grade level(s)/subject area(s): 1st grade/math

Grade level(s)/Subject area(s): 1st Grade/Math

Grade level(s)/Subject area(s) for this unit: 1st Grade/Geometry

TCWS Unit Information

Dates of unit (must be a full 2-weeks in length)

From: 03/08/2010

To: 03/19/2010

Total number of lessons in unit: 10

SECTION 1: UNIT TOPIC

Unit Topic or Title: Geometry and Attributes

Overall description of the unit: For the unit on Geometry and Attributes, the

students will learn the attribute rules for shapes. They will also use exploration with

attributes, designs, and fact platters. The students will use pattern-blocks and

template shapes to guide the identification of plane shapes and to faciliate

investifating of their characteristcs. The students will make polygons using straws

and string. They will also identify 3-D objects such as: spheres, cylinders,

rectangular prisms, pyramids, cones, and cubes. The students will also determine the line of symmetry on several shapes.

Comment [F1]: Is this 2 full weeks? If not, look for explanation.

Comment [F2]: Just looking for a good general description of the unit. It should be clear as to what was planned and what prior knowledge/experiences the students have had.

Comment [F3]: 1st Spelling error…put tally mark on front page of rubric

Comment [F4]: 2nd spelling error—and put tally mark on front page of rubric

Comment [F5]: 3rd spelling error—and put tally mark on front page of rubric

Types of experiences you will provide for your students: For this unit on

Geometry and Attributes, the students will be provided

with several expereiences that will help create long time learners. The students will

use attribute and template blocks for identification and sorting. They will also

perform an exploration activity where they will play the Attribute Train Game. The

students will place their attribute blocks in the center of their playing surface. The

first player will take a block and place it down to start a train. The second player

will choose a block that is different in only one way - in shape, size, or color - from

the first block. The second player will add the blcok to the train. The players will

continue taking turns until no more blocks can be played. The students will also

make a design from attribute blocks using different colors. The students will use a

fact platter to review basic addition facts. As an Everyday Math School, North Vista

incorporates year long learning of objectives and concepts. Addition is reviewed in

every unit. The students will get a chance to work with template shapes. The

students will also make polygons from straws and string. The students will get a

chance to create a Shapes Museum out of everyday objects. They will also get to

cut out objects and create their own objects to determine the object's line of symmetry.

Explain where this unit falls in terms of the total instruction for this

subject. What experiences have your students already had that will

prepare them for this unit of study? This unit is an introductory unit for first

grade geometry. Prior to beginning this unit, the students were developing

fact power by working with fact triangles, fact families, and fact tables. Any

information obtained about the subject was done so in Kindergarten. The

Comment [F6]: 4th spelling error…type comment to proof entire document on the resubmission and mark a ―1‖ on front page. No other errors should be marked from this point on.

kindergarten standards for geometry are to identify the two-dimensional shapes

square, circle, triangle, and rectangle and the three-dimensional shapes cube, sphere, and cylinder.

SECTION II: CONTEXTUAL FACTORS

Community, district, AND school factor s and how these will be taken into consideration during planning and instruction :

Geographic location and implications: North Vista Elementary School is

located at 1100 North Irby Street in Florence, SC. It is adjacent to Bethal

Apostolic Church. North Vista is also parallel to Williams Middle School. The

school is in an impoverished neighborhood but it is located on a main street on

the north side of Florence. The surrounding neighborhood is majority African

American. According to the 2008 School Report Card, the school is At-Risk and

Below Average meaning that the school's performance fails to meet the

standards for progress toward the 2010 Performance Goal. The 2010

Performance Goal states that by 2010, South Carolina's student achievement

will be ranked in the top half of the states nationally. To achieve the goal,

South Carolina must become one of the fastest improving systems in the

country. When implementing this unit, I will ask students to bring in recycled

items such as old bottles and cans instead of asking them/their parents to

spend any money. I will also use the school's and my own resources to make

sure they have all the materials they need to obtain the highest success in the

unit.

Comment [F7]: These should be clearly related to THIS UNIT and should be tracked in future sections.

Comment [F8]: For this section, students should only address school/community factors and NO specific classroom data

should be addressed. Classroom factors come later.

Comment [F9]: This should be referenced as an attachment.

Comment [F10]: When a student includes specific information, the source should be referenced and attached.

Comment [F11]: To support these examples, how these materials will be used in the unit should be stated.

Comment [F12]: Did this fully describe the geographical location of the school and did the candidate fully address the specific implications of this factor on the instruction of the geometry and attributes unit?

Community and School Population and implications: North Vista is one of

thirteen elementary schools in Florence School District One. The school hosts

615 students from 3K to 6th grade. The school also houses the Florence

School District One's REACH program. The school is one of the bigger

elementary schools in Florence School District One so the school is not

overcrowded or overwhelming. According to the North Vista Demographic Data

sheet, "Partnerships with local after school care agencies, businesses, and

churches have been fostered over the past 6 years in particular. These

partnerships have progressed from primarily supplying material resources to

providing tutors, professional expertise, classroom volunteers, extracurricular

activities, and support services for the students." According to the 2008 School

Report Card, only 58.8% of the teachers that completed the evaluations were

satisfied with school-home relations so I will focus all of the activities for this

unit to be done at school. Homework will be given for this unit. Daily

reminders will be sent home for students who do not complete their homework

daily and they will also be required to complete any undone homework during

recess.

Socio-economic profile and implications: North Vista is a Title 1 school, which

means that the percentage of children from low-income families equals or exceeds

the district’s percent of children from low-income families (known as District

Average); or 2) the percent of children from low-income families equals or exceeds

35 percent (known as the 35 Percent Rule) according to Title One eligibility.

According to the North Vista Demographic Data sheet, 90% of the students qualify

for free or reduced lunch services. 41% of the students come from single-parent

homes headed by the mother and 6% are raised by their grandparents. 40% of the

Comment [F13]: Not referenced as an attachment.

Comment [F14]: This statement contradicts the previous one. Also, watch for generic statements not specifically related to the unit. In other words, how does this statement apply to the geometry and attribute unit?

Comment [F15]: Did this fully describe/focus on the community and school population or did the candidate address information not clearly related to population? Did the candidate fully address the specific implications of this factor on the instruction of this geometry and attributes unit?

Comment [F16]: Good explanation as an introduction to the description of this factor.

students live below the poverty level and nearly 56% are the single-parent, female

households live below the poverty level. The students will not be asked to spend

any money when working with this unit. They will be asked to bring in old,

previously used material for observation in the classroom. Being that many

students live below the poverty line, pictures and objects will be brought in for

enrichment. My main focus will be to expose the students to new situations.

Race/ethnicity and implications: According to the North Vista Demographic Data

sheet, 99% of the students are black or African American. With this unit, different

shapes can be brought in that are common to other cultures. Being that the

students are from an impoverished neighborhood and background, exposure to

many different shapes and objects are key to their success in the unit as well as in

the future.

Classroom factors and how these will be taken into consideration during planning and instruction :

Physical features and implications: The classroom is setup as a typical first

grade classroom. The desks are arranged in groups of four which allow for

cooperative learning. A Smartboard, ELMO, and computer are located at the

front of the classroom. This allows for material to be projected and/or viewed

by the entire class. There is also a dry erase board located to the right of the

Smartboard. The teacher's desk is located in the front corner of the room. An

additional computer area is located in front of the teacher's desk. The math

calendar area is located in front of the computer area. The math calendar area

is enclosed with a shelf of math material to the left and two bookshelves to the

Comment [F17]: Did this fully describe the factor AND the implications on THIS unit?

Comment [F18]: Same feedback.

Comment [F19]: Since the physical arrangement of the room and the availability of equipment is out of the candidate’s control, the description just provides me with information on what is available. Since they have a SmartBoard and ELMO, I would look for their use in the lesson plans.

right. At the back of the room are two work area tables in which small groups

are held. In front of the work area tables is the reading area. The reading area

is a rocking chair and a large carpet. Behind the reading area is another

bookshelf. There is plenty of walking room in the classroom. It is not cramped

or overcrowded. The entire room is carpeted. The room allows for group work

while the students are in their desk. It is also accessible for students to work

on the floor or at a table. The room also allows for different shapes of objects

to be classified during the lesson.

Availability of equipment and resources (especially technology) and

implications: The classroom has many sources of technology. At the front of

the room, there is a SmartBoard, DVD/VCR, ELMO, and computer. They are all

connected to be viewed on the SmartBoard. This allows for material to be

easily viewed to the entire class. Technology can be used for viewing of

geometric shapes. The SmartBoard offers a feature that allows for geometric

objects to be viewed. Also, the students' math journal pages can be viewed as

a class. The technology in the classroom allows for movies and/or videos to be

displayed, but the technology for this unit will be used for display of student

workbook pages and interactive games with geometric shapes.

Extent of parental involvement and implications: There are no parents in the

classroom who are actively involved. Many of the parents are working during

the time the students are in school. Three of the students live with

grandparents who are elderly and cannot get around easily. Many of the

parents have not furthered their education and often find it difficult to assist

with homework assignments. For this unit, at home activities will only consist

Comment [F20]: By including the reading area, I would expect the candidate to consider this an important feature of the math classroom and its implications should be addressed now and/or used in the lesson plans.

Comment [F21]: These examples appear to be specific to the unit.

Comment [F22]: Students have been told to give specific data and to avoid words like many, most, some, few, etc…

Comment [F23]: Feedback on the initial submission encouraging candidates to avoid generalizations without supporting evidence should be given.

of homework but the parents will be sent a unit letter explaining what we will

cover for the unit. Weekly newsletters will also be sent out for the parents to

know what will be covered. On the back of the newsletter is a place for parents

to sign to indicate they have read the newsletter and have helped their child

with their homework for the week. The parents will be asked to send in objects

for the Shape Museum.

