Lesson #1

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Briana Rice

Grade Level: 3rd Grade

Subject: Reading (Reading Skill Groups)

Date: February 1st, 2018

PLANNING

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

RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same
author, about the same or similar characters (e.g. in books from a series).

List the Rationale (cite theories or theorists):

According to theorist Jerome Brunner, students are capable of taking on challenges by

building on previous knowledge. In the 2nd grade, students learn about comparing and
contrasting two different versions of the same text, and this year we expand on the comparing
and contrasting by having students compare and contrast two different texts by the same
author.

I will also be tapping to students’ multiple intelligences, suggested by theorist Howard

Gardner. The students will be using visual intelligence through the use of picture books,
videos, and graphic organizers. Students that thrive through the use of verbal intelligence will
benefit from working with groups and in partners. The four corners activity will help challenge
the use of logistic skills.

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

attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to compare and contrast two stories from the same author by accurately
playing the Compare and Contrast Four Corners game during the reading groups class time.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

The objectives for this lesson are appropriate for these students. Some students are still in
the preoperational stage, while others have moved forward into the concrete operational
stage. I think the picture books, graphic organizers, and four corners activity give great
visuals for all students, especially for the students in the preoperational stage. While
providing great visuals, the lesson also pushes students to think outside the box when finding
the elements of the stories.

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).

This class (grade) is made up of 26 female and 35 male students ages 8 and 9.
 Of the 61 students that this grade is composed of, 16 of them have some sort of
special needs.
 56 of the 61 students are caucasian, and the remaining 5 students are multiracial.

 This particular group of children contains 13 students. Some of these students have
special needs, but none that keep them from being independent or require special
help (paraprofessional), or major modifications.

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).

In general, the students in this class are very visual learners, so I try to provide many hands
on a visual learning experiences. Sometimes, it is difficult to keep students’ attention for a
long period of time, so I like to do short, engaging activities during the class when possible.

2 students on IEP for behavior

 1 student on IEP for specific learning disability
 2 students on IEPs for behavior that impedes learning
List the materials/resources you will need to teach the lesson.

 Cloudy with a Chance of Meatballs

 Pickles to Pittsburgh
 Graphic organizers

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.

Pro Board
Computer
Laptops

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. *

To accommodate all students, especially those with the behavioral issues and academic
struggles, I will be sure to clearly state all directions. I will also make sure we review all of our
information that we have gone over throughout this unit in order to help the students have it
fresh in their memory to complete this activity.

I will be using verbal positive reinforcement throughout the lesson to encourage positive
behaviors, and to reduce negative behaviors. I will also use proximity for students that
choose to goof off or behave inappropriately.

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.
 Students will be assessed on any prior knowledge or need for instruction on the first day of
this unit. This will be done by having students take a Kahoot! quiz on their laptops. This
assessment helps me to see whether or not they can identify the five elements of a story.

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 range of how students did on this assessment actually surprised me a little, as
these reading groups are established by academic ability. The student that got 0/6
was the result of a behavioral struggle, so I will be sure to stand by him when we take
the post assessment Kahoot! Quiz. I also think that having a timer on the questions
could have definitely flawed the results. I think this caused some students to either
guess, or not answer some questions at all. The average score on this assessment
was a 3/6, so I feel that there is definitely a need to spend some time on this subject.
According to the results, students had the most difficulty with theme, plot, and
resolution, so I will really be sure to go in-depth with these topics. I will still make sure
I touch on characters and setting as well.
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.

To reduce the likelihood of any behavioral issues, I will make sure to clearly state all
instructions, and have students state them back to me.

I will be consistent with classroom expectations to ensure that I am holding myself and my
students accountable for their actions.

I will address any issues right away to prevent any further disruption to the other students in
the class.

I will have all my materials ready and organized when the students enter the class for their
reading groups.

I will try to make my lesson last the duration of the class to eliminate down time, which
typically turns into students goofing off and not sticking to their expectations. By keeping
students actively engaged and actively learning, I will significantly reduce the chance of off-
task behavior.

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.

We will start by briefly reviewing the different story elements. I will ask the students to
give me a definition, and then provide me with an example from Cloudy with a Chance
of Meatballs. This allows me to both review the elements, as well as the story from
yesterday.

“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).

Next, I will read Pickles to Pittsburgh on the ProBoard. When this is over, I will give students
a graphic organizer that they started the day before, to identify and write the different story
elements on. We will do this together.

When the graphic organizer is filled in, we will talk about how the two stories were similar and
how they are different.

“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?

The students will complete a packet that has them compare and contrast two stories
in a series. I will go over the directions to this packet with the students before they get
started. The students are required to find evidence in the stories, then highlight it
before using it to answer the questions. The packet requires them to identify the story
elements. The packet also has students compare and contrast the two stories by
asking multiple choice questions and having them use multiple sentence written
answers. The students will complete this activity independently.

