please check with your university supervisor to
determine which format (print copy or electronic) he/she prefers.
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 Description

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

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

Content Matter 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 Ø Planning Pedagogical Knowledge includes those principles and

Pedagogy Ø Implementation strategies necessary for effective teaching, including the
Ø Assessment planning, implementation, and assessment of instruction,
Ø Classroom Management classroom management and organization, knowledge of
and Organization curriculum and instructional materials, and integration of
Ø Instructional Materials technology.
and Technology
Knowledge of Self as Ø Parent and Community Knowledge of Self as a Teacher and Member of a
a Teacher and Involvement Learning Community calls for a collaboration among
Member of a Ø Commitment to teachers, students and their families and communities that
Learning Community Teaching embraces diversity, promotes a positive sense of personal
Ø Interpersonal Relations identify, and enhances the possibilities for academic
Ø Professional Growth and success.
Development
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:
 Assessment
 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.
Throughout my student teaching experience, I will strive to create assessments that are
aligned with the objectives of the lessons and units that I teach. I chose this based on the
feedback I received from my university supervisor and cooperating teacher during my pre-
student teaching experience last semester. This was something I was not aware of until last
semester, so for this experience, I plan to put a lot of time and effort into making sure I am
properly assessing my students.
During my experience, I will also work towards establishing a classroom management
technique that focuses strongly on encouraging positive behavior supports. I chose to make
this a goal to improve because this is an area of my teaching skills that I do not feel confident in.
I feel that not having command of the classroom can really make a difference in how the day
goes and how my students learn.
d. Describe the action plan (steps/strategies and resources) required to accomplish

this goal:
To achieve my goal of delivering assessments that align with the standards and
objectives, I plan to use several different strategies. The strategy that I feel will help me best
reach my goal is the backwards design strategy. WIth this strategy, I will first find my standards
and objectives, then I will create my assessment based on those. After my assessment is
created, I will be able to design a lesson that teaches what is on my assessment. This ensures
that my assessments are relevant, and that I am teaching materials that meet the standards and
objectives.
To establish an effective classroom management technique, I plan to implement positive
behavior interventions, be very clear with my rules and expectations, and remain consistent. I
will learn a lot from my cooperating teacher, as I have already found in these first few weeks
that her classroom management is second to none. I will encourage and reward (verbal or
tangible depending on what is appropriate for the situation) those students who are acting
appropriately to get the others to do the same.
e. Reflect on your progress/growth toward achieving this goal:

I think I did a good job with both of my goals, but one of the most critical parts of
teaching is reflecting on our experiences, seeing where improvements can be made,
and working to make things better next time. While I think I made major strides in using
assessments that were appropriate for my objectives and implementing an effective
classroom management technique, I definitely still have room for improvement.
With my assessments, I think I did a good job of assessing my objectives, but I would
like to spend more time finding more quality assessments and more of a variety of
assessments in the future. I think I tended to spend too much time looking for
assessments, so I ended up just settling for a worksheet, usually multiple choice, that
assessed my objectives. While these are fine, students tend to get really worn out on
worksheets because they can be very boring and monotonous.
I also think I did good with the classroom management component, especially
considering all the students with behavior concerns in my class. What I feel like I did
not always do is use positive reinforcement whenever possible. I think sometimes it is
easier to just say “stop talking” or “don’t run”, rather than say “I really love seeing all the
students that are reading quietly during their free time”, or “thank you _______ for
walking with your hands at your sides”. I think this might be a reflection of the
behavioral concerns. Sometimes, I think some of the students need the teacher to be
black and white with them, because they typically did not pick up on what I was trying to
do when I used the positive reinforcements.
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 take, in part, 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. 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  K-6 students

(All subcategories listed in this box are  8 total students
required.)
 All students spend a majority of their
Students’ grade and developmental levels; the
day in the life skills classroom, but do
age range of students; the content area being spend some time in the general
taught; any other factors that are pertinent to education classroom
understanding your class assignment
Community  Rural community

(e.g., whether the area is urban, suburban, or  Population: 2,332
rural; socioeconomic information; census data
 Median household income is
for the community)
approximately $38,000
District  632 students in the district