Student Characteristics and how these will be taken into consideration during planning and

instruction :

Age and implications: The ages of the students range from 6 years of age to 8

years of age. We have one student in the class that is a repeater of first grade

and one student who was repeater of kindergarten. The student who repeated

first grade last year is more mature than the rest of the students. She often

helps other students when they are having trouble with math. The age does

not play a factor with the students in the classroom. All of the students are

socially mature for their age and they know things about society that kids of

their age are normally not exposed to. According to www.greatschools.org ,

children in this age range should be moving toward abstract thinking,

developing reasoning skills, and shifting from learning through observation and

experience to learning via language and logic. The students in the class are a

little behind their peers academically because of their background and

upbringing. My goal is to incorporate students of the same age but of higher

academic ability into the classroom for at least two lessons. The exposure will

be excellent for the students.

Comment [F24]: Samples of these would strengthen this.

Comment [F25]: This part comes directly from the LRP but the implications should be specific to THIS unit (whereas the LRP directly related to the subject in general).

Comment [F26]: LRP feedback already told the candidate that ranges were not allowed and that the candidate should have given specific data (i.e., how many of each age).

Comment [F27]: Based on what? Again, generalizations should be noted on the initial submission.

Comment [F28]: Based on what?

Comment [F29]: Not referenced and attached.

Comment [F30]: This appears to contradict the previous statement.

Comment [F31]: More specific information is needed to support this statement. Possible misconceptions appear to be evident.

http://www.greatschools.org/

Gender and implications: There are nine males and six females in the

classroom. The gender for the class was almost equal but one student recently

moved away. Although the gender is not equal, pairing the students in boy/girl

groups will be a benefit to the students with their interpersonal social skills. It

will also allow for cooperative learning to be easier because you can group the

students so that you will not have a female-female group being that girls are

normally more talkative. It will help to keep the students on task. The females

in the class have a higher academic ability level than the males so they will be

able to assist them in mathematical activities if they are paired boy/girl. That

technique will eliminate excess talking because of students finishing early. To

accommodate the students who love to socialize, I will allow for cooperative

learning activities in which the students can discuss different math concepts

pertaining to the unit. This will allow for socialization and learning.

Race/ethnicity/culture and implications: There are fifteen students in the

classroom and all of the students are black or African American. It will be

important to bring in different cultures into the lessons to create diversity and

unity. All cultures are important and it is important for the students to

understand that fact. Buildings and architecture from other countries can be

incorporated into the lesson for identification. They can be compared to see

how they are similar or different.

Special needs and implications: The class overall is achieving at a low level. It

will make learning very difficult. According to the CT's Dominie testing sheet,

the six students are currently reading below the first grade reading

level. Although nine students are reading at or above reading level, directions

Comment [F32]: Exact data provided.

Comment [F33]: Citing research/evidence to support generalizations is needed.

Comment [F34]: Based on what?

Comment [F35]: This is a good general example (related to the unit), but identifying which ones would strengthen the response.

Comment [F36]: For this part, you are looking for special needs that specifically relate to this unit/subject. The candidate should clearly relate each need to the teaching of the unit. For example, did the candidate tell you how having a student attending speech would impact the instruction of this unit?

for worksheets and different activities must be read aloud for the students to

ensure understanding. Many of the students do not carefully read instructions

and/or directions which allows for many careless mistakes. The questions must

also be explained and an example must be given for the students to fully

understand what is required of them. There are six students in the classroom

who receive special services. One student attends speech, four students attend

reading recovery, two students attend resource for two periods a day, and

three students attend resource for one period a day. This makes it hard for the

students to be able to make-up work so parents will be encouraged to make

sure the students are present in school each day because they have only a

limited amount of time in the classroom setting. To ensure learning, previous

concepts will be reviewed daily. The students will also receive additional

examples of concepts from the unit during math calendar.

Issues related to Poverty and implications: The entire class qualifies for and

receives free lunch. The entire class is from an impoverished neighborhood

and 10 out of 15 students live below the poverty line. The main focus is to

ensure the students know that they can learn no matter what background they

come from. My goal is to put their minds at ease when they walk through the

door of the classroom.

Achievement/developmental levels and implications: All fifteen of the students

have trouble with developmental issues, although they vary from student to

student. All fifteen students have issues with self-control. One student in the

class is a repeater of the first grade and six students currently receive special

services. One student is currently being tested for eligibility of special services.

Comment [F37]: What area(s) are these 5 students served?

Comment [JEB38]: We are really looking for what adjustments in instruction the candidate will make; not how parents will be encouraged to make sure child attends (factor within candidate’s control should be addressed)

Comment [F39]: Based on what source…this is needed to strengthen the response. Also, specific implications not addressed.

Comment [F40]: For this part, you are looking for specific data related to math abilities and specifically related to previous geometry abilities.

As of the mid-year, according to Dominie testing, six students are below

reading level for the first grade. There is one student who is of a high ability

level. Her reading scores are above average for her grade. It is imperative to

keep the students on track when performing different activities. There must be

a fine balance to ensure the maximum amount of learning and the good

behavior. The activities cannot be over stimulating because the students will

begin to act and yell out. The activities also cannot be boring because the

students will become talkative among themselves. The class overall is

achieving at a low level. It can make learning very difficult. According to the

CT's Dominie testing sheet, the six students are currently reading below the

first grade reading level. According the 2008 Report Card, the school receives

a rating of At-Risk. (see 2008 School Report Card) Outside support may be

beneficial during math instruction to ensure that all students can have some

one on one time for additional help. Outside helpers can help with

understanding on math operations and with math verbiage. Outside help is at

a minimal so a lot of the help must be done during classroom instruction time.

To ensure that all students will understand the math concepts of the unit

regardless of their development levels, manipulatives will be used on a regular

basis. The students will be able to view, feel, and touch the shapes for the

geometric unit.

Interests and implications: To determine student interest, all students

completed a Student Inventory sheet. From those sheets, twelve students are

interested in reading books about animals and three students are interested in

reading books about people. Seven students listed Math as their favorite

subject while four listed Science as their favorite subject. Two students are

Comment [F41]: This is the first attachment referenced.

interested in writing and one student is interested in reading. When

incorporating reading into a math lesson, books can be chosen that have

animals as main characters as well as some humans that pertain to math

concepts. Books by Stuart J. Murphy are excellent to use when incorporating

ELA into Math lessons. Tying concepts together across the curriculum will also

be valuable when implementing the interest of the students into the

curriculum. This will allow the students to make math connections on concepts

covered in their favorite subject.

Learning styles/modalities and implications: According to the student inventory

sheets, thirteen of the students are visual learners, one student is an auditory

learner, and one student is both an auditory and visual learner. When giving

instructions, visual representation will also be shown on the SmartBoard

and/or ELMO. All worksheets, directions/instructions, and rules will be

displayed using the previously mentioned technology. To accommodate

auditory learners, all worksheets, directions/instructions, and rules will be read

while being displayed. This technique will minimize the amount of time used to

give instruction. It will also accommodate the one visual/auditory learner.

Although no students listed their learning style as kinesthetic, manipulatives

will be used as needed to enhance the lessons. Using manipulatives may make

it easier for the students to grasp the math concepts.

Students' skills and prior knowledge relevant to unit objectives and

implications: According to the 2007 Mathematics Standards, as

kindergarteners, the students were introduced to geometry for the first time.

The standards call for identification of the two-dimensional shapes: square,

Comment [F42]: An example of a specific book or two that will be used to address interests should be mentioned here to support this section.

Comment [F43]: Response shows a minimum knowledge of learning styles and implications and more specific information should be encouraged on the resubmission.

circle, triangle, and rectangle and the three-dimensional shapes: cube, sphere,

and cylinder. It also calls for the representation of two-dimensional geometric

shapes. Being that geometry was introduced for the first time in Kindergarten,

a short period of time will be used as a review of the concepts covered. The

pre-assessment for Chapter 7 will identify what concepts need to be covered

the most. The pre-assessment also reveals the concepts mastered by the

students and the concepts that need to be reviewed.

Reflect on the contextual Factors:

Why is it important to determine and consider the unique characteristics of the

students that you teach BEFORE beginning the instruction? How does this

demonstrate that you care about them as a class and as individuals? It is

important to determine and consider the unique characteristics of the students that

are being taught before beginning the instruction because it lets you know what

their personalities can handle and activities maybe to stimulating. It also lets you

plan the activities that will be the most beneficial to the students. It also lets you

address their interests which will make the activities more fun and engaging.

Determining and considering the unique characteristics of the students before

beginning instruction demonstrates that you care because the instruction go from

being teacher-centered to being student-centered. It makes the students feel that

the activities were planned with them in mind. It makes them feel special and

appreciated for their differences.

Comments/Other relevant information for Section II: No additional

comments needed.

Comment [F44]: Using previous year information is important, but specific pre-assessment and past testing data should be emphasized here, too.

Comment [F45]: State mandate: 150 words or less. Look for thorough, yet concise, responses and demonstrate a clear understanding of how the response is appropriate for this unit.

Comment [F46]: Did the candidate specifically address the response to THIS unit or is it generic in nature and applicable to any subject/unit? Specific examples should be clearly discussed.

Comment [F47]: Here is where the candidate would address anything that may appear out of the ordinary or an explanation for any missing information should provided.

Comment [F48]: What CF’s would you like to track? A few should be followed in subsequent sections. See my green highlights above.

List Attachments for Section II here:

2008 School Report Card; Demographic Data Sheet (Census 2000); Title One Eligibility; Dominie Scores; 2007 Mathematics Standards; Student Inventory Sheet; Developmental Milestones

SECTION III, Part A: Major Unit Objectives (Key element 2.A)

Describe the major objectives of the unit (MAXIMUM OF 5) and their correlated standards or expectations in the table below.

Unit Objectives

(Key element 2.A)

Correlated Standards and Justification of alignment

(give identify standard numbers and corresponding words)

Comment [F49]: Why are these attached? The candidate should specifically note in the template above as to where/why the attachment is needed. The candidate mentioned these in the narrative but only referenced one of them. This is a directions, as well as an attachment issue.

Comment [F50]: Very important section as these objectives are followed in every other section. Keeping a copy is recommended.

Unit Objectives

(Key element 2.A)



1. Unit Objective: By the end of the unit, the students will be able to reinforce sorting attribute blocks according to attribute rules.

