Professional Documents
Culture Documents
Brittany Bisese
in
our
story
yesterday
Student
C?
(wait
for
student
response)
Yes!
We
did
read
through
the
story
and
made
story
maps
with
the
circles
on
them.
What
kind
of
information
did
we
put
on
our
story
maps
yesterday?
What
were
the
categories
of
each
circle,
Student
A?
(wait
for
student
response).
Very
good!
We
looked
at
the
main
characters,
and
what
are
characters
again
Student
A?
(wait
for
student
response)
Yes
they
are
the
people
in
the
story
and
who
were
our
main
characters
Student
C?
(wait
for
student
response)
Yes!
There
were
the
cows,
Farmer
Brown,
the
hens
and
then
duck.
and
we
talked
about
what
happened
in
the
story,
which
are
called
the
events
in
the
story!
Then
a
lot
of
events
happened
in
the
story,
like
how
the
cows
and
hens
both
went
on
strike,
how
Farmer
Brown
demanded
milk
and
eggs,
and
how
all
the
animals
had
a
meeting.
What
else
did
we
look
at
yesterday
besides
the
characters
and
events?
(If
students
do
not
respond-
prompt
them
by
saying:
What
do
we
call
the
main
idea
of
the
story
that
needs
to
be
resolved)
Very
good,
the
problem!
What
did
we
say
the
problem
was?
(wait
for
student
response)
Uh
huh,
the
cows
are
cold
and
want
electric
blankets.
That
is
what
causes
them
to
go
on
strike.
Then
we
also
looked
at
the
solution,
which
is
how
the
problem
gets
resolved.
Did
the
cows
get
their
blankets
Student
A?
(wait
for
student
response)
Yes
they
did.
And
finally,
what
is
it
that
term
again
that
describes
where
the
story
takes
place?
I
think
it
starts
with
an
s
(wait
for
student
response)
Yes
the
setting!
And
where
does
this
story
take
place
Student
C?
(wait
for
student
response)
Very
good,
Farmer
Browns
farm.
So
we
already
talked
about
our
main
characters,
the
problem,
setting,
events,
and
solution
in
this
story.
Now
today
were
going
to
re-read
the
story
again
and
look
carefully
for
cause
and
effect
relationships
within
the
story.
Learning
Design:
I.
Teaching:
Does
anyone
know
what
I
mean
when
I
say
cause
and
effect?
(wait
for
student
response)
Well,
a
cause
in
a
story
describes
why
something
happens.
The
teacher
will
point
to
this
definition
on
the
chart
on
chart
paper
as
she
reads
it.
When
I
am
trying
to
determine
the
cause
in
a
story
I
think,
I
know
that
the
cows
asked
Farmer
Brown
for
electric
blankets,
but
why?
Hmm,
why
did
they
ask
for
electric
blankets
Student
A?
(wait
for
student
response)
Very
good!
Because
they
were
cold
at
night!
That
means
that,
The
cows
were
cold
at
night,
is
the
cause
of
what
action
the
cows
took
in
the
story.
The
teacher
will
then
write
the
The
cows
were
cold
at
night
under
the
cause
column
on
the
chart.
So
the
cause
is
usually
motivated
by
how
a
character
is
feeling
(like
how
the
cows
were
cold)
as
a
result
of
something
that
has
happened
to
the
cow.
That
event
or
what
happens
in
the
story,
is
called
an
effect.
The
teacher
will
point
to
this
definition
on
the
chart
as
she
reads
it.
So
from
what
we
learned
yesterday,
we
said
that
because
the
cows
were
cold
they
did
what
Student
C?
(wait
for
student
response)
Yes,
they
did
go
on
strike
but
what
did
they
ask
for
before
going
on
strike
Student
C?
Yes,
they
asked
Farmer
Brown
for
electric
blankets.
So
asking
Farmer
Brown
for
electric
blankets
is
the
effect
of
the
cows
being
cold.
It
is
the
action
that
resulted
from
the
cause,
the
cows
being
cold.
The
teacher
will
write
They
asked
Farmer
Brown
for
electric
blankets
under
the
effect
column
on
the
chart.
Just
like
yesterday,
when
you
all
see
the
Click
clack
moo,
Clickety
clack
moo
part
you
all,
my
typing
cows,
are
going
to
read
that
part
aloud
for
me!
Now,
while
were
reading
listen
for
and
think
about
WHY
things
are
happening
in
the
story.
What
causes
them
to
happen?
For
example,
listen
for
why
the
cows
want
electric
blankets
and
why
they
go
on
strike.
The
teacher
will
begin
reading
the
story
and
will
stop
after
the
4th
page.
Alright,
so
the
cows
went
on
strike,
that
is
something
that
happened
in
the
story,
so
which
category
does
that
go
under
Student
C,
cause
or
effect?
(wait
for
student
response)
Wonderful!
Yes
it
goes
under
the
effect
category.
The
teacher
will
write,
The
cows
went
on
strike
under
the
effect
column
while
asking,
and
why
did
they
go
on
strike
Student
A?
(wait
for
student
response)
Yes,
because
Farmer
Brown
did
not
give
them
electric
blankets!
This
makes
it
a
cause,
it
is
why
something
in
the
story
happened.
Teacher
will
write,
Farmer
Brown
did
not
give
them
electric
blankets
in
the
cause
category.
Lets
keep
reading
in
the
story!
The
teacher
will
read
the
next
two
pages
then
stop.
So
now
who
is
cold
in
the
story
Student
A?
(wait
for
student
response)
Yes
the
hens!
So
what
happens
in
the
story
because
they
are
cold
Student
C?
(wait
for
student
response)
Good!
So
if
we
have
two
parts,
the
hens
are
cold
and
they
ask
for
electric
blankets,
which
one
is
the
cause,
Student
C?
The
teacher
points
to
the
definition
of
cause
on
the
chart.
Think
really
hard,
which
one
describes
why
something
is
happening,
the
hens
are
cold
or
they
ask
for
electric
blankets
Student
C?
(wait
for
student
response)
Yes,
the
hens
are
cold!
And
can
you
tell
me
why?
(wait
for
student
response)
The
teacher
will
write
The
hens
are
cold
in
the
chart
while
the
student
responds
Wonderful
so
that
makes
they
ask
for
electric
blankets
the
what
Student
A?
If
necessary
the
teacher
can
add,
If
the
hens
are
cold
is
why
something
happens,
then
what
happens
as
a
result
is
that
they
ask
Farmer
Brown
for
electric
blankets.
Remember,
what
do
we
call
our
what
happens
in
the
story?
(wait
for
student
response)
Good
job
sticking
with
it
Student
A!
Yes,
the
cows
writing
a
letter
to
Farmer
Brown
for
electric
blankets
is
the
effect
of
the
hens
being
cold!
The
teacher
will
write
the
cows
write
a
letter
to
Farmer
Brown
asking
for
electric
blankets
for
the
hens
in
the
chart.
So
lets
read
our
chart
so
far
altogether
Get
ready
go:
Cause:
the
cows
are
cold
at
night.
Effect:
They
ask
Farmer
Brown
for
electric
blankets.