(e.g., enrollment; percent of students receiving  23% economically disadvantaged
free or reduced-priced lunches; graduation
 89.4% graduation rate
rates; ethnicities; percent of students with
IEPs; percent of students who are ELLs; per-  Ethnicities include White/Caucasian,
pupil expenditures) Hispanic/Latino, African American,
American Indian/Alaskan Native, and
Asian
 16% students have disabilities
 Less than 1% of population are
English Language Learners
School  350 students in the elementary

(e.g., enrollment; percent of students receiving school
free or reduced-priced lunches; ethnicities;
 Ethnicities include White/Caucasian,
percent of students with IEPs; percent of
students who are ELLs; teacher-to-student Hispanic/Latino, African American,
ratio) American Indian/Alaskan Native, and
Asian
 23% of students are economically
disadvantaged
 13% of elementary student population
has a disability
 Less than 1% of elementary student
population are English Language
Learners
 Teacher:Student ratio is
approximately 1:14
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: Briana Rice
Grade Level: 3rd Grade
Subject: Math
Date: 04/16/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 ×

80, 5 × 60) using strategies based on place value and properties of operations.
List the Rationale (cite theories or theorists):
According to theorist Jerome Bruner, children learn best through a concept called
scaffolding. To begin, students may need a lot of support from their teachers or other adults,
but as they begin to grasp the concepts we are presenting them with, they are able to work
more independently. In this lesson, the student is initially dependent on the teacher to help
him skip count by 5’s and multiply by 5’s, but as he starts to understand the concepts of
multiplication, he will be able to work more independently.
List the learning objective(s) to be addressed in this lesson (specific, measurable,

attainable, timebound). Use the following format: “Students will be able to…”
Student will be able to multiply 5’s some prompting and assistance.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.
This student exhibits evidence that his is most likely still in the sensorimotor stage. He does
not generally think symbolically, which is why the manipulatives will play a very important role
in this lesson. This is also why he may still require support from a teacher while learning
multiplication.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and those
due to cultural characteristics).
 Ethnicities - All students in this classroom are non-minority students

 Gender Ratio - 1:1
 Special Needs - All students require special supports and accommodations to meet
their academic needs.
 Physical Needs - Two students require assistance for physical needs
Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).
 Language Needs - Two students have limited to no verbal abilities. One student is
able to verbalize, but is difficult to understand.
o The particular student being addressed in this lesson qualifies for special
education under the category of cognitive disability with an IQ of 60.
 Approaches to learning - Most students require very direct instruction that is broken
down into several parts. Visuals and hands-on activities help most of these students
succeed in the classroom.
 Behavioral differences - Several students in this class struggle with behavior and have
behavior management plans in place.
 Areas of interest - The students in this classroom have a variety of interests ranging
from cars, technology, movies, etc. It is very helpful to use these interests and
incorporate them into our instruction.
List the materials/resources you will need to teach the lesson.

 Cubes
 Bowls
 Flash cards
 Worksheet
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.
 Laptop
 DVD
 Multiplication video
Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *
 He does well with visual examples, so I try to use manipulatives as much as