Description: By the end of the unit, the students will need to be able to sort attribute blocks according to different attribute rules. The students must be able to sort the blocks according to color, shape, and size. This will require the students to analyze the shapes for the number of sides, corners, size as compared to other shapes, and color. The students will be given opportunities to compare shapes and sort them according to attribute rules set in the lessons. They will have the opportunity to sort the blocks individually and cooperatively with their classmates. This objective goes along with the standard because the standard states that students will analyze the two-dimensional shapes circle, square, triangle, and rectangle. In analyzing the shapes, the students use critical thinking skills in order to link objects by their likes and differences. This objective is important because it enhances the students’ ability to be able to sort different objects according to their likes and differences. The criterion for each lesson is set equal to or above 85%.

Standard: 1-4: The student will demonstrate through the mathematical processes a sense of two- and three-dimensional geometric shapes, symmetry, and relative positions and directions in space.

1-4.2 Analyze the two-dimensional shapes circle, square, triangle, and rectangle.

Justification: The students will analyze two-dimensional shapes such as the circle, square, triangle, and rectangle. The students must analyze attribute blocks and then be able to sort them by shape, size, and color. Classification and analyzation makes it easier to begin the identification of three-dimensional shapes.

Comment [F51]: Look for the variety of the objectives…at least one or two should be higher level ones.

Comment [F52]: Description should show what the learning expectations for the student are and how they will be expected to practice/demonstrate the skill.

Comment [F53]: If the alignment is not exact, the justification should clearly explain the relevance of the objective for the unit.

Unit Objectives

(Key element 2.A)



2. Unit Objective: By the end of the unit, the students will be able to identify and create two-dimensional shapes such as circle, square, triangle, and rectangle and facilitate investigating their characteristics to classify them as polygons or nonpolygons.

Description: By the end of the unit, the students will be able to identify and create two-dimensional shapes such as circles, squares, triangles, and rectangles. The students will use a pattern block template. They will identify the pattern-block shapes on the template. They will also create two-dimensional objects with straws and classify them as polygons or nonpolygons. They will be able to also identify the number of sides and corners of the two-dimensional shapes. They will know that a circle has no sides, a square and rectangle have four sides, and a triangle has three sides. They will also know that the sides of a polygon do not cross or overlap. They must use critical thinking skills in order to classify the shapes as polygons or nonpolygons. This objective goes along with the standard because the standard states that students will demonstrate through the mathematical processes a sense of two-and-three dimensional geometric shapes, which activates prior knowledge and set the foundation for future learning of two-dimensional and three-dimensional shapes. This objective is important because it makes the students able to identify circles, squares, triangles, and rectangles in real-life concepts/situations. The criterion for each lesson is set equal to or above 85%.

Standard:

Standard 1-4: The student will demonstrate through the mathematical processes a sense of two- and three-dimensional geometric shapes, symmetry, and relative positions and directions in space. 1-4.2 Analyze the two-dimensional shapes circle, square, triangle, and rectangle. 1-4.3 Classify two-dimensional shapes as polygons or nonpolygons.

Justification: Being able to identify, create, and classify objects covers the spectrum of thinking from the lower level to the higher level. The students will create their own objects which will allow them to have a hands-on experience. Hands-on experiences are very important to kinesthetic learners. It is important for auditory and visual learners to also have a kinesthetic approach to learning because it reinforces the concept.

Unit Objectives

(Key element 2.A)



3. Unit Objective: By the end of the unit, the students will be able to identify and analyze spheres, cylinders, and rectangular prisms and be able to facilitate the investigation of their characteristics.

Description: By the end of the unit, the students will need to be able to view an object and identify it as a sphere, a cylinder, or a rectangular prism. During the unit, the students will bring in objects from home that are the shape of spheres, cylinders, and rectangular prisms. The students must form a connection between two-dimensional and three-dimensional objects. They must be able to connect rectangle and rectangular prism, and sphere and circle. They must use prior knowledge of two-dimensional shapes to analyze and understand the characteristics of a sphere, rectangular prism, and cylinder. Throughout the lesson, the students will spend time identifying the number of faces and corners of the sphere, cylinder, and rectangular prism. The students will also identify other characteristics of the 3-D shapes such as texture and configuration by using manipulatives such as balls, cans, and boxes (cereal). This objective goes along with the standard because the standard states that students will demonstrate through the mathematical processes a sense of two-and-three dimensional geometric shapes, which activates prior knowledge and set the foundation for future learning of two-dimensional and three-dimensional shapes. This objective is important because it makes the students able to identify spheres, cylinders, and rectangular prisms in real-life concepts/situations. The criterion for each lesson is set

Standard:

Standard 1-4: The student will demonstrate through the mathematical processes a sense of two- and three-dimensional geometric shapes, symmetry, and relative positions and directions in space.

1-4.1 Identify the three-dimensional geometric shapes prism, pyramid, and cone.

Justification: In Everyday Math, the students are required to continue the kindergarten standard 4.1 of identifying three-dimensional shapes as spheres and cylinders. The students are being introduced to the rectangular prism. Everyday Math builds upon prior knowledge and ties it into current concepts.

Unit Objectives

(Key element 2.A)



4. Unit Objective: By the end of the unit, the students will be able to identify pyramids, cones, and cubes and be able to facilitate the investigation of their characteristics.

Description: By the end of the unit, the students will need to be able to view an object and identify it as a pyramid, cone, or cube. During the unit, the students will bring in objects from home that are the shapes of pyramids, cones, and cubes. The students must form a connection between two-dimensional and three-dimensional objects. They must be able to connect pyramids and triangles, circle and triangles to cones, and squares to cubes. They must use prior knowledge of two-dimensional shapes to analyze and understand the characteristics of a pyramid, cone, and cube. Throughout the lesson, the students will spend time identifying the number of faces and corners of the pyramid, cone, and cube. The students will also identify other characteristics of the 3-D shapes such as texture and configuration by using manipulatives. This objective goes along with the standard because the standard states that students will demonstrate through the mathematical processes a sense of two-and-three dimensional geometric shapes, which activates prior knowledge and set the foundation for future learning of two-dimensional and three-dimensional shapes. This objective is important because it makes the students able to identify pyramids, cones, and cubes in real-life concepts/situations. The criterion for each lesson is set equal to or above 85%.

Standard:


1-4.1 Identify the three-dimensional geometric shapes prism, pyramid, and cone.

Justification: In Everyday Math, the students are required to continue the kindergarten standard 4.1 of identifying three-dimensional shapes as cubes. The students are being introduced to the pyramid and cone. Everyday Math builds upon prior knowledge and ties it into current concepts as shown in the FSD1 CAD for Unit 7 Geometry and Attributes. The students will review the cube and be introduced to the pyramid and cone. They must be able to identify the shapes by their texture and configuration.

Unit Objectives

(Key element 2.A)



5. Unit Objective: By the end of the unit, the students will be able to identify the line of symmetry in symmetrical shapes.

Description: By the end of the unit, the students will be to determine if a shape is symmetrical by folding the shape in half to get equal parts. They will learn that the fold is called the line of symmetry if both parts are equal. The key concept of symmetry is making sure the students understand that both parts on either side of the line of symmetry are equal. They will practice symmetry with a heart and also they will develop their own shapes that have a line of symmetry. The students will get a chance to explore and create different shapes that have a line of symmetry. Creating is a higher level of thinking. . This objective goes along with the standard because the standard states that students will demonstrate through the mathematical processes a sense of two-and-three dimensional geometric shapes, which activates prior knowledge and set the foundation for future learning of two-dimensional and three-dimensional shapes. This objective is important because it makes the students able to identify a line of symmetry in real-life concepts/situations. This concept also prepares the students for the newly introduced concept of fractions. The criterion for each lesson is set equal to or above 85%.

Standard:


1-4.4 Identify a line of symmetry.

Justification: The students must identify a shape as symmetrical. The students will fold objects to determine if they are symmetrical. The students will learn how determine the line of symmetry by folding and looking for equality. They will learn that the fold is called the line of symmetry. The emphasis will be on equality on each side of the fold/line.

Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the

students understand both the objectives and their relevance?

I used my students’ strengths and weaknesses to craft the objectives for the students’ understanding of the objectives and their relevance. Many of my students perform at a low academic level so I made sure my objectives were written in simple English to make it easy to understand. I began to plan out activities to make sure the activities would teach the objectives that were crafted. I also made sure that higher levels of thinking were created by viewing the Revised Bloom’s Taxonomy chart. I used verbs such as identify, analyze, and create. I made sure the objectives were written so that the concepts would ensure a connection with situations in the students’ everyday lives.

Comments/Other relevant information for Section III, Part A: No additional comments needed.

List Attachments for Section III, Part A here:

Unit 7 Geometry and Attributes from FSD1 CAD; 2007 SC Mathematics

Standards

SECTION III, PART B: ASSESSMENT PLAN

Table 1: List all key unit assessments.

Key Unit Assessments/ Brief Description

(Key Element 3.A)

Special Accommodations

based on Contextual Factors

(Key element 3.A)

Type of Assessment

(Check one for each assessment)

Teacher-Made Commercially

Available

Comment [F54]: Same suggestion for all reflection questions…does it clearly address all parts and is the response clearly related to THIS unit? If not…a 1 is earned on the initial submission with

suggestions for improvement.

Comment [F55]: Neither of these are referenced above.

Comment [F56]: For this section, you are looking for how well the candidate develops/utilizes assessments that are clearly aligned with the unit objectives.

Comment [F57]: Here is one place where the CFs are tracked.


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

Pretest: Unit 7 Pre-Assessment (Formal Pretest – Teacher-Made) Formative

Overall Description: For unit 7, the students were required to take two assessments. The students had to take the assessment developed by Everyday Math and they will also take the standard based assessment developed the teachers at Carver Elementary. The assessment developed by Carver Elementary School will be used for the TCWS. The pre-assessment has 28 questions but there are 44 responses. The test consists of matching shapes, creating patterns, and identifying shapes by their attributes. (See Unit 7 Pre-Assessment)

Each question will be read aloud for the entire class.

X

Other(s) for Objective #1: (Math Journal workbook page – formal assessment – Commercially

Each question will be read aloud

X


Comment [F58]: Candidates should identify which CFs they are addressing in their accommodations. You can assume, but they are to be told to specifically tell.

