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Northern State University
Student Teaching Experience

Teacher Work Sample
Fall 2017
Candidate Name: Kristen (Huber) Mead
Candidate Website Address: kfhuber.weebly.com
Candidate ID Number:
Name of School where data

was collected:
Subject/Content Area: English Language Arts
Grade Level: High School
Date Submitted: Tuesday, November 28, 2017
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: Kristen Mead (electronic submission)
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction
on students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material, cite these in a separate
section at the end of the TWS under References and Credits. (APA is recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
Submission
An electronic copy of your completed TWS must be submitted to:
D2L for ELED/SPED/SEED 488

Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.
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Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Implementation principles and strategies necessary for
Assessment effective teaching, including the planning,
Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Self as a Teacher and Member of a Learning Community
b. Identify the specific Category Outcome you will use to determine your goal:
Professional Growth and Development
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
As a part of my student teaching experience, my goal for myself is to learn from
experienced educators at least five strategies for helping students that do not learn from
traditional methods. One reason I chose this goal is because some of my friends that struggled
in school could learn better through other methods, and learned some lessons better from their
friends than from the teacher. There were many times throughout high school where I helped
my friends with their homework because they just could not understand the material the way
that the teacher was teaching it. Students learn in many different ways and I want to be
prepared for that when I have my own classroom.
Another reason I chose this goal is because I know that wherever I teach I will have
students that will fall into this category, and I want to ensure that every student I have in my
classroom is given the opportunity to learn. Each student is unique and has unique needs. I
want to be able to teach to the needs of all my students and I will need different strategies to do
so. Teaching is all about helping students become successful and I would love to learn
strategies that have been tried and tested by experienced educators.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
1. The first step in accomplishing my goal is observing teachers in their classroom. I will mostly be
observing my cooperating teacher but I will also get the chance to observe other teachers on
occasion. I will especially pay close attention to the students who seem to struggle in the
classroom.
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2. The second step in accomplishing my goal is by conversing with teachers about what strategies
they have found to be effective throughout their career. I will ask questions specific to those
students I knew in high school who struggle with traditional teaching methods.
3. The final step in accomplishing my goal is documenting what I have observed and heard. As I
begin my teaching career I can look back at what I have documented to help me teach,
especially to those students who are struggling in my classroom. I will also use any
opportunities given to me during my time student teaching to put these strategies into practice.
e. Reflect on your progress/growth toward achieving this goal:

I learned way more than five strategies for helping students who do not learn from
traditional methods from observing my cooperating teacher and teachers in other classrooms.
My cooperating school has many unique students that learn in different ways. One of the
strategies I learned during this experience to help these students is to provide students with a
quiet place to complete their individual practice. There are also a couple students who complete
their work more efficiently if they can put in headphones to cancel out other noises. I will
definitely use these strategies to help students who cannot concentrate when there are students
talking or other things going on around them.
Another strategy I will be using in my own future classroom is to provide students
options for projects to show me what they have learned. This allows students to show me what
they learned using their strengths. This will not work with every assignment, but students look
forward to assignments where they get to pick the project that they will complete! There are so
many different ways that students learn, and it was extremely eye-opening for me to see how
many strategies there really are to help students that do not learn in a traditional manner. This
experience provided me with an abundance of information and strategies to help students learn
in the best way possible.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students Students Grade: 9th-12th Grade