possible. In this lesson, I will use connecting cubes to show him different groups of
five.
 He struggles to write letters/numbers without seeing them,so we talk about the answer
and then I write them on a whiteboard and he copies them onto his paper.
 Ryan likes videos so we often use different videos to help present materials for the
day.
 When he does not completely understand a concept, we use the “I say, you say”
strategy.
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.
Math typically builds on students’ prior knowledge. I will use how this students has performed
in previous lessons to help decide whether or not he is ready to advance to the next
lesson. At the end of the lesson, I had the student complete 15 multiplication by 5’s problems
using the manipulatives to assess w=how he did during the lesson.
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 student did not show understanding of the concepts of skip counting by 5’s or
multiplication by 5’s. The student required assistance with all 15 problems, so I did
not feel that he was ready to move on to multiplication by 10’s.
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.
Sometimes this student gets overwhelmed and stops participating, so I try to give him a few
minutes to take a break. I set the timer for usually 2-3 minutes and let him choose something
from the break bin, just sit, or stand up and walk around the station we are working at.
Sometimes it helps to tell him that if he does great work, he can do a Go Noodle video at the
end of class.
When we are counting the cubes, he sometimes looks around the room and just starts saying
numbers. If he does this, I usually ask him to hold a pencil or pen and use it to point at each
cube as he counts it. Sometimes I allow him to just use his finger.
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.
To start the lesson, I will start with a video that he likes. This is a video to help
practice skip counting by 5’s. He is not very motivated to try new things, so I chose
this video that he likes in attempt to get him a little more motivated to try during the
lesson and to help refresh his memory. When the video is over, I will review skip
counting by 5’s and try to relate that to multiplication by 5’s. I will model skip counting
on the whiteboard (start at 0 add 5, get to 5 and add 5 more to get to ten), etc. When
we I get to 50, I will do “I say, you say” and practicing skip counting by 5’s up to 50.
Next, we will practice our multiplication by 5’s. I will model this using the connector
cubes. I will show one group of five cubes is equal to 1 x 5 by counting each cube. I
will do this with several different numbers, asking him for input as I go.
“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).
To practice our skip counting together, I will help him with a skip counting page. This
will have a chart with some of the numbers left blank. We will skip count by 5 to find
out which numbers we must use to fill in the blanks.
To practice multiplication, I will have him practice using a worksheet and the cube
manipulatives. We will look at a problem (ex: 2x5) and grab two groups of 5 cubes.
To find our answer, I will have him count each individual cube. When he gets to 10, I
will say so, 2 groups of 5 or 2 x 5 equals _____ and have him say 10.
“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?
I will have him do a worksheet that requires him to match answers to multiplication
problems. He will look at the problem and then draw a line from the problem to the
correct answer.
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 wrap up the lesson, we will review with his flashcards. This will help me to see
how he is progressing from the lesson before.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you
will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.
The post assessment is flashcards with 5 x 1-10.
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.
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 (from video) 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.
What went well

 RV participated in this lesson very well, despite the fact that he is not very interested
in learning multiplication. I think the use of different pieces that interest him, like the
Jack Hartman YouTube videos, helped to motivate him to try.
What could improve

 I think i spent too much time on this lesson without taking enough breaks While RV
didn’t outwardly show it, I bet he was overwhelmed and overstimulated. He did exhibit
some “flapping”, which should have been a cue that he needed a short break.
 I could have gotten him some sort of sensory manipulative to use while we did this
lesson. Some examples would be a stress ball, playdough, magnetic sand, or a
weighted lap blanket.
 I wish I had done more guided practice problems with RV before having him try to
work on his own. He did alright on the post assessment, bt I think he definitely would
have benefitted from more guided practice work.
Lesson #2

Template
Grade Level: K-12 Life Skills Class (4th Grade)
Subject: Reading/Vocab
Date: 5/2/18
PLANNING
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
Rationale (cite theories or theorists):
Educational theorist Lev Vygotsky believed that the use of scaffolding in education was
beneficial to learners. In this lesson, I use scaffolding to implement the use of vocabulary
words into an informational text. I start by introducing the words, then providing the
definitions, and then using the word in a sentence that relates to the learner’s life. Once the
student has an understanding of the word, I apply it to an informational text. By doing this, I
help to increase the student’s reading comprehension.

Students will be able to read the informational text about the Mojave Desert and orally
explain the main points the author is conveying.
This student exhibits evidence that his is most likely still in the sensorimotor stage. He does
not generally think symbolically, which is why the pictures in the text and relating the words to
the student’s life will be a critical part of the success of this lesson.

Ethnicities - All students in this classroom are non-minority students

Describe your Knowledge of Students: In terms of the whole class and individual
students

Class as a whole
This student:
 This particular student qualifies for special education under the category of Multiple
Disabilities (Autism Spectrum, Emotional Disturbance, Specific Learning Disability)
 This student is very motivated to work on his own terms
 He does great when I find ways to relate whatever we are working on to his own life
somehow (Interests include any type of vehicle, outdoors, his family)
 He often tries to change the subject during class time to avoid doing work.
 He becomes easily frustrated and refuses to work.
Journey’s Book
Pencil
Vocab List
Technology
iPad
Spelling City
Accommodations
language, etc. *
To keep the student from getting frustrated, yet still requiring him to do work, we take turns
reading. We also come up with answers together, and then I write them on the board for him
to copy down.

lesson.
I will be giving a 10 question pre-assessment in the form of a Kahoot. There are 5 questions
that require the student to choose the correct word when given the definition and then 5
questions that require the student to choose the correct word to complete a sentence.
The student scored 4/10 on the pre-assessment. He answered two definition

questions correctly and two complete the sentence questions correctly. They were all
questions dealing with different words, so I believe that he just go them correct by
guessing. This shows me that it is important to go over all of the words thoroughly
and practice using them in different sentences.
 I will do my best to keep this lesson short and to the point.