Comment [F59]: By the end of the unit, the students will be able to reinforce sorting attribute blocks according to attribute rules


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

Available) Formative

The students will complete Math Journal page 138. There are four math boxes to complete.

Description of each: In math box one, the student must shade all the large shapes. In math box two, the student must find the sum for each problem. After the sums are found, the even number sums must be circled. In math box three, the student must draw a diagram and solve the answer to the problem. In box four, the students must show two ways to make 53 ¢ using quarters, dimes, nickels, and pennies. Everyday Math requires workbook pages to be completed and the workbook pages incorporate concepts learned through-out the year. (see Math Journal page 138)

for the entire class. While the questions are being read, the workbook page will also be shown on the Smartboard.


Comment [F60]: Open and look to see alignment.

Comment [F61]: The description should descript the assessment but should also specifically explain how the objective is assessed.


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

Other(s) for Objective #2: (Math Journal workbook page – formal assessment (Commercially Available) and teacher observation- informal assessment (Teacher-Made)) Formative

The students will complete Math Journal page 140 and 141. A teacher observation will also be done for creation of polygons.

Description of each: The students will use a pattern-block template to identify the shapes indicated on the worksheet. There are nine math boxes on page 140. In each box is a name of a shape. The students will take a template and draw the specified shape in the specified box. This will be a cooperative learning activity. Once the students have completed page 140, they will complete page 141. On page 141, the

Each question will be read aloud for the entire class. While the questions are being read, the workbook page will also be shown on the Smartboard.

X X


Comment [F62]: By the end of the unit, the students will be able to identify and create two-dimensional shapes such as circle, square, triangle, and rectangle and facilitate investigating their characteristics to classify them as polygons or nonpolygons


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

students will use their pattern-block template and draw shapes that have exactly 4 sides and 4 corners. Then they will write the name of the shape above it.

The students will also construct polygons from straw as a cooperative learning activity. The students will be observed while making their polygons. The students must tell what makes their shape a polygon. (see Math Journal pages 140 and 141; see Math observation checklist)

Other(s) for Objective #3: (Math Journal workbook page – formal assessment – Commercially Available) Formative

The students will complete Math Journal page 145.

Description of each: On page 145, there are four boxes to complete. In box one, the students must circle the

Each question will be read aloud for the entire class. While the questions are being read, the workbook

X


Comment [F63]: By the end of the unit, the students will be able to identify and analyze spheres, cylinders, and rectangular prisms and be able to facilitate the investigation of their characteristics.


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

name of the 3-dimensional shape. In box two, the students must circle the 4 polygons in the box. Box two is a review of objective #3. In box three, the students must answer questions related to a bar graph and in box four, the students must draw a line to cut the pizza in half. This is an introduction to objective #5. (see Math Journal page 145)

page will also be shown on the Smartboard.

Other(s) for Objective #4: (Math Journal workbook page – formal assessment – Commercially Available) Formative

The students will complete Math Journal page 147.

Description of each:

On page 147, there are six questions for the students to complete. Each question has a picture of an object. The students must think about the shape of each object and write the

Each question will be read aloud for the entire class. While the questions are being read, the workbook page will also be shown on the

X


Comment [F64]: By the end of the unit, the students will be able to identify pyramids, cones, and cubes and be able to facilitate the investigation of their characteristics.


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

name under the picture. The students must identify the shapes as a pyramid, cone, or cube. This assessment is also a review of objective #3 because the assessment also includes objects of the shape of a cylinder, sphere, and rectangular prism. (see Math Journal page 147)

Smartboard.

Other(s) for Objective #5: (Creation of Polygons – formal assessment- Teacher-Made/Student-Made) Formative

The students will create three different shapes that have a line of symmetry

Description of each:

Each student will be given three sheets of different color construction paper (red, yellow, and green). With the red sheet, the students must the sheet of construction paper in half and cut out an irregular shape. They must

X


Comment [F65]: By the end of the unit, the students will be able to identify the line of symmetry in symmetrical shapes.


(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

make sure they are cutting on the fold and not in the center of the paper.

With the yellow sheet of construction paper, the students must fold the paper in half and then fold it in half again. The students will cut out an irregular shape at the folded corner.

With the green sheet of paper, the students will fold the paper in half and then fold it in half again. The students will cut out the folded corner with a straight cut. (see Math observation checklist)

Posttest: Unit 7 Post-Assessment (Formal Assessment) (Teacher-Made) Summative

Description: The Post-Assessment is the same assessment as the Pre-Assessment. The Post-Assessment consist of 28 questions with 44

The questions will be read aloud one by one to the class as the test is being

X



(Key Element 3.A)



(Key element 3.A)

Type of Assessment



Available

possible answers. Question 23 was given as a bonus because it was not covered during the unit. The test consists of matching shapes, creating patterns, and identifying shapes by their attributes. (See Unit 7 Post-Assessment)

administered.

Table 2: Pre- and Post-assessment information and evaluation criteria.

Assessments

(Key element 3.A)

Specific Evaluation Criteria

(Key element 3.C)


Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 1 corresponding Pre-Assessment(s) item #s: 11,15,16

For objective one, the students must complete three questions that require them to sort shapes by their attributes. Question 11 requires them to look at five shapes and circle the shapes that are gray. Question 15 requires them to look at four shapes and circle all the shapes that have four sides. Question 16 requires the students to look at four shapes and circle the shapes that are the same.

The students covered this objective in kindergarten according to the 2007 Mathematics Standards so I am expecting the students to get 2 out of 3 correct on the pretest because it is a standard that was covered last year and they may have forgotten parts of the concept.

Comment [F66]: Open the pretest and look to see how closely the listed items align with objective #1: By the end of the unit, the students will be able to reinforce sorting attribute blocks according to attribute rules.

Comment [F67]: How many are gray and how many do you expect correct?

Comment [F68]: Same comment…how many have 4 sides and what is expected?

Comment [F69]: If 2 of 3 is expected on the pretest, it s

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 1 corresponding Post-Assessment(s) item #s: 11,15,16

The test items are the same for the pre-test and the post-test. I expect the students to get 3 out of 3 correct on the post-test. This standard was covered in kindergarten and the in-class lessons covered during the unit should be enough of a review to clear up any misconceptions. The students will show mastery of the objective at 100%, 3 out of 3 correct.

Being that majority of my students perform at a low academic level, I am expecting many of them to get below my expectations. Many will get 0 out of 3 correct on the pre-test. My lessons are designed specifically for all students regardless of academic level so I still expect 3 out of 3 correct for mastery of the objective on the post-test.

Comment [F70]: Posttest and pretest information should be the same or the reason for the differences should be clearly and appropriately justified.

Comment [F71]: If 2 of 3 is expected on the pretest, it should also be expected on the post. Let’s discuss this candidate’s misconceptions about using pretests to guide instruction.

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 2 corresponding Pre-Assessment(s) item #s:

1,2,3,4,5,6,7,8,12,13,14, 22,24,25,26,27

For objective two, the students must complete 16 questions. For items 1-4, the students must match the two-dimensional shapes’ name to the correct plane figures. Items 5-8 are three part questions. First the student must draw a triangle, square, circle, and rectangle. Next, the students must write how many sides each shape have and last, they must write how many corners each shape have. Items 12-14 and 28 are based on patterns. For items 12, the students must create a pattern with two dimensional shapes by using a template. They must create an ABC repeating pattern. For item 13, the students must create a repeating pattern of two-dimensional shapes based on a given pattern. Item 14 requires the student to complete a pattern of numbers. Item 14 is used to determine if the students can apply the concept of patterns in a new situation. For item 22, the students must use the template to create a house. They must use a triangle and a square to make the house. Item 27, the students must determine which two-dimensional

Comment [F72]: By the end of the unit, the students will be able to identify and create two-dimensional shapes such as circle, square, triangle, and rectangle and facilitate investigating their characteristics to classify them as polygons or nonpolygons

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 2 corresponding Post-Assessment(s) item #s:

1,2,3,4,5,6,7,8,12,13,14, 22,24,25,26,27

The students covered this objective in kindergarten according to the 2007 Mathematics Standards so I am expecting the students to get 11 out of 16 correct on the pretest because it is a standard that was covered last year and they may have forgotten parts of the concept. Also, the concepts were taken to a higher level of thinking.

The test items are the same for the pre-test and the post-test. I expect the students to get 14 out of 16 correct on the post-test. This standard was covered in kindergarten and the in-class lessons covered during the unit should be enough of a review to clear up any misconceptions. The students will show mastery of the objective at 88%, 14 out of 16 correct.

Being that majority of my students perform at a low academic level, I am expecting many of them to get 7 out 16 correct on the pretest. My lessons are designed specifically for all students regardless of academic level so I still

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 3 corresponding Pre-Assessment(s) item #s: 18,19, 20

Unit Objective 3 corresponding Post-Assessment(s) item #s: 18,19, 20

For objective three, the students must complete three questions for mastery. For item 18-20, the students must match the shapes to their names. For item 18, the students must match the cylinder to its name. For item 19, the students must match the sphere to its name. For item 20, the students must match the rectangular prism to its name.

I expect the students to get 2 out of three correct for this objective on the pre-test. According to the 2007 Mathematics Standards for kindergarten, the students only covered the sphere and cylinder. The rectangular prism is a new concept.

For the post-test, I expect the students to get 3 out of 3 correct for mastery of the objective. Two of out of three of the questions are review from indicators taught in kindergarten and one question is a new concept. The lessons are designed to accommodate all students. The students will show mastery of the objective at 100%, 3 out of 3 correct.

Comment [F73]: By the end of the unit, the students will be able to identify and analyze spheres, cylinders, and rectangular prisms and be able to facilitate the investigation of their characteristics.

Comment [F74]: Having the posttest information in the same box as the pretest is a template issue and should be separated out on the resubmission and marked on the page one of the rubric.

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 4 corresponding Pre-Assessment(s) item #s: 17, 21

Unit Objective 4 corresponding Post-Assessment(s) item #s: 17, 21

For objective four, the students must complete two questions for mastery. For item 17 and 21, the students must match the shapes to their names. For item 17, the students must match the cone to its name. For item 21, the students must match the cube to its name. The pyramid is not included on the assessment.

