Teaching Work Sample

Teaching Work Sample
Jenna Sorsen
Science/Our Solar System
Rustic Acres Hutterite Colony Elementary
3rd-8thGrade
April 10, 2017
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS

Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS
Example: Letter to Parents
Example: Website posting regarding unit
CONTEXTUAL FACTORS-
Rustic Acres Hutterite Colony Elementary
Return to ToC
Community
The Rustic Acres Hutterian Brethren colony is located close to the Franklin township, which is approximately 9 miles from
Chester, SD and approximately 12 miles from Madison, SD. It would be technically classified as a rural, farming community. There are roughly
125 Hutterites at Rustic Acres Colony. Their three prime languages spoken are Hutterish, High German (in church and in German School) and
English. Their culture is primarily based upon the Ana-baptist religion, which requires living a life by Biblical rules and seclusion from regular
society. Everything on the colony is shared there are no profits all wealth is shared equally among families depending on their needs. The
colonys income comes from crops, livestock and manufacturing. All residents on the colony are descended from Quakers, and are all Caucasian.
Parents are supportive of their childrens education on the colony, to an extent. If there are major chores to do or it is planting/harvesting season,
some students may have to leave early or be gone throughout the day, especially the boys. Since all wealth is shared at the colony, and each
member has a job, no families are considered low-income. Three square meals are provided for each person on the colony every day. However,
financially stable homes do not equal emotionally stable homes. There have been a couple instances on the colony in the last decade or so where
several men have been incarcerated for abuse. Currently, two of my students father is incarcerated. This could turn up as an implication of
instruction.
District/School
Chester School District, which Rustic Acres Elementary is a part of, is a Title I school. Chester also has a Special Education program,
online Cyber High School and an Alternative School.Currently, no students out at the colony receive any Title I or Special Education services. A
large factor contributing to this matteris the lack of cultural support when it comes to referring students for minor learning or behavioral
disabilities. This is largely due to the belief that a constant display of bad behavior is likely just the child acting out and not a form of a mild
behavior and/or learning disability. It is ultimately up to the Hutterite German Teacher, elders and parents whether or not they think a child should
receive further help in school.
The school building is a double-wide trailer. On one end is located the K-2 classroom, 3-8 classroom, storage closets, storage cabinets and
copier area. In the middle, is the library, cyber high school for high school Hutterite students and a bathroom. On the other side of the school is the
German school, where students attend before and after their school with us.
Currently, no aides of any sort come out to Rustic Acres Colony. The children also do not have music, computer, P.E., or guidance
teachers. The main classroom teacher must act as all four of those.
The Chester School District has recently implemented their ESL District Plan. This plan illustrates the specifics and procedures for
identifying, remediating, improving, and exiting an ESL program. All documents and policies are provided in this district ESL plan.
Classroom
There are nine students in Grades 3-8. There are three in 3rd grade, 1 in 4th grade, 1 in 5th grade, 2 in 6th grade, 0 in 7th grade and
2 in 8th grade. The students are currently grouped into 3 pods with 3 students in each pod. Careful consideration of student interactions
were considered when grouping these pods, and deciding what students should be seated where. Since a lot of the students at the
colony are brothers and sisters, we tend to avoid putting siblings together when it comes to grouping students. Although perfect
pairing of students is quite impossible, the current layout and groupings has proven to work well. If issues arise between certain
students continually, then students will likely be moved to a new pod.
All students are Caucasian, and speak Hutterish, English and High German. Hutterish was their first language spoken, so all of
the colony students are classified as ELL students.
The rules in the classroom are largely based on the values of the Hutterite culture, and their Anabaptist religion. They are,
roughly: Speak English, Be Positive, Read a book while waiting, Follow Directions, etc. The rest are just basic classroom rules. We
refer to the rules if Ms. Deelstra or I notice that they are being broken.
As stated, no students are currently on an IEP or receive help of any kind of outside resources. However, also as stated, some
students display consistent unwanted behaviors. One student fidgets and has to move the majority of the time. I have allowed this, as
long as it does not distract or harm others. The other students have accepted this as well, as they seem to be just used to it. Another
student becomes distracted quite easily and loses focus on his work. To curb this behavior, I use two tactics having a 1:1
conversation with the student about his behavior and/or sending him to work alone at the back table during independent work. He has
actually ended up asking to go to the back table now, as he realizes he focuses much better back there.
Implications for Instruction
As stated above, each student at Rustic Acres Elementary is classified as an ESL student. They speak High German in German
school twice a day and in church as well, and they speak Hutterish when doing anything else on the colony. Their learned English was
only learned at school when they started coming in Kindergarten, and a bit at home if their parents choose to teach them a few English
words and phrases. In Grades 3-8, the students are able to speak English just as well as myself or any other full-life English speaker.
There are only a few implications here and there. One example is when reading. The younger the child, the more words in books they
wont know. When reading aloud, the students will attempt to just sound out the word, and then continue reading without knowing
what the word meant. We can catch this easily when they are reading aloud. However, this is difficult to catch when they are reading
their personal novels independently. I plan to teach the students some comprehension reading strategies in order to curb this habit of
skipping over the words. However, in turn, it is reading as well that has taught the students many, if not the majority, of English words
that they know and comprehend.
As far as available resources for instruction are concerned, they are in far more abundance at the colony than one would think.
Available resources include: a laptop tablet for the student teacher, student laptops, access to Internet and a copier/printer, projector
and an Elmo projector. This is all plentiful enough to bring virtually anything to my students. Although music and videos are frowned
upon at the colony, I am able to show some videos and play instrumental music here and there. The student laptops are used laptops
from the Chester School District. They are now the colonys old laptops. The computers are slow and some are starting to give out and
no longer charge or have difficulty starting up. When working, the students are able to access Oregon Trail, Scootpad (math program),
reading quizzes, camera, and Math Playground.
The effect of last years previous text scores can be seen both positively and negatively throughout the students in the
classroom. For example, Student A in 4th grade received a high score in Math, and continues to achieve highly in math. I spoke with
Ms. Deelstra, and she stated that students performance in certain subject areas is pretty consistent with how they perform in those
subject areas throughout the year. She also expressed to me that they have only been taking the Smarter Balance state tests for two
years now, so it is difficult to compare the scores to anything just yet.
All of the above information will aid me in not only gaining thorough knowledge about my students, but also to inform and
improve upon my current and future instruction.