 I will give short breaks if I feel the student is needing one.
 I will use positive verbiage to try to redirect the student if he starts to become
frustrated.
Implementation
“I Do”

To begin the lesson, we will just read each of the five new vocabulary words for this
week. Once we have read each word, I will go through each word and ask him if he
has a guess what each word might mean or if he could use it in a sentence. After we
discuss a word, I will give him a definition and try to explain it in his terms and use it in
a sentence that would relate to his life.
Once we have gone through each word, come up with a definition, and then used it in
a sentence, we will read the informational text in our Journey’s book. The book has
five blanks for use to fill in with vocabulary words.
“We Do”
As we read, we will fill in our vocabulary words in our Journey’s book. We will also
review each word and their definitions and create a list of words and definitions for
him to study for his vocab quiz on Friday. This will be done on a graphic organizer. If
there is time, he can play some games on Spelling City.
“You Do”
He will be given a matching exercise that is similar to the pre-assessment. The

exercise will require him to match the word to the correct definition, and then to the
sentence that the word would best complete. He will have his graphic organizer to
help him complete this exercise.
Lesson Closing
We will re-read the story with the vocabulary words in it, and then I will give him a
quick, verbal quiz of the words.

His post assessment will be the vocabulary quiz that he takes on Fridays. This will give him
more time to practice using the words. The format of the vocabulary quiz is the same as the
Kahoot he received as a pre-assessment, only it is on paper.
Analyze
Pre-Assessment Score - 4/10 (40%)

Post Assessment Score - 10/10 (100%)
The student showed growth between the two assessments by 60%. The
assessments had the same multiple-choice questions, but were delivered in
different formats.
Reflect
What went well

 One of my main concerns for this lesson was trying to keep this student from getting
frustrated and then refusing to continue with the lesson, as this is a frequent behavior
that he exhibits. I think I did a good job of keeping him motivated, and properly
redirected and re-motivated when he started to become agitated.
 I think I did a good job of finding ways to connect these words to his personal life. I
feel that this is why he remembered them so well and did so much better on the post
assessment than he did on the pre-assessment.
What could improve

 While I feel that this lesson went well overall, I think I could have done the post
assessment in the same format as I did the pre-assessment to make it a little more
interesting for him. I think he would have really enjoyed another opportunity to use
Kahoot, rather than have to do a pencil and paper “quiz”.
Lesson #3

Template
Grade Level: K-8
Subject: Community Living

Date: April 26th, 2018
PLANNING
K.RL.1 With prompting and support, ask and answer questions about key details in a text
1.RL.1 Ask and answer questions about key details in a text.
3.RL.10 By the end of the year, read and comprehend a variety of literary texts
8.RL.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poems, at the high end of grades 6–8 text complexity band independently and proficiently

Students will be able to listen to the Earth Day story, and retell the key details of Earth Day
through a group discussion.
Earth Day and preserving and improving the condition of our Earth is something that
important for students of all ages to learn and review. It is important to review different
methods to improving our Earth, including recycling, planting trees, and the relationship
between living things and our Earth. In this lesson, we will read a story that talks about the
Earth and how to make it better, discuss what we read as a group, and then make our “dirt
cups” to eat. The snacks resemble the layers of the soil and the life that lives within the
soil. This lesson works at several different skills the students need work in including the
following:
 Using visual representations to convey ideas
 Trying new foods
 Reading/listening to stories and retelling him

Ethnicities - All students in this classroom are non-minority students

students

Class as a whole

Small, plastic cups
Pudding mix
Milk
Oreo Cookies
Gummy Worms
Technology
Laptop
SmartBoard
YouTube
Accommodations
language, etc. *
To meet the unique learning needs of each of the students that are participating, I will be
sure to provide plenty of staff support where necessary, as well as cite and show several
examples.