I expect the students to get one out of two correct for this objective on the pre-test. According to the 2007 Mathematics Standards for kindergarten, the students only covered the cube. The pyramid and cone are new concepts.

For the post-test, I expect the students to get 1 out of 2 correct for mastery of the objective. One of the two of the questions is a review from indicators taught in kindergarten and one question is a new concept. The lessons are designed to accommodate all students. The students will show mastery of the objective at 100%, 2 out of 2 correct.

Comment [F75]: By the end of the unit, the students will be able to identify pyramids, cones, and cubes and be able to facilitate the investigation of their characteristics

Comment [F76]: Same template issue.

Assessments

(Key element 3.A)


(Key element 3.C)

Unit Objective 5 corresponding Pre-Assessment(s) item #s: 29, 30

Unit Objective 5 corresponding Post-Assessment(s) item #s: 29, 30

For objective five, the students must complete two questions for mastery. For item 29 and 30, the students must identify the line of symmetry for objects. For item 29, the students must circle the object that does not show symmetry. For item 30, the students will draw a line of symmetry for a triangle.

I expect the students to get zero out of two correct for this objective on the pre-test. According to the 2007 Mathematics Standards, this is the first time the students have been introduced to line of symmetry.

For the post-test, I expect the students to get 2 out of 2 correct for mastery of the objective. The lessons are designed to accommodate all students. The students will show mastery of the objective at 100%, 2 out of 2 correct.

Comment [F77]: By the end of the unit, the students will be able to identify the line of symmetry in symmetrical shapes.

Reflect on the unit assessments (Key Element 3.A): How did you determine

that your unit assessments are valid and reliable for all students?

I determined that the unit assessments were valid and reliable for all students

because all assessments assigned were based on the goals and objectives for the

unit. The assessments were designed to cover all styles of learning from auditory

to kinesthetic. They are valid and reliable because they are student-oriented. I did

not use one type of assessment. The assessments range from matching to fill-in-

the-blank. The assessments also did not focus on one objective. Most assessments

also had material from previous concepts learned in the unit. It served as

additional practice for prior knowledge. At the beginning of each lesson and

assessment, the students know exactly what is expected on them so when the

assessment is given, it will not be a surprise. I determine how valid and reliable the

assessments are for the all students by making sure all assessments meet the

needs of the students based on the contextual factors for the students. The

assessments also were aligned with the 2007 Mathematics Standards for First

Grade Geometry. The assessments were made reliable by offering different levels

of questions. The questions were neither too easy nor too hard. I tried to find the

balance between the two extremes.

Reflect on the summative feedback (Key Element 3.C): How did you

determine the relationship between student performance data and the grades (or

other performance indicators) that you assigned to the students? I determine the

relationship between student performance data and the grades that were assigned

to the students by identifying the characteristics of proficiency for each objective

covered on the assessment, diagnosed the students’ strengths and needs based on

Comment [F78]: Look for clear understanding of the terminology and intent of the questions and see how well the candidate addressed the tasks and made specific connections to this unit.

the contextual factors for the classroom, and determined the next instructional

step based on the diagnosis. When the assessments for the objectives were given,

they were graded on a point system and then converted into a percentage. After

each assessment, I looked at the strengths and weaknesses for each student and

compared it to the grade that was given based on the point system. I used the

assessment to determine the next instructional step. My lessons from day to day

were altered to accommodate the needs of the students based on the grades they

received from the assessment. As I began analyzing the data, I realized that the

student performance and the grades are not always related. The students may be

capable of performing at a high level but the grades do not reflect it because of

outside factors such as the student not reading the directions carefully or not

listening closely to instructions. The instruction period was altered to determine if

the grades accurately display the students’ performance.

Comments/Other relevant information for Section III, Part B:

To accurately view the pre/post assessment, you will need to have Geometric

font downloaded.

List Attachments for Section II, Part B here:

Pre/Post Assessment; Math Observation Checklist; Math Journal page 138; Math

Journal page 140; Math Journal page 141; Math Journal page 145; Math Journal

page 147; 2007 Mathematics Standards

SECTION III, PART C: PRE-ASSESSMENT RESULTS

Comment [F79]: All assessments listed/discussed above should be referenced here.

TABLE:

Student

Name

Objective One

(Item 11,15,16)

Objective Two

(Item

1,2,3,4,5,6,7

8,12,13,14,22,24

25,26,27

Objective

Three

(Item 18,19,

20)

Objective

Four

(Item 17,

21)

Objective

Five

(Item 29,

30)

Nasir

Anderson

0 out of 3 0 out of 16 0 out of 3 0 out of

2

0 out of

2

Joseph

Barefoot


2

1 out of

2

Janice

Daniels


2

0 out of

2

De’Taevon

Evan


2

0 out of

2

Tony

Evans

Absent Absent Absent Absent Absent

Nygeria

Gregg


2

0 out of

2

Emeryana

Hunt


2

2 out of

2

Markazua

Jett


2

1 out of

2

Comment [F80]: The table should show ―mastery‖ of each objective…more easily identified with + or – or just ―met/not met‖

Jaleen

Johnson


2

0 out of

2

Javari

Mitchell-

Black


2

0 out of

2

Catroya

Roary


2

0 out of

2

Layonna

Robinson


2

1 out of

2

Cameron

Washington


2

1 out of

2

Darion

Wilder

Absent Absent Absent Absent Absent

Xavier

Williams


2

2 out of

2

• Summary of pre-assessment results:

The mastery level for each objective is as follows: objective one, the mastery level

is 100%, 3 out of 3, objective two, the mastery level is 88%, 14 out of 16,

objective three, the mastery level is 100%, 3 out of 3, objective four, the mastery

level is 100%, 2 out of 2, objective five, the mastery level is 100%, 2 out of 2.

Objective

Number

Mastered Not Mastered

Comment [F81]: Summary should be accurate and explain what is visible in the table. Each objective should be clearly addressed in the summary.

Comment [F82]: This contradicts what was stated in the table on the previous page. Candidate said 2 out of 3 on the pretest. This is the posttest expectation and thus another reason to keep the criteria for success the same from pre to posttest.

Comment [F83]: This table is not needed if the above table is coded properly.

As indicated by the table above,

four students mastered objective

one, one student mastered

objective two, zero students

mastered objective three, two students mastered objective four, and two students mastered objective five.

• Implications of these results on the unit instruction:

From the results of the pre-assessment, I determined that I will approach the

unit/objectives during instruction as new concepts although many of the objectives

were covered in kindergarten. I will focus on all objectives but I will place more

emphasis on objectives two through five. The students will be given interactive

activities to enhance learning. The students’ different learning styles will be

addressed in the different lessons to ensure each student is provided with an equal

opportunity to learn at their maximum potential. The students will be given

homework nightly to reiterate the concepts learned during the math block. The

students who do not complete homework nightly will be required to complete

homework during recess.

Objective

One

4 9

Objective

Two

1 12

Objective

Three

0 13

Objective

Four

2 11

Objective

Five

2 11

Comment [F84]: Implications should address how the candidate will adjust instruction to address preassessment results. For example, how will the candidate address the students who have already mastered an objective? How will candidate support students who haven’t mastered something while extending the learning for those who have? Look for adjustments in group size, methods, and candidate’s understanding of the ways to remediate and enhance the learning for those whose pretest results indicate this. This should be done objective by objective.

Reflect on the analysis of student performance (Key Element 3.B): How did

you analyze your assessment data for formative purposes in order to (1)

increase your understanding of individual students’ strengths and weaknesses

and (2) determine specific aspects of instruction that need to be modified? I analyzed my assessment data for formative purposes to

increase my understanding of the students’ individual strengths and weaknesses

by creating a table showing the individual results for each objective for each

student. I compared their individual results with the mastery level set by me.

The table displayed the objectives of the students’ individual strengths and

weaknesses. The table allowed me to determine what students would be able to

assist others on specific objectives. The table helped me to understand that

although some students may not have received an overall high score, they still

have certain concepts mastered. I also analyzed the assessment data for

formative purposes in order to determine specific aspects of instruction that need

to be modified by creating a chart displaying the number of the objective and

how many students did not master and did master the objectives. This helped

me determine which objectives needed more coverage. This also helped me plan

cooperative learning activities by allowing me to know which students needed

additional help. It allowed me to pair students who have mastered the objective

or almost mastered the objective with students who did not get any items for the

objective correct.

Comments/Other relevant information for Section III, Part C: No

attachments provided

List Attachments, if desired, for Section II, Part C here:

Comment [F85]: Only section where attachments are not required.

No attachments provided

SECTION III, PART D: INSTRUCTIONAL PLAN

Describe your instructional plan for the unit in the table below.

Activities/Strategies/Materials/Resources

Listed in the correct sequence

(Key element 2.B)

Unit Objective

Number(s)

Lesson 1 Key Activities/strategies: Lesson One is taught on

attribute rules. The students begin the lesson with the daily math

message. For the math message, the students will be given an

attribute block at random of a triangle, square, rectangle, hexagon,

or circle. The students will be told to stand in different areas of the

room according to an attribute rule. The lesson will be modeled by

the students returning to their seats and standing up when an

attribute rule is called out that applies to their block. For guided

practice, the students’ attribute blocks will be collected according to

an attribute rule that is written on the SmartBoard. For independent

practice, the students will complete page 138 in their math journal.

The students will complete Home Link 7.1 for homework.

Materials/Resources used: Smartboard, Dry Erase Board, Student

Math Journal page 138, 16 Attribute Blocks, Home Link 7.1

1

Comment [F86]: Only 3 lesson plans will be attached, so the table allows the candidate to explain each lesson and address how the lesson specifically aligned with the unit objective. Again, refer to the objectives as you read the descriptions.

Comment [F87]: Look in this column below…Are all objectives addressed at least once AND does the number of times an objective is listed match with the preassessment results?

Comment [F88]: This parts helps me address the rubric section on variety of resources.



(Key element 2.B)

Unit Objective

Number(s)

Lesson 2 Key Activities/strategies: Lesson Two is a lesson exploring

with attribute rules. The students will complete the daily math

message. For the math message, the students will select an

attribute block from the attribute bag and write on their slate their

shapes’ name, color, and size. For the exploring activity, there will

be three activity stations. Station One will be the Attribute Train

Station, station two will be the Attribute-Block Design Station, and

station three will be the Fact Platter Fact Generator Station. The

students will be given fifteen minutes in each station. The students

will be placed in groups of five according to their strengths and

weaknesses according to the pre-assessment analysis. The students

will complete Home Link 7.2 for

homework.