Cause:
Farmer
Brown
did
not
give
the
cows
electric
blankets.
Effect:
The
cows
go
on
strike.
Last
one!
Cause:
The
hens
are
cold.
Effect:
The
cows
ask
Farmer
Brown
for
electric
blankets
for
the
hens.
Alright,
so
Student
C,
can
you
tell
me
what
a
cause
is
and
give
an
example.
(wait
for
student
response)
Very
good!
Now
Student
A,
I
what
is
an
effect.
(wait
for
student
response)
Wonderful!
And
what
is
the
effect
of
(example
of
cause
that
Student
C
provides).
IF
the
student
doesnt
respond:
prompt
with:
Use
the
chart!
(wait
for
student
response)
Thank
you
for
sticking
with
it!
Great
job
today
boys
and
girls!
Do
we
have
any
questions
so
far?
II.
Opportunity
for
Practice:
Now
what
were
going
to
do
is
I
am
going
to
finish
reading
the
story,
then
Ill
give
you
a
sorting
activity
to
practice
identifying
the
cause
and
effects
relationships
together
in
the
story.
Keep
listening
for
effects,
what
is
happening
in
the
story,
and
causes,
why
these
things
are
happening!
The
teacher
will
finish
reading
the
remainder
of
the
story.
Then
she
will
tell
students
how
they
will
be
practicing
identifying
the
cause
and
effect
relationships
from
the
rest
of
the
story.
Now
Im
going
to
give
you
a
bit
of
practice.
The
teacher
lays
out
the
sorting
activity
in
front
of
the
students.
Together,
the
two
of
you
will
determine
which
of
these
statements
are
causes
and
which
ones
are
effects.
Then
youll
decide
which
cause
goes
with
which
effect.
Use
the
chart
weve
made
for
help,
especially
look
at
the
definitions.
Remember,
a
cause
is,
lets
say
it
all
together,
why
something
happens
and
an
effect
is,
what
happens
in
a
story.
The
teacher
will
point
to
the
chart
as
she
reads.
The
effect
is
a
result
of
the
cause.
When
you
all
are
done,
well
discuss
it
together.
Allow
students
time
to
work
together
to
figure
out
the
appropriate
categorization
of
each
statement.
The
teacher
will
help
them
organize
their
thoughts
if
they
are
thoroughly
struggling.
The
teacher
will
read
the
causes
and
effects
back
to
the
students
and
talk
about
if
they
make
sense.
After
this
activity,
the
teacher
will
inform
the
students
of
the
next
practice
activity.
Finally,
I
want
each
of
you
to
write
out
one
cause
and
effect
relationship
from
the
story
that
we
have
talked
about.
Think
of
one
cause
and
one
effect
that
we
have
talked
about
and
write
each
one
out
on
one
of
these
two
cards.
The
cause
will
go
on
the
cloud
shape
and
the
effect
will
go
on
this
wavy
rectangle
shape
(the
teacher
will
hold
up
each
shape
as
she
describes).
The
teacher
then
will
allow
students
time
to
fill
out
their
cause
and
effect
shapes.
She
will
correct
them
as
necessary
and
collect
them
for
the
final
assessment.
III.
Assessment:
The
teacher
will
get
out
the
materials
for
the
final
matching
assessment.
Now
boys
and
girls
we
only
have
one
more
thing
to
do!
I
am
going
to
work
with
each
of
you
individually
to
see
how
much
you
have
learned
today!
I
am
going
to
give
you
some
statements
just
like
the
last
activity
and
you
are
going
to
tell
me
if
they
are
a
cause
or
an
effect,
match
which
cause
goes
with
which
effect,
and
explain
why.
It
is
just
like
the
last
activity,
but
youll
be
working
on
your
own
this
time!
Im
going
to
go
ahead
and
work
with
Student
C.
Student
A,
I
would
like
for
you
to
scramble
the
pieces
and
try
to
sort
them
again.
The
teacher
will
begin
the
assessment
with
the
first
student
and
will
assess
the
second
student
when
finished.
IV.
Closure:
The
teacher
will
revisit
what
the
students
have
learned
about
cause
and
effect.
So
who
can
quickly
tell
me
what
a
cause
is?
Call
on
a
student
with
hand
raised.
(wait
on
student
response)
Very
good
and
(other
student)
can
you
tell
me
what
an
effect
is
in
a
story?
(wait
on
student
response)
Now
Student
A,
give
me
one
example
of
a
cause
effect
relationship,
you
can
use
the
chart!
(wait
on
student
response)
Very
good!
Now
Student
C,
can
you
give
me
another
example
of
a
cause
and
an
effect
in
this
story?
(wait
on
student
response)
Wonderful
job
today
boys
and
girls!
Now,
I
want
to
reward
you
all
for
doing
so
well
today,
so
these
are
my
notes
that
I
take
for
each
of
you
when
we
meet!
You
may
each
pick
a
sticker
and
put
in
the
box
for
the
day
which
is
right
here!
The
teacher
will
point
to
the
box.
Now
Im
going
to
get
all
my
things
cleaned
up.
Go
ahead
and
line
up
and
wait
quietly
while
I
clean
up.
Then
we
will
go
back
to
class.
Awesome
job
today!
Materials
and
Resources:
Carpet
Book:
Click
Clack
Moo
Cows
That
Type
Chart
paper
w/
chart
drawn
Marker
Cause
and
Effect
Practice
Sorting
Activity
Pieces
http://theappliciousteacher.blogspot.com/2014/01/cause-and-effect-and-
freebie.html
Cause
and
Effect
Matching
Assessment
Pieces
(see
included)
Dry
erase
marker
Stickers
Anecdotal
Notes
Differentiation
Strategies
H-
Higher-level
learners
will
extend
their
learning
by
writing
their
thoughts
about
cause
and
effect
relationships
in
the
story
in
a
graphic
organizer.
This
summarization
technique
will
allow
them
to
practice
writing
and
organizing
their
thoughts
on
paper.
L-
Lower-level
learners
will
work
individually
with
the
teacher
with
the
teacher
to
identify
cause
and
effect
relationships.
The
teacher
will
read
through
the
story
with
the
student
and
provide
heavy
scaffolding/
prompting
in
her
questions
to
help
the
child
connect
events
in
the
story
with
cause
and
effects.
Data
Analysis:
As
I
tried
to
collect
data,
I
learned
the
hard
way
that
my
matching
assessment
was
not
easily
measurable.
Although
I
created
a
small
table
with
which
effects
went
with
which
causes,
it
was
not
easily
accessible
so
that
the
kids
could
not
see
it
and
only
I
could.
Since
some
of
the
causes
and
effects
were
similar,
I
got
a
little
confused
about
which
ones
went
with
which.
I
did
not
label
which
causes
went
with
which
effects
and
because
of
this
got
confused
in
my
lesson.
Also,
I
ran
out
of
time
to
ask
the
students
if
they
could
describe
the
relationships
between
events.
As
we
went
through
the
story
and
I
asked
them
questions,
they
could
answer
questions
such
as,
What
caused
________
to
happen
in
the
story?
and
What
was
the
effect
of
__________
It
was
confusing
for
students
when
I
started
calling
one
event
a
cause
and
one
event
an
effect.