GOALS AND OBJECTIVES
Science Our Solar System
Goals:
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the
solar system.
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
DCI: ESS1.B: Earth and the Solar System: The solar system consists of the sun and a collection of objects,
including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on
them. (MS-ESS1-2),(MS-ESS1-3)
Middle School Earth and Space Science Conceptual Understanding: The Earth is a part of the solar
system which is held together by gravity. The solar system is a part of the Milky Way Galaxy, which is one of
billions of galaxies in the universe. By exploring objects in the solar system and universe, theories have
been formed and supported that explain the formation of the universe.
Unit Objective:
By the end of the unit, students will be able to accurately list the planets in the correct order, starting from
the closest.
By the end of the unit, students will be able to define the following terms with 95% accuracy: galaxy, solar
system, Milky Way, star, planet, moon, scale, asteroid, rings, satellite and orbit.
By the end of the unit, students will be able to accurately recall key facts about each of the planets.
By the end of the unit, students will be able to accurately explain how the solar system functions.
By the end of the unit, students will pass the post-test with a 70% or better.
Lesson Objectives:
Lesson 1:After the lesson, the students will be able to accurately explain that each planet in our solar system follows its own orbital
path around the Sun by using gravity with 100% accuracy.
The students will complete the pre-test with a 50% average as a class.
Lesson 2: After reading the informational text about the Sun, students will summarize the text in the form a script, and present on their
portion of the article with 80% accuracy.
I can pick out key facts about the Sun to write a script.
Lesson 3: After reading the articles about Mercury and Venus, students will list the main idea of each paragraph with 80% accuracy.
I can the list the main idea of an informational article.
Lesson 4: Given clay and directions, students will be able construct the planets to scale with 90% accuracy.
I can display the planets physically in terms of scale.
Lesson 5: After watching a video and reading an informational text, students will find accurately find similarities and differences
between their belief of creation and the Big Bang Theory with 90% accuracy.
I can examine two different beliefs/theories, and find similarities and differences.
Lesson 6: After reading about the makeup of Mars, students will provide reasoning for why they want to bring something along on
their trip to Mars with 100% accuracy.
I can create a logical argument.
Lesson 7: Given an article about Jupiter, students will be able to complete a close reading with 80% accuracy.
I can find key missing details in a text.
Lesson 8: Given an informational text about events happening on Saturns rings, students will 90% accurately list 5 facts about the
events on Saturns rings and compare the events to their original predictions.
I can find facts and list them.

I can compare my original thoughts to actual facts.
Lesson 9: Read aloud an informational text about Uranus and Neptune, students will 90% accurately list 4 similarities and 1 difference
between the two planets.
I can find similarities and differences between two planets.
Lesson 10: Upon reviewing concepts and vocabulary, students will complete their post-tests with a 70% accuracy.
I can complete my post-test with a 70% or above.
TIME LINE AND LESSON PLANS

Timeline Return to ToC
Date of04/11/17 Day 1 Lesson 1
Objective After the lesson, the students will be able to accurately explain that each planet in our solar
system follows its own orbital path around the Sun by using gravity with 100% accuracy.
The students will complete the pre-test with a 50% average as a class.
Date of 04/21/17 Day 6- Lesson 9
Objective Read aloud an informational text about Uranus and Neptune, students will 90% accurately list 4 similarities
Introduction Students will be explore each planet and the sun virtually.
and 1 difference between the two planets.
Introduction Students willexplain

Teacher will analyzethat
information about
Uranus and each planet
Neptune andplanets,
are sister its structure.
meaning they are far more
alike than different. Teacher will show a picture of each planet to the students.
Content Delivery Students will listen for understanding while teacher reads an informational text about
Uranus and Neptune. Students will list 4 similarities and one difference.
Content Delivery Students will explore the sun and each planets outer and inner structure and basic facts.
Closure Students will share the one difference they found with a peer.
Students will participate in a class survey of whether Pluto is still considered a planet.
Teaching Strategies Listening for Understanding
Students will read a scientific argument as to why Pluto is no longer considered a planet.
Form of Assessment Listed facts from Listening
Closure Students will virtually explore how all planets orbit around the sun.
Approximately length of time for 20 minutes
Teaching Strategies
lesson Discovery/Inquiry-based Question: What do the planets look like on the inside and
outside?
Date of 04/20/17 Day 6- Lesson 10
Form of Assessment Pre-assessment and Informal Questioning as a debrief to gauge overall understanding
Objective
Upon reviewing concepts and vocabulary, students will complete their post-tests with a 70% accuracy.
lesson
Date of04/12/17 Day 2 Lesson 2

Introduction Review key vocabulary words. Ask students first what they think each term means, and ask
Objective them
After to give examples.
reading Correct any
the informational text incorrect
about the thinking of what
Sun, students willterms are. the text in the
summarize
form a script, and present on their portion of the article with 80% accuracy.
Content Delivery Teacher and students will play vocabulary toss review game. They will also plan an
elimination game called Spike.
Closure Winners
I can pickofout
games will be
key facts presented
about the SunastoKing
writeof the Worlds.
a script .
Teaching Strategies
Introduction Effective Questioning
Students will participate in a discussion of the following three questions about the sun.
Form of Assessment Post Assessment
Content Delivery Pronto Presentation: Students will identify important details in articles about the sun, write
a script and present as a group.
lesson
Lesson PlansReturn to ToC
Dakota State University

College of Education
Name: Miss Sorsen

Grade Level: 3-8
School: Rustic Acres Colony
Date: 04/11/17
Time: 2:45 pm
Reflection from prior lesson: This is the first lesson of the ten lesson unit. From many previous lessons taught to my colony students, I have learned that the most
important components in teaching them things is to keep them engaged and to provide structured transitions. The class of a diverse age range can get out of hand
in a second, so high engagement and timed transitions, I have found, work the best for these students.
Summary of student progress (data analysis, what Were lesson objectives met?
went well) For my assessments in lesson 1, I had The lesson objectives were met, because the
the pre-test and informal questioning.In the debrief students viewed all of the information for the first
at the end of the lesson, the students seemed to time, and observed in real time how planets move
remember the basics we went over. After looking at with one another. The students understood that
the pre-tests, I noticed that there two questions that gravity had a large role to play when it comes to
most of the students got wrong, apart from ordering planets moving in an orbit. The class average of the
the planets. This will help me to inform my pre-test was 56%, passing the 50% goal.
instruction of the main points of these two
questions.
Instructional decisions (were students engaged; Include in tomorrows lesson:
how will you remediate difficulties or problems In tomorrows lessons, I hope to ask correctly-
from this lesson?) worded guided questions, so that the students can
My Hutterite students always seemed to be extra gain maximum understanding of the concept.
highly engaged when I display anything on the
projector and/or through video format. However, I
realize this is not something I can rely on, purely
for cultural matters. I feel that I could have had
better specific questioning during the virtual planet
exploration.
Lesson Goal(s) / Standards: MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Lesson Objectives: After the lesson, the students will be able to accurately explain that each planet in our solar system follows its own orbital path around the
Sun by using gravity with 100% accuracy. The students will complete the pre-test with a 50% average as a class.
Materials Needed:
-Computer with Internet

-Projector
-Pretest
Contextual Factors/ Learner Characteristics: Each student at Rustic Acres is an ESL student. There are 9 students in grades 3-8. There are 7 boys and 2 girls.
There are no students on formal IEPS. However, there is one student who has to move around in order to concentrate he is permitted to do this to a certain
extent.
A. The Lesson
**Before anything, the students will take the pretest. It will take them approximately 5-10 minutes.
1. Introduction (10 mins)

getting attention The teacher will play a planet simulation that moves in real time. (http://www.solarsystemscope.com/)
relating to past experience and/or knowledge I would like for some of you to tell me what you already may know about the sun, Earth and other
planets. I will take those with hands raised.
creating a need to know Thank you for sharing what you know about our solar system. We are going to expand or build upon what you already
know. We are going to dive into the sun, sail past the planets, touch the moons, slide on Saturns rings and even visit Pluto. Are you ready?
sharing objective, in general terms To start off, we will be exploring a bit about the sun and each planet today, and we will see how they interact
as a whole, by having gravity and moving on their orbital path.
2. Content Delivery (20 minutes)

a. Virtual Exploration Students will explore the Sun and each planet. They will view the planets inner and outer structure.
b. Gravitational Orbit Simulation Students will view a live simulation of how the planets orbit around the Sun in real time.
c. Discussion Teacher will discuss with students the role that gravity plays in keeping the planets in orbit.
d. Questioning What is our solar system? All planets in our solar system orbit the sun. Who can tell me what orbit means?
3. Closure (10 minutes)

a. Class Poll Teacher will ask students, Is Pluto still a planet?
b. Evidence Students will have a chance to back up their answers of yes or no with evidence.
c. Group Research Students will gather around teachers laptop (as students cannot access their own link) to read an article about how Pluto is
technically no longer a planet. (https://www.usatoday.com/story/tech/2014/10/02/pluto-planet-solar-system/16578959/)
B. Assessments Used
i. Pretest
C. Differentiated Instruction
i. One student has recently broken his glasses. He will be invited to the front of presentations that I give that require viewing something.
ii. I will ask guided questions to students who I observe are not quite grasping the concept
D. Resources
i. http://www.solarsystemscope.com/
ii. https://www.usatoday.com/story/tech/2014/10/02/pluto-planet-solar-system/16578959/