Materials/Resources used: SmartBoard, Dry Erase Board,

slates/socks/dry erase markers, Math Masters page 197, 198,

199, Attribute Train Game worksheet, attribute block, 4 number

lines, Attribute Train Game, Attribute-Block Design, and Fact

Platter Fact Generator Station signs, masking tape, Home Link 7.2

1




(Key element 2.B)

Unit Objective

Number(s)

Lesson 3 Key Activities/strategies: For lesson three, the students

will complete a lesson on pattern-blocks and template shapes. The

students will begin the lesson with the daily math message. For the

math message, I will walk around with a bag of pattern-blocks.

Each student will take a pattern block from the bag and find

another student that has the same shape. They must stand under

their sign that has the name of their shape. To model the lesson,

the students will turn to page 140 and 141 in their math journals.

The workbook pages will be explained and modeled on the

Smartboard. For guided practice, the students will be placed in

groups of three according to their analysis of pre-assessment.

Students that mastered or almost mastered the objective will be

grouped with students who did not master the objective. The

students will complete page 140 with the help of their groups and

from guidance from me. For independent practice, the students will

complete math journal page 141 using a pattern-block template.

The student will complete Home Link 7.3 for homework.

Materials/Resources used: Smartboard, dry erase board, Student Math Journal page 140 and

141, Math Journal basket, Home Link 7.3, 16 Pattern-Block

Templates, 16 Pattern-Blocks

1 and 2




(Key element 2.B)

Unit Objective

Number(s)

Lesson 4 Key Activities/strategies For lesson four, the students will

create polygons using straws. To begin the lesson, the students will

complete the daily math message. For the math message, the

students will identify two different shapes within the classroom. The

students will be introduced to polygons and nonpolygons. To model

the lesson, I will construct a triangle with three straws and yarn

pointing out that the sides are straight, they have corners, and the

sides meet only at their ends. For guided practice, the students will

be given several straws and several pieces of yarn. They must

construct a square. The students are seated in groups of four so

they must work together with their group members. For

independent practice, the students must work together in their

groups to construct two more polygons. The students will complete

Home Link 7.4 for homework.

Materials/Resources used:

SmartBoard, dry erase board, 3 boxes of straws, spool of yarn,

Math Masters page 205, Home Link

7.4.

2




(Key element 2.B)

Unit Objective

Number(s)

Lesson 5 Key Activities/strategies: For lesson five, the students

were given a game day. The students will play Tric Trac. The

students will work with pennies and a game mat. The students will

roll two die. They will count the number of dots and place a penny

on the game mat for that number. The students will continue to

play until no more numbers can be covered on the game mat. The

person with the lowest number left under covered

wins.

Materials/Resources used: Smartboard, ELMO, Game Masters page

360, My Reference Book page 156-158, 8 dice, 8 groups of 20

pennies, 8 noise mats, slates/sock/marker, math observation chart

none


Comment [F89]: Not appropriate. If a lesson doesn’t relate to the unit, it shouldn’t be included.



(Key element 2.B)

Unit Objective

Number(s)

Lesson 6 Key Activities/strategies: For lesson six, the students will

complete a lesson on spheres, cylinders, and rectangular prisms. To

begin the lesson, the students will complete the daily math

message. For the math message, the students will be shown three

objects: a ball, a tissue box, and a can. On their slates, the

students must write down the object that can roll. To model the

lesson, the students will be explained the formal names of the

objects used in the math message. The number of sides/faces will

be identified for each shape. For guided practice, we will analyze

the objects the students brought in for the Shape Museum. We will

classify them as a spheres, cylinders, or rectangular prisms. If the

objects are not either three, we will classify them as ―other‖ for the

time being. For independent practice, the students will complete

page 145 in their math journal. The students will complete Lesson

7.3 page 202 for

homework.

Materials/Resources used: Smartboard, dry erase board, Student

Math Journal page 145 Lesson 7.3 page 202, Shapes Museum signs

(Shape Museum, rectangular prism, other shapers, and cylinder),

student brought-in objects, box, can, ball

1 and 3




(Key element 2.B)

Unit Objective

Number(s)

Lesson 7 Key Activities/strategies: For lesson seven, the students

will complete a lesson on pyramids, cones, and cubes. To begin the

lesson, the students will complete the daily math message. For the

math message, the students must write the name of an object that

is the shape of a cone on their slates. To model the lesson, objects

brought in by the students for the Shape Museum will be sorted by

shape. We will now sort by pyramid, cone, and cubes. For guided

practice, the students will view math journal page 146 on the

Smartboard. The students will be asked questions about the

different shapes displayed on the SmartBoard. For independent

practice, the students must complete math journal page 147. For

homework, the students will complete Home Link

7.6.


Smartboard, dry erase board, Student Math Journal page 147,

Home Link 7.6, Math Facts Flash Backs, Shapes Museum signs

(cone, pyramid, cube), student brought-in objects

1 and 4




(Key element 2.B)

Unit Objective

Number(s)

Lesson 8 Key Activities/strategies: For lesson eight, the students

will complete a lesson on symmetry. To begin the lesson, the

students will complete the daily math message. For the math

message, the students will be given paper with a heart printed in

the middle of it. The students must cut out the heart and fold the

heart in half. The students will be explained that the line that was

created from the fold is called the line of symmetry. To explore

symmetry, the exploration will be divided into three stations. For

station one, the students will be given a half sheet of construction

paper. The students will fold the paper in half and cut out an

irregular shape that contains part of the fold. For station two, the

students will fold a half sheet of construction paper in half and then

fold it in half again. The students will cut out an irregular shape at

the folded corner. For station three, the students will fold a half

sheet of construction paper in half and then fold it in half again.

This time, the students will cut out the folded corner with a straight

cut. For homework, the students will complete Student Page

19.


Smartboard, Dry Erase Board, 15 pair of scissors, Math Masters

page 215, several sheets of construction paper, Activity 1, Activity

2, and Activity 3 Station signs, masking tape, Student Page 19

5




(Key element 2.B)

Unit Objective

Number(s)

Lesson 9 Key Activities/strategies: Lesson nine is a review of the

concepts learned in unit 7. The students will complete any pages in

their math journal that were not covered during the lessons for unit

7. The pages will be completed by the students and reviewed as a

class after each page is completed. The students will complete a

review worksheet for homework.

Materials/Resources used: Smartboard, Student Math Journal Unit

7 blank pages, Math Facts Flash Backs, Self Assessment Sheet,

Math Review Homework sheet

1-5

Lesson 10 Key Activities/strategies: The students will have a short

review of key concepts covered in the unit. The students will then

take the post-assessment.


Smartboard, Unit 7 Post-Assessment, slate/sock/marker

1-5

Description of Attached Lesson Plans (to include the answers to ALL

questions found in the Clinical Handbook)

Lesson Plan 1, Day __1___ (where this lesson falls within the unit)


Comment [F90]: Specifically open the lesson plan and look to see how this lesson relates to objective 1. See questions in handbook for specific tasks.

a. The instructional objective that corresponds with the lesson states that b y the

end of the unit, the students will be able to reinforce sorting attribute blocks

according to attribute rules. In the lesson, the students are provided with several

opportunities to sort attribute blocks according to attribute rules. The lesson covers

lower levels thinking such as identifying the shapes according to an attribute rule

to higher levels of thinking such as the students creating their own attribute rules

for the shapes. During the lesson, the students used cooperative learning to tell

what their shapes had in common after they were sorted. They also had to think of

additional attribute rules that applied to their group. The students were provided

with many different experiences to sort by attribute rules. They sorted by color,

size, and shape.

b. The lesson stemmed from the pre-assessment because only four students

mastered the instructional objective. I wanted to provide the students with several

opportunities to master the skill being that it was also covered in kindergarten.

This lesson stemmed from my contextual factors because I used only the materials

available in the classroom. The lesson also relates to the students’ different styles

of learning. I wanted to have a hands-on activity that would allow the students to

move around and interact socially. One of my contextual factors implications was

to allow socialization as long as it was related to the subject. I was able to do that

with this lesson. The activity allowed for the four students who mastered the skill

to be able to move around to different groups to help the majority of the class who

did not master the skill.

c. To implement the lesson, I used the following materials: a Smartboard, a dry

erase board. ―Math Problem of the Day‖ jar, ―Math Problem of the Day PowerPoint‖,

red marker, sheets of notebook paper, timer website www.online-stopwatch.com ,

Comment [F91]: How did the candidate enhance the learning for the 4 that mastered the objective?

Comment [F92]: Which CF? Each CF should be briefly identified and then specifically how the lesson addressed it should be written here AND visually seen in the attached plan.

Comment [F93]: I look at the lesson plan and this section to see how technology is used to enhance teaching AND learning. If you don’t see both, a 1 or 2 is earned.

http://www.online-stopwatch.com/

Wasted Instruction Chart, treat jar, Student Math Journal page 137 and 138, Math

Journal basket, Home Link 7.1, Math Facts Flash Backs, and 16 attribute blocks.

Some materials were used for critical thinking skills such as the Math Problem of

the Day. The Math Problem of the Day is used to get the students thinking about

word problems and other math concepts that may or may not be related to the

concept being covered in the lesson. The Math Facts Flash Backs is just a daily

review of math facts at the end of each lesson.

d. The assessments for each lesson are planned for the teachers. Each week, we

meet with the school’s math coach and we are given specific instructions for each

lesson. I am allowed a little variation being that I am a student teacher and I also

have to meet the requirements of the FMU curriculum. Math Journal pages have to

be completed for the unit so I had the option to make them as my assessment. I

opted to use Math Journal page 138 as my assessment (See Lesson Plan 1

Assessment). The assessment allowed for practice on the concept covered in the

lesson and previous concepts learned in other chapters. The students were

assessed during the lesson by questions asked orally to ensure understanding of

the concept being covered. The students were assessed after the lesson by

collecting their math journals for grading.

e. The lesson is labeled ―Lesson Plan 1 Day 1‖. A copy of this lesson plan is

included as an attachment.

