Shelby Hall
PPE 310 Course Number: 79591
Lacey Merritt
9/13/15
Teacher(s):
Subject:
Shelby Hall
Social Studies
Standard(s):
Standard: G3.1SS.C1.PO1 Strand 1: American history, Concept 1: Research skills for history.
PO 1: Use timelines to identify the time sequence of historical data.
Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?
Students will be able to read a timeline and answer questions from the timeline.
SWBAT: Read a timeline properly
SWBAT: Answer questions from a timeline correctly
Evidence of Mastery (Measurable):
Students will complete 5 questions from a worksheet that accompanies the timeline A day in
the Life of a Baker. They will work on the worksheet independently to show their
understanding for how to read a timeline. Exemplary student work will be scoring a 5/5 on the
independent practice worksheet.
Safety Management Strategy:
Students will be given specific safety instructions before the physical activity start. They will be
told to stand up, push in their chairs for safety and put their arms out to their sides to make sure
they have enough room to move around without touching anyone. If any student is not following
directions they will be asked to choose step and will not be allowed to participate in the activity.
Differentiation/Modification:
Cognitive modifications- If I had any students with intellectual disabilities I would stand next to
any student who has an intellectual disability and demonstrate exactly how to do the activity (I
dont have any students with intellectual disabilities in my classroom), Physical disability
modifications- If I had any students with physical disabilities, depending on their physical
disability I would make the activity easier for them to complete, instead of two squats they could
do one to two toe touches and instead of two jumping jacks they could do one or two jumping
jacks standing in place instead of actually jumping.
Key Vocabulary:
Materials:
Opening (state objectives, connect to previous learning, and make relevant to real life):
Have student come to the carpet. Review what we have learned about past, present and future
events as well as timelines from last week. Have them share with their shoulder partner two
things they remember about timelines. Have a few students share what they remember. Then go
over the objective.
During Instructional Input Teacher Will:
Come back and discuss objective once everyone has finished the independent practice. If
students feel we have met the objective they will show this by doing two arm raises, if they feel
they did not fully meet the objective they will show this by doing two squats. . Students will be
given safety expectations: you must stand up, push in your chairs for safety, put your arms out to
the side to you to make sure you have enough space and follow all directions for the physical
activity to make sure you do not hurt yourself or anyone else. . Cognitive modifications- If I had
any students with intellectual disabilities I would stand next to any student who has an
intellectual disability and demonstrate exactly how to do the activity (I dont have any students
with intellectual disabilities in my classroom), Physical disability modifications- If I had any
students with physical disabilities, depending on their physical disability I would make the
activity easier for them to complete, instead of two arm raises they could do one or two arm
raises without standing up on their calves and instead of two squats they could do one or two toe
touches. This physical activity will help let me know how the students feel about meeting the
objective for the day.
activities each time. This lesson went very well and went mostly as planned and the students
seemed to really enjoy it. However, some students had trouble following directions. They were
told to only do two of the physical activities and instead they did multiple arm raises or jumping
jacks. This may be because this activity is so new to the students, over time with practice and
guidance; they should be able to do this activity following all directions the first time. The
teacher candidate received some great feedback from her mentor teacher. The mentor teacher
noticed how engaged and excited the students were to get out of their seats and move around.
The activities were structured so students werent just running around the room; there was a clear
purpose for the physical activities. They have even discussed incorporating more physical
activities like this into more lessons. Throughout the physical activity part of the lesson, most of
the students were on task and well behaved. However, the teacher candidate did have to remind
them to only do two squats, arm raises or jumping jacks, because many of them did more than
two. She had to say Make sure you follow directions or we wont be able to participate in this
activity. She also gave social approval to students who were participating and following
directions by nodding my head and smiling to show them they were doing what they were
supposed to. Also, she overlooked inconsequential behavior when the students were talking
during the physical activity. During the lesson the teacher candidate was moving around quite
often to support students who had questions or needed help. She was constantly up and moving
around the room and during the physical activities she participated as well. It seemed that the
teacher candidate was able to reach all of the students because she was walking around the room
during the entire lesson. During the physical activities part of the lesson, there seemed to be
pretty short student response latency. When she told the students to stand up and push in their
chairs they did it immediately. She explained the directions and expectations for the activity and
then she asked them the question that accompanied activity. They all participated as soon as she
finished asking the question. When we were done they all sat back down in their seats and
moved on to the next part of the lesson. To ensure that all physical activities have seamless
transitions and efficiency, the teacher candidate could make sure to explain all directions and
expectations in detail before having the students start the activity and she could also have a word
that she could say such as go to signal that they are to start the activity. Overall it was a great
lesson that helped increase the students physical activity during the day and hopefully they can
continue to incorporate physical activities into lessons every day.
Video Link: https://youtu.be/hqJeTkd4RSA
Criteria
Exemplary (5)
Proficient (3)
Unsatisfactory
Integration
of physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher
Content
Knowledge
(TCK)
Few learning ob
and state conten
standards are
communicated a
drastically altere
the integration o
physical activity
TAP)
Lesson activitie
integration of a
activity compon
only one part of
lesson plan, nor
Integration of th
physical activity
component sign
detracts from th
Score: x1
Modification
s for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)
SCORE: x1
academic conten
Teacher rarely
implements sub
specific instruct
strategies to enh
student content
knowledge. (TC
Presentation of
rarely includes (
as well): (PIC-T
o Concise
communica
expectation
student perf
of the physi
activity.
o Modeling b
teacher to
demonstrate
her perform
expectation
Safety issues fo
integrating phys
activity are not
out and/or not d
in the lesson as
demonstrated in
Video
Classroom man
techniques are v
somewhat demo
in the Video
Instructional pla
include: (IP)
o Little ev
that pla
appropr
the age,
knowled
interests
learners
o Little ev
that the
provide
opportu
accomm
individu
student
with physical
disabilities
Teacher creates learning
opportunities where all
students can experience
success. (Exp-TAP)
The classroom is arranged to
promote individual and
group learning. (Env-TAP)
Video of
Presenting
Instructional
Content
SCORE: x1
and doe
include
modific
accomm
students
cognitiv
disabilit
one for
with ph
disabilit
Teacher creates
environment wh
mistakes and fai
not viewed as le
experiences. (Ex
The classroom i
arranged to prom
group learning.
TAP)
SCORE: x1
Self-reflection wa
thought out and in
less than 3 specifi
examples from th
experience on: (a
went particularly
what you will cha
time, and (c) the f
you received from
mentor teacher; (d
managing classro
behavior, (e) teac
movement, (f) res
latency, (g) using
names, and (i) pro
positive praise
Self-reflection wa
for the assignmen
in third person
Rubric was not at
No title page was
No highlighting w