Joshua Davis

Task 1

Types of Factors Contextual Factors

Community: Community:

Suburban and on a hill 1. Whitethorn is in a suburban type environment located on the

Population of 10,323
High Caucasian population with African
American as second largest
Most are over the age of 18
85 percent of the population has a high
school diploma
22 percent have a bachelors or above
There are 4357 households in Bluefield
with an average of two people per
household
The median household income is $
34,972.00
At least 23 percent of the population is in
poverty
School:
School:
Whitethorn Elementary School
Bluefield, West Virginia
One hundred seventy-two students
enrolled
One hundred males and seventy-two
females
K-2 grades
edge of a hillside in Bluefield West Virginia. The population in
Bluefield is around 10,323 according to a 2015 census. The
population is a combination of White and African American
citizens, 73.7% being the former and 23% being the latter, the
remaining 3.3% left are of Hispanic, Asian, or Native American
descent. The population 25 years or older of Bluefield does
have 85.6% of its population as graduated high school or above.
The census shows that 22.4% do have a bachelors or above also
according to the census in 2010. Due to Whitethorns
geography it has several exits on its two story floors that are
technically on ground level allowing student multiple easy exits
in case of an emergency. There are 4357 households in
Bluefield with an average of two people per household in the
region; at least 2.3 percent speak more than one language. The
median income for these households is $ 34,972, and 23.4% of
the population is poor.
1. The number of students enrolled in Whitethorn is one hundred
seventy-two, with a hundred being male and seventy-two being
female. All students are given breakfast in the morning usually
consisting of an juice, milk, apple, and a item that changes daily
usually a bagel, cereal bowl, or other breakfast food. For school
support system Whitethorn does have Title 1 teachers that come
around during the day to work with students usually after lunch.
 Twenty seven staff members
o Fourteen teachers
o Three cooks
Four Title 1 teachers
Students can eat lunch from the school or
bring lunch from home
Students receive breakfast with juice and
milk
Students can receive paper from school to
take home
Family:
Teachers keep close tabs with parents
Parents/guardians are notified of students
troubles or good doings
Most are English speaking
Parents/ guardians are sent folders of their
childs attendance, grades, homework,
school work, and any important
announcements and messages.
o All folders have design on them
made by the student at the
beginning of the year
The ratio to staff to student is 16%, with 27 members of staff
cooking, cleaning, teaching, and managing Whitethorn school.
The school also offers extra notebook papers for students if
they have little or no paper at home.
Family:
1. The biggest unknown for me as there was little I could get from
anything, but I do know that parents and teachers are able to
communicate with one another through phones, notes, and even
emails about the students progress in the classroom. Meetings
are set up before hand if parents must be brought in to talk
about the student. Students take home letters or other slips
letting parents know of their childs progress. If a parent cannot
make it to a meeting it can be rescheduled and parents should
always know what their child has to study or focus on for that
week. Parents should never be in the dark about their student
progress at Whitethorn and expect the daily folders to come
home with their child. Replacement folders can be given out to
students who have lost them.
Classroom Factors
Laptops for educational purposes and for
teachers
Classroom is in a five block system
A large amount of supplies that can be
used for lessons
Ball seats
On the second floor with entrance at
ground level
Carpet for students to go up to
Refrigerator for storage of
breakfast for late students/teachers
GoNoodle website
Content Specific Factors
Smartboard
Amplifier in back of room
Color pencils
Number lines, named shapes, and other
Mrs. Guills classroom is set up in a five block system, front row are
the desk up front, two blocks on the side turn inward, a middle block,
and the back row. The front row and two side rows are bunched
together with students that have good behavior and are not easily
distracted by neighbors. The back row and middle block are kept apart
by a foot and hold students that can get a bit distracted. The classroom
is laid out so that a teacher can easily be able to enter into and see the
middle block and back row from the front of the classroom. Each
student has the choice of a ball as a seat or a regular chair, these can be
changed at anything if students are being too rowdy with the ball or ask
specifically for a chair. The front of the classroom holds a large carpet
that students can walk up to and sit on for their spelling, vocabulary,
sight words, or any activity that the teacher wants. Mrs. Guill also has a
very large library of books for both emerging readers and advanced
readers of the second grade. The amount of books could easily have
students enthralled the entire school year. Mrs. Guill also has several
laptops and a smartboard she can use for students education and for
GoNoodle. Moby Max and other programs are available to monitor
students progress in online lessons.
A surplus of rulers, paper, glue, and pencils along with multiple items
for activities are available for teachers and students to use. Maps,
numbers lines, shapes, and an amplifier are located in the classroom to
help student. Building blocks, games, puzzles, and coloring items are
also available for play and for certain lessons such as fractions. Mrs.
Guill also has a special shop that she decides when to open during for
students who have been good.
 properties of learning can be found on the
wall

Whiteboard

A large library with low reader and high

reader books

Classroom items for student who are

without, along with extra books and/or
paper

Student Factors (In terms of the whole class and
individual students)
Students are all nearly the same age
o Seven to eight years old
o One ten year old
Relatively normal behaviors for students in being boys. Four to six of these students bring packed lunches and the
the second grade
o Happy and generally wanting to
learn
o Know skills for second and
oncoming third grade
o Some actors that will try and trick
you or get your attention
o May fail a test for attention
Students are nearly all the same within the usually expected ages and
skills for second graders, being seven and eight and having
understanding of how to count and produce sounds, however one
student is ten years old and is in need of extra support. The students in
the classroom are a mix of both Caucasian and African American, Mrs.
Guill classroom has 18 of these students with 8 being girls and ten
rest eat from the cafeteria. Most have pleasant disposition with a few
having a flair for drama, but beyond that some do crave attention. Mrs.
Guill did confirm that one student would bomb a test for extra attention
in tutoring them on the subject or would claim to have knowledge of a
lesson without really knowing it. Students seem to have a good grip on
both hands on a sight based activities, some students do need extra
attention for certain subjects such as math and reading. Those students
are usually taken aside during computer lab hour to have some extra
time for math or reading with the teacher.