I
quickly
learned
that
this
is
a
cause
for
one
event
in
the
story
can
be
the
effect
of
another.
Overall,
when
asked
about
cause
and
effect
relationships,
Student
C
answered
the
majority
of
my
cause
and
effect
relationships
questions.
Student
A
could
answer
about
50%
of
these
questions
accurately.
However,
when
I
gave
them
the
matching
activity,
Student
C
matched
3
correctly
and
Student
A
matched
2
correctly.
Thus
because
the
assessment
was
poorly
designed
my
students
did
not
score
well
and
would
technically
be
in
the
red
category,
however
I
know
that
they
understood
the
information
better
than
the
red
definition
because
they
could
explain
most
relationships
to
me.
Explaining
is
also
at
a
higher
level
or
understanding
than
matching
according
to
Blooms
Taxonomy.
Reflection:
If
I
were
to
teach
this
lesson
again,
there
would
be
a
variety
of
things
I
would
change
and
a
few
that
worked
very
well.
First
of
all,
I
would
clarify
my
teaching
of
the
ideas:
cause
and
effect.
Looking
back
now,
my
teaching
was
confusing.
In
this
lesson
plan
I
taught
that,
a
cause
describes
why
something
happens
in
the
story.
As
in
it
was
a
noun
a
cause
versus
an
event
caused
_______
where
cause
is
used
as
a
verb.
An
effect
is
an
event
or
what
happens
in
the
story
as
a
result
of
something
else.
I
would
redefine
the
concept
of
cause
to
be
a
verb
and
not
a
noun.
I
would
focus
my
teaching
on
to
cause-
means
to
influence
or
help
something
else
happen
and
an
effect
is
a
result
of
an
action.
In
my
teaching,
I
would
also
include
more
higher-level
questions
at
the
evaluating
level
of
Blooms
Taxonomy
such
as
How
would
you
feel
if
you
were
the
cows
and
hens?
What
would
you
do
in
their
situation?
Also,
I
would
choose
another
form
of
practice
and
assessment
for
this
topic.
As
mentioned
above,
one
difficulty
my
students
and
I
had
was
distinguishing
between
whether
a
card
should
be
an
effect
of
one
event
or
a
cause
of
another!
This
was
the
main
issue
in
both
the
practice
and
assessment,
which
were
similar
sorting
activities.
I
think
it
would
be
beneficial
in
the
future
to
have
the
students
sequence
the
events
in
a
timeline
rather
than
isolated
left
and
right
relationships.
This
way,
students
can
see
that
an
event
can
both
cause
another
event
and
can
also
be
an
effect
of
a
previous
action.
This
sort
of
activity
would
continue
to
incorporate
the
tactile
and
visual
component
of
learning
from
the
original
activity.
Also,
I
would
consider
picking
another
book
such
as
a
Laura
Numeroff
Book
to
supplement
the
lesson
so
that
students
can
have
more
practice
with
cause
and
effect
relationships
before
going
into
a
harder
book
such
as
Click
Clack
Moo;
The
Cows
that
Type.
Finally,
I
would
have
to
ensure
that
my
assessment
was
clearly
measurable
and
could
do
this
by
adding
a
simple
checklist
to
record
the
data
immediately.
Overall,
the
students
thoroughly
enjoy
the
lesson.
They
enjoyed
continuing
to
work
with
this
beloved
story
and
they
both
enjoyed
the
tactile
sorting
activity.
Management
was
a
strength
in
this
lesson
and
I
effectively
managed
their
excitement
in
the
lesson.
Also,
I
promoted
higher-level
thinking
by
asking
questions
at
the
analyzing
level
of
Blooms
Taxonomy
such
as,
Why
did
the
hens
go
on
strike?
Why
did
the
cow
want
electric
blankets?
Farmer Brown
will not give the
hens electric
blankets.
Farmer Brown
demands Milk
and Eggs.
The Hens go on
Strike
Farmer Brown
gives the cows and
hens electric
blankets.
mouth
if
you
are
quiet.
Wonderful,
thank
you
for
being
such
good
listeners!
If
you
see
me
touch
my
ears
or
count
down
from
5,
you
know
it
is
time
to
be
quiet.
Boys
and
girls,
to
get
started
today,
who
can
tell
me
about
a
time
where
someone
told
you
that
you
were
too
small
to
do
something?
Im
looking
for
someone
waiting
quietly
and
patiently
with
their
hand
raised.
The
teacher
will
call
on
3-4
students
to
hear
their
stories
and
will
ask
the
student,
How
did
that
experience
make
you
feel?
Did
anyone
else
have
an
experience
like
Sallys
(make
the
me-too
sign.)
Well
today,
we
are
going
to
read
a
story,
called
the
Littlest
Pilgrim,
which
is
about
Mini,
a
girl
who
also
is
told
that
she
is
TOO
SMALL
to
help!
We
will
ask
questions
about
our
story
to
help
us
learn
the
meaning
of
5
new
vocabulary
words!
While
were
reading,
were
going
to
go
on
a
scavenger
hunt
by
LISTENING
for
our
new
vocabulary
words,
which
are
Pilgrim,
village,
chore,
neighbor,
and
job!
I
have
given
each
of
you
5
vocabulary
cards
with
these
words
and
a
picture
on
each!
When
you
hear
the
word
in
the
story,
I
would
like
for
you
to
hold
up
the
card!
Then
we
will
discuss
what
we
know
about
each
word!
So
as
we
read,
listen
for
these
five
words,
think
about
if
you
have
heard
them
before
and
what
we
know
about
them
based
on
the
story!
The
teacher
will
then
read
the
story
aloud
to
the
students
and
will
pause
at
the
vocabulary
words
as
student
raise
their
picture
cards.
She
will
interject
by
saying,
Ohhh
I
see
we
mustve
found
a
word,
to
ensure
students
note
when
a
vocabulary
word
is
used.
The
teacher
will
read
to
the
end
of
the
story.
So
do
you
think
it
was
a
bad
thing
or
a
good
thing
that
she
wasnt
able
to
help
her
neighbors
and
family?
Why
or
why
not?
Wait
for
student
response.
Was
Mini
too
small
to
do
something
special?
No!
She
was
still
able
to
make
a
friend,
which
is
always
very
important!
Learning
Design:
I. Teaching:
Words
to
Teach:
pilgrim,
village,
chore,
neighbor,
and
job
She
will
begin
with
the
first
word,
Pilgrim.
Before
we
read
our
definition,
can
anyone
tell
me
what
they
know
about
the
Pilgrims?
Can
you
think
of
any
pilgrims
you
have
learned
about?
(If
they
struggle,
assist
with
questions
like:
What
did
they
do
and
what
are
they
like?)
The
teacher
will
pause
to
allow
for
student
response,
she
will
then
lead
into
the
definition
of
pilgrim:
These
are
all
great
thoughts,
lets
read
the
definition
of
a
pilgrim
together,
get
ready
go:
Pilgrim-
is
a
person
who
traveled
from
England
and
helped
build
the
first
American
colony.
o Now
a
pilgrim
boys
and
girls
is
a
person,
so
since
it
is
a
person
place
or
thing,
what
part
of
speech
is
it?
