Teacher Work Sample 1 1

TEACHER WORK SAMPLE
9/20/13
TEACHER WORK SAMPLE
CONTEXTUAL FACTORS
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Gender
Male 43% Female 57%
FIGURE 1
Figure 1 represents the percentage of the gender of the classroom. There are 23 students total, 13 or 57% female and 10 or 43% male.
Race
4% 9% Caucasian Hispanic/Mexican African American 74% Native American
13%
FIGURE 2
Figure 2 shows the percentages of the various races in the class. There are 17 Caucasian students, 3 Hispanic students, 2 Native American students, and 1 African American student.
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Language Proficency
25 20 15 10 5 0 Series 1 English 22 Spanish 2 Shoshone 1
FIGURE 3
Figure 3 represents the number of languages spoken fluently in the classroom and how many students speak each language. 22 out of the 23 students speak English fluently. Two students, who are bilingual, fluently speak Spanish. One student is an ESL student who speaks Shoshone fluently.
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Ability Groups
Below level On level above level 10 9 8 7 6 5 6 5 8 8 7 6
Reading
Math
Science
Writing
FIGURE 4
Figure 4 demonstrates how many students are below level, on level, and above level in reading, math, science, and writing. In reading, 7 students are below level, 8 are on level, and 6 are above level. In math, 8 are below level, 8 are on level, and 5 are below level. In science, 7 students are below level, 9 are on level, and 6 are above level. Finally, in writing 7 students are below level, 9 are on level, and 6 are above level.
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Exceptionalities
5 4 3 2 1 0 Series 1 High Ability 5 Special Education 4 Chronic Migraines 1 ADHD 3 Speech 3
FIGURE 5
Figure 5 shows the different exceptionalities found in the class. One male student has ADHD and is in special Education for math, writing and language Arts. He is also easily angered and struggles socially. There are three other students who go to special Education for writing, language arts and math. All three are female. One of those is the only ESL student in the class. Another also goes to speech. The last one has a hard time attending school and has missed months of school before. The class also has five high ability students but no recognized GIFTED students. ALL are high ability in every content subject. One student in the class has chronic migraines and has to constantly be taking medication and drink large amounts of water; If his gets a migraine heis no longer able to focus in school. Two other males in the class have been diagnosed with ADHD. One of those males also goes to speech to help with his lisp. Finally, there is another male student who goes to speech to help him with his stutter.
SUBGROUPS
After reviewing the information gathered from these contextual factors, I have identified 5 subgroups which are: those in special education, low level students, ADHD students, on level students, and high level students. I felt that grouping the students this way helped me to make modifications in the most beneficial way.
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MODIFICATIONS/ ACCOMMODATIONS:
Special Education: One modification I always make is to read assessments out loud to them. I also try to pair them up with on level students to help challenge their thinking and add to their discussion. I also try to give them plenty of opportunities to do hands on activities. Low-level students: I also read the assessments to my low students (unless it is not allowed). I partner them up with higher leveled students to challenge their thinking. I also give them plenty of opportunities to explain their thinking. Finally, I allow them to have plenty of opportunities for hands on activities and to use manipulatives. On-level students: I work with my on-level students daily and allow them to work with high level students for a challenge in discussion. I also give them opportunities to tutor lower students. I give them opportunities to choose projects and topics. They are given plenty of opportunities for hands on activities and are able to use manipulatives often. High-level students: I work with the high-level students on a daily basis and challenge them every day by allowing them to do a lot of discovery learning where they are left to try and figure some of the problems out on their own. I also teach them enrichment activities in math to push their skills a little further. I give them opportunities to be project managers and give them choice. ADHD students: to help accommodate for my ADHD students, I give them opportunities to use manipulatives and experiment with hands on activities. I also teach math and language arts with centers (so that there is plenty of movement and only a small amount of whole group instruction). This makes it so that they are only focusing for about 15 minutes, and then moving on to something else. I also let them run the track right before they have to focus on a test or anything that is going to take them more than 15 minutes so that they have an easier time focusing.
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Unit Plan
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE Elementary Semesters 3 & 4
Teacher Candidate: Camille Osness Grade Level: 5th Grade Content Area: Science
Step 1 DESIRED RESULTS

