TWS 8: Reflecting, Self-Evaluation, and Professional Development

Lesson One
Section 1: Whole Class
When I taught my first lesson, my objective was for the students to describe character traits of two
different characters from the story Leola and the Honeybear. Based on the results of my preassessment, I found that all the students had heard of Goldilocks and the Three Bears. When my
students were successful with the pre-assessment I explained to them that Leola and the Honeybears
was an African retelling of Goldilocks and the Three Bears. During the lesson, I also found that I needed
to make modifications. I needed to discuss more in depth what a trait was so that the students could
have a better understanding of what I wanted them to do after the lesson. Some students were asking
what a trait was and I explained it. After the lesson, I evaluated my students assessment results. I found
that all of the students wrote a sentence or two about what trait Mister Weasel had and why they
thought that he had that trait. Some of the students needed help with how to start the sentence. The
next time I have the opportunity to teach this lesson, I will make sure that I put a stem on the board for
the students to look at to see how to start their paragraphs.
Section 2: Three Individual Students
When I taught my first lesson, my most successful student was on target for all the assessments. There
are two reasons why I believe this student was the most successful. First, I believe this student did really
well because the student understood the topic. Second, I believe this student did really well because the
student understood the questions I asked throughout the story and also could write the paragraph with
no problems. This information tells me that in future lessons, I should have extra work for students at
higher levels because they get done so fast and then they have nothing left to do.
When I taught my first lesson, my average student was on target but needed minor help with the
paragraph on the trait for Mister Weasel. There are two reasons why I believe this student performed at
an average level. First, I believe this student was successful because the student had prior knowledge
from hearing Goldilocks and the Three Bears. Second, I believe this student was successful because the
student could answer questions throughout the read aloud. This information tells me that in future
lesson, I should explain the paragraph a little more so that the student would understand it more.
When I taught my first lesson, my least successful student was having a hard time understanding the
topic because this student wasnt in the room for most of the read aloud. When this student returned I
explained what the class was doing. There are two reasons why I believe this student performed at an
average level. First, I believe this student was successful because I told the student what the topic was
about. I did have to help this student with writing the paragraph. Second, I believe this student was
successful because the student had other classmates that were willing to help at their table. This
information tells me that in future lessons, I should allow this student more time to complete the
paragraph and ask more questions.

Section 3: Reflection on Addition Lessons

This will be addressed for every lesson on the following pages of this TWS.
Section 4: Professional Development
Based on my experiences this semester, I selected two professional development goals for my first
lesson. My goals are monitoring students work and use of different formative and summative
assessments. I selected these goals because I noticed that during the lesson the student were really
engaged with the read aloud but after the read aloud the students were having a hard time starting
their paragraph on Mister Weasel. Once I noticed that the students were having a hard time I wrote a
stem on the smart board to get the students started. If I would have monitored their work more I would
have known that some students needed a stem to help them get started with the paragraph. The next
goal was how to use different formative and summative assessments. To accomplish these goals, I plan
to take the following steps: talking to the literacy coach to see if she has any tips to help with starting a
paragraph and talking to another teacher about their assessments or taking a class thats based on
formative and summative assessments. I plan to continue to improve on these skills to be able to teach
my future class the best I can.

Lesson Two
Section 1: Whole Class
When I taught my second lesson, my objective was for the students to identify different strategies for
multiplication using a chart that I provide and the students will be helping me fill the chart out. Based on
the results of my pre-assessment, I found that most of the students completed the math sheet but Im
not sure if they understood it. It was a review for the students because they had learned about the
multiplication strategies the week before. When my students werent successful with the preassessment, I went to the students that were having problems and discussed with them what to do.
During the lesson, I also found that I needed to make modifications. I needed to tell the students that
they had to raise their hand or they couldnt help me with the chart. A lot of the students were yelling
out and not raising their hands. After the lesson, I evaluated my students assessment results. I found
that all of the students played the game to the best of their ability and all the students participated
when I read the story. I had to demonstrate how to play the game first before letting the students play
because I knew they would have had trouble with the game because the rules were intense. Once the
students got the hang of the game, they started playing it faster. For the students that still didnt
understand I went to their table and watched them play the game and then I played one time with those
students. I walked around to every table to make sure all students were on task. The next time I have
the opportunity to teach this lesson, I will make sure that I change the product for the rules so that it will
be easier for the students to get an answer for the dice game. The students could only roll a product of
6, 5, 4, 3, 2, or 1 to get a piece of the skeleton body that they needed. It was kind of hard to get a
product of 5 because the only numbers that multiply to get 5 is 5x1.