The
pilgrims
were
a
group
of
people
that
came
all
the
way
from
a
country
called
England
to
start
a
new
life
in
America!
They
suffered
through
harsh
winters,
which
made
it
hard
for
them
to
grow
food!
So
the
Indians,
who
were
the
Alright
lets
keep
going!
Our
third
new
word
is
chore!
Now
I
think
that
each
of
you
can
tell
me
an
example
of
a
chore
that
you
do
for
your
family
around
the
house
or
maybe
that
your
older
sibling
does
for
your
family?
Whats
an
example
of
a
chore?
The
teacher
will
wait
for
responses
and
lead
into
a
discussion
of
the
definition:
Wow
you
all
are
so
helpful
at
home!
Im
sure
that
makes
your
parents
very
happy!
Now
that
we
know
some
examples
of
chores,
lets
talk
about
what
a
chore
is!
Lets
read
our
definition
together,
get
ready
go
Chore-
a
task
that
must
get
done
o A
task-
is
just
an
action.
So
a
chore
is
an
action
or
task
that
must
get
done.
Lets
look
at
this
picture.
What
is
he
doing
in
this
picture?
Yes
washing
dishes!
Could
you
imagine
what
would
happen
if
you
never
cleaned
your
dirty
dishes?
What
would
it
be
like?
How
would
it
smell?
How
would
it
feel?
Wait
for
responses!
That
would
be
gross!
So
we
have
to
wash
our
dirty
dishes,
so
washing
our
dishes
is
a
chore!
What
about
this
picture
what
is
she
doing?
Yes
putting
away
her
clothes!
Have
you
ever
been
unable
to
find
something
because
your
room
was
so
messy?
I
know
I
have,
so
we
have
to
put
our
clothes
away
so
that
we
can
find
things
when
we
need
them,
so
putting
our
clothes
away
is
a
chore.
Our
other
examples,
we
said
too
like
sweeping
and
making
the
bed
are
all
chores
too
because
they
must
get
done
so
that
your
house
stays
clean
and
so
that
you
stay
healthy!
o What
were
some
chores
in
the
story
that
Mini
tried
to
help
her
family
and
friends
with?
(fishing,
baking,
sowing,
hunting,
etc.)
Then
she
will
review
the
definition.
You
all
are
doing
so
well!
Neighbor
is
our
next
word!
So
what
words
have
we
talked
about
so
far,
lets
read
them,
Pilgrim,
village,
chore
and
neighbor!
Great
job
Mrs.
Wiggins
class!
Now
a
neighbor
is,
lets
read
this
definition
together
Neighbor-
someone
who
lives
near
where
you
live
o See
how
in
this
picture,
these
two
people
live
near
each
other?
o At
college,
Miss
Bisese
lives
in
a
building
with
three
floors!
So
I
have
a
lot
of
neighbors
that
live
near
me.
I
have
two
neighbors
that
live
right
beside
me
and
I
have
neighbors
that
live
above
me
and
below
me!
o Can
you
think
of
a
neighbor
that
lives
near
you?
What
did
Mini
try
to
help
her
neighbor
with?
Have
you
ever
helped
your
neighbor?
So
what
words
have
we
learned
today?
Remind
me!
Read
them
aloud,
get
ready
go!
Pilgrim,
village,
chore,
neighbor,
and
job.
Wonderful!
So
get
ready
for
our
last
word,
drum
role
please.
Our
last
word
is
job!
So
who
can
tell
me
what
they
know
about
what
a
job
is?
Can
you
give
me
an
example
of
a
job?
Maybe
that
your
mom
or
dad
has,
a
community
helper,
or
someone
else
you
know?
The
teacher
will
wait
for
response
and
lead
into
a
discussion
of
the
definition.
Now
I
thought
that
you
all
would
be
more
familiar
with
this
word!
So
we
thought
of
a
lot
of
examples,
but
lets
learn
what
a
job
is!
Lets
read
the
definition
together,
get
ready
go!
Job-
a
position
at
which
someone
works
for
pay
or
a
special
task
o So
a
job,
boys
can
girls
a
job
is
something
that
someone
is
hired
for
and
they
work
for
pay.
It
is
a
way
of
helping
the
community.
What
kinds
of
jobs
do
you
see
being
done
in
these
three
pictures
boys
and
girls?
o In
Minis
case,
she
wanted
a
job
to
do
but
was
she
wanting
to
work
for
pay?
No!
She
just
wanted
to
help!
So
sometimes
boys
and
girls,
words
have
multiple
meanings!
They
can
mean
more
than
one
thing!
So
Mini
wanted
a
job
as
in
a
special
task
to
do.
She
wanted
to
do
something,
a
job,
that
would
help
her
family.
This
meaning
of
job
is
very
similar
to
our
new
word
chore!
Great
job
today
boys
and
girls!
II. Opportunity
for
Practice:
Now,
were
going
to
continue
practicing
our
vocabulary
words!
First,
you
are
going
to
work
with
a
partner
to
match
your
vocabulary
words
to
the
definition
of
that
word.
You
will
each
have
a
set
of
vocabulary
words
so
make
sure
your
words
are
matched
correctly
before
RAISING
YOUR
HAND
to
have
me
come
check!
Once
you
have
matched
all
your
words,
raise
your
hand
and
I
will
come
around
and
give
you
a
small
booklet
and
a
glue
stick!
You
will
write
your
name
on
the
front
page,
the
name
of
the
word
at
the
top
of
the
first
inside
page
(teacher
models
as
she
flips
open
the
book
and
points)
and
will
glue
your
words
and
definitions
into
the
book.
If
you
finish
early,
I
would
like
for
you
to
write
two
examples
each
word
in
your
book!
III. Assessment:
The
teacher
will
say,
Touch
your
ears
if
you
are
listening.
Touch
your
mouth
if
you
are
quiet
to
gain
the
attention
of
students.
Now
that
we
have
practiced
with
our
words,
I
want
to
see
what
you
know!
Now,
We
are
going
to
play
a
Bingo
game
where
each
of
you
will
get
a
game
board
with
the
vocabulary
words
written
on
it.
I
will
read
you
the
definition
of
the
word,
by
saying,
Which
word
means.?
and
you
will
place
a
marker
on
top
of
that
word!
I
will
come
around
and
see
which
word
you
have
put
the
marker
on
top
of
to
check
for
understanding!
The
teacher
will
then
read
each
of
the
definitions,
show
the
students
the
definition,
and
mark
of
the
students
understanding
on
her
checklist.
IV. Closure:
The
teacher
will
quiet
the
students
by
saying
Touch
your
ears
if
you
are
listening.
Touch
your
mouth
if
you
are
quiet.
Now
boys
and
girls,
who
can
raise
their
hand
and
tell
me
a
vocabulary
word
that
we
learned
today
and
what
it
is?
After
students
have
responded,
the
teacher
will
say,
Now
who
can
give
me
one
example
of
of
.
(for
each
word).
Great
job
today
boys
and
girls!