Students have understanding of math,

 reading, and writing that is appropriate of
the second grade
o Some do have trouble reading due
to lack of interest, inability to
chunk words, and just not being
able to understand the material
even when they want to
Math has less of this, but does have students that have
trouble keeping count of numbers and using them in
activities

Narrative
Whitethorn Elementary School is a unique placement for a student teacher due to all the support for the staff one can get just
by being there. Mrs. Guills second grade classroom is also a very interesting place and her resources to teach the class is large enough
to keep most students attention for the entire schooling year. Other factors such as community and student levels of understanding of
topics are also important in how the classroom works. With these factors I have to make sure my planning involves certain changes to
fit the students level of understanding along with the technology I have available. The Smartboard being the biggest as nearly
everything can be displayed on the board with little effort in the classroom. I have several projects and assignments that I could use on
the board that would work with their CSOs or even with the theme of the week. One such project is an alphabet West Virginia book
PowerPoint that show the actually animal, location, or person that is described in the book. This would be perfect for a lesson plan in
social studies.
Community
The community seems to be a good suburban location with educated people living nearby along with those with jobs in town.
Although they may be in a good place Whitethorn does offer family supplies to students who may be running low on paper at home.
While Bluefield has almost a quarter of its residents in poverty, most students dont reflect that. There are some who may or may not
be getting enough attention at home or are being held back by their families. The community of the school and urban area are small
and knit tight together; students have an excellent starting off point at this school. If I did it would depend on what exactly on what the
community lacked in and how I could help support the solution.
School
Whitethorn has an enrollment of 172 students, 100 being boys and 72 being girls, and has 27 facility members. There are four
Title 1 teachers that take on students during the school day to help with the teaching of students that need special support. Students
receive a free breakfast and lunch at the school along with provision for the weekend for students that have special needs. Whitethorn
Elementary hold class for kindergarten through 2nd grade. Students in our classroom have Title 1 teachers work with them to help them
figure out what they dont know. This does affect my teaching slightly as I need to remember which students need to leave and when
during one of my lessons. Some students do have an IEP and I do have to work with them as they have trouble reading, most of my
lesson plans do not involve heavy reading or excess of reading between students. Title 1 teachers come in the even around one and
work with students for about an thirty minutes and I have to plan for small group during that time as I only have five to six students at
that time.
Family
Most families in the Bluefield region are English speaking families so the need for a second language in the classroom is
somewhat low, though programs are in place for early language speakers at the school for students that have trouble with English in
general. Special attention will be needed for some students with/without IEP to support in their schooling endeavors. The school does
offer student some extra time with Title 1 teachers during the day for student who need help with understanding their lesson. Some
students do have parents that help them at home so homework can be sent home with confidence. The teacher Mrs. Guill has a special
text messaging system to warn parents of homework going with students that night so no surprises should be had for the teacher the
next day unless students dont do the work.
Classroom
The classroom is located on the second floor of their building it is still on the ground level on one side. There are two fire
escape routes, one at the front door and the second in the stairwell; during a fire alarm students are to line up, walk out, and stand in
the parking lot. If one way is blocked for some reason then they will go to the stairwell exit. The classroom itself is laid out for
students to look toward the Smartboard with each desk far enough away to give teachers room to walk, but also small enough not to
take up too much space. Each of their desk do not have normal seats rather they each have a ball filled with air, this gets a bit annoying
when a hole is poked into one and it deflates , but the students loves the seat enough not to purposely poke the balls. The students that
are late in the morning can have their breakfast can be saved in or on the refrigerator in the classroom. The classroom has a carpet up
front for students to sit and learn on during activities such as their spelling, phonics, and math. Incorporating that into my lesson is
essential as students have a place to move to know when they are focusing on a subject. Announcements can be made with the text
system Mrs. Guill has in place
The classroom I have for the next few week has many modern conveniences; such as laptops, smartboard, amplifier, printer, and a
refrigerator. The laptops are easy to use for students and they know exactly where to go when they log in, however, there is a limited
number of six of them so most of the time they are used for small group. Students use them mostly during indoor recess or when Title
1 teacher are in the classroom for small group. The amount of supplies at Mrs. Guill disposal is quite large and covers any material
you could want for the classroom. Mrs. Guill and I have already used some of the materials to make arrays for their math, sequence of
events booklets/fans, and used science papers to encourage creativity with a how rainbows are made. There is also a large number of
chapter books such as the Wizard of Oz that can be read to students during their breakfast time to help promote listening and attention
maintaining.
The Smartbroad is invaluable as it works not only for their GoNoodle exercise, but also a projector for smaller items such as
books, whiteboards, or array play-doh dots. Their desks have balls instead of seats for students with the need to move. The carpet in
front of the room is also a big deal for students as it signifies that they are going to going over their spelling, vocabulary, high
frequency words, and other activities. Educational wise the classroom is a goldmine of extra books, worksheets, assessments and other
activities for students to learn from their lessons. The building blocks that students play with during indoor recess are perfect for
making fractions. The paper for their artistic needs and educational needs are both one in the same pile, one lesson and recess has
already been done with the students involving both. Puzzles are also available for students, but at the moment games are not really for
students to play with at the moment. With these tools in the classroom I can promote student learning while they have fun, something
that some people do not remember when teaching students at this age. They should be able to use something like a laptop during their
recess and playing games that make them think angles, mathematics, reading, or science. Mrs. Guills classroom has that and I could
be happier.
Students on the other had are another subject entirely, they are bright students with pockets full of knowledge. They have good
families that care for them and help them. In fact a couple of parents request some more material for their student to work with,
something that never even crossed my mind. That being said while there are those who have loving families, but still seek attention or
would gladly place the blame of their own faults on someone else. With that knowledge I have to give students what they need while
continuing to be their teacher and not their friend. As time moves on I will make sure that students can rely on me and not feel like I
am just another distraction.
Due to students being very accepting of their new student teacher there has been little reason to be forceful most of the time.
Their punishment for disobeying rules or being generally unruly is to have their coins taken away or if a student has no coins to lose
the ability for the next week to get new coins. To be given coins students have to be on their best behavior and doing what is needed.
Coins can be rewards for not missing a single question on a paper or for impressing a teacher with their preparation for the lesson.
Both of these have happened recently in the classroom and make great motivators for students to be not only good in behavior, but
also in their education. As time goes on and the understanding of how each student learns comes to pass then shall we see how much
can be improved by sheer determination of wanting a toy from a box.

Sources
Population estimates, July 1, 2016, (V2016). (n.d.). Retrieved January 20, 2017, from
http://www.census.gov/quickfacts/table/PST045216/5408524
J. Hayes, personal communication, February 1, 2017
T. Guill, personal communication, February 1, 2017
 1. BIG IDEA:
Students will learn about adding coins into larger amounts of money. Student will be able to use quarters, dimes,
nickels, and pennies to make up amount of money.

2. STANDARDS 3A. LEARNING GOALS 3B. TYPE/LEVEL OF GOALS

Task 2
1. M.2.MD.8 Solve 1. Students will be able to work Blooms Taxonomy:
word problems with money and to tell what each
involving dollar bills, coin name and value is without Remembering: Recall or retrieve previous learned
being told. Such as needing to be information.
quarters, dimes,
able to recognize the price of a Students will remember the information from past
nickels, and pennies, commodity that they either need or lessons what to work with money from this week.
using $ and symbols want. This affects how they perceive the world with
appropriately. money as money can seem quite useless without
Example: If you have 2. Being able to sort out specific context.
2 dimes and 3 pennies, coins required to buy a commodity.
how many cents do Understanding: Comprehending the meaning,
translation, interpolation, and interpretation of
you have?
instructions and problems. State a problem in one's
own words.
Students will be able to understand how to turn
coins into dollars and back into coins. Students will
know how to make sense of knowing what each
symbol for dollars and cents means and what it
means in instruction and problems. Students will
also know that the decimal point means and.
Students will need this to function on how money
has a language and can be spoken to others without
having to go to extremes.