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/12/17
Time: 2:45 pm
Reflection from prior lesson: In the last lesson, the simulation link was not working right away. It reminded to double check, and sometimes triple check links,
software and computers to make sure they are absolutely working properly. When students understanding is considered, the majority of the students understood
the concept that gravity plays a large role in planets orbits. Two third grade students seemed to be a bit fuzzy on the idea of an invisible force pulling objects and
making them rotate. I will pull those two students aside today, and explain the concept again in a 1:1 setting.
went well) For the Pronto Presentations on the Sun, The students were able to accurately summarize the
the students were able to work effectively together. Sun text by picking out key facts and creating a
I was impressed by the collaboration that I script out of them. I observed that all students
witnessed among my students. All students put in collaborated with their peers effectively, putting in
effort to write their scripts, and each student chose the same amount of effort. I also observed each
key facts that they would include in the script. The student choosing key facts to put into their script.
childrens facts were accurate and pulled straight Both groups met the 80% objective percentage.
from the informational text.
how will you remediate difficulties or problems I think that for many activities in this unit I may
from this lesson?) need to set clear expectations. I will keep this in
I can honestly say I have never seen the students mind for future lessons with complex activities.
collaborate like this before. I thinking having
scriptwriting timed definitely made it a challenge
and fun for them. However, for something to
improve upon, I would go over explicit
expectations during presentation times. The
students became highly distracted during them.
Lesson Goal(s) / Standards: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Lesson Objectives: After reading the informational text about the Sun, students will summarize the text in the form a script, and present on their portion of the
article with 80% accuracy.
Materials Needed:
-Informational texts about the Sun

-Paper
-Pencils
extent.
A. The Lesson
1. Introduction (include time allotment)

getting attention What is the sun? What are some reasons the Earth needs the Sun? What is the effect of the Sun on the other planets?
relating to past experience and/or knowledge You know that the sun is a giant star.
creating a need to know However, there is a lot about the sun that you still dont know!
sharing objective, in general terms Today, you will find out all about the sun in an article you will read. In groups, you will then summarize your
portion of the article by summarizing the important parts, writing a script and presenting your script as a group.
2. Content Delivery (20 minutes)

a. Independent Reading - Students will independently read entire Sun informational text.
b. Group Work Students will meet in groups of 3 to choose what to include in the summarized script of their portion of the Sun article.
c. Presentations Students will do a Pronto Presentation (set amount of time to write script and present successfully). Other students will focus on
listening, while presenters will concentrate on speaking.
3. Closure (5 minutes)
a. Each student will share one new thing they learned about the sun.
B. Assessments Used
i. Scripts
i. Older students will be placed with younger students in the groups of 3.
D. Resources
i. http://www.nea.org/assets/docs/Solar_Energy_Intro_and_Overview.pdf

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/12/17
Time: 3:10 pm
Reflection from prior lesson: In the last lesson, the speaking and listening during the presentations did not go very well. The students didnt take the presentations
very seriously, and continued to act out throughout the presentation. I realized I should have better stated my expectations for students roles as both speakers and
listeners. If we conduct presentations in the future, I will be sure to do this, as well as state a speaking and listening standard in student terms. The students did a
fantastic job of summarizing the Sun article by picking out key facts for their scripts.
went well) The students did great on this lesson. The objective was met, as all students surpassed an 80%.
They grasped the concept of picking out key facts
to include in the graphic organizer. Some students
misspelled words, so points were taken off.
how will you remediate difficulties or problems Although the childrens minds were engaged, I still
from this lesson?) I felt that students were engaged felt they could be more engaged. I need to
in this lesson. They are highly enjoying learning all remember that I dont have to follow my lessons to
about the planets currently. In this lesson, I felt I an absolute T that if the time calls for it during
could have included more juice. I could have the lesson, I can take a teachable moment. I can ask
made it a much more rich learning experience. that guided question that I already hadnt planned
to anything to make it a richer learning
experience.
Lesson Goal(s) / Standards: 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Lesson Objectives: After reading the articles about Mercury and Venus, students will list the main idea of each paragraph with 80% accuracy.
Materials Needed:
-Venus article
-Mercury article
-Graphic organizer
extent.
A. The Lesson
1. Introduction (3 minutes)
getting attention Students will discuss what they may already know about Venus and Mercury.
relating to past experience and/or knowledge You know that Mercury and Venus are the two closest planets to the sun.
creating a need to know But, did you know Mercury is so hot that you couldnt live there? The same goes for Venus!
Sharing objective: Today, you will read an article about Venus and an article about Mercury. You will pick out the main idea of each paragraph you
read.
2.Content Delivery (15 minutes)

a. Independent Reading Students will independently read article about Mercury.
b. Graphic Organizer Students will complete main idea graphic organizer.
c. Partner Reading Students will read the article on Venus with a partner.
d. Pair Work Still in pairs, the students will discuss what the main idea for each paragraph is.
3.Closure (5 min)
a. Each group of 2 students (one group of 3) will share a main idea from a paragraph in the text.
B. Assessments Used
i. Main Idea Graphic Organizers
i. Peer Help Younger students will be placed with older students.
ii. Teacher 1:1 Several students still struggle with finding the main idea in a text. I will go around and aid students 1:1 who are having trouble grasping
it.
D. Resources
a. http://lessonplanspage.com/205mer-html/
b. https://spaceplace.nasa.gov/all-about-venus/en/