Materials
and
Resources:
- Wind
Chime
- Carpet
- The
Littlest
Pilgrim
by
Kristen
Dougherty
- Power
point
with
visuals
and
definitions
Vocabulary
the
Littlest
Pilgrim
- Marker
- 20
sets
of
5
small
cards
for
students
with
picture
and
vocab
word
on
each
- 20
sets
of
Sorting
cards
(no
pictures)
and
matching
definitions
- 20
glue
sticks
- 20
books-
1
book
per
student
- 20
tic
tac
toe
boards
- Teacher
checklist
for
tic
tac
toe
assessment-
(insert
words)
http://www.teacherspayteachers.com/Product/Bingo-Board-Generator-
Creates-32-Unique-Game-Boards-Customizable-1209081
- Clipboard
- Pen
Differentiation
Strategies
H-
Have
students
write
two
examples
and
two
non-examples
of
each
word
in
their
vocabulary
book.
They
may
also
illustrate
each
of
the
words
or
write
a
short
story
incorporating
all
of
these
words.
L-
Allow
students
to
use
their
cards
from
the
carpet
activity
which
already
have
the
picture
as
well
as
the
word
on
them
for
the
sorting
activity
and
bingo
game.
(Opportunities
for
practice-
sorting
activity)
Also,
show
students
a
visual
of
the
definition
that
is
being
read
by
the
teacher.
Data
Analysis:
For
this
lesson,
I
did
not
have
time
to
make
it
through
my
final
assessment.
Instead,
I
modified
their
practice
and
had
them
work
individually
to
match
the
vocabulary
words
to
their
definition.
They
did
not
glue
them
into
booklets.
Then
I
wrote
on
a
checklist,
how
many
terms
out
of
five
total
they
were
able
to
match
with
and
without
assistance.
After
the
lesson,
11
out
of
15
of
the
students
were
able
to
match
all
five
vocabulary
words
to
their
definitions.
Of
the
remaining
students,
one
student
was
able
to
match
four
terms
without
assistance
and
all
five
with
assistance.
Two
others
were
able
to
match
three
terms
without
assistance
and
all
five
terms
with
assistance.
Finally,
the
remaining
student
was
not
able
to
match
any
of
the
terms
without
assistance
and
was
able
to
match
all
five
terms
with
assistance.
I
believe
that
these
results
are
indicative
of
the
students
knowledge.
However
I
think
that
my
four
students
who
matched
less
than
five
terms
correctly
without
assistance
would
have
benefited
from
having
the
extra
time
to
work
in
a
group
and
play
the
Bingo
game.
If
this
had
been
done,
I
think
that
they
would
have
performed
at
a
higher
level.
Because
I
did
not
assess
my
students
in
the
way
that
I
wrote
my
objective,
I
cannot
determine
the
categories
red
yellow
and
green
as
the
lesson
plan
stands.
If
I
were
to
categorize
them
by
their
performance
today,
I
would
say
that
my
11
students
who
matched
all
five
terms
correctly
without
assistance
are
in
the
green
category.
My
one
student
who
matched
4
terms
correctly
without
assistance
is
in
the
yellow
category.
Finally,
my
three
students
who
matched
3
or
fewer
terms
correctly
without
assistance
are
in
the
red
category
and
should
receive
another
exposure
to
the
material.
Reflection:
Overall,
I
think
that
the
students
responded
well
to
the
lesson!
They
were
engaged
in
the
story
and
in
answering
questions.
They
gave
insightful
responses
and
I
had
to
refocus
their
attention
very
few
times.
As
for
classroom
management,
I
found
that
the
Touch
your
ears
if
you
are
listening,
touch
your
mouth
if
you
are
quiet,
and
show
me
your
eyes
is
an
effective
technique
to
regain
student
attention.
In
this
lesson,
I
promoted
higher
level
thinking
by
engaging
their
prior
knowledge,
helping
them
make
text
to
self
connections
(Who
can
tell
me
about
a
time
where
someone
told
you
that
you
were
too
small
to
do
something?
What
chores
do
your
parents
ask
you
to
do
around
the
house?
Who
is
a
neighbor
that
lives
near
you?),
and
by
asking
questions
that
align
with
the
top
three
categories
of
Blooms
Taxonomy
(So
do
you
think
it
was
a
bad
thing
or
a
good
thing
that
she
wasnt
able
to
help
her
neighbors
and
family?
Why
or
why
not?
Could
you
imagine
what
would
happen
if
you
never
cleaned
your
dirty
dishes?
Took
out
the
trash?)
I
also
incorporated
best
practice
McRel
strategies
such
as
clearly
stating
the
objective,
incorporating
non-
linguistic
representations
(PowerPoint
and
vocabulary
cards),
higher
level
questioning,
and
if
fully
taught,
the
lesson
wouldve
allowed
for
collaborative
thinking.
In
the
future,
I
will
plan
more
time
for
the
lesson
and
read
the
story
twice.
Since
it
is
a
shorter
story,
I
will
read
it
once
through
for
comprehension
and
ask
higher-level
questions
as
we
go
throughout
the
book
and
once
for
teaching
vocabulary.
I
will
also
ask
them
to
compare
the
text
to
another
text
where
a
character
feels
too
small
to
make
a
big
difference.
Then
I
will
have
them
listen
to
the
story
again
with
their
vocabulary
cards
and
have
them
raise
up
the
card
when
they
hear
the
word.
For
practice,
I
would
like
for
them
to
have
the
opportunity
to
collaborate
in
matching
the
words
together
and
coming
up
with
examples.
Instead
of
individual
booklets,
I
will
give
each
set
of
partners
a
piece
of
chart
paper
on
which
they
can
glue
the
definitions
and
write
examples
and
non-examples
for
each
word.
Also,
I
will
create
a
more
clear
distinction
between
job
and
chore.
These
two
words
were
very
similar
and
students
struggled
with
distinguishing
between
the
two.
I
would
like
to
think
of
more
examples
and
no-examples
of
each
to
teach
these
two
concepts.
Finally,
I
would
revamp
my
differentiation
strategies,
particularly
for
my
higher
level
learners.
Pilgrim
Chore
Neighbor
Job
Village
Pilgrim
Chore
Neighbor
Job
Village
A position at which
someone works for
pay or a special
task
A place a little
smaller than a town.
likes
to
give
gifts
or
receive
gifts
in
this
story.
The
teacher
read
the
book
aloud
to
students.
So
Mike,
do
you
think
that
Santa
liked
to
give
or
receive
gifts
more
in
the
story?
Why
do
you
think
that?
(Wait
for
students
response)
Yes
and
why
do
you
think
he
likes
to
give?
(Wait
for
student
response).
What
a
wonderful
answer!
Yes,
boys
and
girls
does
it
feel
good
to
give
a
friend
or
family
member
a
gift?
Raise
your
hand
and
tell
me
about
a
time
you
gave
a
gift
to
a
friend
or
family
member
and
how
that
made
you
feel?
The
teacher
will
call
on
three
students.
So
it
sounds
like
we
all
like
to
give
in
this
classroom!
Boys
and
girls
remember
this
Christmas
that
it
is
always
better
to
give
than
to
receive.
Learning
Design:
I.