lesson.
At the beginning of the week, we had a small group discussion when introducing our weekly
theme of “Earth Day”. We talked about Earth Day and why we celebrated our Earth. We then
talked about some ways to help improve our planet and keep it clean.
The general consensus that was gained through our discussion was that students did
not know about Earth Day, but they did know quite a bit about recycling, as they do a
lot of recycling in this particular classroom.
Some things to discuss:

 Trees and plants
 Clean Air
 Soil
 Protecting our environment
 Clear, step-by-step directions to prevent confusion and frustration

 All staff in the room will be assisting with this activity, as it can be messy.
 Allow breaks as needed
Implementation
“I Do”

To begin the lesson, all the students will be seated at station 1 in a desk. We will
start by reviewing the information we talked about earlier in the week (recycling, clean
air, protecting our environment, etc.). I will review with students why each of those
things are important and how they can help protect our Earth.
“We Do”
We will listen to the read aloud of our book on YouTube, and then have a group
discussion about what we read. We will talk about the characters, and what they did
to better our Earth. We will then talk about things we can do, or things students have
done to improve our planet.
“You Do”
Students will make their own dirt cups to eat as a snack. Some students might need
more assistance from staff, while others may be able to do this fairly
independently. As the students area assembling their snacks, the staff and myself will
be prompting them to talk about what the parts of their “dirt cups” represent. The
pudding represents the soil, the oreos represent the top soil or dirt on top, and then
the worms are representing the living things within our soil.
Lesson Closing
While the students are sitting and eating their treats, we will listen to different Earth
Day songs on YouTube. Some songs have actions and words on the screen. When
students are finished they are able to get up and dance and sing to the music.

Students will retell what we read and discussed in our lesson today. This is an informal,
verbal assessment that I will work into a conversation with each student.
Analyze
Students showed greater understanding of the relationship between our soil and its
contents, and the condition of our Earth. They verbalized that if we keep our soil
healthy by not littering, we can plant more trees, grass, and other plants to help
improve our Earth.
Reflect
What went well

 This was something that the students were interested in and they enjoyed learning
about. Learning to do practical tasks to help improve our Earth was interesting to the
students.
 The students are very motivated by snacks, so knowing that they got to make their
snack kept students motivated to listen, be engaged, and behave.
What could improve

 I did not make the pudding ahead of time, so this took up a little time during this
lesson. However, it was a fun and practical task for some of the students to take turns
stirring the pudding to get it to the desired consistency.
 I did not consider that mixing the foods might be an issue for some students. While
everyone did try it, one student really struggled with the gummy worms and ended up
vomiting.
Lesson #4
Template
Grade Level: K-4
Subject: Math
Date: June 28th, 2018
PLANNING
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method. Understand that
in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to
compose or decompose tens or hundreds.
According to educational theorist Jerome Bruner, students learn and construct new
knowledge based on what they already know. They take the already learned information and
build on it using a process known as scaffolding. This is very true for concepts in math as
new concepts are generally just an extension of a concept that is already learned. Student
will be reviewing subtraction facts in this lesson to help prepare them for subtracting with
regrouping in the future.

Students will be able to subtract two digit numbers within 100 using a 100s chart and other
strategies.
This objective is appropriate for these particular students because of the developmental
levels and cognitive abilities that these students possess. These students are functioning
cognitively at a 2nd-3rd grade level. This task will prepare them to move on to subtracting
double digit numbers with regrouping.

 8 male students, 1 female students in the class

 All students have exceptionalities which include, but are not limited to cognitive
impairments, autism, and emotional disturbance.
students

 Student 1 and Student 2 are very fast paced learners and like to be challenged.
 Student 2 is often interested in doing some sort of challenge after he completes his
work.
 Student 3 works more slowly and requires more time and assistance to complete
work. He becomes frustrated very easily when tasks are difficult, so reinforcement for
everything is a must. Sometimes his assignments are modified and he only does a
portion of the work that Students 1 and 2 do.