Applying: Use a concept in a new situation or

unprompted use of an abstraction. Applies what
was learned in the classroom into novel situations
in the work place.
Students will be able to use the knowledge they
have gain to make either a certain amount of cents
or dollars with the use of coins. Students can use
their new found knowledge to help them
understand why they cannot get what they want in
a store or how much they need to spend to get
what they need.

Analyzing: Separates material or concepts into

component parts so that its organizational structure
 Joshua Davis

February 5, 2017

Narrative

Students need to be able to count and recognize money even at a young age. This helps keeps children from given away a large
sum of money for item that barely cost even a tenth of the money. It will also help students reinforce their knowledge of adding
numbers to create larger numbers. Students will also benefit from it when they want an item from a store and can tell the price to the
amount of my they currently have with them.

Students will need to remember what each coin is for price wise and be able to add to those coins from a source. Students will
understand how to apply the method of money spending by making sure they have enough before beginning. Students should be able
to understand that coins not only have a set value, but also a set symbol. This ensures that students will be able to completely see how
coins can add together to pay for a commodity that he or she want and/or needs. The reinforcement of the addition helps students keep
up with their own personal knowledge of the subject and to show other uses for said knowledge. The ability to know how much you
need to spend in order to get an items is invaluable in this world and how not to get scammed out of hard earn coins. Each student
should know how much money and how many coins they need to properly get a commodity.

While it is an important skill to have with you students need to know how to work with money. This can be confusing to those
who have no concept of what money is or how numbers can be applied to objects. Students may find differentiate the coins from one
another or confuse how a smaller coin may be worth more than a larger coin, but an even larger coin cost more than the both of those
coins. Quarters, dimes, and nickels require that a student can skip count to be able to properly count out how much money is in them.
If a student has trouble grasping skip counting then most of the money lesson would be beyond them. Students also have a tendency to
not to check if they have the right amount of money as many only count once and think they are right. Students also may be not
allowed near a choking hazard and coins can be impossible for student to handle, leading a teacher to use large paper sheets with coins
on them where students do not get to physically interact with the money. If the student has no interaction with adding without money
then the lesson will be completely over their head.
In Blooms Taxonomy students will demonstrate each step while using money. The first step is remembering, students will remember
the information from the lessons to work with money and how to convert money from cents to dollars and vice versa. The second step
is understanding, students will be able to understand how to turn coins into dollars and back into coins. Students will know how to
make sense of what each symbol for dollars and cents means and what it means in instruction and problems. Students will also know
that the decimal point means and rather than just being a period point. The third step is to apply, students will be able to use the
knowledge they have gain to make either a certain amount of cents or dollars with the use of coins for problems or everyday life. The
fourth step is to analyze, students will organize coins into patterns that they will be able to understand easily to have the ability to see
physically see what they have to count. An example of such would be students putting four quarters to make a dollar or two dimes and
a nickel for fifty cents. The fifth step is evaluating students will judge how much a coin is, how to change from a dollar to cents/cents
to dollars, and what signs each type of money has. They will also see how they can use the money they have to get items. The sixth
and final step would be to create, as students will organize money to see if they have enough to pay for items or if they need more
money to pay for an item thus creating both addition and subtraction problems.

Just like in Blooms Taxonomy, Krathwols Affective Domain Taxonomy deals with how student receive information and how they
will use it. The first stage is receive, students will see how adding money is the same as adding numbers only with signs and a decimal
point. They will see how they can use old knowledge to receive new information. The second stage is the respond stage, students will
be able to use physical coins to understand how each can affect the other and how they can be added together and how they can be
certain prices when combined. The third stage is value, students will see the values of money and how they can see how they can trade
it to others for goods and services. The fourth stage is organization, students will see that the money can be added together just like
their addition problems and be able to understand the placement of the numbers to see if it is cents or dollars. They will also be able to
place the correct signs and if the number needs a decimal point in it. And finally the fifth stage is the characterization stage where
students will be able to use money to buy items and see if they have the correct amount of money for each item. If not then they can
see how much they need to get the item.

Students should be able to overcome the challenges set out for them in this lesson. They may have troubles switching the cent sign for
the dollar sign and vice versa. Or when to put the decimal points compare to not when to put a decimal point when dealing with coins.
Students may also have trouble when they count the coins physically compared to when they write it on the paper or board. The class
room uses Q, N, D, and P to label each coin using the first letter of each coins name, so they might be confused when introduced to a
dollar as it would be labeled as $1 in their boards and paper. Honestly it all depends on how well students can understand the material.
Sources:

Secretary of the Treasury Steven T. Mnuchin. (n.d.). Retrieved February 1, 2017, from https://www.treasury.gov/Pages/default.aspx

T. Guill, personal communication, February 1, 2017

West Virginia Department of Education. (n.d.). Retrieved February 1, 2017, from http://wvde.state.wv.us/

Pinterest. (n.d.). Retrieved February 1, 2017, from https://www.pinterest.com/

 Task 3
LEARNIN ASSESSMENTS LEVEL OF RATIONALE FOR
G GOAL (Methods matched to outcome types and content area. For each goal MASTERY ASSESSMENTS
(from Task include one or more assessment where appropriate. The same (e.g., 75%, 9 (use this column to
2, 3A) assessment can provide evidence of learning for multiple goals, out of 10) assist your narrative
provided that the parts of the assessment are aligned with the appropriate by writing short,
goal.) 18 = 100% bulleted notes of
rationale ONLY)

1. Students Pre-Assessment Students will take a test on what the price is of 52% did To see if
will be able dollars, starting with one dollar bills, five dollar understand students had
to work bills, and finally ten dollar bills. They will tell the test and any
with money what they are and how much each cost. had value, understanding
29% could of dollar bills.
and to tell
tell me what To see if they
what each they we knew the
coin name were, but not name and the
and value is the value, value of the
without the last 23% object.
being told. could not get
Such as either.
needing to
be able to Formative Students are tested on their ability to work with 90% of Students deal
recognize money, arrays, addition, and subtraction. Students students with counting
would add up coins to make a price and present it understand money
the price of
both ways. An example would be writing a quarter the way to Converting
a as 25 and $0.25 on their test. Students would add convert,
commodity money
up the money by counting by fives with pennies count, and Students
that they being the only one counted by ones. add money.
either need know the
The last 10% coins
or want. had trouble
Dollar signs
dealing with
and cent signs
2. Being the signs and
able to sort when to put
them in
out specific Post-Assessment Students are more confident about their ways of 95% of Students can
coins handling money. Students can tell if they need to students convert
required to call the money based on the sign that it has. understood money easily
buy a Students also add together money based on the the material Can count
labels that we gave them in both letters and coins. and could money past a
commodity
Students also understand that a dollar must be give dollar using
100 or $1.00. examples of coins
problems
themselves.
The last 5%
was having
trouble with
the signs

