Caleb Ricks
National University
INTERVIEW !2
Abstract
For my fieldwork observation and interview, I contacted the Lakeside Union School
District in San Diego and was able to set up an interview with Delaney Pendleton at Lindo Park
Elementary. This school is a Title 1 school and has roughly 80% of its students listed as low
socioeconomic status. Ms. Pendleton is a fifth grade elementary school teacher at Lindo Park
Elementary and has to work with many English Language Learners, so the instruction of literacy
is one she knows well. Ms. Pendleton and I walked through the way in which she planned a
literacy lesson using the text, “Ant and Grasshopper.” Through the use of a collaborative activity
called Reader’s Theater, Ms. Pendleton described how her teaching philosophy, instruction,
mode of assessment, and class management style help her to ensure that her students are meeting
When Ms. Pendleton first begins writing a lesson plan, she considers her students’
academic levels and previous academic experience with the subject material. For a literacy
lesson, Ms. Pendleton divides her students into four main academic tiers: English Language
Learners, Beyond Level, On Level, and Approaching Level. However, that does not mean that
every student clearly fits within these categories. Ms. Pendleton claims that she has many
English Language Learners that perform On Level, so understanding one’s students is key when
planning a lesson. In this same vein, Ms. Pendleton understands her students’ academic
experience and personal interests, which helps her choose the subject matter and the difficulty
when teaching a literacy lesson. She strives to select literary passages that would interest her
students and motivate them to achieve the academic learning goals that Ms. Pendleton has set
forth. Ms. Pendleton also considers her students’ home-lives when planning a lesson. Because
she teaches at Title 1 school where 80% of the students listed as low socioeconomic status, many
of her students c0me from chaotic and unstructured/unstable households. For this reason, Ms.
Pendleton stresses structure and consistency when planning her lessons, as her students find
comfort in and thrive in structure when in the classroom. Lastly, Ms. Pendleton considers her
students with IEPs and how to incorporate these IEPs in the lesson. This year, Ms. Pendleton
only has two students with IEPs, both of which deal with speech. For this reason, Ms. Pendleton
starts with collaboration as her key focus when beginning to plan. Because she knows her
students love animals, she chose the short story “The Ant and the Grasshopper” for this lesson
plan. She begins this lesson by first asking her students what they know about ants, grasshoppers,
theme, and plot to determine their previous academic experience. Since the students are working
INTERVIEW !4
in heterogeneous groups, those with IEPs or those who are at lower reading levels have higher
Teacher Characteristics
When reflecting on her own teaching practice and philosophy, Ms. Pendleton stated that
successful learning. For this reason, Ms. Pendleton explained that her teaching philosophy relies
heavily upon cooperative learning and collaboration where students help each other learn. Ms.
Pendleton believes that when students work collaboratively, they serve as models for each other
and in turn help each other grasp the lesson. Because her teaching philosophy relies on
collaboration, she groups her students into heterogeneous groups, where students from different
academic levels can collaborate, discuss, and share ideas. In terms of her place in her school and
community, Ms. Pendleton teachers in the same city in which she grew up. Community is
extremely important to her, and she bridges the gap between school and community by attending
community events, especially events in which her students participate. This allows her to bring
community values and experiences into the classroom. Ms. Pendleton also participate in recess
with her students and eats lunch with them on Fridays. This allows her to forge relationships with
her students and to see them as individuals, again emphasizing how important student
relationships are in her teaching philosophy. Because Ms. Pendleton emphasizes collaboration,
she plans to have her students participate in “Reader’s Theater,” a comprehension in which
students are assigned characters to read for. This emphasizes collaboration, reading skills, and
speaking skills.
INTERVIEW !5
Target
For this lesson, Ms. Pendleton identified two major CA-CCSS academic standards when
reading “The Ant and the Grasshopper.” The first standard, standard RL.4.1, states:“Refer to
details and examples in a text when explaining what the text says explicitly and when drawing
the references from the text.” The second standard being addressed is RL.4.5: “Explain major
differences between poems, drama, and prose, and refer to the structural elements of poems,
verse, and drama when writing or speaking about a text.” In terms of student goals, Ms.
Pendleton wants her students to be able to fluently read their role aloud and engage in
collaborative discussion about the text while answering the “Big Question”: How do Ant and
Grasshopper act like real people? This “Big Question” requires the students to discuss, pull
examples from the text, and identify basic literary functions of characters. In terms of behavioral
targets, Ms. Pendleton wants her students to practice active listening when collaborating with
their peers. She will also distribute “Talking Chips” so that each student is held accountable to
talking and sharing his or her ideas. Furthermore, Ms. Pendleton will challenge her students’
misconceptions by having her students work in groups. In this way, students will correct each
other if one misinterprets the text. Misconceptions will further be challenged when groups share
their answers to the “Big Question.” By doing so, students are able to hear other groups’ ideas
Assessment
This lesson plan provides multiple opportunities for formative assessment. Firstly, Ms.