A. Contextual Factors
Contextual Factors: There are 23 students in the classroom, 10 are boys and 13 are girls. 4 are pulled out for special ed. for math, reading, and writing. 3 students are pulled out for speech. 76% of the class has free or reduced lunch. 1 student has chronic migraines and cannot focus when he gets them. 3 students are diagnosed with ADHD. There are also 5 high ability students in all content areas. There are 17 Caucasian students, 3 Hispanic students, 2 Native Americans, and 1 African American student. There are two bilingual students who speak English and Spanish. There is also one ESL student whose native language is Shoshone. The school is a Title 1 School. The school is also a Leader in Me School.
B. Utah State Core or Common Core Curriculum Standard
Standard 2: Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1: Describe how weathering and erosion change Earths surface. a. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). b. Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water). c. Explain the relationship between time and specific geological changes.
C. Enduring Understanding/Big Idea
Weathering, erosion, and deposition change Earths surface.

D. Essential Questions/Guiding Questions

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What is erosion? What are the major causes of erosion? What is weathering?
TEACHER WORK SAMPLE
What are the major causes of weathering? What happens when glaciers slowly move down a mountain? What process creates new sand in a desert? How do plants prevent soil erosion? What is the major cause of weathering and erosion? What is sediment? Why are costal beaches shrinking? What is deposition? What is the difference between physical weathering and chemical weathering? What is ice wedging? What is sand? What does water erosion create? What does water weathering create? What do glaciers make? Understand the processes and forces that weather and erode Earths surface Understand how geological features are changed through erosion Understand the relationship between time and specific geological changes Understand the difference between weathering and erosion Learn the role of deposition Identify the objects, forces, or processes that weather and erode earths surfaces. Describe how geological features are changed through erosion Explain the relationship between time and geological changes.
E. Concepts
F. Skills
Step 2 ASSESSMENT EVIDENCE