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.).

I will have students tell me one way Cloudy with a Chance of Meatballs and Pickles to
Pittsburgh were similar or different to be dismissed.

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.

Students will take the same Kahoot! Quiz that they took for the pre-assessment. This will be
administered on Friday.
 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.

I think the students did much better on the post assessment than they did on the pre-
assessment. According to the data that Kahoot shared, as a class, they scored a
50% on the pre-assessment, and on the post assessment, the class scored just over
87%. I think this increase of 37% shows significant gains in the materials that we
learned about throughout the week. All students, with the exception of student 1,
showed improvement in their score on this assessment. Student one scored a ⅚ on
the pre-assessment, but on the post assessment, only scored a 2/6. I asked the
student if there was something she did not understand or was confused about
because she did not do as well as she did before, and she said that she just had lucky
guesses on the initial assessment.
 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:

 I felt like my pacing for my lesson was pretty good. This was one of my main
concerns, as the days prior to this lesson, I was definitely running out of time. I think I
did a good job executing my lesson so there was a little time at the end of class for
students to get started on their work, which gave them an opportunity to ask any
questions they had
 I also feel like I did a decent job with classroom management. Considering there were
two students in this group on IEPs for behavior, I think I did a good job of taking care
of any problematic behaviors before they became larger issues. Proximity seems to
be the best strategy, followed by quietly addressing the student that seemed to be
causing a problem.

Areas for improvement:

 Starting with the beginning of y lesson, I need to start stating my objectives in student-
friendly language, as well as using an anticipatory set. Instead of just saying “what is
the setting?”, I could do a fun little matching activity or something similar to get
students going. This will help my students to know what we are talking about that day,
and also get them excited about it.
 Some other things I will be sure to address in my next lessons include connecting the
materials to the students own lives, stopping to ask questions during reading, using
better verbiage to address students (ex: use please be silent instead of shut your
mouths, etc.), explaining and repeating student responses, and using a variety of
different sharing methods. I would also like to do a better job of explaining directions
to work, and trying not to add my opinion.
Lesson #2

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Briana Rice

Grade Level: 3rd Grade

Subject: Science

Date: March 1st, 2018

PLANNING

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

3-LS4-4 - Make a claim about the merit of a solution of a problem caused when the
environment changes and the types of plants and animals that live there may change.

Rationale (cite theories or theorists):

Theorist Charles Bonwell brought the idea of active learning to education. In this lesson,
students will be active learners through the use of group work, and doing the creative project
of deciding which solutions would be most beneficial to increasing the salmon population in
the Columbia River system. Students will also be using theorist Benjamin Bloom’s application
when they apply the skills and knowledge they have obtained in order to make informed
decisions about which solutions would be better to the decline in salmon population.

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

attainable, timebound). Use the following format: “Students will be able to…”
 Students will be able to make a claim about the merit of solutions to the drop in salmon
population in the Columbia River.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

The objectives for this lesson are appropriate for these students. Some students are still in
the preoperational stage, while others have moved forward into the concrete operational
stage. I think the clear, step-by-step directions make this challenging and creative project
more do-abel, especially for the students in the preoperational stage. While providing great
visuals, the lesson also pushes students to think outside the box when finding a solution to
the salmon population problem.

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).

In general, the students in this class are very visual learners, so I try to provide many hands
on a visual learning experiences. Sometimes, it is difficult to keep students’ attention for a
long period of time, so I like to do short, engaging activities during the class when possible.

2 students on IEP for behavior

 1 student on IEP for specific learning disability
 2 students on IEPs for behavior that impedes learning

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).

This class (grade) is made up of 26 female and 35 male students ages 8 and 9.
 Of the 61 students that this grade is composed of, 16 of them have some sort of
special needs.
 56 of the 61 students are caucasian, and the remaining 5 students are multiracial.
List the materials/resources you will need to teach the lesson.

Science Book
Video/Pro Board
Posters
Poster Supplies

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.

Pro Board
Salmon Life Cycle Video

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

To accommodate all students, especially those with the behavioral issues and academic
struggles, I will be sure to clearly state all directions. I will also make sure we review all of our
information that we have gone over throughout this unit in order to help the students have it
fresh in their memory to complete this activity.

I will be using verbal positive reinforcement throughout the lesson to encourage positive
behaviors, and to reduce negative behaviors. I will also use proximity for students that
choose to behave inappropriately.

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.

My pre-assessment will be very informal. I will simply be asking students about what they
know about salmon and their migration patterns. Based on their responses, I will design my
lesson plan.
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)

Only a few students understand the migration of salmon and that they swim
upstream. Most did not know that they lay their eggs in freshwater and then swim
downstream to the ocean once the eggs have hatched.