(All subcategories listed in this box are required.) Developmental Levels: Students are in
Students grade and developmental levels; the age range
Erik Eriksons developmental stage of
of students; the content area being taught; any other Identity vs. Role Confusion. Students are
factors that are pertinent to understanding your class also in Jean Piagets Formal Operational
assignment stage.
Age Range: 14 to 18 years of age
Content Area Being Taught: English
Language Arts
Other Factors: One student is partially
deaf in one ear
Community Type of Community: Rural
(e.g., whether the area is urban, suburban, or rural; Median Household Income: $48,912
socioeconomic information; census data for the
Per Capita Income (in past 12 months):
community)
$26,767
Persons in Poverty: 10.8%
Population: 28,063
Persons Per Household: 2.28
Percent of People Who Speak a Language
Other Than English at Home: 2.6%
District Total Enrollment PK-12 2015/2016 Year: 253
(e.g., enrollment; percent of students receiving free or Percent of Students Receiving Free or
reduced-priced lunches; graduation rates; ethnicities; Reduced-Priced Lunches: 30.0%
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures) Graduation Rates: 100%
Ethnicities: 211 Caucasian students and 12
American Indian students
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Percent of Students with IEPs: 11.1%
Percent of Students who are ELLs: 0%
Student to Staff Ratio: 12.7:1
School Total Enrollment PK-12 2015/2016 Year: 253
(e.g., enrollment; percent of students receiving free or Percent of Students Receiving Free or
reduced-priced lunches; ethnicities; percent of students Reduced-Priced Lunches: 30.0%
with IEPs; percent of students who are ELLs; teacher-to-
student ratio) Ethnicities: 211 Caucasian students and 12
American Indian students
Percent of Students with IEPs: 11.1%
Percent of Students who are ELLs: 0%
Student to Staff Ratio: 12.7:1
Classroom Demographics Ethnicities: Caucasian and American
(e.g., ethnicities; gender ratios; special needs, including Indian
those of gifted students, those of students physical needs,
and those due to cultural characteristics). Gender Ratios: 11 girls, 9 boys
Special Needs: One student is partially
deaf in one ear and one student is on an
IEP for reading
Knowledge of Students Language Needs: One student is on an IEP
(in terms of the whole class and individual students) for reading
Approaches to Learning: Majority of class
(e.g., language needs; approaches to learning; prior
prefers to work in groups. Most of the
learning and experiences; academic
proficiencies/behavioral differences; areas of interest). students also like class discussions
Academic Proficiencies/ Behavioral
Differences: There is no gifted program at my
cooperating school. There are no students
who have been identified as having
behavioral problems
Areas of Interest: This class is very interested
in professional sports, pop culture, and
hunting
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Task III: Instructional Design and Implementation
Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
3 of the lessons must have been observed by your university supervisor
Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Mrs. Kristen (Huber) Mead
Grade Level: 9th Grade
Subject: English Language Arts
Date: Wednesday, September 20, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
9-10.L.1b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
Rationale (cite theories or theorists):
One strategy I will be using is Lev Vygotskys theory of scaffolding. This will be demonstrated during my
lesson because I will begin the lesson by reviewing terms and concepts, adding new material to previously
taught information, and a video where I will be guiding the learning; but by the end of the lesson students
will be in control of their own learning. I will guide students at the beginning of the lesson through the
discussion, teaching, and the video. Students will then be working individually on the worksheet pages.
They will be able to ask me questions while they are completing the individual assignment, but I will not be
leading their learning.
Another strategy I will be using is Howard Gardners multiple intelligences. During this lesson, students will
be using a huge amount of linguistic intelligence, because the whole lesson is based on grammar and
writing skills. The YouTube video will also allow students to use their visual-spatial intelligence, because
students will have the video and textbook they can look at to help them understand the material.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: Students will be able to
Students will be able to indicate the subject in sentences of order and direction, in questions, in sentences
beginning with Here and There, and in inverted sentences.
Students will be able to highlight the noun of direct address.
Students will be able to define subject and predicate.