1. Pre-Assessments For my pre-assessment I will give the 5th Grade Reshaping of Earths Surface assessment that Washington County School District requires (attached). The students will also fill out a t-chart on weathering and erosion with all the background knowledge they already have before I teach the unit. 2. Formative Assessments/Evidence Weathering, erosion, and deposition sorting activity Types of weathering graphic organizer Discussions about previous day topic
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Erosion paragraphs Score on Shape it Up Observation and experiment packet Observations of them working on presentations Listening to all discussions presentations
3. Summative Assessments/Evidence For my summative assessment I will give the 5th Grade Reshaping of Earths Surface assessment that Washington County School District requires. This assessment is required for their report card by the district.
Step 3 Lesson Objectives with Instructional Strategies Lesson 1 Objective: Understand and write about the differences between weathering, erosion, and deposition. Give pre-test Students will learn the basic definitions and differences of weathering, erosion, and deposition. Look at pictures of local landforms and have discussions Watch brainpop video Assessment: Students will be given real life scenarios, and decide whether deposition, weathering, or erosions occurs and then sort the scenarios accordingly. Lesson 2 Objective: understand and write about the difference between chemical and physical weathering. Show Brain Pop video about the different types of weathering Go through PowerPoint explaining the difference between chemical and physical weathering and the factors they include. Have students fill out a graphic organizer to go with the PowerPoint Assessment: Students will turn in their graphic organizer at the end of the lesson. Lesson 3 Objective: Discuss and write about how wind, waves, gravity, and glaciers erode the earth. Bill Nye video Shape it up game Discussion on what each force does to the earth Assessment: Students will write two paragraphs on wind, waves, gravity, and glaciers erode the earth. Lesson 4 Objective: Discuss and write about their observations from each
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station and how it relates to weathering and erosion. 5 of the experiments on wind erosion, soil erosion, chemical weathering, and sand erosion Assessment: The observation and experiment packet Lesson 5 Objective: Discuss and write about their observations and share conclusions with others. The other five experiments on rust, sediments, mechanical weathering, plant roots, and ice wedging Assessment: The observation and experiment packet Lesson 6 Objective: Teach the class about your element and how it erodes and weathers, also what it creates. Teach PowerPoint Give them time to research Assessment: Group presentation
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Lesson Plans
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Weathering and Erosion Introduction (Lesson 1) CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: There are 23 students in the classroom, 10 are boys and 13 are girls. 4 are pulled out for special ed. for math, reading, and writing. 3 students are pulled out for speech. 76% of the class has free or reduced lunch. 1 student has chronic migraines and cannot focus when he gets them. 3 students are diagnosed with ADHD. There are also 5 high ability students in all content areas. There are 17 Caucasian students, 3 Hispanic students, 2 Native Americans, and 1 African American student. There are two bilingual students who speak English and Spanish. There is also one ESL student whose native language is Shoshone. The school is a Title 1 School. The school is also a Leader in Me School. Classroom environment: There is an Elmo and a smartboard, the desks are arranged in groups for discussion and student collaboration, there are three other tables around the room used for small groups and centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Understand and write about the differences between weathering, erosion, and deposition. a. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away: Students will discuss, write, and listen as they learn the difference between weathering, erosion, and deposition. (SIOP1-Content objectives, 2-Language objectives) Vocabulary: weathering, erosion, deposition (SIOP 9-Key vocabulary)
ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will discuss and write down what they remember about weathering and erosion
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Read the pretest questions to special ed.
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TEACHER WORK SAMPLE Students will discuss the various factors that cause landforms to form Students will add to their t-chart. Students will be able to differentiate between weathering, erosion, and deposition by grouping the cards correctly
students.
Content and Language Walk-Away Evidence (Summative):
Students will write their definitions and be able to sort examples of weathering, erosion, and deposition. Approx. ACTIVE LEARNING PLAN Time 15 min.
Pre-Test To begin my unit, give the students a pre-test that was created by the district.
10 min.
Activate/Building Background Knowledge Begin the lesson by giving my students the weathering and erosion t-chart and ask them to write out everything they know about weathering and erosion. Then they will share what they know with their table buddies. (SIOP 7-Linked to background, 8-Linked to past learning) Formative assessment: Learning Goal Students will write down and share what they know about weathering and erosion. Success Criteria Students will discuss and write down what they remember about weathering and erosion. Assessment Strategy I will listen to students discussions and read their tcharts.
20 min.
Focus Lesson (I do it) Then define the difference between weathering, erosion, and deposition and I will have students write down the definitions. Then we will go through the Prezi presentation where they will look at beautiful landforms all over the state of Utah and discuss what they believe caused the landforms to be that way. They will discuss this in pairs. (Think-Pair-Share). (SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16-Opportunity for interaction, 17Grouping supports objectives) Formative Assessment: Learning Goal Students will discuss the various factors that cause Success Criteria Student will discuss their ideas with a partner. Assessment Strategy I will listen to discussions.
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TEACHER WORK SAMPLE landforms to form
Modification/accommodations: Give my low students written definitions.
Guided Instruction (We do it)
10 min.
We will watch a study jam on weathering and erosion to help them to better understand the difference between weathering and erosion. Then students will add to their t-charts what they learned during the video. Formative Assessment: Learning Goal Students will learn and add to what they know about weathering and erosion. Success Criteria Students will add to their tchart. Assessment Strategy I will check that they are adding to their t-charts.
10 min.
Collaborative/Cooperative (You do it together) Students will then play a game at their tables where they have to decide between weathering, erosion, and deposition. (SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities) (SIOP 20-Hands-on materials, 21-Activities to apply content/language knowledge)
Formative Assessment: Learning Goal Students will be able to differentiate between weathering, erosion, and deposition Success Criteria Students will group the various cards correctly. Assessment Strategy I will check their answers to their games.
Modification/accommodations: Low students will be partnered with on-level students
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5 min.
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.)
Ask students to explain the difference between weathering, erosion, and deposition one more time. (SIOP 27-Review vocabulary, 28-Review concepts)
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Types of Weathering (Lesson 2) CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Understand and write about the differences between weathering, erosion, and deposition. b. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away. Teach
the class about your element and how it erodes
and weathers, also what it creates (SIOP1-Content objectives, 2-Language objectives)