Scratch paper
Dice
Bingo cards
Bingo pieces
Subtraction problems page
Technology
Technology will not be incorporated into this lesson.
Accommodations
language, etc. *
 Visuals
I will provide visual aids for my students to help them more easily complete their
subtraction tasks with as little frustration as possible.
 Guided Practice
I will provide several opportunities for guided practice to ensure students understand
the material before moving forward.
 More/Less Problems
Some students work more quickly than others while some students definitely require
more time to complete work. For the students that are able to complete their work
more rapidly, I will provide them with a challenge problem. For students that take a
little more time, I will eliminate a few problems (only if necessary).

lesson.
As a pre-assessment for this lesson, students completed a 16 question subtraction worksheet
using their 100s charts. The problems were all a two-digit number subtracting a one digit
number. The results were as follows:
 Student 1 - 13/16 (81%)
 Student 2 - 13/16 (81%)
 Student 3 - 10/16 (63%)
As a whole they did very well, but I feel that they could use this week of school to continue to
work on subtraction so they are comfortable with basic subtracting before we move onto
subtraction with regrouping next. I will make sure I discuss the use of the 100s charts with
students before we move any further because I feel that is where several of the mistakes
were made.
 I have made it very clear to my students that they need to listen to directions before
they start doing any work.
 Use verbal praise constantly
 Give breaks when necessary
Implementation
“I Do”

This will be the third day of our small group discussing and reviewing subtraction to
help prepare us to learn subtraction with regrouping. To begin our lesson, I will briefly
talk about subtraction and how it is just the opposite of addition. I will talk about how
subtraction relates to their lives and cite some examples. I will do 4-5 examples on the
board, giving step by step directions for each problem. I will use wait time to see if
students are able to help verbalize some of the steps, as well as call on students
during this time. If students are able to verbalize and explain the steps, they are more
than likely ready to try some problems themselves.
“We Do”
Students will receive a sheet with some practice problems and a 100s chart. We will
work through each problem as a group and talk about how we are coming up with
each answer. If I feel that students could use a little more subtraction practice. I will
have them start at 100 (Student 1 and Student 2) or 50 (Student 3) and roll a dice and
subtract the number they roll until they reach 0. If I feel that students are ready, we
will move onto our game.
“You Do”
The students get to play bingo at the activity center, so it is a familiar game for them,
so I decided we would play a subtraction bingo game to end our week. Each student
will receive a card and some game pieces. I will say a subtraction problem, as well as
write it on the whiteboard, and then they will cover up the space on their bingo card
with the correct answer. Students are able to use a piece of scratch paper and a
100s chart if they need to.
Lesson Closing
I will have each student independently do a subtraction problem at their spot, and
then have them tell me how they go their answer. Ideally, they would explain for
everyone else to hear, but if they would like to tell me independently, they are
welcome to do so.

I will have a recording sheet for each student, and choose ten subtraction problems to record
whether or not they got them correct.
Analyze
Student 1 - 8/10 - (80%)

Student 2 - 10/10 (100%)
Student 3 - 9/10 (90%)
While student 2 and student 3 both did better on the post assessment than the pre-
assessment, student 1’s score dropped 1%. He had errors in subtraction as a result
of not lining up his problems vertically. I felt that all students did make improvements
from the delivery of the pre-assessment to the delivery of the post assessment.
Reflect
What went well
 The students were highly interested in the bingo activity because it is something that
they were familiar with. This was the perfect practice activity because it allowed
students to practice their subtraction skills in a fun and interesting manner.
 Behavior issues were avoided by giving student 3 space while he was being non-
compliant. I made sure to give him the space he needed, but not writing him off
completely as non-participatory. I would occasionally ask him questions to gauge
whether or not he was ready to participate, and eventually he was. I made sure to
privately thank him for making the right choice and getting back on the right track,
even though he was frustrated. This student frequently seeks and appreciates that
gratitude from teachers and staff after he is frustrated and needs a break.
What could improve
 I wish I would have done more guided practice problems than I did. I think the
students would have benefitted from more work together. I think this could have
helped the bingo game go a little bit more smoothly. The students struggled with
writing their subtraction problems vertically, and did have some errors because of it.
 I would have better explained the directions to the students. I did not tell them that I
expected them to write down each problem, so I ended up repeating the problems
several times, and the activity really took longer than it should have. Next time, I
would be sure to give more explicit instructions, and show exactly what I expect from
the students.
Lesson #5