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.

I have found that using proximity is the best form of management with this class. I have a
group of boys that needs to be watched, so I usually try to stay near their table, make my way
around the room,and come back to check on them during my lessons.

I also think a good way to keep students on task is to provide clear instructions. I plan to
clearly give my instructions, and then post them on the board.

If things start to get out of hand, using the call back “5, 4...silent in 3, 2, 1” is very effective
with this group. Their teacher uses this frequently, and they respond very well.

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.

The objective for the day will be stated on the board in student-friendly language. It
will say “I can use my knowledge of salmon and the Columbia River system to choose
two strategies that will help increase the population of salmon that live there.” I will
share with students that we will be discussing the life cycle of salmon, and a problem
that is happening with the population of salmon decreasing in the Columbia River
system. They will have a map of this location in their books. We will look at the map,
and locate the river system. I will ask students if they know what a life cycle is. I will
have students turn to a partner and have them talk about what they think a life cycle
is, and then have a few groups of partners share.
Next, we will watch a short video that details the process of salmon migration and the
salmon life cycle. Before starting the video, I will tell students to be listening for where
salmon spend most of their lives, where they lay their eggs, and how they travel
through the streams. The book briefly describes the process, but I want students to
have a good idea of the cycle so they can have a clear understanding for the
activity. When the video is done, I will ask the answers to the questions i asked them
to listen for.

https://www.youtube.com/watch?v=wtrC7rvetH0

“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).

We will read in our science books about the Columbia River system that flows into
the Canadian Rockies to the Pacific Ocean. The book tells us how the Columbia
used to be filled with migrating salmon, and how salmon spend much of their lives in
the ocean. When it is time for salmon to lay their eggs, they travel upstream to
freshwater to lay them. When they salmon hatch, they swim downstream to the
ocean, and then return years later when it is time for them to lay eggs.

Next, we will talk about how there used to be more than 10 million salmon that
migrated to the Columbia river every year to lay eggs, but today there are less than 2
million that do. This is the result of dams being built on the Columbia and all the
rivers that flow into it. These dams are used to create electricity and store water for
crops, but they keep fish from migrating to lay eggs, and from returning to the
ocean. This not only affects the salmon population, but it also affects other animals
that feed on salmon.

We will look at pictures in our books together and talk about the John Day Dam,
located on the Columbia River. This dam is for producing electricity, but it prevents
salmon from migrating.

We will discuss the different methods people are trying to increase the population of
salmon, which include building spillways, creating fish hatcheries, building fish
screens, and building fish ladders. We will make a table (on the board) that
summarizes these different attempts to increase the salmon population, and compare
each solution to the problem. The table will list the solution, how it works, and what
the benefit of that solution is.
Guiding questions:
 What is a spillway? How does it help increase the salmon population?
  What are fish hatcheries? How do they work to increase the salmon
population?
 What are fish screens? What is their role in increasing the population of
salmon?
 What are fish ladders? What do they do to increase the salmon population?
Students will think-pair-share with the person they are sitting by.

“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?

Students will be put in groups to decide what they would do to try to increase the
salmon population. They will get a poster, and decide which two of the four solutions
would be most effective in increasing the salmon population, and why they think
that. Students will receive rubric that states the expectations for full credit on their
posters. To receive full credit the groups must create a poster with two strategies
from the book. They must also include at least three reasons for each strategy that
explain why they believe these be the best strategies for saving the salmon.

The rubric will be reviewed before the students begin working.

Independently, each student will have to write a paragraph explaining why the two
solutions they chose would be the best solutions. Their paragraphs must have a
minimum of 5 sentences. This will be done on the back side of their rubrics. The
expectations for their paragraphs are stated on the paper.

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.).

The students will present their posters as a group the next day in class.
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.

I will ask the same informal questions after the students present their posters. Some of the
questions will include:
 Are salmon born in fresh or saltwater?
 After they are hatched, where do they travel?
 Do they travel upstream or downstream to get there?
 Where do they live for the majority of their lives?
 Where do they travel to lay their eggs?
 Why are there less and less salmon migrating in the Columbia River System?
 What are two solutions to this problem?

Students also completed the same sheet that they completed for the pre-assessment.

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.

Students demonstrated that they can accurately describe the life cycle of a salmon,
tell about the migration patterns of salmon, and determine logical ways to increase the
population of salmon on the Columbia River system without getting rid of the man-
made dams. Students constructed ideas that included using strategies such as fish
hatcheries, fish ladders, fish screens, and spillways. They provided evidence to
support their claims.