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/13/17
Time: 1:00-1:45 pm
Reflection from prior lesson: In the last lesson, my transitions were a little choppy. This, in turn, was a factor in students acting out. I felt that I could have better
executed my transitions, in order to sort of glide students from one activity to the next smoothly. However, the students still grabbed the taught concept well.
went well) This lesson did not go very well. The Given clay and directions, students will be
technology was not working due to a failure of not able construct the planets to scale with 90%
prior testing. Therefore, I cannot give an absolute accuracy. Since I cannot provide actual proof
accurate analysis of student data for this lesson. of this being met, the objective was not met.
Subjectively, each student did well, and each planet
looked to scale.
how will you remediate difficulties or problems Tomorrow, I will test out my technology portion of
from this lesson?) The students thoroughly enjoyed the lesson. I will make sure the video plays well on
this lesson, as it was so hands-on. However, I feel my computer, and that sound is working properly.
that I could have been calmer during this lesson,
and simply stated directions clearly and only once
or twice. I was made aware that sometimes I use
the timer too much I highly agree with this. Also
test your technology! Once, twice, three times,
right before the lesson.
Lesson Goal(s) / Standards: MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
Lesson Objectives: Given pieces of clay and directions from teacher, students will first predict and then actually construct the planets according to approximate
scale with 90% accuracy.
Materials Needed:
-Clay
-Laptops (camera and Word document)
-Paper
-Pencil
extent.
A. The Lesson
4. Introduction (include time allotment)

getting attention Class will all guess how many earths can fit inside the sun. Closest person gets 3 pieces of candy.
relating to past experience and/or knowledge Scale is reducing something down by equal amounts. Lets reduce this fraction by a scale of 2.
Teacher will do math problem with students.
creating a need to know Finding the planets to scale is just like reducing a fraction by a scale. We know that the sun is thousands of miles in
diameter, and we also know that the sun is the largest thing in our solar system.
sharing objective, in general terms Today, we will construct the 8 planets to scale, in regards to how they compare to the size of the sun.
5. Content Delivery (include time allotment & instructional methodologies)

a. Prep Students will get computers out and open their cameras and a blank Word document. Set computers aside.
b. Predictions Before any exposure to size of planets beside the sun, the students will predict the size of all the planets to scale. Take pictures of their
predictions with their laptops.
c. Video 0:00 0:46 https://www.youtube.com/watch?v=HEheh1BH34Q May watch twice or three times.
d. Transition and Explanation of Directions
e. Planet Scale Construction Students will listen closely to teachers directions. They will construct their planets according to the teachers
directions.
f. Document When finished, students will again take pictures of their constructed planets to scale.
g. Multimedia Students will transfer both pictures to a blank word document.
h. Questioning Will answer in their Word documents How close are the sizes of your clay planets to your predictions? and What are some of
the discoveries you made regarding the sizes of planets?
6. Closure (include time allotment)

a. Teacher will ask students to share some answers from their two above questions.
B. Assessments Used
i. Completed multi-media Word document with pictures and answered questions.
i. Peer Help The oldest student in each pod will aid the younger students if they are confused or need help.
ii. Teacher will go around and guide the 3rd grade, as some concepts in this lesson may seem a bit confusing.
D. Resources
i. https://www.youtube.com/watch?v=HEheh1BH34Q
ii. http://solarsystem.nasa.gov/educ/play_doh_planets

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/19/17
Time: 2:45 pm
Reflection from prior lesson: Test your technology! I made an assumption that the students photos of their predictions in the last lesson would be able to be
easily transported to a Word document. During the lesson, I found out the hard way that their photos do not save to a direct folder. The lesson had to be modified
mid-lesson. This is one of the biggest things I learned during the unit. Test everything, read everything, complete the work the students are doing as if you are
the student yourself. Putting yourself in their shoes can allow for a teacher to realize possible conundrums that may pop up for the student. This, in turn, allows
the teacher to redirect his/her instruction before the lesson even begins for the students.
went well) The majority of the students were able All but one student met the objective on this
to look at the belief and theory through an objective assignment. One student was not able to see the
lens. They accurately identified elements of other theory objectively, thus, expressing her
similarity and differences. opinion in the Venn Diagram instead of writing
factual information.
how will you remediate difficulties or problems Authenticity and subjectiveness in factual lessons
from this lesson?) The students deeply appreciated is a good thing basically asking ones self, How
this lesson. I took into full account their beliefs, but do I make this personal to the students? How do I
also allowed them to objectively view another connect this to their lives? I will keep this in my
belief of how the earth was created. I feel that the mind for the next lesson, and lessons to come.
lesson went very well. The informational text about
the Big Bang Theory contained some difficult
words I wish I would have focused more on
learning these as well.
Lesson Goal(s) / Standards: 6.RI.9 - Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography
on the same person).
Lesson Objectives: After watching a video and reading an informational text, students will find accurately find similarities and differences between their belief of
creation and the Big Bang Theorywith 90% accuracy.
Materials Needed:
-Genesis video
-Big Bang Theory informational texts
-Paper
-Pencils
extent.
A. The Lesson
getting attention Tell me in your own words how you think the Earth was created.
relating to past experience and/or knowledge You and I both believe the Earth was created by God.
creating a need to know That is your belief and it is a true belief. However, scientists have theories about how the world was created. Theories
are evidence-based ideas that are not 100% true. One of those theories is called the Big Bang Theory.
sharing objective, in general terms Today, we will explore what you believe and what the Big Bang Theory says. We will find similarities and
differences between the belief and the theory.
8. Content Delivery (20 mins& instructional methodologies)

a. Video Students will watch a video of Earth being created by God with a commentary of Genesis.
b. Discussion Students will discuss with teacher more in depth about what the Hutterite culture believes about the worlds creation, age, formation,
future, etc.
c. Independent Reading Each student will read an article about the Big Bang Theory
d. Venn Diagram After reading, students will then construct a Venn Diagram on paper. They will label one side Creation, and the other side, Big
Bang Theory. Students will then use what they know about their belief and pull examples from the text to find similarities and differences between
the theory and belief.
9. Closure (5 mins)
a. Students will discuss some differences and similarities they found.
B. Assessments Used
i. Venn Diagrams
i. 3rd grade help I will help the 3rd grade decipher the text, as it contains several harder words.
D. Resources
i. https://www.youtube.com/watch?v=W4E5o_v4rlk
ii. http://www.space.com/25126-big-bang-theory.html

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/19/17
Time: 3:05 pm
Reflection from prior lesson: The students were highly engaged by the last lesson. Their beliefs were affirmed, but they also got to explore, through
an objective lens, another point of view on how the earth was created. I expected a lot more backlash to this, but the students understood
the point of the whole lesson very well.
went well) The students were able to reason as to The lesson objectives were met because the
why they would or wouldnt bring something to students were able to reason factually as to why or
Mars. This proved they met the objective. Each why not they should bring something to Mars.
argued his/her side with reasoning and critical
thinking.
how will you remediate difficulties or problems Tomorrow, I will be sure to include more
from this lesson?) questioning about their learning overall. I forgot to
The students loved getting to choose what to bring accomplish that in todays lesson.
to Mars. Learning about the elements of Mars
helped them to choose what they could and could
not bring. The students are highly motivated by
anything done on the computers, especially when it
comes to videos.
Lesson Goal(s) / Standards: 3.SL.1 Engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others
ideas and expressing their own clearly.
Lesson Objectives: After reading about the makeup of Mars, students will provide reasoning for why they want to bring something along on their trip to Mars
with 100% accuracy.
Materials Needed:
-Mars informational text

-Trip to Mars link
-Pencils
extent.
A. The Lesson

getting attention What if you traveled to a planet?
relating to past experience and/or knowledge Of course we all really know that we cant. But we have all wanted to.
creating a need to know But today, over the computer, you will be traveling to Mars!
sharing objective, in general terms Today, you will read all about Mars. Based upon your reading, you will then tell me why you would bring
certain things to Mars and not others.
11. Content Delivery (20 mins)
a. Independent Reading Students will independently read informational text about Mars.
b. Expectations for Computers Teacher and class will go over expectations for gathering around Ms. Sorsens computer. (Not done every time, but
feel it needs to be restated lately.)
c. Virtual Trip to Mars Teacher will take students on a virtual trip to Mars.
d. Informal Questioning Virtual Mars will give choices of what to take. Students will have to respond yes or no and why they would or wouldnt
take that object.
12. Closure (5 mins)
a. Discussion Discuss why some things are needed in space and some are not.
B. Assessments Used
i. Informal questioning
i. Expand Your Thinking (YET) Will ask student to expand their thinking if explanation is not thorough.
D. Resources
i. spaceplace.nasa.gov/mars-adventure/en/#/review/mars-adventure/mars_preloader.swf
ii. Mars.nasa.gov