Template
Grade Level: 9-12
Subject: ELA
Date: July 26th, 2018
PLANNING

3.RL.3 Describe characters in a story and explain how their actions contribute to the plot.
4.RL.3 Describe a character, setting, or event in a story or drama, drawing on specific details
in the text (e.g., a character’s thoughts, words, or actions).
9-10.L.6 Acquire and accurately use general academic and subject-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Educational theorist Howard Gardner believe that students learn through different
intelligences, so he designed the theory of multiple intelligences. Most students in this class
learn best through visuals and hands-on activities, so that is what this lesson is designed
around. The lesson uses picture books to present the information, and then the students are
able to depict what they learn through a hands-on activity.

Students will be able to listen to a story as it is read aloud to them, and then create a piece of
artwork that depicts what they learned from listening to that story. Students will show
understanding by identifying pictures that represent different parts of the story.
This activity is developmentally appropriate for these students as the majority of them are
unable to read and write independently. By reading the students a picture book, they are able
to both hear the story and use the pictures to create a better understanding of what is
happening. The leveled independent activities allow the students to work at their own ability
level through tracing and word/picture identification.

5 students total
Ethnicities
 4 caucasian
 1 Native American
Gender Ratios
 4 males
 1 female
Special Needs
 Students range from no verbal skills to very limited verbal skills,
o Very basic sign language is used by most students
 One student frequently uses a whiteboard to communicate
 3 students require 1-on-1 assistance during most learning activities
students

Language Needs
 2 students have very limited verbal skills
 Students
Approaches to learning
 Limit time to present information to prevent restlessness and behaviors
 Hands-on activities and crafts
 Visuals
 Individualized instruction when appropriate/necessary
Areas of interest
 Read-alouds
 Picture books
 Hands-on activities
 Activities that involve food

 The Very Hungry Caterpillar
 Paper Plates
 Colors (Crayons, markers, paints, colored pencils, etc.)
 Construction paper
 Food Cutouts
Technology
Depending on the mood the students are in that day, I may possibly play a read aloud on the
Promethean Board in the room. If the students are not in the right mood, the use of different
types of technology can cause behaviors for several of the students.
Accommodations
language, etc. *
 I will be using a picture book to help the students better understand the story. The
pictures in the book will provide the students with more information to supplement the
words, which will further their understanding of the text.
 I will read the book to the students. 60% of the students in this class cannot read, so I
will read it aloud to all students.
 I will be using a craft to help the students recount the events of the story. This allows
a hands-on way for us to work together and discuss what we learned in the story.
 I (and/or other staff) will provide one-on-one assistance to students when they need
it.

lesson.
The students in this group are highly interested in picture books and other hands-on activities,
I decided to use these to work on skills that these students need work on. We have
previously practiced different skills like writing letters and words for some (AM, EB, CL), and
word/picture association with others (AS and HJ). These are skills that students still needed
improvement on, so I chose to focus on them during this lesson.
N/A
 I will walk around during this time, but be sure to respect those students that require a
large area of personal space. I will prompt students when necessary to help them
stay on task.
 I will allow students to work at a pace that suits them, and not push them to work
faster. If students need to take a break, that is okay during this activity.
 Students that generally require 1-on-1 help during activities will be assigned a staff to
help them complete the activities (EB, HJ, CL).
Implementation
“I Do”

I will begin our lesson by showing the students the cover of the book The Very
Hungry Caterpillar, and telling them that we will be finishing our insect theme by
reading this story. These students do not like to be “talked at” for very long, so I will
start reading shortly after introducing the book. If I end up reading the book, I will be
sure to walk around and show the students the pictures as I read, as the visuals are a
very important feature to these students.
“We Do”
Together, we will complete a craft of the hungry caterpillar out of a paper plate. The
students will color their caterpillars using whichever media they choose. Once their
caterpillars are finished and dry (if anyone chooses to use paint), we will begin adding
each food that the caterpillar ate (one apple, two pears, three plums, etc.) students
will glue each of these to their caterpillars.
“You Do”
The students will each complete a short exercise that is appropriate for their
abilities. I will go over the directions for the worksheets with each students and
remind them to write their names on the top.
AM - Tracing key words (Apple, butterfly, etc.)
CL - Tracing key words (Apple, butterfly, etc.)
EB - Tracing key words (Apple, butterfly, etc.)
AS - Matching key words to pictures
HJ - Matching key words to pictures
Lesson Closing
I will ask the students a few questions about the book and the activities we completed.
I will probably do this individually as students complete their work. These students
work at very different paces.
I used the independent practice worksheets as the post-assessment for this assignment.
Analyze
I believe all students that were present for this lesson showed great growth in their
abilities. EB did an excellent job tracing and writing, a task which he is very rarely
willing to do. He did a nice job of following the lines to the best of his ability, and soon
he will be ready to start tracing and copying words.
AS and HJ did a great job with the picture/word correlation activity from the book.
They were both able to complete this activity with only a few errors and very few
prompts from support staff.
Reflect
What went well