1. Students Pre-Assessment Students will be test on how well they can add 85% Can add with
will be able coins together to make higher value money than understood the value
the basic penny, nickel, dime, and quarter. and applied placement of
to old ones, tens,
recognize knowledge and hundreds
that adding of addition Able to
money is to the test. understand
the same as that the coins
can be count
adding in fives
numbers.
Formative Students added money together to make higher 95% of Added up to
values of money from the base coins. They students the hundred
understand that after they reach the hundred place were able to placement
value that money can have another sign rather than add the coins
the cent sign. together to
make higher
values. One
student had
trouble
because they
did not
 remember
the coins
value
correctly

Post-Assessment Students confidently were able to raise their hands 95% of Adding coins
to answer questions based on coins and how to add students to make
them together. understood larger values
the material
presented.
One student
had trouble
because they
did not
remember
the coins
value
correctly

1. Students Pre-Assessment Students have some trouble understanding that the

will be able dollar is 100 cents.
to Formative Students using pennies, nickels, dimes, and
recognize quarters learn that a dollar is made of 100 cents.
that adding
Post-Assessment Students now can add two or more dollars and
money is cents without help. Students understand that 100
the same as cents is the same as the number 100 and it can be
adding added on.
numbers.

Narrative
 On Monday students received a test on dollar bills, this test was a bit above them I will admit, but they did wonderfully with the materials
they had. Many students were able to answer the questions about the dollar bills and to tell their values. One student unparticular actually correct
put how much the five dollar and ten dollar bills were in pennies, but put one cent as the value of a single dollar bill. The material was meant to
see how well students would work out material was clearly above them.

Over the course of the week I taught students how to deal with dollar bills and how to convert money from cents to dollars and vice versa.
Students are taught that the cent signs can only be used when talking about coins. Dollar signs are meant for when writing out a money amount.
Using an ice cream activity and the piggy bank activity I showed students how to use and to collect a certain amount of money. When the students
went over the material and at the start they did have some trouble with coins still from their past knowledge on coins so we review that a little
before we went on to doing the converting and sign making.

As students progress throughout the week their understanding of money increase and how to add they money together also did. They could
add up coins to make values beyond their know level and began doing money with dollar bills. Six students took it extremely well and I did do
small group with them during their Title 1 time. As time went on students began to understand that the sign went was meant to be for coins will
the $ sign was meant for dollar bills.

During their final assessment students went through their knowledge on arrays, addition, subtraction, and money. The money section of
the test was almost 100% correct in every test with only a few students not understanding that they needed to convert money after getting their
answer for the first line. Another student did not however get it due to the fact that they had trouble remembering the values of the coins.

Students did show sign of not understanding how a dollar worked when adding cents. Some did connect that it was like counting after 100,
but others who have trouble with that concept did not. With that knowledge I set out to make sure students could understand the idea of the dollar
not as a 100, but rather as an addition problem. To clarify what I mean, the students can add beyond a hundred because they add individual
numbers. I simply applied the same to the cents they were using and many students understood because of this same difference.

In the end students did come out with a better understanding of the material and they could do it with no troubles. Some student do need
some support in it, but they do have that backup everyday and do continually raise above what they knew the week before.
Sources:

Secretary of the Treasury Steven T. Munchin. (n.d.). Retrieved February 1, 2017, from https://www.treasury.gov/Pages/default.aspx

T. Guill, personal communication, February 1, 2017

West Virginia Department of Education. (n.d.). Retrieved February 1, 2017, from http://wvde.state.wv.us/

Pinterest. (n.d.). Retrieved February 1, 2017, from https://www.pinterest.com/

 Task 4

Name: Joshua Davis Date: Monday February 6-February 10, 2017

Subject: Mathematics Topic: Money, Regrouping addition and subtraction

Grade: 2nd grade Length of Lesson: 40 mins (M, W, F), 80 mins (T, R)

Introduction (Essential Question): How to add and subtract with and without regrouping?

Standard: Number & Operations in Base Ten

Cluster: Use place value understanding and properties to add and subtract

Objective: M.2.NBT.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 and 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.

Specific Objective:

Students should be able to do addition and subtraction with numbers up to the hundreds
placement with and without regrouping.

Introduction (Essential Question): What is the value of a dollar?

Standard: Measurement & Data

Cluster: Work with time and money

Objective: M.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?

Specific Objective:

Students should be able to understand that dollars, quarters, dimes, nickels, and pennies each
have a set amount and be able to work out problems using them.

Method(s):

Monday morning students will be given a test to see how much they know about dollars. This test will deal with adding up coins to a
dollar and adding up dollars. Introduce the ice cream activity; explain to students what will be they will be doing. Introduce it to them
by explaining what each color is using the smartboard. Have students on the carpet and explain to them to how the flavors are worth
1, 5, 10, and 25. Work out some problems before sending students and show them how money can be added together.

Tuesday review addition and subtraction with/without regrouping and go over 1 dollar bills using the fake dollars also work with the
coin bags during this part to see what can be bought with them. Bring out the ice activity again and have students work with it again.
The students should have cones that have prices on them, have students work together and

Wednesday review addition and subtraction and give students addition problems using dollar bills and coins. Work on Everyday
Mathematics work books pages 230 and 231 for students to buy items for them to work with. Have students work on the paper and
help those who are having troubles.

Thursday go over the coins for students math test on Friday, make sure students know to count by fives when dealing with quarters,
dimes, and nickels, but only count by ones using pennies. Continue working with prices of items to help students see how not only add
up, but to also see how transactions work.

Friday is a test day.

Materials:

Whiteboards

Markers/Erasers

Smartboard

Coin bags (Students should have these in their desk)\

Everyday Mathematics

Fake dollar bills

Direct Instruction:

Show students how many coins can make a dollar using only coins on Monday after assessment review addition and subtraction
with/without regrouping. On Tuesday have students go over addition and subtraction with and without regrouping, make sure to focus
on having a + or sign in the problem put this into use with your lesson on coin money. Wednesday pass out fake dollar bills to
students and tell them to get out their coin bag, using both have a store in their work book where students buy items with the fake
money. Use one dollar bills and coins for this and m, pg 230 and 249 in the Everyday Mathematics should be a good starting point.
Review addition and subtraction and work with quarter, dimes, nickels, and pennies. On Thursday do addition and subtraction and
then introduce the ten dollar bill. Students will use the other bills equal the amount of the ten dollar bill and then open a special store
where items can be worth up to ten dollars

Guided Practice:

For guided practice have students used their whiteboards to go over addition and subtraction with/without regrouping before you begin
on the money value. The store can be read out by the teacher and the teacher will monitor students as they work with the money. Each
day give more challenging combinations for students to buy. On Wednesday use these pages in the Everyday Mathematic pages 230
and 231 to see if students know how much a dollar can buy, so ask what and how much they can buy for a dollar. Work with coins
Differentiation:

1st tier: If students have a good understanding of how coin make a certain price and how they can be added, then move onto making
dollars along with the cents and/or subtraction of coins.