Vocabulary: weathering, erosion, and deposition (SIOP 9-Key vocabulary)

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Reviewing what they remember and talking about any misconceptions
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TEACHER WORK SAMPLE they had before that lesson Discussions about the difference between chemical and physical weathering Discussion and writing on their graphic organizer Adding to their graphic organizer
Content and Language Walk-Away Evidence (Summative): Students turned in graphic organizer and their final discussion with a partner.
Approx. ACTIVE LEARNING PLAN Time 5 min.

Activate/Building Background Knowledge Review everything we have talked about in this unit and then play the second brain pop video to help review. (SIOP 7-Linked to background, 8-Linked to past learning) Formative assessment: Learning Goal Students will discuss what they remember about weathering, erosion, and deposition and any misconceptions they might have had. Success Criteria Students will discuss with a partner what they remember. Assessment Strategy I will listen to students discussions.
Focus Lesson (I do it) Pass out types of weathering graphic organizers to each student. Then go over the difference between a chemical and physical change (use the example of mixing a salad verses baking a cake). Explain that our land goes through physical and chemical changes all the time called weathering, Then have students read aloud the different factors that are involved for physical weathering (animals, abrasions, plant roots, ice, and release of pressure) and chemical weathering (water, oxygen, carbon dioxide, living organisms, and acid rain). Have students share with a partner the difference between chemical and physical weathering. (SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Success Criteria Assessment Strategy
10 min.
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TEACHER WORK SAMPLE Students will discuss the difference between chemical and physical weathering. Student will discuss their ideas with a partner. I will listen to discussions.
Modification/accommodations: Partner my low students with on level students. Ask higher students to give an example of each.
20 min.
Then go through the PowerPoint that goes over each factor for chemical and physical weathering. Have students write a summary of what happens under each label on the graphic organizer. Formative Assessment: Learning Goal Students will learn and write in their graphic organizer. Success Criteria Students will write in their graphic organizer. Assessment Strategy I will check their graphic organizers periodically.
Collaborative/Cooperative (You do it together) Students will review each factor with a previously assigned partner and to their graphic organizer. When they are finished I will collect their graphic organizers. (SIOP 4Supplementary materials, 5-Adaptation of content, 6-Meaningful activities) (SIOP 20-Handson materials, 21-Activities to apply content/language knowledge)
5 min.
Formative Assessment: Learning Goal Students will discuss and add to their graphic organizers. Success Criteria Students will discuss and write. Assessment Strategy I will listen to discussions and check their graphic organizers.
Modification/accommodations:
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TEACHER WORK SAMPLE Low students will be partnered with on-level students, some on level will partnered with high students.
5 min.
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have students participate in a think-pair share where they tell their partner what factors create physical weathering and factors create chemical weathering. (have lower partner start) (SIOP 27-Review vocabulary, 28-Review concepts)
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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TEACHER WORK SAMPLE
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Factors of Erosion (Lesson 3) CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Understand and write about the differences between weathering, erosion, and deposition. c. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away: Discuss and write about how wind, waves, glaciers erode the earth. (SIOP1-Content objectives, 2-Language objectives) Vocabulary: erosion, gravity, glaciers (SIOP 9-Key vocabulary)
gravity, and