 This was a high interest activity for all students that were there and able to
participate. All the students were familiar with the book, as well as with the different
kinds of foods. Foods and insects are also something that interest all of these
students.
 The hands on activities were something that kept the students busy and occupied, all
while learning different skills. Students were able to show their knowledge and apply
different ELA skills, as well as demonstrate different fine motor skills through cutting,
gluing, etc.
 The flow of the lesson went well. I did not spend too much time on any one activity,
and kept the lesson moving when I felt that students were ready. This helped
increase student participation throughout the entire lesson, as well as reduce
behaviors that would stem from boredom and frustration.
What could improve

 Some students worked faster than others, so making this into a self-paced activity
would have been very beneficial.
 Communicating the the support staff what we were doing during the lesson would
have helped work out some of the “bumps”. I think I could have spent a little more
time completely explaining the whole lesson, as well as providing a sample piece for
staff to refer to. This would have made this lesson practically seamless.

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Northern State University

Student Teaching Experience

· D2L for ELED/SPED/SEED 488

Task I: Professional Goal Setting

NSU Conceptual Potential Category Description

Knowledge of the Ø Developmental Needs Knowledge of the learner focuses on an understanding of

Knowledge of Ø Understanding Subject Knowledge of Content implies a broad understanding of

Knowledge of Ø Planning Pedagogical Knowledge includes those principles and

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

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

d. Describe the action plan (steps/strategies and resources) required to accomplish

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

Task II: Contextual Information (see rubric for scoring details)

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students  K-6 students

Community  Rural community

District  632 students in the district

School  350 students in the elementary

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan

Grade Level: 3rd Grade

List the Common Core/State Standard(s) to be addressed in this lesson.

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 ×

List the Rationale (cite theories or theorists):

List the learning objective(s) to be addressed in this lesson (specific, measurable,

Student will be able to multiply 5’s some prompting and assistance.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

 Ethnicities - All students in this classroom are non-minority students

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

Accommodations: Base this on the information you provided for Classroom

 He does well with visual examples, so I try to use manipulatives as much as

Pre-Assessment: Describe the instrument or process you will use to measure

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

The post assessment is flashcards with 5 x 1-10.

What went well

What could improve

Millicent Atkins School of Education: Common Lesson Plan

Teacher Candidate Name: Briana Rice

Grade Level: K-12 Life Skills Class (4th Grade)

List the Common Core/State Standard(s) to be addressed in this lesson.

Rationale (cite theories or theorists):

List the learning objective(s) to be addressed in this lesson (specific, measurable,

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

Ethnicities - All students in this classroom are non-minority students

(e.g., language needs; approaches to learning; prior learning and experiences;

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

Pre-Assessment: Describe the instrument or process you will use to measure

The student scored 4/10 on the pre-assessment. He answered two definition

 I will do my best to keep this lesson short and to the point.

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

He will be given a matching exercise that is similar to the pre-assessment. The

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

Pre-Assessment Score - 4/10 (40%)

What went well

What could improve

Millicent Atkins School of Education: Common Lesson Plan

Teacher Candidate Name: Briana Rice

Grade Level: K-8

Subject: Community Living

List the Common Core/State Standard(s) to be addressed in this lesson.

1.RL.1 Ask and answer questions about key details in a text.

Rationale (cite theories or theorists):

List the learning objective(s) to be addressed in this lesson (specific, measurable,