Teaching:
Introduction
and
Daily
Objective:
So
today
during
math
time,
we
are
going
to
read
a
story
about
a
boy
whose
parents
gave
him
a
gift
to
help
you
learn
to
use
your
knowledge
of
tens
and
ones
to
determine
and
defend
why
you
think
a
certain
number
correctly
answers
a
greater
than
less
than
statement.
To
start
out,
we
are
going
to
do
a
little
pretending
and
estimating!
Now
remember
how
we
talked
about
that
to
estimate
means
to
make
a
reasonable
guess.
You
do
not
have
to
guess
one
correct
answer!
I
am
going
to
show
you
a
story
problem
on
the
board
and
we
will
read
it
together
as
a
class.
Once
we
have
read
the
problem,
make
your
estimate
and
raise
a
quiet
thumb.
The
teacher
will
pull
up
the
story
on
the
promethean
board
and
will
quiet
the
students
by
raising
out
her
hand
and
counting
down
from
5.
Then
she
and
the
students
will
read
the
story
aloud:
Story:
Calebs
family
bought
him
Legos
for
Christmas
last
year.
He
cant
remember
exactly
how
many
he
has,
but
he
knows
the
number
of
Legos
is
greater
than
34
but
less
than
72.
How
many
Legos
could
Caleb
have?
After
reading
the
story,
the
teacher
will
say,
Alright
boys
and
girls
when
you
think
you
have
your
estimate
of
how
many
Legos
Caleb
may
have,
raise
a
quiet
thumb!
Turn
and
Talk:
The
teacher
will
then
say,
Now
I
would
like
for
you
to
turn
to
your
elbow
buddy
and
tell
them
why
you
guessed
your
estimate.
Listen
to
your
buddys
estimate
also.
After
students
have
shared
for
a
few
minutes,
the
teacher
will
call
on
five
students
and
record
their
estimates
on
the
board.
Tens
and
Ones
of
34
&
72:
Alright
boys
and
girls,
now
that
we
have
recorded
our
estimates,
lets
see
which
estimates
we
think
are
true.
Lets
start
with
looking
at
our
tens
and
ones
in
the
smallest
number,
34.
Allie
which
number
is
in
the
tens
place
in
34?
(Wait
for
student
response)
Yes,
the
3!
So
that
means
that
there
are
three
tens
in
this
number.
So
each
base
10
block
represents
10
legos.
So
if
there
are
3
tens,
I
think
that
we
should
put
up
three
base
10
blocks
under
34.
The
teacher
will
tape
up
the
blocks.
So
that
leaves
how
many
ones
leftover
in
34
Joseph?
(Wait
for
student
response)
Yes
there
are
4
ones
left
over!
The
teacher
places
four
ones
in
a
bag
already
taped
to
the
board
under
the
34.
So
Hallie
how
many
tens
do
I
have
in
34?
(Wait
for
student
response)
Yes
3!
And
how
many
ones
do
I
have
in
34
Nick?
(Wait
for
student
response)
Wonderful,
I
have
4
ones!
The
teacher
will
write
3
Tens
and
4
Ones
under
34.
Then
she
will
repeat
this
procedure
with
the
number
72.
Using
Tens
and
Ones
in
GTLT
Relationships:
So
when
we
are
looking
at
these
two
numbers
boys
and
girls,
we
first
look
at
the
tens
place.
So
if
we
need
to
find
a
number
that
is
GREATER
than
34
and
LESS
than
72.
We
need
to
think
about
the
number
that
can
be
in
our
tens
place.
Ginnie,
I
would
like
for
you
to
come
up
to
the
board
and
be
my
special
helper!
Class,
I
want
us
to
figure
out
how
many
tens
we
can
add
to
34
without
going
OVER
72.
So
Ginnie,
add
one
more
base
10
block
to
our
34.
Thank
you
Ginnie
you
may
have
a
seat.
Class
how
many
do
we
have
now?
(Wait
for
student
response)
Yes
we
have
44!
Is
that
GREATER
than
34?
(Wait
for
student
response)
Yes
it
is
greater
than
34!
Is
44
LESS
than
72?
Yes
it
is
less
than
72!
So
lets
keep
going!
Im
looking
for
those
who
are
quietly
sitting,
showing
me
you
are
engaged
in
the
lesson.
Jaylon,
thank
you
for
keeping
your
eyes
on
me,
come
up
and
add
another
10
to
34!
So
how
many
do
we
have
now
class?
(Wait
for
student
response)
Yes
54!
Wow
thats
a
big
number!
Is
54
GREATER
than
34?
(Wait
for
student
response)
Yes!!!
And
is
it
LESS
than
72?
(Wait
for
student
response)
Wonderful
job
boys
and
girls
were
getting
closer!
The
teacher
will
repeat
this
with
64.
When
she
reaches
74
the
teacher
will
ask
the
class,
Now
boys
and
girls
should
we
put
up
another
10
or
not?
Raise
your
hand
to
tell
me,
dont
shout
out.
The
teacher
will
call
on
a
more
advanced
student
who
will
likely
know
that
this
will
make
74
which
is
bigger
than
72.
The
teacher
will
then
say,
Very
good
Caleb!
We
cant
put
up
another
10
because
then
we
would
go
over
72
because
74
is
greater
than
72.
The
number
we
are
searching
for
is
LESS
than
72
not
greater
than
it!
So
from
this
exercise,
we
saw
that
one
strategy
for
finding
a
number
in
a
greater
than
less
than
statement
is
to
COUNT
UP
by
tens
from
the
SMALLER
number
until
your
number
is
too
big.
However,
we
HAVE
to
then
look
at
the
ones
also
like
we
did
with
72
and
74!
This
is
because
even
though
the
tens
place
is
the
same,
74
is
bigger
than
72
because
it
has
extra
ones.
How
many
extra
ones
does
74
have
than
72
Allie?
(Wait
for
student
response)
Yes
it
has
two
extra
ones.
Start
at
72.
73.
74!
So
our
strategy
for
today
is
that
we
can
count
up
by
tens
from
the
smaller
number,
then
we
look
at
the
ones
place
to
see
if
our
number
makes
sense
for
the
statement!
Checking
Student
Estimates:
So
now
I
want
each
of
you
to
rethink
about
the
estimates
on
the
board.
Then
I
want
you
to
explain
to
me
which
of
these
numbers
may
be
the
number
of
Legos
you
NOW
think
Caleb
will
receive.
I
want
you
to
tell
me
WHY
you
think
that
number
may
be
correct!
Think
for
silently
to
yourself.
After
giving
the
students
30
seconds
to
think
the
teacher
will
tell
the
students,
Now
I
would
like
for
you
to
talk
to
your
elbow
buddy
about
the
number
on
the
board
you
think
is
correct
and
why.
Turn
and
talk.
The
teacher
will
then
lead
a
discussion
with
the
students
about
the
estimates
on
the
board.
She
will
also
use
the
example
39
as
a
final
example.
II.
Opportunity
for
Practice:
Introduce
Center
time:
Now
boys
and
girls
I
would
like
for
you
to
practice
with
greater
than
and
less
than
relationships
using
tens
and
ones
at
III.
centers!