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/20/17
Time: 2:45 pm
Reflection from prior lesson: The students loved getting to choose what to bring to Mars. They felt it was a fun lesson. Little did they know that they
Were using the information about Mars to aid in their choices of what to bring/what not to bring. It was amazing to see students reasoning
On why they would bring a certain item and not another, especially when one student wanted to bring something and another student didnt
It also challenged the students thinking about why astronauts bring certain things into space and not others.
went well) The students were highly interested in All met the objective except for one student. It was
Jupiter, and were also familiar with the concept of a apparent he rushed through the assignment, and did
close read. Overall, the lesson went well. not look for accurate answers. He has a history of
rushing through assignments, and measures are
being taken to try to curb this bad habit.
how will you remediate difficulties or problems I like that the close read tested explicitly for
from this lesson?) students comprehension and reading of the article.
Jupiter is some of the students favorite planet. Although I will not give out another close read, for
They were eager and excited to learn about it. The the next lesson, I would still like to do something
students were engaged in the lesson, as they looked that definitely makes them check for understanding
for the missing words in the close read of the while reading.
informational text. I felt that this greatly improved
their comprehension of the article.
Lesson Goal(s) / Standards: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
Lesson Objectives: Given an article about Jupiter, students will be able to complete a close reading with 80% accuracy.
Materials Needed:
-Jupiter article
-close reading document
-pencils
extent.
A. The Lesson

getting attention Have you ever seen Jupiters large red spot?
relating to past experience and/or knowledge Tell me what you know about it.
creating a need to know Today, youll be learning about all of Jupiter, including the Dark Red Spot!
sharing objective, in general terms You will read all about Jupiter. Then, you will go through the text again to find the missing words in the
sentences I give you.

a. Shared Reading First, students and teacher will read article about Jupiter together.
b. Introduce Concept Teacher will introduce concept of a close read.
c. Close Read Students will complete close read of Jupiter article.
a. Discussion Go over what answers the students put into the blanks on the close read.
B. Assessments Used
i. Close Read
i. First Word Strategy If a student is having trouble finding the sentences on the close read in the informational text, I will show him/her
the First Word Strategy. This is where you are only searching for the first word of the sentence across texts, and then seeing if the rest of the words
match the sentence.
D. Resources
i. spaceplace.nasa.gov/Jupiter/en

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/20/17
Time: 3:10 pm
Reflection from prior lesson: I felt the last lesson went well. The children enjoyed learning about Jupiter via the informational check.
I liked that the close read checked accurately for learning of key facts I wanted to focus on about Jupiter. The children
Were already familiar with the concept of a close read, so that took away the need for modeling and providing an example.
The children knew exactly what to do when handed the close read assessment.
went well) The students did well with this activity. Given an informational text about events happening on
They were able to hone in on exact facts to include Saturns rings, students will 95% accurately list 5 facts
in their bubble map, then they were able to about the events on Saturns rings and compare the
effectively compare their predictions to their facts events to their original predictions. The majority of the
students met the objective. One student did not, as they
they found.
repeated some facts and wrote untrue ones.

how will you remediate difficulties or problems Tomorrow, I will be including more overall
from this lesson?) questioning of the unit thus far. Sometimes, a
The students were engaged while learning lesson gets going and we are all engaged, and I
about the mysterious things that were happening on forget to do the usual explicit questions. I asked a
Saturns rings. They were intrigued by looking up few during this lesson, but not all. I will be sure to
close to Saturns rings as well. The students also ask all of them the next lesson.
enjoyed comparing the predictions to the real
events of what was taking place.
Lesson Goal(s) / Standards: 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Lesson Objectives: Given an informational text about events happening on Saturns rings, students will 95% accurately list 5 facts about the events on Saturns
rings and compare the events to their original predictions.
Materials Needed:
-Informational text about Saturn

-Pencils
-Bubble Maps
extent.
A. The Lesson

getting attention I have a mystery for you..a space mystery!
relating to past experience and/or knowledge First, tell me what you know about rings on a planet.
creating a need to know Yes, they are made up of little things orbiting the planet.
sharing objective, in general terms Today, you will read about strange things happening to Saturns rings. You will write down five facts from the
text, and then compare them to your original predictions.

a. Peer Reading Students will read the text in groups of two.
b. Bubble Map Students will list 5 facts about Saturns rings in a bubble map.
c. Peer Predictions Students will get back into groups of 2, and tell their peer how their findings compare to their original predictions.
a. Share I will ask a few students to share their predictions compared what they really found out.
B. Assessments Used
i. Bubble Map
i. More experienced with less experienced I will pair a more experienced reader with a less experienced reader.
D. Resources
i. aol.com/article/2015/09/29/something-odd-is-happening-inside-saturn/2124577/_next_slideshow_cta

Name: Miss Sorsen

Grade Level: 3-8
Date: 04/21/17
Time: 2:45 pm
Reflection from prior lesson: The students were highly intrigued by the last lesson they were excited to discover the mystery of what was
happening on Saturns rings. Because the whole thing was sort of set around a mystery, it kept their attention throughout the entire lesson. The
students were also allowed to compare their initial predictions to what really happened this helped them visualize and understand why their
thinking changed.
went well) The students did well with this lesson as The objective of 90% was met by the majority of the
well. I think they were surprised that Neptune and students. Each of them listed the similarities and
Uranus are so similar. As a whole the students were differences mostly correctly. One student did not meet
able to listen carefully in order to record the correct the objective, as they listed untrue facts.
4 similarities and one difference.
how will you remediate difficulties or problems Tomorrow, I will review all planets, processes and
from this lesson?) vocabulary with the students. However, instead of a
This lesson hit a lot of key areas speaking and regular review of asking questions and answering,
listening, checking for understanding, listing we will play review games in order to personalize
similarities and differences, comparing and the lesson a bit.
contrasting, etc. The students were highly engaged
while I read the informational text, because they
had to listen in order to get their answers. The
students were surprised to learn that Uranus and
Neptune are so highly alike.
Lesson Goal(s) / Standards: 3.SL.2 Determine the main ideas and supporting details of a text read aloud.
Lesson Objectives: Read aloud an informational text about Uranus and Neptune, students will 90% accurately list 4 similarities and 1 difference between the two
planets.
Materials Needed:
-Informational text about Uranus and Neptune

-Pencils
-T charts
extent.
A. The Lesson

getting attention Today, we are doing TWO planets!
relating to past experience and/or knowledge You know how Venus and Earth are sort of similar, right?
creating a need to know Uranus and Neptune are so alike, scientists call them sister planets.
sharing objective, in general terms Today, I will read to you an article about Neptune and Uranus. You will listen closely, and list 4 similarities
and 1 difference between the two of them.

