*Task 3 3.0 Contextual Information A.) This first grade classroom is live and filled with energy.

The classroom has many different educational posters and the students work is on display throughout the classroom. There are twenty students in the class, ten being males and ten being females. Five are black, ten are white, three are Hispanic, and two are of another race. There are three students that receive services through ESL for reading. A group of students are reading mid second grade level (level 20 and 24), there are a group of students who are mid level (level 10) and there are a couple of students who are low. The students in this class learn through hands-on, visual, auditory, interpersonal, intrapersonal, and kinesthetic methods. B.) Within this classroom, there is one overly active student in the classroom that sits towards the back. Students that have a hard time focusing and behaving sit in the front of the teachers view. Other students that are well behaved are used as assistants to the other children who struggle with behavior. There is also one repeater, some receive after school assistance, some came from private school, and they all were previously in k-5. C.) Community Factor-(Community) indirect instruction would be the type of instructional strategy. I would teach about the different type of communities and relate it to the type of community that the students live in. The students would learn about the three different communities (Rural, Suburban, and Urban). They would then learn about the type of community they live in and would have to figure out if it is rural, suburban, or urban. This activity would enhance their knowledge on the type of communities in general and it would also provide them with information about their very own community. The students would be introduced to the topic by the reading of a non-fiction book about the different types of communities. We would have a reflective discussion on what the book was about and highlight the most important facts in the story about the types of communities. Direct instruction would also be incorporated with this learning activity by allowing the students to compare and contrast the three different types of communities. I would then have the students create an illustration of their community and the components that are apart it. School Factor-(Ethnic Breakdown) Being that Lakeview Elementary is a diverse school, I would incorporate the fact that there are many different ethnicities within the classroom. When students are completing assignments or group projects, I will make sure that there is some of each race in each group. That way each child will be exposed to a different race while learning at the same time. They will also be given the opportunity to assist their classmates with language barriers if need be.

3.1.1 Standards and Learning Goals A. Constructivism is a strong belief of mine. I feel as if students learn best if they are actively engaged and that is what I made sure occurred during this lesson. Constructivism looks at the way learners learn. They believe that people learn through constructing their knowledge and their learning comes from their experiences. Students will be actively engaged because they are allowed to color, cut, and paste the symbols. B. The learning goal for this lesson is for the students to be able to look at a map key, cut, and paste symbols on the map to show where things are while using compass terms. This is according to the content standard, which is; identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols. The learning goal and standard will help guide the pre, during, and post-assessment. According to both, the students will be asked to identify what a map key is and what it consists of and what the compass terms North, South, East, and West mean. Both help set up what is expected from the students. C. The content focus of this lesson is the use of map skills. The students were briefly introduced to map directions through a read aloud. The read aloud provided information about directions on a map, and provided information on where their location is on the map. D. Students may fail to understand the meaning of the compass terms causing them to have difficulty placing the symbols on the map. For the students who have a difficult time placing the symbols, they would either be partnered up or receive assistance from me. I could also readdress the compass terms and their meanings. 3.1.2 Instructional Strategies A. I plan to use interactive instruction, direct instruction, and instructional skills. The students will be engaged throughout the entire lesson. I will in front of the class orally explaining what they are expected to do. Direct instruction will be for the lower leveled students who need oneon-one assistance from a peer or myself. Instructional skills will also be involved because I will be walking around and questioning them as to why they placed their symbols where they did. B. The students were required to place their symbols on their map, which is a form of interactive instructions. Directions will be given and they will have to place the symbols where they belong. Most of the lesson the students are actively engaged which connects to the instructional strategies. The modification made for the lower leveled students is a form of direct instruction. C. Based on the students level is what influenced my decision on how I conducted the lesson. I wanted to focus more on individual grouping in order to see how each student did on their own