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Review concepts with a partner Discuss what you learn in the video
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TEACHER WORK SAMPLE Game being played
Students paragraph about how glaciers, gravity, wind, and waves erode the earth. Approx. ACTIVE LEARNING PLAN Time
Activate/Building Background Knowledge Have students discuss with a partner what we have talked about so far in the unit. Then, have students write a two paragraph response to the following questions: what is the difference between chemical and physical weathering and give examples, explain what weathering, erosion, and deposition are and how they work together to change earths surfaces. (SIOP 7-Linked to background, 8-Linked to past learning) Formative assessment: Learning Goal Students will review with a partner what we have already learned and then write a response to answer the questions. Success Criteria Students will discuss and write down responses. Assessment Strategy I will listen to students discussions and read their responses.
15 min.
20 min.
Focus Lesson (I do it) Discuss the four main factors of erosion (waves, wind, gravity, and glaciers and how they contribute to erosion. Then play the Bill Nye video on erosion (remember to stop frequently to go over concepts and clarify) Then have students (think-pair-share) and talk about what they learned in the video.(SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Students will discuss what they learned in the video. Success Criteria Student will discuss their ideas with a partner. Assessment Strategy I will listen to discussions.
Modification/accommodations: Have my low students listen first and then share.
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TEACHER WORK SAMPLE
Guided Instruction (We do it) Have students work in teams and play the game shape it up where they have to decide what element/factor was used to create the landform. They also have to decide how long it took to create the picture.
10 min.
Formative Assessment: Learning Goal Students will play the game with a small group. Success Criteria Students will participate in playing the game. Assessment Strategy I will check them playing their game.
Modification/accommodations: Low students will be put in separate teams Independent (You Do it Alone) Have students write how glaciers, gravity, wind, and waves cause erosion. Closure/Review of walk-aways, vocabulary, and essential questions
5 min.
(Note: Closure includes student interactions, reflection, and/or demonstrations.) Have students explain to you how waves, wind, glaciers, and gravity erode the earth.
2 min.
(SIOP 27-Review vocabulary, 28-Review concepts)
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
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TEACHER WORK SAMPLE engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Weathering and Erosion Experiments Day 1 (Lesson 4) CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Describe how weathering and erosion change Earths surface. d. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away: Students will discuss and write about their observations from each station and how it relates to weathering and erosion. (SIOP 1-Content objectives, 2-Language objectives) Vocabulary: chemical weathering, physical weathering, wind erosion, and soil erosion (SIOP 9-Key vocabulary)

have learned the Walk-Away?)
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TEACHER WORK SAMPLE Formative Evidence (checking for understanding throughout the lesson): Students will discuss what they remember about weathering and erosion Students will discuss their observations
Students will write their observations and responses to guiding questions for each station. Approx. ACTIVE LEARNING PLAN Time 5 min.
Activate/Building Background Knowledge Begin the lesson by asking students what weathering and erosion is and quickly review what we talked about last time. (SIOP 7-Linked to background, 8-Linked to past learning) Formative assessment: Learning Goal Students will discuss what they remember about our first lesson in the unit. Success Criteria Students will discuss what they remember about weathering and erosion. Assessment Strategy I will listen to students discussions.
Focus Lesson (I do it) Go over the objective and the vocabulary words. Then go over the procedures and expectations for the various stations. Students will then move to various stations where they will discover and learn different concepts about weathering and erosion based on experiments. (SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Students will discuss the various vocabulary words. Success Criteria Student will discuss their ideas with a partner. Assessment Strategy I will listen to discussions.
10 min.
Collaborative/Cooperative (You do it together) Students will then rotate between 5 different stations where they will do an experiment and see how the various factors affect rocks and landforms. The will see what soil erosion looks
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TEACHER WORK SAMPLE like, what chemical weathering does, how roots help hold soil. Students will not be allowed to be at a station with more than 3 people. The students will then thoroughly discuss what observations they see happening during the experiment with their group. (SIOP 4Supplementary materials, 5-Adaptation of content, 6-Meaningful activities) (SIOP: 20-Handson materials, 21-Activities to apply content/language knowledge)(SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Students will make observations on various experiments and discuss them with their group Success Criteria Students will discuss their observations. Assessment Strategy I will listen to students discussions and ask guiding questions to help further their observations.
40 min.
10 min.
Independent (You do it alone) Student will record their observations and write thoughtful responses to guiding questions that go along with each station.
5 min.
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Ask students how we met our objective and then review the vocabulary. (SIOP 27-Review vocabulary, 28-Review concepts)
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
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TEACHER WORK SAMPLE Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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TEACHER WORK SAMPLE
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Weathering and Erosion Experiments Day 2 (Lesson 5) CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Describe how weathering and erosion change Earths surface. e. Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away: Students will discuss and write about their observations from each station and how it relates to weathering and erosion. (SIOP 1-Content objectives, 2-Language objectives) Vocabulary: chemical weathering, physical weathering, wind erosion, and soil erosion (SIOP 9-Key vocabulary)