Section 2: Three Individual Students

When I taught my second lesson, my most successful student was on target for all the assessments.
There are two reasons why I believe this student was the most successful. First, I believe this student did
really well because the student knew the material. Second, I believe this student did really well because
the student understood how to play the game. This information tells me that in future lessons, I should
make different rules for this student to play the game to make it a little harder. I could have also made
the problems on the pre-assessment a little harder.
When I taught my second lesson, my average student was on target but needed minor help with the
game. There are two reasons why I believe this student performed at an average level. First, I believe
this student was successful because the student had prior knowledge of the multiplication strategies
from the previous week. Second, I believe this student was successful because the student could play
the game once I went to the table and showed this student again how to play. I think this student just
needed me to show her how to play it one on one. At first, she was having problems with her partner
but I went to their table and told the other student that he had to slow down and let her work out the
problem. This information tells me that in future lessons, I should pair students differently than who is
at their tables with them.
When I taught my second lesson, my least successful student was having some trouble with the math
sheet and the game. There are two reasons why I believe this student was the least successful. First, I
believe that this student knew how to complete the math sheet, but the student just needed some
reassurance to make sure he was doing it right. Second, I believe that the student was interested in the
game so he wanted to know how to play it. The other students at the table were helping him when he
was struggling. This boosted his confidence because they were telling him that he could do it. This
information tells me that in future lessons, I should explain the rules a little more before sending the
students off to play the game.
Section 3: Reflection on Addition Lessons
This will be addressed for every lesson on the following pages of this TWS.
Section 4: Professional Development
Based on my experience this semester, I selected two professional development goals for my second
lesson. My goals are classroom management skills and transitions. I selected these goals because I
noticed that during the lesson I was having a hard time transitioning the students from their tables to
the carpet. I needed some help with my classroom management because I couldnt get the students to
calm back down after they played the game. I finally got my teachers bell and starting ringing it to get
the students attention. When I got done demonstrating how to play the game, I called the students back
to their tables by their table numbers. This helped with transitions a little but I feel like I may need a
little more guidance in this area. To accomplish these goals, I plan to take the following steps: talking to
other teachers to see what kind of transitions techniques they might use. I will also see if I can find any

resources or classes for classroom management. I plan to continue to improve on these skills to be able
to teach my future class the best I can.

Lesson Three
Section 1: Whole Class
When I taught my third lesson, my objective was for the students to compare and contrast two different
Cinderella stories using a chart with different categories. Based on the results of my pre-assessments, I
found that the students could recall what happened in the first Cinderella story that I read. It was a
review just to see if the students could recall what happened from Tuesday when I read the first story.
During the lesson, I also found that all the students filled out their charts for the second chart. My high
achieving student only got half way through it because he had to leave and go to GATAS. After the
lesson, I evaluated my students assessment results. I found that all of the students worked with their
partners to compare the two stories. I also found that all of the students participated in the Roll and
Retell game. Again, my high-achieving student didnt get to participate because he left. The next time I
have the opportunity to teach this lesson, I will make sure that I provide enough time for the students
that had to leave to be able to finish the charts when they got back into the room.
Section 2: Three Individual Students
When I taught my third lesson, my most successful student was on target for the first assessment but
didnt get to finish the during and post assessment. There are two reasons why I believe this student
was successful. First, the student had the chart filled out from the first story. He had enough time to
hear most of the second story and was engaged while he was filling in the chart for the second story.
Even though he didnt get done with the chart, I feel that he can use the chart to compare other stories
in the future. Second, the student was engaged during the read aloud that he got to hear and seemed
interested in the story. This information tells me that in future lesson, I should plan to have more time
for the students that have to leave early.
When I taught my third lesson, my average student was on target. There are two reasons why I believe
this student performed at an average level. First, the student completed the chart from the second
story. Second, the student was very interested with the Roll and Retell game. I feel that she understood
ways to compare and contrast two stories. This information tells me that in future lessons, I should use
the same game to teach another lesson based on comparing and contrasting.
When I taught my third lesson, my least successful student was on target but needed minor help with
the chart and with the game. There are two reasons why I believe this student wasnt as successful.
First, the student completed the chart but his writing was really big and some of it didnt fit in the boxes.
Second, the student seemed to be interested in the Roll and Retell game as well. This information tells
me that in future lessons, I should get the questions for the game laminated so that they can be used as
a workstation.

Section 3: Reflection on Addition Lessons

This will be addressed for every lesson on the following pages of this TWS.
Section 4: Professional Development
Based on my experience this semester, I selected two professional development goals. My goals are
planning and implementing different students needs. I selected these goals because even though my
lesson went well I should have prepared better and used my time better so that my high-achieving
would have had a chance to finish his chart. I need to work more on the needs of the students and
making sure they know the material and can implement it. I saw a lot of the student making a Venn
diagram when I asked them to just look at their chart and compare and contrast the stories. I should
have gone back in my lesson and added for the students that could to make a Venn diagram to help
them compare and contrast the stories. To accomplish these goals, I plan to take the following steps:
going back through my lessons and making sure that I didnt leave anything out that might help the
students think at a higher level and also making sure that I have time to do my lesson before students
have to leave for GATAS or anything like that.