Get
in
your
center
group
and
you
may
walk
to
a
center
that
you
have
not
been
to
this
week.
The
teacher
will
walk
around
and
briefly
describe
each
center:
Center
time:
Greater
than
less
than
(GTLT)
o Center
1:
Ipads:
4
students:
Have
students
play
the
greater
than
less
than
games
listed
under
Materials/Resources
on
the
Ipad.
The
first
game
introduces
them
to
GTLT
symbols
without
requiring
knowledge
of
them!
The
second
game
picks
a
number
gives
the
student
clues
along
the
way
to
narrow
their
guess
to
get
closer
to
the
number
that
is
greater
than
and
less
than
two
given
numbers.
o Center
2:
Roll
the
Dice
GTLT
Game:
6
students:
In
this
game
students
will
work
with
their
partner.
The
first
person
will
draw
a
card
with
a
number
on
it.
Both
players
will
then
put
out
the
correct
number
of
tens
and
ones
for
that
number
using
base
10
blocks
and
cubes.
Then
the
second
person
will
draw
another
card.
They
will
set
out
the
correct
number
of
tens
and
ones
for
that
number.
Then
the
pair
will
fill
in
their
activity
sheet
with
the
two
numbers
and
circle
either
greater
than
or
less
than
to
make
the
statement
true.
o Center
3:
Spin
the
Alligator
GTLT
Game:
6
students:
Students
will
take
turns
spinning
the
Alligator
wheel
and
will
both
record
the
number
the
arrow
lands
on
their
activity
sheet.
Once
all
four
numbers
have
been
rolled
the
students
will
set
out
the
number
of
tens
and
ones
with
base
10
blocks
and
cubes.
They
will
then
write
is
greater
than
or
is
less
than
in
the
blank.
o Center
4:
Which
Witch
is
Greater?:
4
students:
Students
take
turns
choosing
two
cards.
The
students
will
lay
out
both
numbers
with
base
10
blocks
and
cubes.
Both
players
will
then
record
which
witch
(with
a
printed
number
on
her)
is
greater
on
their
activity
sheet.
Assessment:
As
centers
are
coming
to
a
close,
the
teacher
will
begin
pulling
students
one
at
a
time
for
their
assessment.
The
teacher
will
begin
by
saying,
Hallie
I
want
to
see
all
that
youve
learned
today!
Can
you
tell
me
what
it
means
when
a
number
is
greater
than
another
number?
Less
than
another
number?
Wonderful!
Now
using
our
knowledge
of
greater
than
and
less
than,I
am
going
to
give
you
a
story
problem
on
a
handout
where
we
will
be
estimating
and
using
our
tens
and
ones
to
think
about
a
number
that
is
greater
than
and
less
than
two
given
numbers.
Now
Id
like
for
you
to
read
the
story
problem
aloud.
The
teacher
and
the
student
will
read
the
story
problem
together.
The
teacher
will
then
prompt
the
student,
Hallie
I
want
you
decide
what
number
of
Legos
do
you
think
Arianna
may
get
for
Christmas.
Then
be
sure
to
show
me
your
thinking
using
your
base
10
blocks
and
cubes.
Once
you
are
finished,
I
will
have
you
explain
why
you
chose
that
IV.
number.
Based
on
the
students
responses,
the
teacher
will
mark
a
check
or
an
x
next
to
each
statement
of
the
rubric.
She
will
prompt
the
student
to
assemble
a
25
and
a
50
out
of
blocks
if
the
child
does
not
do
so
on
their
own
to
assess
if
they
can
perform
this
skill.
Once
the
child
is
finished,
the
teacher
will
call
up
the
next
student.
Closure:
The
teacher
will
re-assemble
the
students
on
the
carpet
to
review
what
they
have
learned.
She
will
review
the
lesson
by
saying:
So
today,
we
learned
about
one
strategy
for
looking
at
greater
than
less
than
relationships.
Take
few
seconds
to
look
at
the
board
and
tell
me,
the
number
of
Calebs
Legos
was
greater
than
how
many
Ann?
(Wait
for
student
response)
Yes
the
number
of
Legos
Caleb
had
was
greater
than
34,
and
less
than
how
many
Billy?
(Wait
for
student
response)
Good
72.
And
what
did
we
do
to
the
number
34
today
until
the
number
go
to
big
Jack?
(Wait
for
student
response)
Yes
we
added
10
each
time!
We
added
10
until
the
number
go
too
big.
We
found
that
74
was
too
big.
And
how
did
we
know
then
number,
74
was
too
big
when
the
problem
said
it
is
less
than
72?
Nick?
(Wait
for
student
response)
Yes-
we
knew
that
74
was
bigger-
how
did
we
know
that?
Was
it
the
tens
that
were
bigger?
Cole?
(Wait
for
student
response)
No
it
was
the
ones
that
were
bigger!
So
remember,
when
you
have
a
greater
than
less
than
relationship
like
this,
one
strategy
is
that
we
can
count
up
by
tens
from
the
smaller
number,
but
we
also
have
to
look
at
the
ones
place
to
see
if
our
number
makes
sense
for
the
statement!
Wonderful
job
today
boys
and
girls
using
your
tens
and
ones
to
defend
your
answers!
Now
when
I
say
go,
I
would
like
for
you
to
walk
back
to
your
tables
and
begin
read
to
self.
You
may
go
to
your
tables.
Materials
and
Resources:
Wind
chime
Carpet
Christmas
Magic
by
Lauren
Thompson
Dry
erase
board
Dry
erase
marker
Story
problem
on
flipchart
Promethean
Board
5
Ipads
Greater
than
Less
than
Game:
http://www.sheppardsoftware.com/mathgames/earlymath/BPGreatLessEq
ualWords2.htm
Guess
the
Number
Greater
than/Less
than
Game:
http://www.abcya.com/guess_the_number.htm
Base
10
blocks
and
ones.
3
sets
of
cards
printed
and
laminated
with
numbers
25-99
on
them.
3
sets
of
Spin
the
alligator
greater
than
less
than
game
http://fun-n-
first.blogspot.com/2011/10/greater-than-and-less-than.html
2
sets
of
Which
Witch
is
greater?
http://www.pinterest.com/pin/19351473368500779/
Differentiation
Strategies
H-
Modify
one
of
the
centers
above
by
replacing
the
numbers
with
larger
numbers.
Depending
on
their
skill
level,
these
numbers
could
exceed
100.
For
the
Roll
the
Dice
or
Alligator
game,
the
teacher
could
create
a
sheet
with
three
places
instead
of
2.
L-
The
teacher
will
assist
these
students
during
center
time
as
they
work
with
real
Legos
and
smaller
quantities.
She
will
have
the
students
count
out
15
Legos
then
sort
them
into
tens
and
ones.
She
will
then
have
the
students
count
out
30
Legos
and
sort
them
into
tens
and
ones.
Then
she
will
ask
the
students
about
the
number
of
tens
and
ones
in
each
number
and
what
it
means
to
be
greater
than
a
number
and
less
than
a
number.
The
teacher
will
show
the
student
examples
and
non-examples
of
numbers
greater
than
15
and
less
than
30
and
explain
why.