have learned the Walk-Away?)
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TEACHER WORK SAMPLE Formative Evidence (checking for understanding throughout the lesson): Students will discuss what they remember about weathering and erosion Students will discuss their observations
Students will write their observations and responses to guiding questions for each station. Approx. ACTIVE LEARNING PLAN Time 5 min.
Activate/Building Background Knowledge Have students tell a partner about one experiment they did the previous day and how it connects to weathering and erosion. (SIOP 7-Linked to background, 8-Linked to past learning) Formative assessment: Learning Goal Students will discuss one of the experiments from the previous day. Success Criteria Students will discuss one of the experiments. Assessment Strategy I will listen to students discussions.
Focus Lesson (I do it)
10 min.
Go over the objective and the vocabulary words. Then go over the procedures and expectations for the various stations. Students will then move to various stations where they will discover and learn different concepts about weathering and erosion based on experiments. (SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Students will discuss the various vocabulary words. Success Criteria Student will discuss their ideas with a partner. Assessment Strategy I will listen to discussions.
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TEACHER WORK SAMPLE Collaborative/Cooperative (You do it together)
40 min.
Students will then rotate between 5 more different stations where they will do an experiment and see how the various factors affect rocks and landforms. The will see what soil erosion looks like, what chemical weathering does, how roots help hold soil. Students will not be allowed to be at a station with more than 3 people. The students will then thoroughly discuss what observations they see happening during the experiment with their group. (SIOP 4Supplementary materials, 5-Adaptation of content, 6-Meaningful activities) (SIOP: 20-Handson materials, 21-Activities to apply content/language knowledge)(SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Formative Assessment: Learning Goal Students will make observations on various experiments and discuss them with their group Success Criteria Students will discuss their observations. Assessment Strategy I will listen to students discussions and ask guiding questions to help further their observations.
10 min.
Independent (You do it alone) Student will record their observations and write thoughtful responses to guiding questions that go along with each station.
5 min.
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Ask students how we met our objective and then review the vocabulary. (SIOP 27-Review vocabulary, 28-Review concepts)
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
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TEACHER WORK SAMPLE Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Camille Osness Grade Level: 5th Grade Title: Weathering and Erosion Projects (Lesson 6) CONTEXTUAL FACTORS (classroom factors)
to do?) State Standard/Objective: Standard 2 Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. Objective 1 Identify the objects, processes, or forces that weather and erode Earths surface (e.g., ice, plants, animals, abrasion, gravity, water, wind). (SIOP 3-Content appropriate) Content and Language Walk-Away: Students will discuss, write, and listen as they learn the difference between weathering, erosion, and deposition. (SIOP1-Content objectives, 2-Language objectives) Vocabulary: weathering, erosion, deposition (SIOP 9-Key vocabulary)

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Content and Language Walk-Away Evidence (Summative):
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Approx. ACTIVE LEARNING PLAN Time