Pendleton will be circulating the room while her students read the story and their individual roles
aloud. This allows her to listen to fluency, accuracy, and to observe collaboration skills.
Secondly, when groups are discussing their answers to the “Big Question,” Ms. Pendleton will
listen in and record the answers and ideas on a clipboard. This allows her to gather answers that
may not be necessarily shared during the group discussion. Thirdly, Ms. Pendleton will record
group answers on the white board and have a class discussion about each group’s answers.
Lastly, on an individual level, Ms. Pendleton will have students complete an “Exit Ticket” in
which each student is asked to answer the “Big Question” in one sentence and explain if he or
she is more like an ant or a grasshopper. These are all examples of formative assessments,
Instruction
The instruction method employed in this lesson plan is Social Learning, emphasizing
collaboration, cooperative learning, and group investigation. Social Learning Theory emphasizes
the role of modeling and observational learning when collaborating (Slavin, 2018). While
reading the story, student are engaging in cooperative learning in which they are modeling,
imitating another’s behaviors, observing, and learning through another’s successes and failures.
Ms. Pendleton also uses social learning to model how the reading is to be completed by having a
group come to the front of the room and walk through the reading with her. Here, Ms. Pendleton
is acting as the model for her students to imitate. When the students are grouped, some will act as
models for other students to observe.By answering the “Big Question” in groups, the students are
INTERVIEW !7
participating in group investigation in which they work collaboratively to discuss and answer one
question. This approach is student-centered, where students collaborate to teach themselves the
targeted skills.
Management
In terms of managing who and when students speak in groups, Ms. Pendleton utilizes
“Talking Chips” to ensure that all students have had an opportunity to speak. Ms. Pendleton uses
positive reinforcement and praise groups who are doing what is expected. Students also have
their own “Dojo Accounts,” where students earn points for being on task, participating, setting a
good example, etc. The students also have opportunities to win class prizes though class bingo.
The students are then able to purchase class prizes. Furthermore, the students have done Reader’s
Analysis
The two most important takeaways that I gained from my observation and discussion
with Ms. Pendleton are how much a teacher needs to know his or her students and that the
creation of a lesson plan does not necessarily have to occur in a linear or chronological method.
Ms. Pendleton really emphasized how much she tries to understand her students on a personal
level. As we were discussing the first element, TK12, Ms. Pendleton explained that every week
she goes out with her students during lunch, sits at a group of her students’ table, and talks with
them. She does not always sit with the same students as she wants to get to know all of her
students. She will even play games with them. Ms. Pendleton said that she is the only teacher at
her school that does this, as the other teachers go to the teacher’s lounge to eat with their
colleagues. This surprises me because, as Burden & Byrd (2016) state, “Understanding of your
INTERVIEW !8
students will likely influence your decisions about ways that you will organize the physical
instruction, and promote safety and wellness.” By spending with her students, I believe that Ms.
Pendleton is taking important step in bettering herself as a teacher. Understanding her students
allows Ms. Pendleton to structure her lessons around her students’ interest, which facilitates
engagement. Furthermore, Ms. Pendleton teachers at a Title 1 school where many students come
from unstable home lives. By understanding her students on a personal level, Ms. Pendleton is
better able to realize the influences that outside factors have on her students. When I am a
teacher, I will strive to understand my students as individuals so that I too can help them the best
I can.
The observation and discussion with Ms. Pendleton also helped me understand the steps
one takes when constructing a lesson plan. When I first began studying the Learning Map, I
believed that a teacher would have to start at Element 1 and proceed in chronological order.
However, Ms. Pendleton showed me that this is not always the case when she explained to me
that she starts with the target, or Element 3. This type of planning is called backward mapping,
where the teacher starts with his/her students’ academic goals and then works backward to
determine the process of getting there (Burden & Byrd, 2016). Ms. Pendleton explained that
starting with the goals first allows her to ensure that her lesson plan is directly related to the
goals and standards. I believe that backwards mapping will be the method I use when I am a
teacher. This method will allow me to create lesson plans with clearly defined goals and clear
References
Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching (7th ed.). New York, NY:
Pearson.
Slavin, Robert E. (2018). Educational psychology (12th ed.). New York, NY: Pearson.