not so much of how they would perform as a group. 3.1.3 Learning Activities A. The students had to look at a map key, cut, and paste symbols on the map to show where things are. This assessment will allow them to become familiar with the directions North, South, East, and West. This assessment will also allow me to identify the students who understand the concept of map keys and symbols. Map keys and symbols are discussed in later grades and this lesson is beneficial for the students now. B. This activity addressed the strengths of the students who work well with engagement. If students need to be involved and active, this lesson definitely supported their strength. This activity addresses the needs of the lower leveled students and the strengths of the higher leveled students. The lower leveled students needed assistance with this lesson because they were not able to complete the task on their own. The higher leveled students who do well with interactive instruction performed well on this lesson. C. Based on the class demographics, most of my students are hands on learners. I made sure that this lesson included some type of heads on activity in order for the students to understand and participate. Some students also enjoy working with groups, so partnership was incorporated. 3.1.4 Materials, Resources, and Technology A. Throughout this lesson, the smart board was used. I used this lesson to show a version of what the students were doing at their seats. In case I needed to show the students how to do something, I put the sheet up on the board. I also allowed the students to use their crayons, scissors, and glue. They had their individual time color, cut, and paste their symbols to their map. B. I plan on using the smart board to display what the students are doing at their seats. C. The smart board was a good method of technology to use as a visual and it kept them interacted and involved with what was being taught. 3.2.1 Understanding Each of the Two Focus Students and Differentiating Instruction *Focus Student 1 A. Focus student one is independent and requires little assistance to get her work completed. Based on the student, there are no known challenges that I have observed. Focus student one tends to grasps content quickly.

B. Focus student one comprehends instruction easily when first given to her. This task was not difficult for her to complete. Focus student one could have done something differently. I could have had her construct her own neighborhood map and had her tell me where she placed each item using compass terms. C. Based on the pre-assessment, I will check off what the student got right. I will then collect the post assessment, which the map with the symbols attached. After that is collected I will use the data from the pre-assessment and compare it to the post-assessment data to see if there was any progress. *Focus Student 2 A. Focus Student two may be challenged with the interactive instruction. Focus student twos one-on-one interaction is a strength that will be highlighted throughout the lesson. B. Instead of whole class, I will go to focus student each time and repeat the direction so that he understands. This will better assist in lessening his frustration. C. C. Based on the pre-assessment, I will check off what the student got right. I will then collect the post assessment, which the map with the symbols attached. After that is collected I will use the data from the pre-assessment and compare it to the post-assessment data to see if there was any progress. 3.3.1 Analyzing the Lesson for the Whole Class A. The students were introduced to the content. I conducted the lesson via smart board, which allowed room for the students to interact and a play a part in the lesson. This method increased student learning. This helped facilitate student learning because all students were involved. They really enjoyed completing the lesson the way they did. B. They applied what they learned during the lesson to complete the post-assessment. The newly learned information was put in to use in order to finish the post-assessment. C. I made sure that there was interactive instruction involved for the whole class to keep everyone involved. D. In order to implement teacher-to-student interactions, I practiced this strategy with focus student one. I went to his desk and gave him directions verbally. Partnerships were included as well in order to implement student-to-student interaction. This enhanced their learning and engagement throughout the lesson. E. I went through, and looked over the students work and made positive comments. This method encouraged the students to keep trying and do their best.

3.3.2 Analyzing the Differentiated Instruction for Each of the Two Focus Students A. Focus student one achieved the learning goal with 100% accuracy. Both pre and postassessments were a success and the learning objective was met. When questioned about the directions, she knew what and where each direction was located. Focus student two did not achieve the learning goal independently but with assistance. Therefore, the objective was not met. B. Focus student two was assisted throughout the lesson. This assistance helped better his results. When going to his desk and giving him the directions, he was able to place each symbol. Focus student one did not require too much modification since she is at a higher level. However, having her construct her own map would not only help her meet the learning goal but exceed the expectations. 3.4.1 Reflecting on the Lesson for the Whole Class A. For the students who did not meet the learning goal, I would incorporate one-on-one teaching. That way they are able to have that individual time which will assist in bettering their understanding. B. Based on how well the students performed will let me know if I need to go back and reteach the information. If there was major progress, future lessons will be taught to enhance their skills. 3.4.2 Reflecting on the Lesson for Each of the Two Focus Students A. Knowing how the two students performed with this type of instruction will allow me to further improve the possible teaching methods. With selected students performing below average, instruction will be modified to suit them best. One-on-one instruction will be the main focus as far as focus student two. B. For the higher leveled students, such as focus student one, interactive instruction would be reversed. The students would have to apply their learning by providing me with directions in order to complete a certain task. Not many modifications would be made for the lower leveled students. There would be more one-on-one incorporated. The interactive instructional strategy was beneficial for my focus one student. She did an amazing job with completing the task and meeting the learning goal and expectation. However, with focus student two, that strategy was not as beneficial for him. One-on-one instruction will be better for him in the near future.