Lesson Plan 2, Day ___4__

a. The instructional objective that corresponds with the lesson states that b y the end of the unit, , the students will be able to identify and create two-dimensional

shapes such as circle, square, triangle, and rectangle and facilitate investigating

Comment [F94]: The assessment on the attached plan should match what is said here and show an alignment to the objective.

their characteristics to classify them as polygons or nonpolygons. The lesson allows

the students to create two-dimensional shapes with straw and yarn. It gives the

students the opportunity to use different levels of thinking. The students have to

identify shapes and create shapes using straw and yarn. This lesson allows for

group work which gives the students the opportunity to socialize on the topic of

math. It builds their math vocabulary.

b. This lesson stemmed from the pre-assessment analysis and contextual factors

because I wanted to have a lesson that is interactive (contextual factors) and also

covers the items not mastered on the pre-assessment. This assessment allows the

students to create shapes/polygons. To make a certain polygon, the students have

to know how many sides/corners the shape/polygon has. I purchased all material. I

also made sure the activities appealed to the students’ interest by allowing them to

be creative to create the shape of their choice. The lesson also focused on the

different learning styles of the students, auditory, visual, and kinesthetic.

c. To implement the lesson, I used the following materials: a Smartboard, dry

erase board. ―Math Problem of the Day‖ jar, ―Math Problem of the Day PowerPoint‖,

red marker, sheets of notebook paper, timer website www.online-stopwatch.com ,

Wasted Instruction Chart, treat jar, Student Math Journal page 143, Math Journal

basket, Home Link 7.4, Math Facts Flash Backs, 3 boxes of straw, spool of yarn,

and Math Masters page 205. Some materials were used for critical thinking skills

such as the Math Problem of the Day. The Math Problem of the Day is used to get

the students thinking about word problems and other math concepts that may or

may not be related to the concept being covered in the lesson. The Math Facts

Flash Backs is just a daily review of math facts at the end of each lesson.


d. The assessments for each lesson are planned for the teachers. Each week, we

meet with the school’s math coach and we are given specific instructions for each

lesson. I am allowed a little variation being that I am a student teacher and I also

have to meet the requirements of the FMU curriculum. Math Journal pages have to

be completed for the unit so I had the option to make them as my assessment. For

this lesson, I cleared it with the math coach to allow the students to create

polygons as their assessment. The students’ learning was assessed during the

lesson by asking them clarifying questions to ensure understanding. The students’

learning was assessed after the lesson by collecting their polygons and ensuring

they were accurately constructed.

e. The lesson is labeled ―Lesson Plan 2 Day 4‖. A copy of this lesson plan is


Lesson Plan 3, Day __8___

a. The instructional objective that corresponds with the lesson states that b y the

end of the unit, the students will be able to identify the line of symmetry in

symmetrical shapes. This lesson fully aligns with the 2007 Mathematics Standards

and the instructional objective. This lesson helped me to address specific concepts

by allowing the students to have a hands-on approach to symmetry. The students

were able to cut out their own symmetrical shape and discover the way to fold it so

that both sides of the folded line are equal. The lesson also allowed for the

students to create three different symmetrical shapes of their own creation using

construction paper and scissors. This lesson was a higher thinking activity.

b. The lesson stemmed from my pre-assessment and contextual factors because

only two students mastered the instructional objective. I wanted to create a lesson

that was hands-on and covers all learning styles. The lesson had to be interactive

but also be of interest of my students. The lesson had to hands-on and also cost

efficient. All the materials were purchased by me. I wanted an activity that would

allow the students to differ from the math journal they are required to complete at

each lesson. Although the math journal was completed for the lesson, it was an

afterthought when the lesson was complete. The lesson allow for the student to

understand the correct way to find the line of symmetry and the incorrect way to

find the line of symmetry.

c. To implement the lesson, I used the following materials: To implement the

lesson, I used the following materials: Smartboard, Dry Erase Board, ―Math

Problem of the Day‖ jar, ―Math Problem of the Day PowerPoint‖, red marker, sheets

of notebook paper, timer website www.online-stopwatch.com , Wasted Instruction

Chart, 15 pair of scissors, Math Masters page 215, several sheets of construction

paper, Activity 1, Activity 2, and Activity 3 Station signs, masking tape, and

Student Page 19. The Math Problem of the Day is used to get the students thinking

about word problems and other math concepts that may or may not be related to

the concept being covered in the lesson. The Math Facts Flash Backs is just a daily

review of math facts at the end of each lesson.

d. The students’ learning will be assessed throughout the lesson. The students will

be asked clarifying questions to ensure understanding throughout the lesson. The

students must complete the math message in which they must show the line of

symmetry of a heart. The hearts will be assessed to ensure the students are

comfortable with the concept before they are allowed to begin the exploration

activities. The students will be assessed after the lesson because the shapes they


created during the lesson will be assessed for creation of a symmetrical shape with

a line of symmetry.

e. The lesson is labeled as ―Lesson Plan 3 Day 8 ‖. A copy of this lesson plan is


Reflect on the instructional plan for the unit (Key Element 2.B): How does

this instructional plan establish a balance between grade-level academic

standards and expectations and the needs, abilities, and developmental levels of

individual students? This instructional plan establishes a balance between grade-

level academic standards and expectations and the needs, abilities, and

developmental levels of individual students by aligning all aspects together. The

instructional objectives were aligned to the 2007 Mathematic Standards. Each

lesson was designed based on the standards and the needs, abilities, and

developmental levels of the individual students. Everything is balanced because I

stemmed all of the lessons from the pre-assessment analysis and the needs of

my students from the contextual factors. The instructional plan establishes

balance because its foundation is what the students are able to do and it

expands to what that students are expected to do. The lessons for this unit build

on top of each other. Many of the lesson overlap and many concepts are

reviewed on a daily basis.

Comments/Other relevant information for Section III, Part D: The

guidelines for the unit are set by the school’s math coach. We meet with the math

coach once a week and we are told what lessons should be taught on what days.

Each Friday, the students must have a game day unless they are being tested. The

games are chosen by the math coach and they cover concepts from previous

chapters. Everyday Math is a program that reviews prior concepts in current

units.

List Attachments for Section III, Part D here:

Lesson Plan 1 Day 1, Lesson Plan 1 Assessment, Lesson Plan 2 Day 4, Lesson Plan

3 Day 8

SECTION IV: ANALYSIS OF STUDENT LEARNING

• Table:

Student

Name

Objective One

(Item 11,15,16)

Pre-

Assessment

Objective One

(Item 11,15,16)

Post-

Assessment

Objective Two

(Item

1,2,3,4,5,6,7

8,12,13,14,22,24

25,26,27)

Pre-

Assessment

Objective Two

(Item

1,2,3,4,5,6,7

8,12,13,14,22,24

25,26,27)

Post-

Assessment

Objective

Three

(Item 18,19,

20)

Pre-

Assessment

Objective

Three

(Item 18,19,

20)

Post-

Assessment

Objective

Four

(Item 17,

21)

Pre-

Assessment

Objective

Four

(Item 17,

21)

Pre-

Assessment

Objective

Five

(Item 29,

30)

Pre-

Assessment

Objective

Five

(Item 29,

30)

Post-

Assessment

Nasir

Anderson

0 out of 3 2 out of 3 0 out of 16 12 out of 16 0 out of 3 3 out of 3 0 out of 2 2 out of 2 0 out of 2 2 out of 2

Joseph 2 out of 3 3 out of 3 10 out of 16 15 out of 16 2 out of 3 3 out of 3 2 out of 2 2 out of 2 1 out of 2 2 out of 2

Comment [F95]: Assessments/handouts for all lessons should be attached, if applicable.

Barefoot

Janice

Daniels


De’Taevon

Evan


Tony

Evans

Absent 3 out of 3 Absent 15 out of 16 Absent 3 out of 3 Absent 0 out of 2 Absent 2 out of 2

Nygeria

Gregg


Emeryana

Hunt


Markazua

Jett


Jaleen

Johnson


Javari

Mitchell-

Black


Catroya

Roary


Layonna

Robinson


Cameron

Washington


Darion

Wilder

Absent Absent Absent Absent Absent Absent Absent Absent Absent absent

Xavier

Williams


• Analysis (for each objective) and why students performed this way:

Objective

Number

Mastered

Pre-

Assessment

Mastered

Post-

Assessment

Not Mastered

Post-

Assessment

Not Mastered

Post-

Assessment

Objective

One

4 12 9 2

Objective

Two

1 11 12 3

Objective

Three

0 9 13 5

Objective

Four

2 10 11 4

Objective

Five

2 12 11 2

The mastery level for each objective is as follows: objective one, the mastery

level is 100%, 3 out of 3, objective two, the mastery level is 88%, 14 out of

16, objective three, the mastery level is 100%, 3 out of 3, objective four, the

mastery level is 100%, 2 out of 2, objective five, the mastery level is 100%, 2

out of 2.

Comment [F96]: This student was absent on both pre and post test?

Comment [F97]: This table is not needed if the above is coded correctly.

I

• Student work that is attached that supports this analysis (be specific):

Nasir Anderson's Pre-Test

Xavier Williams' Pre-Test

Nasir Anderson's Post-Test

Xavier Williams's Post Test

Individuals

• Description of subgroup: For my subgroup, I chose Nasir Anderson and

Xavier Williams. I chose them because they are both male and they share a lot

of commonalities. They are both from an impoverished neighborhood and they

live below the poverty line. Xavier lives with his grandparents and Nasir is

being tested for special services.

• Two objectives selected and why: I selected to compare objective two and

objective five. I selected objective two because it an objective that was

covered in kindergarten and I selected objective five because it is a new

concept introduced for the first time in this unit. These two objectives will

allow me to show how variety and hands-on lessons can enhance the learning

of impoverished students.

• Table:

Student

Name

Objective Two

(Item

1,2,3,4,5,6,7

8,12,13,14,22,24

Objective Two

(Item

1,2,3,4,5,6,7

8,12,13,14,22,24

Objective

Five

(Item 29,

30)

Objective

Five

(Item 29,

30)

Comment [F98]: The directions require that the student identifies what is attached and specifically why. In other words, what should you see when you open the pretest? What part is used to support statements made. If the candidate does not tell you this, then they cannot receive credit for supporting their analysis. Also, No Analysis was actually made. The table is not acceptable.