a. T-Chart Explanation Teacher will review concept of a T-chart with students. Students will draw T-chart on paper.
b. Listen for Understanding Students will listen for understanding while they fill out their T-charts.
c. Walk and Read Teacher will be walking as she reads article to check upon student work.
a. 1,2,3 Share On the count of three, teacher will ask students to share their one difference they found. If any other answers besides the correct, teacher
will ask students to explain.
B. Assessments Used
i. T-charts
i. Copy of text If a student is having difficulty finding similarities and differences with just listening, the teacher will give the student their own article
to search for four similarities and one difference visually rather than audibly.
D. Resources
i. www.kidsastronomy.com/academy/lesson110_assignment1_5.htm
Name: Miss Sorsen

Grade Level: 3-8
Date: 04/21/17
Time: 3:10 pm
Reflection from prior lesson: The students were highly engaged by the last lesson. I feel a lot of them were highly surprised that Uranus and Neptune
were so close in makeup and function. They listened intently for the similarities and one difference. I feel that I could use this tactic in the future,
so that they will almost have to listen in order to accomplish what I would like them to.
went well) The students had a blast reviewing the Upon reviewing concepts and vocabulary, students will
concepts by competing in review games. Ms. complete their post tests with a 70% accuracy. After all
Deelstra is a large fan of learning games, and it has 10 lessons, the students were able to just make or made
been proven to work in her class. The students above this objective percentage.
responded well to the review games. During the
post-test, students seemed a lot more confident and
calm in answering things this time.
how will you remediate difficulties or problems If there were a future lesson after the 10 th one, I
from this lesson?) would give students their results of how they
Learning can be fun! Instead of the usual informal improved. I would then allow them to fill out an
review questioning, the students enjoyed making a exit survey about the unit likes, dislikes, what
game out of the review questions. I also gave them would you keep, what would you take out, etc.
a bit of time to study, which I thought they very
much appreciated.
Lesson Goal(s) / Standards:

DCI: ESS1.B: Earth and the Solar System: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
Lesson Objectives: Upon reviewing concepts and vocabulary, students will complete their post tests with an 70% accuracy.
Materials Needed:
-Ball
-List of questions
extent.
A. The Lesson

getting attention Who would like to play some games today?
relating to past experience and/or knowledge Remember yesterday during reading, I started tossing around the Kleenex box and asking
questions?
creating a need to know We will be playing a toss review game and then Spike review game.
sharing objective, in general terms We will review the major concepts and vocabulary we have learned. Then, you will show me what you have
learned by taking a post-test.

a. Toss Review Game Teacher will toss students a ball and ask them a question. If right, toss to someone else. If wrong, toss back to teacher and talk
about why it is wrong.
b. Spike Play Spike review game. Students are very familiar with Spike as it is played often by them.
c. Post-Test Students will be given post-test of the unit.
a. What planet would you travel to and why? Teacher will ask this question to each student.
B. Assessments Used
i. Post-tests
i. Wrong answer explanation Students and teacher will directly discuss why answers are wrong, and will find out right answer.
D. Resources
Reflection Log Return to ToC
Lesson 1
This is the first lesson for science Solar System unit. When connecting the projector, I must send Ms. D
able to then open it, and display it from her computer. Today, we are virtually exploring the planets in real time
on the computer, and I am displaying it. The live planet simulation worked great on my computer. However, when I
sent the link to Ms. D., it did not work right away. Reloading did the trick. However, it made my think about how
what if her computer had crashed, or decided to update, or the link didnt reload properly? It just set in stone for to
always have a back pocket idea. I would try to make my back pocket idea as similar to the original activity as possible. The Internet
and projector were still working, so I could have simply searched for each planet and information on said planet. There are
most likely other simulations out there.
went well) For my assessments in lesson 1, I had The lesson objectives were met, because the
the pre-test and informal questioning.In the debrief students viewed all of the information for the first
at the end of the lesson, the students seemed to time, and observed in real time how planets move
remember the basics we went over. After looking at with one another. The students understood that
the pre-tests, I noticed that there two questions that gravity had a large role to play when it comes to
most of the students got wrong, apart from ordering planets moving in an orbit. The class average of the
the planets. This will help me to inform my pre-test was 56%, passing the 50% goal.
instruction of the main points of these two
questions.
how will you remediate difficulties or problems In tomorrows lessons, I hope to ask correctly-
from this lesson?) worded guided questions, so that the students can
My Hutterite students always seemed to be extra gain maximum understanding of the concept.
highly engaged when I display anything on the
projector and/or through video format. However, I
realize this is not something I can rely on, purely
for cultural matters. I feel that I could have had
better specific questioning during the virtual planet
exploration.
Lesson 2
I feel the first lesson went well, and they were highly engaged. It was a discovery lesson; however, I feel that I could have added explicit
questions in order for the lesson to become more effective. Yes, the students were learning new information and were highly engaged by the
manipulative and 3-D planets, but their learning was sort of all over the place and had no real structure. I feel that planned ahead questions during
that portion would have made the lesson much more effective.
went well) For the Pronto Presentations on the Sun, The students were able to accurately summarize the
the students were able to work effectively together. Sun text by picking out key facts and creating a
I was impressed by the collaboration that I script out of them. I observed that all students
witnessed among my students. All students put in collaborated with their peers effectively, putting in
effort to write their scripts, and each student chose the same amount of effort. I also observed each
key facts that they would include in the script. The student choosing key facts to put into their script.
childrens facts were accurate and pulled straight Both groups met the 80% objective percentage.
from the informational text.
how will you remediate difficulties or problems I think that for many activities in this unit I may
from this lesson?) need to set clear expectations. I will keep this in
I can honestly say I have never seen the students mind for future lessons with complex activities.
collaborate like this before. I thinking having
scriptwriting timed definitely made it a challenge
and fun for them. However, for something to
improve upon, I would go over explicit
expectations during presentation times. The
students became highly distracted during them.
Lesson 3
In the last lesson, the speaking and listening during the presentations did not go very well. The students didnt take the presentations very seriously, and
continued to act out throughout the presentation. I realized I should have better stated my expectations for students roles as both speakers and listeners. If we
conduct presentations in the future, I will be sure to do this, as well as state a speaking and listening standard in student terms. The students did a fantastic job of
summarizing the Sun article by picking out key facts for their scripts.
went well) The students did great on this lesson. The objective was met, as all students surpassed an 80%.
They grasped the concept of picking out key facts
to include in the graphic organizer. Some students
misspelled words, so points were taken off.
how will you remediate difficulties or problems Although the childrens minds were engaged, I still
from this lesson?) I felt that students were engaged felt they could be more engaged. I need to
in this lesson. They are highly enjoying learning all remember that I dont have to follow my lessons to
about the planets currently. In this lesson, I felt I an absolute T that if the time calls for it during
could have included more juice. I could have the lesson, I can take a teachable moment. I can ask
made it a much more rich learning experience. that guided question that I already hadnt planned
to anything to make it a richer learning
experience.
Lesson 4
In the last lesson, my transitions were a little choppy. This, in turn, was a factor in students acting out. I felt that I could have better executed my
transitions, in order to sort of glide students from one activity to the next smoothly. However, the students still grabbed the taught concept well.
went well) This lesson did not go very well. The Given clay and directions, students will be
technology was not working due to a failure of not able construct the planets to scale with 90%
prior testing. Therefore, I cannot give an absolute accuracy. Since I cannot provide actual proof
accurate analysis of student data for this lesson. of this being met, the objective was not met.
Subjectively, each student did well, and each planet
looked to scale.
how will you remediate difficulties or problems Tomorrow, I will test out my technology portion of
from this lesson?) The students thoroughly enjoyed the lesson. I will make sure the video plays well on
this lesson, as it was so hands-on. However, I feel my computer, and that sound is working properly.
that I could have been calmer during this lesson,
and simply stated directions clearly and only once
or twice. I was made aware that sometimes I use
the timer too much I highly agree with this. Also
test your technology! Once, twice, three times,
right before the lesson.
Lesson 5
Test your technology! I made an assumption that the students photos of their predictions in the last lesson would be able to be easily transported to a
Word document. During the lesson, I found out the hard way that their photos do not save to a direct folder. The lesson had to be modified mid-lesson. This is one
of the biggest things I learned during the unit. Test everything, read everything, complete the work the students are doing as if you are the student yourself.
Putting yourself in their shoes can allow for a teacher to realize possible conundrums that may pop up for the student. This, in turn, allows the teacher to redirect
his/her instruction before the lesson even begins for the students.
went well) The majority of the students were able All but one student met the objective on this
to look at the belief and theory through an objective assignment. One student was not able to see the
lens. They accurately identified elements of other theory objectively, thus, expressing her
similarity and differences. opinion in the Venn Diagram instead of writing
factual information.
how will you remediate difficulties or problems Authenticity and subjectiveness in factual lessons
from this lesson?) The students deeply appreciated is a good thing basically asking ones self, How
this lesson. I took into full account their beliefs, but do I make this personal to the students? How do I
also allowed them to objectively view another connect this to their lives? I will keep this in my
belief of how the earth was created. I feel that the mind for the next lesson, and lessons to come.
lesson went very well. The informational text about
the Big Bang Theory contained some difficult
words I wish I would have focused more on
learning these as well.
Lesson 6
The students were highly engaged by the last lesson. Their beliefs were affirmed, but they also got to explore, through an
objective lens, another point of view on how the earth was created. I expected a lot more backlash to this, but the students understood
the point of the whole lesson very well.
went well) The students were able to reason as to The lesson objectives were met because the
why they would or wouldnt bring something to students were able to reason factually as to why or
Mars. This proved they met the objective. Each why not they should bring something to Mars.
argued his/her side with reasoning and critical
thinking.
how will you remediate difficulties or problems Tomorrow, I will be sure to include more
from this lesson?) questioning about their learning overall. I forgot to
The students loved getting to choose what to bring accomplish that in todays lesson.
to Mars. Learning about the elements of Mars
helped them to choose what they could and could
not bring. The students are highly motivated by
anything done on the computers, especially when it
comes to videos.
Lesson 7
The students loved getting to choose what to bring to Mars. They felt it was a fun lesson. Little did they know that they
Were using the information about Mars to aid in their choices of what to bring/what not to bring. It was amazing to see students reasoning
On why they would bring a certain item and not another, especially when one student wanted to bring something and another student didnt
It also challenged the students thinking about why astronauts bring certain things into space and not others.
went well) The students were highly interested in All met the objective except for one student. It was
Jupiter, and were also familiar with the concept of a apparent he rushed through the assignment, and did
close read. Overall, the lesson went well. not look for accurate answers. He has a history of
rushing through assignments, and measures are
being taken to try to curb this bad habit.
how will you remediate difficulties or problems I like that the close read tested explicitly for
from this lesson?) students comprehension and reading of the article.
Jupiter is some of the students favorite planet. Although I will not give out another close read, for
They were eager and excited to learn about it. The the next lesson, I would still like to do something
students were engaged in the lesson, as they looked that definitely makes them check for understanding
for the missing words in the close read of the while reading.
informational text. I felt that this greatly improved
their comprehension of the article.
Lesson 8
I felt the last lesson went well. The children enjoyed learning about Jupiter via the informational check.
I liked that the close read checked accurately for learning of key facts I wanted to focus on about Jupiter. The children
Were already familiar with the concept of a close read, so that took away the need for modeling and providing an example.
The children knew exactly what to do when handed the close read assessment.
went well) The students did well with this activity. Given an informational text about events happening on
They were able to hone in on exact facts to include Saturns rings, students will 95% accurately list 5 facts
in their bubble map, then they were able to about the events on Saturns rings and compare the
effectively compare their predictions to their facts events to their original predictions.The majority of the
students met the objective. One student did not, as they
they found.
repeated some facts and wrote untrue ones.