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:
 I think I did a good job of making sure students had all the necessary information
before giving this project to them. If I had not taken the time to talk about life cycles
and to go over salmon migration patterns with students, they would have had no idea
how the dams were affecting the salmon population on the Columbia River. I think
this really helped them thrive when doing this project.
 I also think I did a good job of asking questions during my lesson. I like to assess
where my student are at as frequently as I can so I do not get so far and have
students be completely lost. I think this also gives students that understand to answer
questions, and then this could provide students that are a little confused with more
understanding.
 I think the rubric was a great idea because it provided the students with all the
information that they needed to include on their projects. The students did get
confused by the rubric because they thought they had different options they could
“choose and do”. I did have to take more time to explain the purpose of a rubric and
how they work, and then students were able to use these as a resource. While it took
more work initially, this really saved me from having to answer a lot of the same
questions of “what do we have to put on here?” over and over.

Where I could improve:

 I think I could have split this into a two day lesson. There was a lot of work to do, and
I think students felt a little overwhelmed. If I had the chance to re-do this, I would have
them do the poster one day, and then write the paragraph as a reflection the following
day. I would also have students give their group members a rating in this reflection
because there were some students that definitely did not pull their weight in their
groups.
 I need to ensure that I call on everyone, even the students that are not raising their
hands. While I do not like to embarrass students, those are the students that typically
need to be paying attention. This is also a good way to gauge who is understanding
the content and who is not.
 I would make my slides more interesting and put more visuals on there. My students
are visual learners, so this would definitely benefit them. I honestly made the slides so
I personally did not accidentally leave out information, so I did not think to make the
slides more engaging.

Lesson #3

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Briana Rice

Grade Level: 3rd grade

Subject: Math

Date: 3/16/18

PLANNING

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

3.MD.2 - Solve problems involving measurement and estimation of intervals of time, liquid
volumes, and masses of objects.

Rationale (cite theories or theorists):

According to educational theorist Jean Piaget, students learn by building new knowledge
from knowledge that they already know. In this lesson, students will take what they learned
about measurements in second grade, and use that to learn more about estimating and
measuring liquid volume and mass. Next year, they will construct more knowledge of liquid
volume and mass and solve more complex problems.

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

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to use models to solve liquid volume and mass problems.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.
 This objective is age appropriate because students have previously learned the standard
measurements, like inches, feet, centimeters, and meters, in 2nd grade. In 4th grade,
standard 4.MD.2 requires students to use the four operations to solve problems including
liquid measurement and mass. This lesson should give students a good base for what they
will learn in fourth grade.

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).

For the most part, the students in this class are very visual, hand-on learners, so I try to
provide many hands on a visual learning experiences. Sometimes, it is difficult to keep
students’ attention for a long period of time, so I like to do short, engaging activities during the
class when possible.

2 students on IEP for behavior

 1 student on IEP for specific learning disability
 2 students on IEPs for behavior that impedes learning

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).

This class (grade) is made up of 26 female and 35 male students ages 8 and 9.
 Of the 61 students that this grade is composed of, 16 of them have some sort of
special needs.
 56 of the 61 students are caucasian, and the remaining 5 students are multiracial.

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

 Liter measuring material

 Pan balance
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.

Pro Board
Laptop

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

To accommodate all students, especially those with the behavioral issues and academic
struggles, I will be sure to clearly state all directions. I will also make sure we review all of our
information that we have gone over throughout this unit in order to help the students have it
fresh in their memory to complete this activity. I always try to give several opportunities for
students to ask questions, and I try my best to walk around and check on students’ work while
we are in class to ensure they are staying on the right track.

I will be using verbal positive reinforcement throughout the lesson to encourage positive
behaviors, and to reduce negative behaviors. I will also use proximity for students that
choose to misbehave.

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.

The pre-assessment I used for this lesson was how the students did on the two lessons prior
to this lesson, which were estimating and measuring liquid volume, and estimating and
measuring mass. The students completed workbook pages that coincided with 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 majority of students did very well on these assessments Students did show more
proficiency estimating and measuring mass than liquids, though. In the days before I
give this lesson, we will be having some review time where we can work on these
skills. We will be doing a chapter review, and I will be pulling small groups to work on
these skills so they are prepared to apply these skills to the new lesson.

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.

I have found that using proximity is the best form of management with this class. I have a
group of boys that needs to be watched, so I usually try to stay near their table, make my way
around the room, and come back to check on them during my lessons.

I also think a good way to keep students on task is to provide clear instructions. I plan to
clearly give my instructions, and then post them on the board.

If things start to get out of hand, using the call back “5, 4...silent in 3, 2, 1” is very effective
with this group. Their teacher uses this frequently, and they respond very well.