Activate/Building Background Knowledge Have students do a fan and pick with the group to answer questions about concepts we have already learned. (SIOP 7-Linked to background, 8-Linked to past learning)
10 min.
Formative assessment: Learning Goal Students will answer questions to their group and listen to each others responses. Success Criteria Students will answer questions to their group and listen to each others responses. Assessment Strategy I will listen to students discussions.
Focus Lesson (I do it) Assign high students to be project managers and assign them ice, wind, water, or earthquakes and volcanoes. Once groups have been assigned, explain that they are going to learn about their topic and teach the class. In their presentation they will have to tell the class whether that element erodes, weathers, or both and how. Also, what landforms can it make and how. I will explain that they must use a PowerPoint to present their information but they can also do something else if they want. I will supply them with websites to research and a book from national geographic on their topic. (SIOP 10-Appropriate speech, 11-Clear explanation) (SIOP 16-Opportunity for interaction, 17-Grouping supports objectives) Modification/accommodations: High students are project managers, low students will be in separate groups
20 min.
40 min.
We will go into the computer lab and learn PowerPoint and how to research. Then I will give them time to research and play around with PowerPoint. Formative Assessment: Learning Goal Students will learn how to create a PowerPoint and research their topic. Success Criteria Students will learn how to create a PowerPoint and research their topic. Assessment Strategy I will help them research and work with PowerPoint.
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TEACHER WORK SAMPLE
Collaborative/Cooperative (You do it together)
40 min.
Students will work together as a group to create a presentation for the class. They will work together to research and to create a PowerPoint in addition to whatever else they decide. (SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities) (SIOP 20Hands-on materials, 21-Activities to apply content/language knowledge)
Formative Assessment: Learning Goal Students will collaborate as a team to create presentations. Success Criteria Students will work as a group to create presentations. Assessment Strategy I will listen and help guide groups as they work with each other.
Independent (You do it alone)
30 min.
Students will teach the class about their topic and the students fill out take notes on the other presentations. Closure/Review of walk-aways, vocabulary, and essential questions Have students share with their table what they learned from their peers. Ask students to explain the difference between weathering, erosion, and deposition one more time. (SIOP 27-Review vocabulary, 28-Review concepts)
5 min.
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
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TEACHER WORK SAMPLE Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
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Analysis
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Pre and Posttest Scores

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Pre-Test Posttest
Student 4
Student 5
Student 1
Student 2
Student 3
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
FIGURE 6 Figure represents all students scores on the pre and posttests. All students improved their scores and only two of the twenty-three students scored less than 80% on their posttest. On average, the class scored 50% on the pretest and 93% on the posttest. On the pretest, two students scored 29%. Four students scored 36% and 6 students received 43%. In addition, on student scored 50% and 4 received 57% percent on the pretest. 64% was the score of four students and on student scored a 71%. Finally, one student received an 86% on his pretest. On the posttest, two students received a 78% and 6 received an 86%. Additionally, 6 students scored a 93%. Finally, 8 students received 100%. Although this was only the pre and post assessment scores for the unit, these findings are supported by other formative assessments gathered throughout the unit. When the unit first began, some students had a brief understanding of the concepts but most students had no background knowledge of the concepts. After the first lesson, every student was able to explain what weathering, erosion, and deposition are and be able to apply him or her to real life scenarios.
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Student 13
Student 23
TEACHER WORK SAMPLE
Sub Groups Average Scores