2nd tier: If students have a grasp on the subject then begin making problems that challenge them to think of how two or more coins can
come together to make a certain price.

3rd tier: If students are having a tough time understanding why money has certain values then they can be in the small group during
computer lab time to work with the teacher on the subject

Lesson Closure:

Ask students the price of one dollar and coin or more than one dollar and coin.

Independent Practice:

Have students count their own dollars and coins at their desk

Assessment:

Math assessment on dollar bills on Monday

Math Test on money value and addition/subtraction with/without regrouping on Friday

Lesson Reflection:

The lesson would have gone better if the there was more to do, the ice cream activity was almost unplanned and I had no idea what to
do other than money. Really I dropped the ball on this lesson plan, I needed more details, more work to do, and half of the stuff I did
end up doing was by pure chance. Honestly terrible in the ninth degree, I have got to change it to reflect what I actually did that week
because it was that bad.
How I would teach this lesson differently next time.

1. More ideas for how to get students up into the lesson, funny voices for example would be great to use on students.

2. More activities, the ice cream one was great, but having only one can lead you into a wall.

3. Less focus on hard facts and more on making it fun for students. Not just a boring paper, make it good to look at and makes
students want to figure it out.

Teachers Signature:
 Rationale for Focus Student 1: Is a student who has trouble reading, but has a good concept of
Focus Student #1 is math in general. They would need to have instructions read to them, but they would understand
male the math materials. He actually did a blind guess on the pre-assessment and got a majority of the
test right and did great with the post assessment. I chose him to see if he could follow the
directions on math worksheets and tests.

Focus Student #2 is Rationale for Focus Student 2:

female This student had trouble with the pre-assessment as they didnt understand what made up a dollar
and beyond. She had trouble understanding how cents add together to make a dollar bill. The post
assessment was better as she understood coins better than in previous test. I chose her because
she is has a good concept of reading, but fall a little behind in math.

Describe what you Focus Student 1:

will do to This student would have instructions read to him as that is his biggest problem was understanding
differentiate the words of the instruction. Also work with his idea of logic based on his pre-assessment. If that
instruction for each would fail move onto making using worksheets and test that had an example of how to do a
focus student. problem instead of pure instructional text.

Focus Student 2:
This student would need more focus on what coins and money can be added together to make
larger amounts of money. She also needs to work on their $ and signs. The lesson would
revolve more around using their money bags. With this she could actively see how the money
increases and/or deceases depending on factors that I set out.
Planning Factors
When I was planning this lesson I needed to make sure that I was properly helping focus students 1 & 2 along with the rest of
the class. Focus Student One lack of reading prowess lead me to using examples along with directions on worksheet. With that the
student did see some improvement in math as they no longer lost most of the direction they were to follow. Focus Student Two was a
bit harder to plan for as her problem was the understanding of the value of coins themselves. For that I did extra work not only with a
coin bag, but also with dollar bills and making the students spend money to get them to see the value of money as a whole.

Consultation

To get an understanding of the classroom I went to Mrs. Guill and talked about what kind of activity would be the best, which
she brought up as the ice cream activity with different scoops of ice cream having different prices and the cones having the price the
students must get to put the activity together. Mrs. Guill also informed me how to make the lessons proper for students and how much
background knowledge the students had. Using the store in their work book on page 230 for both their white boards and on paper.
Mrs. Guill worked with me to actively make the lesson for students; she cut the activity out the cones and the scoops. She also wrote
the prices on each of the cones and scoops. She also informed me who to watch for growth in and those who would need extra work
once many of the activities were finished. Plans will have to be made for the students.

Instructional Strategies

Students needed to know how to work with coins, so when teaching them I took a variety of different styles of teaching the
same concept. The most basic was students working with their whiteboards to accurately portray how much money is used; I would
give students a price using their symbols they learned from Mrs. Guill earlier on. The symbols are just the first letter of each coins
name so a Q, D, N, and P are quarter, dime, nickel, and penny in that order. I would put down a problem using only these symbols and
students would count by fives and ones to determine the answer. On the subject of fives, students did know beforehand that a quarter
was five fives, a dime was two fives, and a nickel was one five. Pennies were and always will be ones and students made that quite
clear.

One concept that does stand out was of course the ice cream activity which I did with students while making prices up on the
smartboard. As the week went on I gave students cones that had prices on them. Students would take the cone and put the right amount
of scoops on the cone, once that was done they would trade. Students worked together with a partner so they could exchange their
cones and help one another out. If they both finished and need another cone then they could combine the two cones for a newer price.
 The last strategy I used was the store strategy where we used the book and their coins and dollar bills to make out how much
they would need to spend on an item. Those who finished earlier I gave another problem too involving the items located on page 230
in their Everyday Mathematics books.

Instructional Strategy/Rationale

The rationale behind each of these is simple; students need to learn how to deal with coins and money. The whiteboard
problem allowed students not to think of the coins as just the number, they gave it a symbol and a name to go with it. I could ask a
student what a quarter or Q was and they would be able to tell me that it was worth 25.

The ice cream activity helped student understand how certain items have a value and sometimes they would need to have an
extra flavor to get the cone price right. This helped student find what they needed and what they did not need.

The store page in their book is the best in my opinion, it allows students to look for something they want and add it together to
get the full price. They would learn that is how the real world application is in stores.

Learning Resources
Each item used was used to its best capability, the whiteboards, markers, erasers, and the smartboard were all used together so students
could have a way of answering a board question without the need to leave their seats.

Coin bags and fake dollar bills of course would help student have an understanding of the physical act of having, adding, and
subtracting money. Combined with their Everyday Mathematics book help make students see the real world application of money
using their materials.

Differentiated Instruction

Focus Student 1 is a student who has trouble reading, but has a good concept of math in general. They would need to have
instructions read to them, but they would understand the math materials. He actually did a blind guess on the pre-assessment and got a
majority of the test right and did great with the post assessment. Focus Student 1 would need to have his work read to him during the
test, or the instruction made to be more simplified. Their post-assessment reflected that simpler instruction may have helped.

Focus Student 2 had trouble with the pre-assessment as they didnt understand what made up a dollar and beyond and had trouble
counting up the coins. They had trouble understanding how cents add together to make a dollar bill. They would need extra focus to
understand the concept behind coins and work up from there. They would be working with me during small group during their
computer lab time. The post assessment was better as they understood coins better than in previous test.