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 begin the lesson, I will have the objective on the board. This will let my students
know that we are learning about using liquid volume and mass to solve word
problems. I will start by reviewing some important key terms with students. These
include liters, grams, and kilograms. For each unit of measure, I will have students
provide me with some examples of objects that are about that amount (for liters) and
mass (for grams and kilograms). I will use objects such as the measuring cups (for
liquid volume) and paper clip (for gram).

We will start the lesson by doing the first problem in the students’ books, which is in
the “Unlock Section.” This is always a problem that introduces the skill we will work
on today. We will work through the problem as a class. I will call on students to
answer each part of the question. I really like to ask students how they came up with
their answer.
We will work through the next question together as well, following the same routine.

While we are doing the problems, the students are doing the same work on their
papers.

“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).

Students will work through the “Show and Share” section with partners or a small
group. They do this with the students they are sitting by. During this time, I usually
walk around the room to answer any questions, help students that need it, and make
sure students are staying on task.

When it looks and sounds like groups are starting to finish up, I will let a group come
up to the board and show and tell us how they answered their problem.

Depending on the amount of time we have (sometimes we run short on math time,
depending on how long students take to get back from lunch and use the restroom),
students will continue to work on problems with their partners/groups.

“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?

Students will work on their workbook pages independently. I will try to give them
class time to work on these so they are able to ask questions if needed. Their
worksheets are made up of questions that require students to construct equations and
solve word problems, story problems, and multiple choice answer story problems.

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.).
At the end of the lesson, students will think-pair-share to answer the question “How
can you use models to solve liquid volume and mass problems?”

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 the worksheet the students will do from their workbooks.

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.

I was surprised to see how poorly students did on the post assessment. While there
were some students that did well, most students received less than a 80% on their
work. The area where students seemed to struggle was determining which operation
to use to solve the problem.

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:

 I think I did a good job of providing visuals for the students when it came to
measurements. The students really enjoyed doing the paper clip activity with the pan
balance. I honestly did not do this ahead of time, and I was even surprised how many
paper clips it took to even out the balance.
  I think I did a good job of reviewing what we worked on before that would be helpful for
them in this lesson. I think doing this really helps to connect all the lessons, and lets
students know that they need to think back to help them do today’s math.
 I think the calm breathing strategy was a good idea, although it wasn’t super
helpful. This did help bring most of the students back to focus for the remainder of the
lesson. This is a strategy that the students learned from the counselor.
What needs improvement:
 I would definitely spend more time reviewing how to identify which operation to choose
when doing the word problems. After looking at their post-assessments, I noticed that
students often confused when they needed to add vs. subtract and when to multiply
vs. divide. I think they would have done much better if I had reviewed this.
 I would definitely be more strict when it comes to my classroom management. I think
students also struggled partly because they were not paying attention. I think this had
a lot to do with the seating arrangement. Students are welcome to sit wherever they
want, with the exception of one student who has lost that privilege. When I noticed
that the students might misbehave in the arrangement they were in, I should have
reviewed the seating expectations.
 I think students may have stayed on task better if I had spent more time circulating the
room. I really do try to do this, but it is difficult when I need to be writing on the board.
I think we should start trying to get the students to listen better and just write what we
are talking about, rather than having to read what is written on the board. This would
make it easier to get around the room and help students and make sure they are
staying focused.

Lesson #4

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Briana Rice

Grade Level: 3rd Grade

Subject: English Language Arts

Date: 3/19-3/23

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

RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings)

and explain how their actions contribute to the sequence of events

Rationale (cite theories or theorists):

This is a standard that students have briefly covered in their reading groups this school year,
so they are taking what they already know about character traits, and then they use their
resources to expand their knowledge of character traits. They show what they have learned
through the different activities. This is how students are demonstrating discovery learning, a
theory of Jerome Bruner.

Educational theory from Howard Gardner states that all students have different intelligences
through which they learn best. This lesson seeks to reach several of those different
intelligences that my students possess. This lesson benefits my visual learners,
intrapersonal, interpersonal learners, logical-mathematical learners, and the linguistic
learners.

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

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to read story, identify a character’s traits, and explain how the
character’s traits affect the story.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

Students in this class are either in the preoperational or concrete operational stage of
Piaget’s Cognitive Stages. This activity encourages students to use the logic they posses if
they are in the concrete operational stage, and works to develop their processing and logical
skills if they are in the preoperational stage.
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).

In general, the students in this class are very visual learners, so I try to provide many hands
on a visual learning experiences. Sometimes, it is difficult to keep students’ attention for a
long period of time, so I like to do short, engaging activities during the class when possible.

2 students on IEP for behavior

 1 student on IEP for specific learning disability
 2 students on IEPs for behavior that impedes learning

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).

This class (grade) is made up of 26 female and 35 male students ages 8 and 9.
 Of the 61 students that this grade is composed of, 16 of them have some sort of
special needs.
 56 of the 61 students are caucasian, and the remaining 5 students are multiracial.