Lesson Four
Section 1: Whole Class
When I taught my fourth lesson, my objective was for the students to be able to identify the five major
parts of a letter. They also learned some facts about Veterans day. Based on my pre-assessment, I
found that most of the students knew some basic facts about Veterans. During the lesson, I also found
that I needed to make modifications. I had a few students that had different answers than the ones that
I found for the different questions I asked. When this happened I just simply said, yes that could be it
too but heres the answer that I found. I also noticed that some of the students were taking their time
coping the answers into their flipbooks. After the lesson, I evaluated my students assessment results. I
found that all the students completed their hand cut outs with the five parts of a letter on each finger of
the hand. Also all the students completed their letters to the Veteran that they were writing to.
Section 2: Three Individual Students
When I taught my fourth lesson, my most successful student was on target because he had a Veteran in
his family so he knew most of the answers to the questions in the flipbook. There are two reasons why I
believe this student was the most successful. First, the student was very knowledgeable about Veterans
and the five parts to a letter. Second, the letter that the student wrote to the Veteran met all the
requirements that I asked of the students. This information tells me that in future lessons, I should allow
the high-achieving students share their letters aloud for the rest of the class to hear.
When I taught my fourth lesson, my average student was on target and was able to answer some of the
questions that I asked at the beginning of the lesson. There are two reasons why I believe this student

performed at an average level. First, the student could answer some of the questions that I asked about
Veterans and Veterans day. Second, the student was able to tell some parts of a letter after we
completed the flipbooks. This information tells me that in future lesson, I should allow this student to
ask more questions to understand the facts about Veterans day.
When I taught my fourth lesson, my least successful student was also knowledgeable about Veterans
because his dad is in the army being that this was my low-achieving student. There are two reasons why
I believe this student was successful. First, the students dad is in the army so he has probably heard the
term Veteran or heard of Veterans day. Second, he was really excited about writing the letter. This
information tells me that in the future, I should teach more lessons that relate to each student in
different ways.
Section 3: Reflection on Addition Lessons
This will be addressed for every lesson on the following pages of this TWS.
Section 4: Professional Development
Based on my experiences this semester, I selected two professional development goals. My goals are
time management and getting a good pace and going through the lesson smoothly. I selected these
goals because my lesson was a little bit lengthy and if I would have kept my pace it wouldnt have lasted
so long. To accomplish these goals, I plan to take the following steps: going to a conference or taking a
class on time management to maybe help me with keeping my pace the same throughout the lesson. I
plan to continue to work on these goals in the future.

Lesson Five
Section 1: Whole Class
When I taught my fifth lesson, my objective was for the students to use a graphic organizer to list
different facts about the Catawba tribe. Based on the results of my pre-assessment, I found that some of
the students raised their hands and answered the questions I asked to see what the students already
knew about the Catawba tribe. During the lesson, I also had to make a modification. While I was
teaching, the fire alarm went off so I had to stop what I was doing and get all the students outside in an
orderly fashion. Once it was over, we went back in the room and I finished demonstrating how to make
the clay bowl. After the lesson, I evaluated my students assessment results. I found that all the students
were very engaged with the PowerPoint and they also enjoyed making the clay bowls.
Section 2: Three Individual Students
When I taught my fifth lesson, my most successful student was on target throughout the whole lesson.
There are two reasons why I believe this student was the most successful. First, the student was
engaged with the PowerPoint and was telling me about the experiences he had on their field trip.

Second, he enjoyed making the clay bowl and he also enjoyed helping the other students that were
having trouble. This information tells me that in future lessons, I should include activities that are hands
on.
When I taught my fifth lesson, my average student was on target but needed help making her clay bowl.
There are two reasons why I believe this student performed at an average level. First, the student was
also engaged with the PowerPoint. Second, the student tried to make her bowl by herself and when she
couldnt do it she asked for my help. So I helped her get started and I allowed her to finish the bowl. This
information tells me that in future lessons, I should let the students experiment with the clay before
jumping right into them making their bowls.
When I taught my fifth lesson, my least successful student was on target throughout the lesson. There
are two reasons why I believe this student was successful. First, the student filled in the chart from
information from the PowerPoint. Second, the student was one of the first students in the class to finish
his clay bowl. This information tells me that in future lessons, I should let the students that finish early
help others that need help.
Section 3: Reflection on Addition Lessons
This will be addressed for every lesson on the following pages of this TWS.
Section 4: Professional Development
Based on my experience this semester, I selected two professional development goals. My goals are
finding more ways to have hands on activities for students and continue working on my classroom
management. I selected these goals because if the students have something hands on to go with the
lesson they will be more likely to remember the material and they will also be more likely to be
engaged. I have improved on my classroom management throughout the semester and I hope to
continue to improve on it. To accomplish these goals, I plan to take the following steps: looking up
different resources for hands on activities and also keep finding websites and resources for classroom
management.