Narrative

The lesson on money will explain to second graders how to measure amounts using money. Students will be able to use their
pre-existing knowledge of addition and skip counting to help them understand how to use coins.

The pre-assessment of the lesson was to be expected as a challenge for students, however, a few students used logic and pre-
existing knowledge of money to correctly get answers on the pre-assessment. These students gave the right amount of value in cents
on their test, one student did a dollar equaling one cent, but for the five and ten dollar bills gave 500 and 1000 in that order for their
values. This student was one that I wanted to focus on because this student is good in math, but has trouble reading. This means that
they can have trouble on math when instructions have extra steps in them. Another student knew the money because in their own
words The numbers are on the sides and did tell the value using dollar signs, but put the sign behind the number and did not use the
decimal point or have zeros. Their logical process must have been one dollar is written as 1$, which is great because they either
thought that was how it was said/written or their pre-existing knowledge on cent signs came into play. Most other students either did
the same as the second student or did not understand the material at all.

Students would have to know how to work with their coins and dollar bills. So I would need to show them how to differentiate
between the money. This influenced how I would go along my lesson as I need to start with coins and work up from there. Starting
with coins and which each was worth before I could even get them to add them together. I asked Mrs. Guill the best possible way to
work with this and she said that students liked the Q, D, N, and P as symbols for the coins rather than the coins themselves. True to her
word the students did have a positive reaction to it, including my focus student Focus Student 2. Focus Student 1 could work with
both, but did miss count one or two times during this stage of teaching.

My goal for this unit was to teach students how to use money in both coins and dollar bills, to add them together to form larger
amounts of money. That was my main goal, however it was also the highest goal, the other lower goals was to have students recognize
a quarter, dime, nickel, and penny as different coins. I also wanted students to be able to tell their values along with recognizing that
dollar bills had different prices.

The resources I used were excremental in making the students learn about money, the whiteboards, markers, erasers, and the
smartboard were all used together so students could have a way of answering a board question without the need to leave their seats all
the while having so I could check answers from up at the front. The premade coin bags and fake dollar bills of course would help
student have an understanding of the physical act of having, adding, and subtracting money and when combined with their Everyday
Mathematics book help make students see the real world application of money using their materials.

The students did end up having a good time with their lessons and I am glad they did, however, I did have issues that I sorted
out with the teacher. These issues were the content amount, and they have been solved and discussed already.
Pre-assessment
Sources:

Secretary of the Treasury Steven T. Mnuchin. (n.d.). Retrieved February 1, 2017, from https://www.treasury.gov/Pages/default.aspx

T. Guill, personal communication, February 1, 2017

West Virginia Department of Education. (n.d.). Retrieved February 1, 2017, from http://wvde.state.wv.us/

Pinterest. (n.d.). Retrieved February 1, 2017, from https://www.pinterest.com/

 Task 5
Name: Joshua Davis Date: Monday February 6-February 10, 2017

Subject: Mathematics Topic: Money, Regrouping addition and subtraction

Grade: 2nd grade Length of Lesson: 40 mins (M, W, F), 80 mins (T, R)

Introduction (Essential Question): How to add and subtract with and without regrouping?

Standard: Number & Operations in Base Ten

Cluster: Use place value understanding and properties to add and subtract

Objective: M.2.NBT.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 and 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.

Specific Objective:

Students should be able to do addition and subtraction with numbers up to the hundreds
placement with and without regrouping.

Introduction (Essential Question): What is the value of a dollar?

Standard: Measurement & Data

Cluster: Work with time and money

Objective: M.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and
pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?
Specific Objective:

Students should be able to understand that dollars, quarters, dimes, nickels, and pennies each
have a set amount and be able to work out problems using them.

Method(s):

Monday morning students will be given a test to see how much they know about dollars. This test will deal with adding up coins to a
dollar and adding up dollars. Introduce the ice cream activity; explain to students what will be they will be doing. Introduce it to them
by explaining what each color is using the smartboard. Have students on the carpet and explain to them to how the flavors are worth
1, 5, 10, and 25. Work out some problems before sending students and show them how money can be added together.

Tuesday review addition and subtraction with/without regrouping and go over 1 dollar bills using the fake dollars also work with the
coin bags during this part to see what can be bought with them. Bring out the ice activity again and have students work with it again.
The students should have cones that have prices on them, have students work together and

Wednesday review addition and subtraction and give students addition problems using dollar bills and coins. Work on Everyday
Mathematics work books pages 230 and 231 for students to buy items for them to work with. Have students work on the paper and
help those who are having troubles.

Thursday go over the coins for students math test on Friday, make sure students know to count by fives when dealing with quarters,
dimes, and nickels, but only count by ones using pennies. Continue working with prices of items to help students see how not only add
up, but to also see how transactions work.

Friday is a test day.

Materials:

Whiteboards

Markers/Erasers
Smartboard

Coin bags (Students should have these in their desk)\

Everyday Mathematics

Fake dollar bills

Direct Instruction:

Show students how many coins can make a dollar using only coins on Monday after assessment review addition and subtraction
with/without regrouping. On Tuesday have students go over addition and subtraction with and without regrouping, make sure to focus
on having a + or sign in the problem put this into use with your lesson on coin money. Wednesday pass out fake dollar bills to
students and tell them to get out their coin bag, using both have a store in their work book where students buy items with the fake
money. Use one dollar bills and coins for this and m, pg 230 and 249 in the Everyday Mathematics should be a good starting point.
Review addition and subtraction and work with quarter, dimes, nickels, and pennies. On Thursday do addition and subtraction and
then introduce the ten dollar bill. Students will use the other bills equal the amount of the ten dollar bill and then open a special store
where items can be worth up to ten dollars

Guided Practice:

For guided practice have students used their whiteboards to go over addition and subtraction with/without regrouping before you begin
on the money value. The store can be read out by the teacher and the teacher will monitor students as they work with the money. Each
day give more challenging combinations for students to buy. On Wednesday use these pages in the Everyday Mathematic pages 230
and 231 to see if students know how much a dollar can buy, so ask what and how much they can buy for a dollar. Work with coins

Differentiation:

1st tier: If students have a good understanding of how coin make a certain price and how they can be added, then move onto making
dollars along with the cents and/or subtraction of coins.

2nd tier: If students have a grasp on the subject then begin making problems that challenge them to think of how two or more coins can
come together to make a certain price.
3rd tier: If students are having a tough time understanding why money has certain values then they can be in the small group during
computer lab time to work with the teacher on the subject

Lesson Closure:

Ask students the price of one dollar and coin or more than one dollar and coin.