Data
Analysis:
For
this
lesson,
I
ran
out
of
time
to
do
the
final
assessment
with
the
checklist
of
questions
of
15
questions.
However,
based
on
their
practice,
I
realized
that
I
should
have
been
more
clear
in
my
teaching.
In
their
practice,
6
Students
were
able
to
choose
a
number
within
a
given
range
(greater
than____
and
less
than
_____),
while
9
were
not
able
to
perform
this
task.
I
cannot
give
a
defined
red,
yellow,
and
green
because
I
did
not
administer
the
actual
assessment,
yet
I
predict
that
more
than
half
of
my
students
would
have
been
on
red
if
I
had
administered
the
assessment.
I
think
that
because
I
could
have
been
more
clear
in
my
teaching,
there
was
a
substitute
teacher
that
day,
and
the
lesson
was
near
lunch
so
the
students
were
thrown
off
by
the
disruption
to
their
daily
routine.
I
learned
from
this
that
in
real
life
I
would
not
have
time
to
do
a
checklist
assessment
that
is
as
long
as
the
one
that
I
had
planned,
especially
in
a
one
on
one
setting.
I
have
to
have
one
or
two
things
I
am
looking
for
with
teach
student
that
I
can
mark
off
a
checklist
quickly!
Reflection:
This
was
my
first
lesson
to
teach
and
it
was
certainly
a
learning
experience!
In
the
future,
I
would
begin
with
stating
a
kid
friendly
objective
for
the
day.
I
introduced
the
concept
and
what
they
would
be
learning
that
day,
but
forgot
to
give
a
formal
objective.
Looking
back,
I
should
have
provided
multiple
ways
to
understand
greater
than
less
than.
In
the
future
I
will
provide
other
representations
of
this
concept,
particularly
for
kinesthetic
and
visual
learners.
Also,
I
will
incorporate
students
prior
knowledge
and
more
manipulatives
in
the
lesson.
Also,
I
will
make
my
practice
much
clearer,
with
fewer
blanks
and
words!
This
was
confusing
for
the
kids
who
knew
the
answer
but
didnt
know
how
to
put
it
on
paper!
Also,
I
will
shorten
the
assessment
so
that
it
is
quick,
clear,
and
measureable.
This
group
taught
me
that
I
need
to
try
a
variety
of
classroom
management
strategies.
Since
there
was
a
substitute
teacher
for
the
day,
students
were
having
difficulty
staying
engaged
and
were
overly
excited
about
the
word
Legos.
Finally,
I
need
to
remember
to
stand
still
while
giving
directions!
The
most
common
misconception
amongst
students
was
confusion
over
what
each
term
meant
and
what
it
mean
to
be
greater
than
____
AND
less
than
_____.
With
more
exposures
to
the
concept
and
more
visual
and
kinesthetic
opportunities,
I
think
students
would
understand
these
concepts
better.
However,
I
did
give
my
students
the
opportunity
to
read,
write,
listen,
and
speak
during
this
lesson.
I
promoted
higher-level
thinking
by
asking
students
to
tell
me
why
they
thought
their
answers
were
correct,
which
accesses
the
analyzing
level
of
Blooms
Taxonomy.
However
I
will
incorporate
more
higher-level
questions
based
on
Blooms
Taxonomy
in
the
future.
Arianna found out that her parents are giving her Legos for Christmas! They told her
that the number of Legos under the tree will be greater than 25 and less than 50.
What number of Legos could Arianna receive for Christmas? Use base 10 blocks and
cubes to show your answer.
Teacher Rubric:
Student Name: ______________________
Standards Connection: AL 1st grade (11): Compare two two-digit numbers
based on the meanings of tens and ones digits.
Learning Objective(s): When assessed using a checklist and story problem,
students will identify a number that is greater than 25 and less than 50, then
defend their answer using their knowledge of tens and ones with an accuracy of
14 out of 15 components of the checklist answered correctly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
The student could answer the question, What does it mean when a number is
greater than another number?
The student could answer the question, What does it mean when a number is
less than another number?
The student could represent 25 using base 10 blocks and cubes
The student could represent 50 using base 10 blocks and cubes
The student could represent their estimate using base 10 blocks and cubes
The student chose a number greater than 25
The student chose a number less than 50
The student was able to identify how many 10s are in 25
The student was able to identify how many 1s are in 25
The student was able to identify how many 10s are in 50
The student was able to identify how many 1s are in 50
The student was able to identify how many 10s are in their estimate
The student was able to identify how many 1s are in their estimate.
The student explained why they chose the number.
The student explained why they chose the number using tens and ones in their
description.
Total Score:
/15
Candidate Self Assessment of Video-taped Lesson
Estimation and Greater than/Less than
Miss Bisese
1st grade
Content Knowledge
o
o
o
o
o
Teaching/Learning
B. The Classroom
o
o
o
Literacy
C. Presentation
o
o
o
o
o
Notes:
I feel like I did a good job at engaging all
of my students and calling on many
different students. I didnt focus on talking
to just a few students in particular.
Notes:
I thought that having them all on the carpet
for whole group instruction would be
easiest which was true. Once they went
back to their tables, it was difficult to
maintain their attention.
I didnt notice any climate or lighting
issues and I did set out all of my materials
before hand. I did set them on the floor
however and should put them in a more
accessible place in the future.
Notes:
o
o
Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect
the learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily
activities and am aware of culture
misunderstandings which might arise from
the activities I choose.
o I work for an atmosphere of understanding
and mutual respect.
o I tell students when they have done well,
but I don't let praise become mechanical.
o My activities are varied, some more visual,
aural, oral and kinesthetic. I provide
models, examples, and experiences to
maximize learning in each of these areas.
Professionalism
B. Self-concepts
r I treat my students with the same respect that I
expect them to show me.
r I plan "one-centred" activities which give all
students an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
r I am aware that my students learn differently.
r My exercises are varied, some ore visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize learning in
each of these areas.
r I finish my class period in a way which will
review the new concepts presented during the class
period. My students can immediately evaluate their
understanding of those concepts.
Notes:
Notes:
I want to be sure to never degrade or
devalue a student. I tried to treat all
of their answers with respect.
I tried to help all students feel
successful and recognized by calling
on them to answer questions to the
class. If they missed the question,
then I would help them correct it so
that they reach the correct answer.
Aptitude
and
Perception:
I intentionally made sure that my
students were reading, writing,
Other
comments:
CLASSROOM
MANAGEMENT:
I
should
try
different
strategies
than
touch
ears,
put
an
X
over
your
mouth,
and
the
countdown.
I
didnt
model
this
well
in
this
lesson
but
I
usually
use
positive
reinforcement
to
ensure
that
students
are
behaving.
Also,
I
need
to
be
consistent
and
make
sure
all
students
are
not
talking
while
another
student
or
I
are
talking.
I
would
give
a
clearer
worksheet
in
the
future
with
less
words
and
blanks
I
would
stand
still
while
giving
directions
I
need
to
use
the
same
language
throughout
my
lesson
greater
than
and
less
than
not
more
than
and
less
than.
Notes