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

Character Traits Instructional Guide

Read to self activity pages
Task Cards
Work on Writing Prompt
Word Work Menu
Crayons
Markers
Paints
Paper
Scissors

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.
Student Laptops
Google Classroom
Epic! (www.getepic.com)

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *

To accommodate all students, especially those with the behavioral issues and academic
struggles, I will be sure to clearly state all directions. I will also make sure we review all of our
information that we have gone over throughout this unit in order to help the students have it
fresh in their memory to complete this activity. I always try to give several opportunities for
students to ask questions, and I try my best to walk around and check on students’ work while
we are in class to ensure they are staying on the right track.

I will be using verbal positive reinforcement throughout the lesson to encourage positive
behaviors, and to reduce negative behaviors. I will also use proximity for students that
choose to misbehave.

I will be checking in with students daily to ensure that they are staying on track, and that they
do not fall far behind.

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

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

I gave students a 5-question Kahoot! Quiz to see if this was a standard that needed to be
readdressed. Questions on the assessment include:
1. What is a character trait?
a. A word that describes a character’s appearance
b. A word that describes how a character is feeling during the story
c. A word that describes the character’s personality
d. A word that tells us about how much money a character has
2. Which of these is an example of a character trait?
. Excited
a. Kind
b. Tall
c. Angry
3. True or False. The author always tells us what traits a character possesses.
. True
a. False
4. Character traits are inferred based on all the following except:
. Dialogue
a. Thoughts
b. Thoughts
c. Appearance
5. Choose the best character trait to describe Rosa in the Rosa Parks story we read in
class?
. Brave
a. Lazy
b. Foolish
c. Kind

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)

This is the breakdown of scores for the 22 students:

 5/5 (100%) - 3 students
 4/5 (80%) - 9 students
 3/5 (60%) - 6 students
 2/5 (40%) - 2 students
 1/5 (20%) - 2 students
 0/5 (0%) - 0 students
After more thorough examination of the assessment, I discovered that students
needed more work on identifying and producing character traits that are not
feelings. They were using words such as happy, sad, mad, etc. as character traits.

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.

To reduce the likelihood of any behavioral issues, I will make sure to clearly state all
instructions, and have students state them back to me.

I will be consistent with classroom expectations to ensure that I am holding myself and my
students accountable for their actions.

I will address any issues right away to prevent any further disruption to the other students in
the class.

I will have all my materials ready and organized when class starts.

I will try to make my lesson last the duration of the class to eliminate down time. By keeping
students actively engaged and actively learning, I will significantly reduce the chance of off-
task behavior.
I will monitor student computers as they work to ensure they are staying on task.

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 have students get on their laptops and go to Google
Classroom. When they get logged on, I will have them open the assignment called
“Character Traits”, and then choose “Character Traits” information. Students are
responsible for reading through the powerpoint on their own and reading all of the
information. I will also go over a plan with students. I will explain to them that in order
to stay on pace, they need to complete at least one project per day. If they do not get
one complete per day, they will still be responsible for having all the work done on
Monday morning when they arrive to class. I will also talk to them about deciding
which projects can be taken home, and which will have to be done in class. Many
students do not have access to computers and/or the internet at home, so I will
recommend that they complete any activities that require computers or partners at the
beginning of the week.

“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).

As a class, we will create an anchor chart of some different character traits that
students come up with. I will have students talk at their tables and come up with as
many character traits as they can think of in 5 minutes. When the time's up, we will
go around the room and the groups will share one character trait at a time until they
cannot think of any more.

I will have some problems for students to do up on the board. Some problems have
students differentiate between words that are/are not character traits. The other
problems have students read a short scenario and then name an appropriate
character trait for the character in the scenario. For each problem, students will write
their answers on a small whiteboard, and then hold it up for me to see. When I feel
confident enough that students can do the independent exercises, I will wrap up the
guided practice.

“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?

Students will have the entire week to complete 5 assignments in the five categories
of Daily 5. They are welcome to do these at their own pace. The assignments
include the following:
 Read to Self - Students will independently read two stories, Poor Jarya and
Vicktor’s Crazy Family. There are activities on the back side of each
story. After reading Poor Jarya, students will have to give Jarya and Ulie (the
main characters) letter grades to tell me whether or not they exhibited the
character traits honest, hardworking, creative, and kind. Once they give a letter
grade, they must justify their letter grade by providing examples from the
story.
 Read to someone - Students find a partner and complete task cards that ask
questions regarding character traits.
 Listen to Reading - Students will go to www.getepic.com and listen to a story
about Martin Luther King, Jr. When they are finished, they must come up with
three character traits to describe Martin Luther King, Jr., and then provide
examples from the story to support their choice of character traits.
 Work on Writing - Students get a page with a writing prompt “Write a story
with two main characters. One main character is grouchy, and one main
character is humorous.” The directions require students to use a minimum of
eight, complete sentences in their story.
 Word Work - Students will get a spelling practice “menu”. This is a 5x5 of
boxes that each have a unique way for students to practice their spelling
words. The directions are for students to choose at least one activity from
each row to practice their spelling words. Some examples of items on the word
work menu include, creating a spelling word word find or crossword puzzle,
rainbow writing (students write their words alternating colors for each letter),
type your spelling words, write the spelling words on a whiteboard, and have a
spelling bee with a partner.