Independent Practice:

Have students count their own dollars and coins at their desk

Assessment:

Math assessment on dollar bills on Monday

Math Test on money value and addition/subtraction with/without regrouping on Friday

Lesson Reflection:

The lesson would have gone better if the there was more to do, the ice cream activity was almost unplanned and I had no idea what to
do other than money. Really I dropped the ball on this lesson plan, I needed more details, more work to do, and half of the stuff I did
end up doing was by pure chance. Honestly terrible in the ninth degree, I have got to change it to reflect what I actually did that week
because it was that bad. This lesson also need to have a refresher a few weeks later.

How I would teach this lesson differently next time.

1. More ideas for how to get students up into the lesson, funny voices for example would be great to use on students.

2. More activities, the ice cream one was great, but having only one can lead you into a wall.

3. Less focus on hard facts and more on making it fun for students. Not just a boring paper, make it good to look at and makes
students want to figure it out.
Teachers Signature:

Narrative

The video clip I chose was one from the reading lesson on Monday morning March 13, 2017. The video is a full fifteen
minutes long and show me teaching students about money and time.

As seen in the clip the students are already sitting down on the carpet while I announce the lesson. Mrs. Guill filmed the lesson
as I went over time and money. The reason I had both time and money was due to the fact that most students needed a refresher on
analog clocks. Starting with the clocks I started with problems that some students had in their worksheet from the week before,
gradually becoming harder and explain how we knew what each was, in the video the smartboard is blurred out so it is hard to see the
clocks. After reviewing time we went into money using the whiteboard on my right (left in the video) using the magnetic money and
the markers.

We started with review their coins and how we can count with them. We continued to add with the money and what sign we
should use for that particular kind of coin. Then I added a dollar to the mix and had students tell me how much I had then. Using the
dollar I went into how adding multiple dollars and how they could be converted into coins that they have learned in the past. Then I
went into how we could add coins to a money amount and how to check it. We also went over more on what signs to use and how to
convert it over into the other sign.

After that we went into how we could buy food with money and how we could get change back. We also went over how we
could find how much you would need to buy a pizza with knowing how to use different coins as an when you dont have another. The
video ends there, the students are doing better with their time and money than the week before, however I did note that my students
were not all that attentive during some parts. Sadly this is the only time I could get a video take going over money again.

Video:

https://www.youtube.com/watch?v=eNDgnuv9UL8
Sources:

Mrs. Guill

Bluefield State College Education Dept.

Secretary of the Treasury Steven T. Mnuchin. (n.d.). Retrieved February 1, 2017, from https://www.treasury.gov/Pages/default.aspx

T. Guill, personal communication, February 1, 2017

West Virginia Department of Education. (n.d.). Retrieved February 1, 2017, from http://wvde.state.wv.us/

Pinterest. (n.d.). Retrieved February 1, 2017, from https://www.pinterest.com/

Task 6
Individual students:
 120

100 100
100 100 100 100
100
100
90 90 90 90 90

80 80 80 80
80
70 70 70 70

60
50 50 50 50 50 50 50 50 50 50
Pre-assessment Post-assessment

40
40
33

20

0
0

Overall grade average:

90
83
80

70 65

60

50
Classroom
40

30

20

10

0
Pre-assessment Post-Assessment
 Students Pre- Post-Assessment Gain GOALS MET? Comments
Assessment + or -

#1 #2 #3

Y N Y N Y N

1. Focus 33 80 Y Y Y Actually convert over the

Student 1 Student correct amount in pennies
gained! on a five and ten dollar
bill on pre-assessment.

2. Focus 50 70 Student Y Y Y Understood the value, but

Student 2 gained! not the where the signs
went on pre-assessment.

Student 3 50 80 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 4 0 40 Student Y N Y Didnt understand the pre-

gained! assessment at all. Misses
school days and hard time
with learning.

Student 5 50 80 Student Y Y Y Understood the value, but

 gained! not the where the signs
went on pre-assessment.

Student 6 50 90 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 7 100 90 Student Y Y Y Understood the pre-

lost. assessment perfectly, but
missed when adding on
post-assessment.

Student 8 50 70 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 9 50 90 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 10 100 100 Student Y Y Y Understood the pre-

stayed assessment and post-
the assessment perfectly
same.

Student 11 50 70 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 12 100 90 Student Y Y Y Understood the pre-

lost. assessment perfectly, but
missed when adding on
 post-assessment.

Student 13 100 90 Student Y Y Y Understood the pre-

lost. assessment perfectly, but
missed when adding on
post-assessment.

Student 14 50 80 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 15 100 100 Student Y Y Y Understood the pre-

stayed assessment and post-
the assessment perfectly
same.

Student 16 50 70 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 17 50 80 Student Y Y Y Understood the value, but

gained! not the where the signs
went on pre-assessment.

Student 18 100 90 Student Y Y Y Understood the pre-

lost. assessment perfectly, but
missed when adding on
post-assessment.

Narrative

The pre-assessment was to see how well students took to understanding how dollars worked. It worked out with 6 having
perfect scores. The test was simple; however, many students had trouble knowing where a dollar sign went instead using their prior
knowledge of money to put the dollar sign in the cent signs placement. One student did not have any knowledge on the subject and did
nothing right on the pre-test. Another student had the price right for how much a five and ten dollar bill was worth in pennies. The pre-
assessment require students to answer 6 questions, 3 for the cost of the bill they saw on pay and then 3 for how much each bill was
worth. The students seem to have a good understanding of how the money values could be seen on the edges of the bill. As for post-
assessment many students shot up even though the second test had added difficulty. Many students shot up the grading latter because
they understood where the dollar sign went and how their coins worked. Some did have difficulty with adding up money when it came
to dollar bills, most student did however understand the adding of the work.

Almost all of the students did end up reaching the goals I had set up for them, the only expectation was the adding with dollar
bills goal. That of course was the post-assessment data; the pre actually had some students with the goals already within their grasp. I
was genuinely concern more on the students converting dollars into cents, but that fear was unfounded as all students seem to take a
quick understanding of it other than one student. That student is one that does miss a lot of school days so that was to be expected, but
their performance on the post assessment was as good as it could be even with the problems of teaching a student that wasnt there for
a couple of days. I do believe that students did make gains during the post-assessment because of the changes I made with the focus
students, examples in the directions and more hands on tasks clearly helped students understand how money works. The losses
however were due to small mistakes on the students part, missing on problem because they either didnt understand it fully or they
forgot how do it exactly.

I did the best I could with what I had, though I do wish that I did have some of the things that I had later on this year. From where it all
began I did have a limited amount of items to use, however I did get to teach using fake money provided by Mrs. Guill and her
smartboard was priceless for this kind of lesson. The ice cream activity was a great activity that Mrs. Guill suggested and helps put
together for the students. I created a piggy bank activity for students to collect and tell how much fake money they had in their coin
purses. I did have trouble with some students missing days, something that was out of my control, but I did focus on them when they
returned. I also made sure to focus on those who had trouble on the pre-test the most and allowed that higher scores a more
challenging activates.