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Pretest Posttest Class 50% 93% Special Ed. 38% 86% Low Level 51% 86% On Level 43% 91% High Level 61% 99% ADHD 50% 93%
FIGURE 7 On average, the class scored 50% on their pretest and 93% on their posttest. In contrast, the students who are in special education averaged a 38% on their pretest and an 86% on their posttest. They scored 12% less than the whole class average on the pretest and 7% less on the posttest. On average, they increased their score by 48%. This subgroup took a little longer than other students to grasp the concepts completely, which was evident when they were working with groups to sort through scenarios and decide if it was weathering, erosion, or deposition. But, as the lessons became more interactive and hands on, they began to understand the concepts and this was evident in formative assessments. Thus, they were able to increase their scores. In contrast, the low level students received an average score of 51% on the pretest, which was 1% greater than the class average. They also received 86% on their posttest, which was the same as the students in special education. These students were similar to the students in the special education sub group because they struggled with the content but increased their knowledge each lesson and by the end of the unit did really well on the post assessment. The on level students received an average score of 43% on the pretest, which was 7% less than the class average. Then they received an average score of 91% on their posttest. This group picked up on the concepts rather quickly, which was obvious
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in the assessments. They also understood the concepts before the special education and low-level sub groups. The high-level sub group received an average score of 61% on the pretest, which is 11% more than the class average. Then received an average score of 99% on the posttest increasing their score by 38%. Also, scoring 6% more on the posttest then the class as a whole. This group understands the concepts quickly. They also were able to help mentor the lower students and work as project managers where they served as leaders and help organize and collaborate their group to teach the class. The final sub group is the ADHD students. This group scored an average of 50% on the posttest, which was the same score as the class average. They then scored a 93% on the posttest, which were a 43% increase and the same score as the class average. I believe that the interactive discussions and hands on experiments helped this group the most. Overall, all students increased their score and the class averaged a 93% on the post assessment. Students continually increased their content knowledge in the formative assessments as the lessons became more interactive and hands on with the experiments. Student engagement increased and so did their assessment scores.
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Reflection
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To help differentiate for different cultures, I tried to allow different ways of communicating (sharing out loud as I am teaching, working as a team, discussing with a partner, etc.) I also asked my ESL student and Spanish speaking students to share with us some of the vocabulary words in their native/second language to help them with the vocabulary and to help other students learn more about the other cultures in the classroom. I used technology throughout my unit in several ways. I taught the students PowerPoint, I used PowerPoint and premix presentations, I played videos and taught them a song. I also had them write notes for their group presentation on their ipads, fill out the types of weathering graphic organizer on their ipads, and do research with their ipads. I believe that this helped student engagement and helped different learning groups. Before I taught this unit, I had to do a large amount of research to feel comfortable teaching this topic in depth. This was not a topic I felt understood, especially in the capacity I needed to in order to teach a whole unit on it. I read several books and articles on the topic. I researched several units that other teachers and taught and learned the basics. After that I continued my research and became more comfortable with the topic. I read more articles and watched videos on the topic. Finally, after a month of preparing my content knowledge I felt I could begin writing the unit. Because of my research, I became confident with the content and this showed as I taught my students. I was able to expand and push them to deepen their thinking because I was prepared with a deeper understanding. During the first week of school, I played games and talked to my students about what makes a unique class. I shared with them that our differences make us a great team. I read some great stories on caring for one another and being our best self. Then I talked to them about being a team and looking out for one another and students shared examples of what that might look like. All of these activities began our school year with a great classroom environment of safety and care. Students cared for each other and for me and in return I cared for each of them. We also talked about making mistakes and that this is a safe place where mistakes can be made and we can learn from them. As I began teaching, I made sure to teach procedures and have my students practice them. I had them redo any of the procedures that were not mastering and I mad sure students were following them. But if there was not a procedure for something, I seemed to let it go and had to back track later. I also had a hard time disciplining students for misbehaving even though I had established a system. Eventually I used it but many students had gotten away with misbehavior.
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While collecting and analyzing the data from the teacher work sample I continued to make improvements to my teaching. For example, as I began the unit and saw that not all students could apply their learning to real life situations, I felt that I needed to allow them to have a way to understand a little deeper. I decided that I needed to allow more discovery learning and discussion and also give them an opportunity to teach each other. I then had to adapt my lessons and unit plan to fit my new ideas and modifications based on my early formative assessments. As I tried my ideas out and students were responding well and learning the concepts I knew that reflecting not only at the end of the unit but throughout is so important. I knew that this was the whole purpose of formative assessments. Teachers use these quick assessments to draw conclusions about their students and decide where to go from there. I had to decide if I could move forward or reteach some of the concepts. I also had to decide if how I was teaching was effective or ineffective. As I taught this unit and taught for my student teaching, I have learned so much. Teaching is a never-ending process where we learn everyday and are constantly changing and modifying to give out students the best we have to offer. I have learned what it really means to differentiate and how it is necessary if we want to give our students chances to be successful. As I began teaching this class I became aware that I had a really low class. I saw that this could be an issue and decide that I would do what was best for my students. After a while, I began to teach a big portion of my curriculum in centers and small groups because the vast ability groups I had in the classroom. I did not want to hold my high kids back and leave my low students to struggle. I was determined and cared so much for my students that I wanted to do anything I could to get them the success they deserved. I also tried to give them fun activities and opportunities to interact often so that they were motivated and engaged. I know that I am going to continue to grow and learn as well as change and modify for the rest of my teaching career. However, I am excited to continually improve myself as a teacher and to encourage my students to do the same.
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