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.).

Students will write one paragraph about the book they are currently reading. They will
be required to choose one main character and choose three character traits that fit
that character. Students must provide evidence from the book to support each of the
traits they selected.

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.

Choose one main character from the AR book you are reading right now. Write a paragraph
using three character traits that describe your character. Provide evidence from the book to
support each character trait you chose. Be sure to write quality, complete sentences in your
paragraph.

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.

As a whole, the class did a great job writing their paragraphs. The majority of the
students were able to identify three character traits that appropriately described the
character from their book. They used evidence from their books to support the
character traits they chose. There were a few students that chose two appropriate
character traits, but did choose one feeling that described the character at a given
moment from their story, but was not a character trait.

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:
 I think students enjoyed the different activities that they were able to do. I think
I provided a good variety of types of assignments to keep students
interested. Had i just given them a worksheet for each day, students would
have little interest in doing this assignments, let alone putting in their best
efforts.
 Students did well working independently. I think this assignment gave them
the freedom to do the activities that they wanted to do each day, so they stayed
interested in what they were doing. I did not spend a lot of time asking
students to quiet down or get back on task, aside from the students that were
working in partners.
What could improve:
 I think I could have do a better job of keeping students on pace. I think some
students did really well staying on track, but some students slipped through the
cracks. By Friday, those students that fell behind had up to three assignments
they still had to do.
 I think I could have put clearer instructions on the Google Classroom
documents. I did spend a lot of time answering questions from students that
were confused. In my next lesson, I would be sure to put more clear and
specific instructions.

Lesson #5

Millicent Atkins School of Education: Common Lesson Plan

Template

Teacher Candidate Name: Briana Rice

Grade Level: 3rd Grade

Subject:

Date: 3/26/18

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

3.G.1.5 - Summarize the elements (cultural, demographic, economic and geographic) that
define regions, community, state, nation and world.

3. RI. 2 - Determine the main idea of a text; recount the key details and explain how they
support the main idea.

3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate acts
and relevant descriptive details, speaking clearly at an understandable pace.

Rationale (cite theories or theorists):

According to education theory from Howard Gardner, students learn in many different
ways. His theory of multiple intelligences says that students can be linguistic, logical-
mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, or naturalist
style learners. This lesson definitely will work to reach many of these intelligences, helping
students do their best learning.

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

attainable, timebound). Use the following format: “Students will be able to…”

Students will be able to identify and locate the regions of the United States.

Students will be able to identify the key resources, climate, vegetation, landmarks that are
present in Southeast, Northeast, Midwest, Southwest, and West.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

The objectives for this lesson are appropriate for these students. Some students are still in
the preoperational stage, while others have moved forward into the concrete operational
stage. This assignment provides some concrete information, but they must get creative when
doing their research. This reaches to and challenges students in both the concrete and
preoperational stages.

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).
 For the most part, the students in this class are very visual, hand-on learners, so I try to
provide many hands on a visual learning experiences. Sometimes, it is difficult to keep
students’ attention for a long period of time, so I like to do short, engaging activities during the
class when possible.

2 students on IEP for behavior

 1 student on IEP for specific learning disability
 2 students on IEPs for behavior that impedes learning

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).

This class (grade) is made up of 26 female and 35 male students ages 8 and 9.
 Of the 61 students that this grade is composed of, 16 of them have some sort of
special needs.
 56 of the 61 students are caucasian, and the remaining 5 students are multiracial.

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

Social studies book

Laptops
iPads
Graphic organizers

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.

Educreations App
Laptops
iPads
Headphones

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *
 To accommodate all students, especially those with the behavioral issues and academic
struggles, I will be sure to clearly state all directions. I will also make sure we review all of our
information that we have gone over throughout this unit in order to help the students have it
fresh in their memory to complete this activity. I always try to give several opportunities for
students to ask questions, and I try my best to walk around and check on students’ work while
we are in class to ensure they are staying on the right track.

I will be using verbal positive reinforcement throughout the lesson to encourage positive
behaviors, and to reduce negative behaviors. I will also use proximity for students that
choose to misbehave.