Focus Students:
90

80
80

70
70

60

50
50
Pre-assessment
Post assessment
40
33

30

20

10

0
Focus Student 1 Focus Student 2
 Focus Student 1 and Focus Student 2 were my focus students in these tasks. They are labeled as the first and second students
in the impact on student learning template. Focus Student 1 was the student who correctly guessed the value of a five dollar bill and a
ten dollar bill using pennies; I knew it was a guess because his one dollar bill was labeled as 1. Focus Student 2 on the other hand
did not understand the placement of the dollar sign, but did understand the value was on all three bills using their dollar value.

As for how I differentiated for these students, I focus on Focus Student 1 guess, telling them that two were right and that other
coins also could be used in the same way. For Focus Student 2 it was mostly focusing on the sign and the coins, I made sure that
whenever I asked about the sign when converting I would always pick them at least once. I also made sure that both students had work
to do with money in their coin bag and with their worksheets. I did pull aside Focus Student 1 once or twice for math problems during
the computer lab time and he responded to the extra focus greatly.

Focus Student 1s pre-assessment was only correct on his two guesses and all other questions were wrong. On Focus Student
1s post-assessment he did wonderfully and only problems that they had was adding dollar bills together to create a total. Focus
Student 2s pre-assessment did go just like the class average; knowing the value, but not the where the sign went when writing with
money. Focus Student 2s post-assessment was actually a under the class average, but that was due to a simple mistake on the
converting dollar bills to cents. Focus Student 2 did well when during the teaching process as did Focus Student 1. Both had good
attendance when I taught the lesson and were in good health, though Focus Student 1 did get extra attention during their computer lab
time I did pull aside Focus Student 2 once or twice too.
 Joshua Davis
March 23, 2017
Task 7
Reflection of Teaching

I have enjoyed my time teaching over at Whitethorn Elementary School; the experiences that I have gain here with Mrs. Guills
class will mold my future career and attitude toward students. I have had some up and down moments, but I do like teaching here.

The most successful part of my teaching experience had been my comprehension lessons. I find it the easiest to sink into
compared to math. The reason for that being that I can uses voices, have a mobile stance around the room, and can keep up with a
students reading. I am very mobile when it comes to the reading lessons. One of my favorite and most successful lesson was a recent
one with dealing a story on plants.

Due to my background knowledge on the subject not only was I able to teach from the book, but also with my experience.
Students were deeply engaged with the lesson and some were very eager to read, even those who disliked reading. I did run a little
over due to how we did our vocabulary, spelling, and vocabulary. The only reason for that was due to the fact that vocabulary I let
students give examples of the definition of a word. Students were so into the lesson that it didnt feel like a chore, but a genuinely
good time.

One of my least successful experiences was earlier on in the first placement. I had lesson plans, but they were all over the place
and I wasnt using my lesson like I wanted too. I had no idea what to do and I didnt plan properly for the students, rather I tried to
wing it with no planning at all. I learned this wasnt going to fly soon enough when Mrs. Guill confronted me about it. She helped
me understand how much I need to put into the lesson to get something else out of it.
 That experience will always be with me as a truly dark moment in my education as it was my fault and I expected kids to sit there
and take my half done work. I am glad how much I have changed over the last few weeks to see how embarrassing I was in the
beginning of the first six weeks. The students were only engage with Mrs. Guills activity and my teaching them of money fell flat on
its face.
The one other clinical educator I worked with the most was of course my mentor teacher Mrs. Guill. She offered me advice on
subjects and helped me find some very fun activities for students to do. The biggest one so far we started in the first six weeks where
Mrs. Guill and I thought of making a sequence of events book for the Wizard of Oz. She got the layout of the book and I did the
drawings for the students to copy down. We allowed students time during the day to finish up on the books during times when we have
time. Recently we finished on our book and now we need to finish the sequence of events book.

The Title 1 teachers I have also worked with to help students better understand what exactly they need to know for the week.
They are an extremely big help with those students that do not voice their troubles of not understanding in the classroom. The help I
have got from these teachers has helped me look for activities for students to do and to strike out on my own. In fact one of Mrs.
Guills suggestions was to do something neat for students fact of the day. I made a giraffe out of paper for the students to see and
learn about the giraffes black tongue.

Reflect on what your experiences reveal with respect to your need to improve professional knowledge, skills and/or dispositions.
Examples include consideration of the depth of your content knowledge to effectively disseminate information to a diverse set of
students, consideration of your skills to engage learners, management of classroom behaviors, and/or consideration of your
dispositions that align or do not align to personal bias.

As I have said before the real eye opener was during my first six weeks, when I realized just how much effort was to be put into
the lesson planning. The teachers also told me that my delivery of the lesson plan needs to be improved. I did so without trying to be
too, in my own words fun. The reason for it was the fact I was afraid of getting to into the lesson as a game to realize what I was
doing. After my second meeting with Bluefield State Education department I decided to let loose totally and not fear the consequences
that I might have done. Thankfully it wasnt as bad as I thought and student reacted positively to the newer teaching style and the
teacher liked my progress.
 I am glad that my lessons have gone smoothly since that moment as I was not doing very well until that point. The biggest growth
I have already described early as it was my lesson delivery and my actually lesson planning. Both of which now need almost no
changes other than maybe a small change in the grammar of the lesson plan or how long I might teach a lesson. Both of these thing I
set out to improve in the beginning and both I have done in leaps and bounds. My social outgoingness has also increased as I do
generally feel comfortable with the teachers at Whitethorn. I have always prided myself on being a well learned man, but I have
almost no way to express the knowledge I have built up due to the fact that I am scared. Not of being wrong or offending someone, but
rather scared to focus attention on myself. My time at Whitethorn has somewhat diminished that and brought forth a new me in the
education department. I know that teaching isnt just spouting random facts, but it does require a bit of puzzle solving to see how each
subject can fit into another.

One of the largest opportunities that I have had so far was the Ashlock program where teachers. I did the Ashlock program on
March 23, 2017 in Whitethorn Elementary School and it was an interesting experience. The meeting of teachers to figure out how to
use this program effectively and those coming for a refresher made me feel right at home even though it was my first time attending.
Another could have been an activity that was held on the Saturday the week before call Ready Freddy, unfortunately I was unable to
attend due to home life. It was an open fair for students in Pre-K and Kindergarten with games and activities for students to enjoy.

As my second placement comes to the end of the end of its third week I find myself sad that I will have to leave Mrs. Guills
classroom. I also find myself flowing into these week better than my first placement weeks, as if it really has not been three weeks
already. I know I choose the right profession because at times I forget that I am working with students and not playing with them.

I hope you all have a wonderful semester. Thank you and good luck!