how will you remediate difficulties or problems Tomorrow, I will be including more overall
from this lesson?) questioning of the unit thus far. Sometimes, a
The students were engaged while learning lesson gets going and we are all engaged, and I
about the mysterious things that were happening on forget to do the usual explicit questions. I asked a
Saturns rings. They were intrigued by looking up few during this lesson, but not all. I will be sure to
close to Saturns rings as well. The students also ask all of them the next lesson.
enjoyed comparing the predictions to the real
events of what was taking place.
Lesson 9
The students were highly intrigued by the last lesson they were excited to discover the mystery of what was happening
on Saturns rings. Because the whole thing was sort of set around a mystery, it kept their attention throughout the entire lesson. The students
were also allowed to compare their initial predictions to what really happened this helped them visualize and understand why their
thinking changed.
went well) The students did well with this lesson as The objective of 90% was met by the majority of the
well. I think they were surprised that Neptune and students. Each of them listed the similarities and
Uranus are so similar. As a whole the students were differences mostly correctly. One student did not meet
able to listen carefully in order to record the correct the objective, as they listed untrue facts.
4 similarities and one difference.
how will you remediate difficulties or problems Tomorrow, I will review all planets, processes and
from this lesson?) vocabulary with the students. However, instead of a
This lesson hit a lot of key areas speaking and regular review of asking questions and answering,
listening, checking for understanding, listing we will play review games in order to personalize
similarities and differences, comparing and the lesson a bit.
contrasting, etc. The students were highly engaged
while I read the informational text, because they
had to listen in order to get their answers. The
students were surprised to learn that Uranus and
Neptune are so highly alike.
Lesson 10
The students were highly engaged by the last lesson. I feel a lot of them were highly surprised that Uranus and Neptune
were so close in makeup and function. They listened intently for the similarities and one difference. I feel that I could use this tactic in the future,
so that they will almost have to listen in order to accomplish what I would like them to.
went well) The students had a blast reviewing the Upon reviewing concepts and vocabulary, students will
concepts by competing in review games. Ms. complete their post tests with a 70% accuracy. After all
Deelstra is a large fan of learning games, and it has 10 lessons, the students were able to just make or made
been proven to work in her class. The students above this objective percentage.
responded well to the review games. During the
post-test, students seemed a lot more confident and
calm in answering things this time.
how will you remediate difficulties or problems If there were a future lesson after the 10 th one, I
from this lesson?) would give students their results of how they
Learning can be fun! Instead of the usual informal improved. I would then allow them to fill out an
review questioning, the students enjoyed making a exit survey about the unit likes, dislikes, what
game out of the review questions. I also gave them would you keep, what would you take out, etc.
a bit of time to study, which I thought they very
much appreciated.
ASSESSMENT
Return to ToC
Pre-Assessment
Pretest- Students will be given a pre-test to determine where they are stand in knowledge of the Solar System content. Students will not be
exposed to any of the material before the test. The test will be graded by the teacher.
Ongoing Assessment Return to ToC
Pronto-Presentation Scripts: Students will write down key facts about the Sun after reading the article. Students will change
these facts into a quick script to give as a group. Students will use correct grammar, punctuation and spelling.
Mars Graphic Organizers Students will list five facts about Mars and Venus after listening to an informational text. Students
will use correct grammar, punctuation and spelling.
Documented Scale Clay Planets Students will document their scale planets via a photo.
Venn Diagrams Students will complete Venn Diagrams comparing a belief and theory of how earth was created. Students
will use correct grammar, punctuation and spelling.
Informal Questioning/Exit Ticket Students will be informally assessed on what and why they chose to bring something to
Mars. Students will also complete a mid-unit exit ticket.
Close Read Students will complete a close read after reading and listening to the Jupiter article.
Bubble Graphic Organizers Students will list five facts about Saturns rings, and then compare that to original predictions.
Students will use correct grammar, punctuation and spelling.
T-charts Students will listen for and list 4 similarities and 1 difference between Uranus and Neptune.
Post-Assessment Return to ToC
Post- Assessment Test- Students will take a post-test to determine if they improved upon the concepts, vocabulary and content.
DATA ANALYSIS AND RECOMMENDATIONS
Return to ToC
Individual Students
Prior to the unit, students were asked a variety of questions all about the Solar System. The results show that individual students knew 80% of the
information on the test or less.
Prior to the unit, students were asked to answer a variety of questions about the Solar System. After completing the unit, students were given the
same questions in the form of a post-test. The results show that each student met the objective of receiving a 70% or better on the unit post-test.
One student just met the objective. If redone, I would like to up the objective percentage.
Whole Class Return to ToC
Prior to the unit, students were asked to answer a variety of questions about the Solar System. As a whole, the class knew about 56%
of the information on the test. After completing the unit, students were asked to answer the same questions again. By the end, the
class knew 96% of the information on the test. The students met the unit objective of mastering 70% or more of the content.
Recommendations Return to ToC
After looking at the data, I would recommend altering the unit. Although the numbers show the students improved, I felt the unit, in
certain lessons, could have been made to be more challenging for the students. The students improved from knowing 57% of the
information to 96%. The students were able to grasp concepts, vocabulary and content of the Solar System.
Although this was accomplished, looking over the entirety of the unit and the data analysis, I would recommend making the unit a bit
more challenging for students by creating more in-depth lessons, choosing higher standards and exploring the more difficult parts of
space, such as eclipses, ellipses, star brightness, etc. For this unit, however, reviewing key questions at the end of every lesson
definitely helped the students to learn the content.
SUMMARY OF STUDENT PROGRESS