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

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

I will give the students a map with blanks on each of the regions. Students will be asked to
identify the region. On the back side, there are questions that require students to match the
definitions with the vocabulary words region, climate, vegetation, label, phosphate, and
adapt.

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)

Students did a good job identifying the regions on the map. I think they just used
what they know about cardinal directions, and then figured out which was
which. When it came to matching the vocabulary words, students struggled more.
Here was the breakdown of scores:

 11/11 - 2 students
 10/11 - 1 student
 9/11 - 4 students
 7/11 - 3 students
 6/11 - 4 students
 5/11 - 2 students
 4/11 - 3 students
 3/11 - 2 students
 2/11 - 1 student
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.

To reduce the likelihood of any behavioral issues, I will make sure to clearly state all
instructions, and have students state them back to me.

I will be consistent with classroom expectations to ensure that I am holding myself and my
students accountable for their actions.

I will address any issues right away to prevent any further disruption to the other students in
the class.

I will have all my materials ready and organized at the beginning of class.

I will try to make my lesson last the duration of the class to eliminate down time, which
typically turns into students goofing off and not sticking to their expectations. By keeping
students actively engaged and actively learning, I will significantly reduce the chance of off-
task behavior.

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.

I will start the class by having students have a four minute discussion with their
tablemates about the lesson we did yesterday. The key terms from the day before
were geography, distortion, elevation, climate, vegetation, arable land, and arid. I will
have students discuss without their books open for two minutes, and then the final two
minutes, I will let them open up their books to review anything they may have missed
or forgotten. When the time is up, I will have each group share two things that they
discussed.

Next, I will tell students that today, we are going to take what we learned from
yesterday, and talk more about how that relates to the United States. We will read
lesson two in our social studies books. I will give students a graphic organizer that
has five sections, one section for each region. Under each section, there will be
subcategories for climate, vegetation, landmarks, and resources. I will stop frequently
to ask questions to ensure students are understanding and comprehending the
content. This will also give students to fill in their graphic organizers.

“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).

As we read, we will verbally answer the map and globe skills questions from the
book. The book asks three questions for each section of the text, so I will give
students a minute or two to talk about these with the other students at their
table. When it sounds like students are finishing up, I will have students share the
answers they came up with.

“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?

Students will be put into partners, and they will be assigned one of the five
regions. Students will get one day to research their regions with their partners. They
will have to find details like the population of their region, major attractions, the 3
largest cities in their region, and whatever other facts they want to include. Students
must also include the information we learned in our textbook reading (climate,
vegetation, landmarks, and resources). When they get their information, they can
start putting it into a presentation on the Educreations app on the iPads. This app
makes a slideshow for students to share, and then they are able to create
commentary on their video. For each section, students will list the main points on the
slide, and then tell us more in-depth information through the commentary. For
example, students might put the Statue of Liberty as a point, and then use the
commentary to tell us a little more information about the Statue of Liberty. Students
will be given 1-2 days of class time to make their presentations, depending on how
much time it takes them.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).

To close the lesson, students will get part of one class period to go around and listen
and watch other groups’ presentations. When these are finished, students will be
required to to write a reflection paragraph about which region they would prefer to live
and give me at least 4 reasons why.

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.

Students will get a blank copy of their graphic organizer that they filled out during our reading
as their post assessment. They will have to fill this in independently.

Region name:
1. Landmarks-

2. Climate-

3. Vegetation-

4. Resources-

Region name:
5. Landmarks-

6. Climate-

7. Vegetation-

8. Resources-
Region name:
9. Landmarks-

10. Climate-

11. Vegetation-

12. Resources-

Region name:
13. Landmarks-

14. Climate-

15. Vegetation-

16. Resources-

Region name:
17. Landmarks-

18. Climate-

19. Vegetation-

20. Resources-
 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.

Based on how students performed on the pre-assessment and the post assessment,
students are demonstrating proficiency because they all scored above an 80% and
were able to name and locate each of the 5 regions of the United States.

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:

 I think students did well working on these activities. I think students really enjoy using
the technology resources we have available, and they do a great job using them
responsibly. I am glad that I incorporated the Educreations app, because I think the
students narrating their presentations made them AWESOME!
 I created a rubric for the students to use as a reference when they forgot what they
needed to have on their projects. This helped save me time because I did not have to
answer a ton of questions. This also helped prepare students for their future grades
where they will be expected to know how rubrics work.

What could improve:

 I think I could have pushed students along with this project a little quicker. It can be
difficult to judge how long students will take on a project like this. I anticipated them
taking less time, but they did take longer than I expected. I think I should have given
students checkpoints they needed to reach each day.
 Working in partners is really important for some of these students to encourage
socialization, teamwork, and creativity. Students had a good time, and were able to
stay on task.