Comment [F99]: Student work is REQUIRED and is used to support the analysis.

Comment [F100]: The directions require that the candidates pick at least one higher level objective, so this should be part of the description.

25,26,27)

Pre-

Assessment

25,26,27)

Post-

Assessment

Pre-

Assessment

Post-

Assessment

Nasir

Anderson

0 out of 16 12 out of 16 0 out of 2 2 out of 2

Xavier

Williams

10 out of 16 15 out of 16 2 out of 2 2 out of 2

• Analysis (comparing results for each of the TWO selected unit objectives for

this subgroup) and why students performed this way: For the Pre-Assessment,

Nasir did not answer any questions correctly. He told me that he did not know

how to complete any of the work and he turned in a blank test. For the Pre-

Assessment, Xavier scored 10 out of 16 for objective two and 2 out of 2 for

objective five. For the Post-Assessment, Nasir scored 12 out of 16 for objective

two and 2 out of 2 for objective five. Xavier scored 15 out of 16 for objective

two and 2 out of 2 for objective five. I think the students performed the way

they did because the lessons were designed for all learning styles and all

development levels. Nasir does not always complete his work. If he feels

confident, he will complete it but if he doesn’t, then he will leave answers

blank or just write something down. For Math Journal page 138, Nasir

completed the page but we only covered the concept shown in box one for the

lesson. Everyday Math brings in concepts from other chapters also. Nasir did

not correctly answer any of the other questions correctly. For Math Journal

page 138, Xavier answered all of the questions correctly. For Math Journal

page 140 and 141, Nasir worked hard and only missed two questions on the

Comment [F101]: What is the mastery level? You should not have to go back to see this.

assessment. Xavier worked hard also and got all of the questions correct. Nasir

performed the way he did on the assessment because I made sure the

concepts for the chapter were being covered. It is easy to get lost and allow

the other concepts in the math journal to overpower the lesson.

• Student work that is attached that supports this analysis (be specific):

Nasir’s Math Journal page 138

Nasir’s Math Journal page 140 and 141

Xavier’s Math Journal page 138

Xavier’s Math Journal page 140 and 141

Reflect on the summative feedback (Key Element 3.C): How did you

determine the relationship between student performance data and the grades (or

other performance indicators) that you assigned to the students? I determined

the relationship between student performance data and the grades that were

assigned to the students by viewing the results of the post-assessment analysis.

The grades were based on the point system. The students could earn 43 points

on the test. Each part of the question counted as one point. Some questions had

multiple parts. This allow for each answer to be weighted 1 point. The student

performance and the grade were determined also by how well the students

performed. The lowest grade on the post-assessment was a 79. The grades were

determined by how much of the objective was mastered.

Comment [F102]: Analysis should address the results and discuss what was effective/not effective and why.

Comment [F103]: Specific? What do these show? The part to review should be referenced in the previous narrative.

Comments/Other relevant information for Section IV: The pre and post

assessement are five pages each. I got the message that only ten files can

be attached per section. I included Math Journal pages 138, 140, and 141

for Nasir. It would only allow me to add Nasir's Post Test (all five pages

and the first two pages of his pre-assessment). His pre-assessmenet is

completely blank. It would not allow me to upload any information for

Xavier.

List Attachments for Section IV here:

All students Pre and Post Assessments

Nasir Anderson Pre-Test page 1; Nasir Anderson Pre-Test page 2 ; Nasir Anderson Pre-Test page 3 ;

Nasir Anderson Pre-Test page 4 ; Nasir Anderson Pre-Test page 5 ; Nasir Anderson's Post-Test page 1 ;

Nasir Anderson's Post-Test page 2 ; Nasir Anderson's Post-Test page 3 ; Nasir Anderson's Post-Test

page 4 ; Nasir Anderson's Post-Test page 5 ; Xavier Williams' Pre-Test page 1 ; Xavier Williams' Pre-

Test page 2 ; Xavier Williams' Pre-Test page 3 ; Xavier Williams' Pre-Test page 4 ; Xavier Williams'

Pre-Test page 5 ; Xavier Williams' Post-Test page 1 ; Xavier Williams' Post-Test page 2 ; Xavier

Williams' Post-Test page 3 ; Xavier Williams' Post-Test page 4 ; Xavier Williams' Post-Test page 5 ;

Nasir’s Math Journal page 138 ; Nasir’s Math Journal page 140 and 141 ; Xavier’s Math Journal page 138 ; Xavier’s Math Journal page 140 and 141

SECTION V: REFLECTION AND SELF-ASSESSMENT

a. For this unit, I used many different types of instructional strategies. I

used technology, pencil and paper, and exploration and discovery. The students

Comment [F104]: Candidates were given directions on how to include more attachments, but this should not be necessary if specific attention is given to selecting examples that clearly support statements made.

Comment [F105]: Where each of these was discussed was not evident (not referenced)

Comment [F106]: Here is where we are looking for the candidate’s learning. Did he/she learn what was effective and what wasn’t? What works and what doesn’t? SPECIFIC EXAMPLES should be provided and attached. See handbook for specific tasks, but you are looking for discussions for EACH objective.

worked together in cooperative groups with many of the lessons/activities. The

students worked together when creating polygons, working with pattern-block

templates, sorting attribute blocks. The students also had exploration and

discovery activities in which they had to figure out on their own how to do different

activities. These activities contributed most to the students learning because

children learn a lot from each other. They want to do things because their peers

can do them. They also like to learn things on their own because it gives them a

sense of pride that they can accomplish a task without the help from a teacher. It

also makes them rely on themselves which enhances critical thinking.

b. The greatest barriers that I had to face to achieve learning results were

students’ absences, limited control, and special services testing. I had to deal with

the many students being absent on a regular basis. It is hard to try to teach a

lesson and then have to find extra time in the day to bring students who were

absent up to speed. I also had to deal with limited control. This is North Vista’s first

year using the Everyday Math program so they are sticking to the book. Each

week, the teachers meet with the math coach for the weekly plan. The teachers

plan the lesson but you have to use exactly what the book tells you to use. I was

allowed to defer from the plan just a little but I wasn’t able to show myself or my

true style of teaching for the unit.

c. To improve student learning, I would eliminate the amount of workbook

pages they are required to do. The students in this class learn better by interacting

with one another. I would implement centers and interactive games that would

allow the students to socialize about the subject of math. This will allow the

students to love what they are doing and not just feel that it is a chore. Many

students would groan or grumble when I would ask them to take out their math

journals. Being that I was allowed to defer from the plan just a little showed me

how much the students would enjoy constant hands-on experiences.

Reflect on the findings of the formative analysis (Key Element 2.C): Did you need

to adjust your unit plan, or do you foresee the need to make adjustments to future

unit plans for these students? Why or why not? I needed to adjust some of the

lessons in the unit plan because it took a while for the students to grasp certain

concepts. I would have to begin math calendar time a little early to make sure I

covered all the material that was expected to be covered. In many lessons, items

were cut from the lesson plan because the time did not permit for them to be done.

The students take longer than average students grasping new concepts.

B. Instructor Effectiveness:

a. To meet the work sample standards, I thoroughly reviewed my clinical

practice handbook. I read the ADEPT Guidelines for Teacher Education Programs

for each section as I worked on the work sample. I wanted to make sure that I was

answering exactly what I was being asked. I also sought help from my Cooperating

Teacher and former student teacher candidates. When I was not sure of an answer,

I sought help from the Mrs. Brandis. My performance on the standards impacted

the learning of my students by making me go the extra mile to ensure I gave my

students all the information that I was taking in a I was reading what was required

of me. I consider myself to be a sponge. I soak up information and then I squeeze

it out. This impacts the students learning because I give them everything I know

on a subject. I just make sure I tell them in a manner that they can understand.

b. The one skill that would improve my performance on these standards

is time management. I have serious trouble with managing my time efficiently. I

am working hard to master this skill by the end of my student teaching. I find that

I often stretch myself thin with too many activities that I don’t allow myself time

enough to give my best. I found myself reviewing lessons before class instead of

the day before. I could deliver with no problem but I think I would have been

better prepared if I would have allowed for more preparation time. Not allowing

enough preparation time takes away from the learning of the students.

c. From teaching this unit, I learned that either the students are not

grasping concepts that are being taught in previous grades or they are not

retaining the information. Many of the concepts from this unit were covered in

kindergarten. I do understand that kindergarten maybe the first time some

students may have entered school but the information is not being carried over to

the next grade. I only introduced one completely new instructional objective but I

had students getting questions wrong on the pre-assessment as if they had never

saw the information before. My goal for teaching this unit was to make sure the

students remembered what was being taught. (See 2007 Mathematics Standards).

C. Your professional learning goals based on what you have learned from this

unit:

1. I will enhance the students learning by providing immediate feedback. Every night, the students are required to complete homework and the homework is checked and filed away. I will provide the students with a review of the homework so they can ask questions

Comment [F107]: Are these goals clearly related to this unit or are they generic in nature?

for problems they don’t understand. I will also go over test at the completion of them so students will have an idea of how well they did before their paper is returned.

2. I will communicate any concerns and questions to appropriate facilitator. I had many concerns about the effectiveness of the Everyday Math program but I just ignored my gut feeling and kept on planning as I was told. I have learned that there is an appropriate way to relay information without being pushy. I will begin asking questions for things I don’t understand so that I can be a part of the solution and not a part of the problem.

3. I will create a positive learning environment for all students. Many children

of poverty come to school with a lot of outside problems on their mind. My

goal is to make the students comfortable from the time they walk in the door

to the time they leave. I want to make them so comfortable that they forget

what was on their mind before they entered the door because they are

engaged in fun, exciting learning.

Comments/Other relevant information for Section V:

List Attachments, if applicable, for Section V here:

2007 Mathematics Standards

Comment [F108]: How did the standards support student learning and instructor effectiveness? Others should have been discussed/used, including student work.

grade level(s)/subject area(s): 1st grade/math

Documents