Return to ToC
Example: Letter to parents

Rustic Acres Colony School
Chester, SD
April 10, 2017
Dear Parent or Guardian of Student 2,
My name is Jenna Sorsen, and I am a student at Dakota State University majoring in Elementary Education. This semester, I had the
privilege of student teaching in your childs classroom. Student teaching has allowed me to prepare even further for my future as a teacher. It has
been a joy seeing your child grow this semester.
I taught the students all about the Solar System. The students were given a pre-test to show me what they already knew about the Solar
System. I used the results from the pre-test to teach the students all about the planets, stars, sun and moons. The students were assessed daily using
a lot of different types of assessments.Every day we learned something new, along with reviewing old information. The students explored each
planet and the Sun virtually, took a pretend trip to Mars, discovered weird happenings on Saturns rings and even made each planet to scale out of
clay. To end the unit, the students took a post-test to show me what they have learned.
Student 2has been a fantastic student to work with. The student participated well in every lesson. Student 2 was highly curious about a lot
of the content. This curiosity caused the student to ask a lot of very good questions some of which I didnt know off hand, so we had to add to
the Wonder Wall. In turn, your child was also was highly engaged in the lessons, so he/she was able to answer a lot of questions. Your child was
also willing to help those around him/her by explaining things and helping out. I am very proud of how the student has done throughout this entire
unit.
Student 2 scored a 70% on the pre-test and scored a 100% on the post-test. Student 2knew the basics about the planets, but was missing
precise knowledge of key vocabulary. Scoring a 70% on the pre-test means he/she understood 70% of the content of our unit before it was taught.
Throughout the unit, the student consistently scored above average.A 100% on the post-test means your child understood 100% of the content of
the unit after it was taught.
I enjoyed teaching and working with Student 3. He/She is a hard worker, and loves to help those around him/her. Student 3displayed a
high curiosity in the Solar System. This it makes it all the more fun to teach.
Sincerely,
Jenna Sorsen
Example: Website posting regarding unit Return to ToC
4th Grade News

4th Grade News!
Our Solar System
Rustic Acres Colony School Grades 3-8 News

The Rustic Acres Colony 3rd-8th class has recently completed their unit over the Solar System. Things
learned about
were: the Sun, moons, stars, scale, creation, Earth, and other planets. Some of the students most enjoyed
parts
were: exploring the Sun and planets virtually, taking a pretend trip to Mars, creating planets to scale out of
clay and
discovering strange things happening on Saturns rings.
Below, you will find the pre and post-test results.

All of the students improved! Woohoo!
The class average was 96% after taking the pre-test!

Teaching Work Sample

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Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Teaching Work Sample

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Hak Cipta:

Format Tersedia

Teaching Work Sample

TIME LINE AND LESSON PLANS

receive further help in school.

students continually, then students will likely be moved to a new pod.

the colony students are classified as ELL students.

that they know and comprehend.

reading quizzes, camera, and Math Playground.

years now, so it is difficult to compare the scores to anything just yet.

improve upon my current and future instruction.

I can the list the main idea of an informational article.

I can display the planets physically in terms of scale.

I can create a logical argument.

I can find key missing details in a text.

I can find facts and list them.

I can find similarities and differences between two planets.

I can complete my post-test with a 70% or above.

TIME LINE AND LESSON PLANS

Introduction Students willexplain

Date of04/12/17 Day 2 Lesson 2

Dakota State University

Name: Miss Sorsen

-Computer with Internet

1. Introduction (10 mins)

2. Content Delivery (20 minutes)

3. Closure (10 minutes)

Dakota State University

Name: Miss Sorsen

-Informational texts about the Sun

1. Introduction (include time allotment)

2. Content Delivery (20 minutes)

Dakota State University

Name: Miss Sorsen

2.Content Delivery (15 minutes)

Dakota State University

Name: Miss Sorsen

4. Introduction (include time allotment)

5. Content Delivery (include time allotment & instructional methodologies)

6. Closure (include time allotment)

Dakota State University

Name: Miss Sorsen

8. Content Delivery (20 mins& instructional methodologies)

Dakota State University

Name: Miss Sorsen

-Mars informational text

10. Introduction (5 mins)

Dakota State University

Name: Miss Sorsen

13. Introduction (5 mins)

14. Content Delivery (20 mins)

Dakota State University

Name: Miss Sorsen

Instructional decisions (were students engaged; Include in tomorrows lesson:

-Informational text about Saturn

16. Introduction (5 mins)

17. Content Delivery (20 mins)

Dakota State University

Name: Miss Sorsen

-Informational text about Uranus and Neptune

19. Introduction (5 mins)

20. Content Delivery (20 mins)

Name: Miss Sorsen

Lesson Goal(s) / Standards:

22. Introduction (5 mins)