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Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The learning objectives and the learning outcomes are appropriate for this group of students because it
builds on grammar rules they have learned previously. Students know basic grammar rules, but now we
are building on those grammar skills. Next semester, students will be writing different types of papers so
they need to have the skills to write properly.
These learning objectives and outcomes will be extremely beneficial for these students as they are
preparing to go out in the world. Proper grammar is crucial for effective communication. These students
are at the right age to learn this material, and build on it for the next three years. By the time these
students graduate they should have excellent writing and communication skills that includes proper
grammar!
List the materials/resources you will need to teach the lesson.
Prentice Hall Writing and Grammar Textbook, Grade 9- 1 for each student
Prentice Hall Writing and Grammar Workbook, Grade 9- 1 for each student
Pencils- 1 for each student
SMARTboard
YouTube Clip- https://www.youtube.com/watch?v=fdUXxdmhIsw
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
During this lesson, I will be using a SMARTboard to show students a review video about subject and
predicate. The students have already been practicing with subject and predicate, so the video will be used
for review and as a way to remember the material in the future. It is a musical education video and some
students may find it easier to remember the material if they think of the song that is sung in the video. I
think this will be a fun and beneficial way to start class. After the video is played, I will ask students to
define subject and predicate to check that the video has accomplished what I wanted it to.
Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students learning, culture, language, etc. *
One accommodation I will use is preferential seating. Some of these students have trouble staying on task
and have an assigned seat at the front of the class. This will limit the amount of distractions these students
have, and will make it easier for me to make sure they are following along and working on their worksheet
pages without distracting others. I will reduce distractions by having no other activities going on in the
classroom during my lesson.
Another accommodation I will use is that I will alternate between quiet and active time. Students will be
active while we are reading through the textbook and working on some practice problems together.
Students will also have some quiet time to work on their worksheets during class. I want to give students
at least 15 minutes to work on their worksheets so I can walk around and answer any questions that
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students have and make sure that all students are understanding. This should help to meet the needs of all
learners, because some students learn better by being active and working as a class and some students
learn better by working quietly and independently.
There are three students in this class that have IEPs. These students have a special education
paraprofessional in the classroom with them to help them. I will make sure to accommodate anything that
the paraprofessional may need to help these students learn the material the best way for them.
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will be using four worksheets that students have completed on subjects and predicates. This will allow me
to check on how well students are understanding previous material before moving on to new material.
Students need a basic understanding of subjects and predicates before they learn how to find the subject
in directions, orders, questions, sentences beginning with Here and There, and inverted sentences. The
worksheets ask students to identify the simple subject, the simple predicate, the compound subjects, and
the compound verbs in a variety of sentences. This will allow me to analyze how well the students are
understanding the material before any new material is introduced.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will determine whether I introduce new material about subject and
predicate or if I spend some extra time reviewing the material about subjects and predicates that has
already been taught. I will not introduce new concepts until old concepts are mastered.
Most of the students did extremely well on the worksheets. A majority of the students got between 90-
100%. There were two students that did not appear to understand the material as much as I would like
them to. I will further check their understanding when we review the material using the video and the in-
class questions. If those two students are still not understanding the material, I will work with them one-
on-one until they have a better grasp on the material.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.
I will begin the lesson by showing students a review video to gain their attention for the days activities.
Throughout the lesson, I will walk around the class to make sure that all students are staying on task and
understanding the material. I will continually ask the students questions throughout the lesson to check for
understanding and keep them focused.
Another management skill I will use to keep students engaged is by having the students complete
worksheets to practice the material. This will show me that students are staying on task and understanding
the material. Students will have the worksheets to focus on and should have no reason to talk to the
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people around them. I will also require that students complete their worksheets in class so students are
not wasting their time.
Implementation
I Do
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I am going to begin the lesson with the review video and by asking students to define subject and
predicate. I will then use the textbook to introduce and explain subjects and predicates in different types
of sentences. The different types of sentences I will be concentrating on during this lesson are commands,
questions, sentences beginning with Here and There, and inverted sentences. The textbook does a great
job of thoroughly explaining the new material, as well as providing great examples for the students to look
at to help them understand the material better. I will explain the examples in more detail and ask students
if they have any questions before we move on further.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
The guided practice will begin by completing some practice problems in the textbook as a class. The
textbook is great because it has many different types of practice problems to provide students multiple
opportunities to practice the content. After we complete some practice problems in the textbook, we will
start to work on the assigned workbook pages. As a class, we will go through the different directions for
the different exercises and complete some problems. We will complete the first two problems of every
exercise on the workbook pages as a class.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will be required to finish the worksheets independently to practice their knowledge on the new
material. I will be walking around the classroom answering any questions that students may have. I will try
to allow enough time for students to complete the worksheets in class. This assignment requires students
to practice all the skills required by the lesson objectives. Students will be able to define subject and
predicate, highlight the noun of direct address, and identify the subject in a variety of different types of
sentences.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
I will reemphasize the lesson objective by restating the learning objectives at the end of the lesson.
Students will then know that they learned everything that I wanted them to learn during this lesson. I will
also provide students with feedback on their worksheets in a timely manner. This will allow students to see
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how well they understood the material, and what concepts they may need to review or practice some
more.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students level of understanding toward the learning objectives after teaching the lesson.
A blank copy of the lesson post-assessment is included at the end of this lesson plan.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Results of Post Assessment

10
9
8
7
6
5
4
3
2
1
0
60-69% 70-79% 80-89% 90-100%
Students
According to the results, a majority of the students achieved what I wanted them to from this lesson. Most
of the students scored between 80-100% on the post-assessment. This shows me that students
understood the material, but there were a few questions that many of the students got wrong. I will go
over the questions that a majority of the students got wrong and explain the answer to them more
thoroughly. Overall, I think that students did very well on the post-assessment and are ready to build on
this material for the next lesson!
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Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
The video was a great way to engage the students. The video seemed to capture all of the students
attention and got their minds thinking about subjects and predicates. This was a great way to refresh their
memories and lead into the new material.
A major challenge I had was deciding whether I wanted to use worksheets or a quiz as a post-assessment. I
decided to use worksheets because the material was so new that I wanted them to get practice with it. I
wanted students to be able to ask me and each other questions if they needed to. I am glad that I decided
to do the worksheets rather than a quiz.
Next time I would spend more time discussing the video. I think that the students found the video to be
helpful, but I wish I would have gone over some of the examples used in the video. I would also ask
students what stood out to them from the video, and how that would be helpful when it came to actually
finding subjects and predicates.
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Lesson #2

Teacher Candidate Name: Mrs. Kristen Mead
Date: Friday, October 13, 2017
PLANNING
9-10.SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively.
9-10.SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific
expectations.)

lesson because I will begin the lesson by reading the chapter to the students and asking them questions to
guide their learning. I will guide students at the beginning of the lesson through the reading and questions
that I will ask. Students will be required to take notes while we are reading that they can refer back to
later. Students will then work in partners to create a short speech presentation that displays one of the
forms of interpersonal listening that we read and discussed. Students will be completely in charge of their
own learning as they are preparing and presenting their speeches.
be using a huge amount of linguistic intelligence, because the whole lesson is based on speaking, reading,
and understanding the words and phrases used in the text. Students will also use their visual-spatial
intelligence by looking at the pictures in the textbook as well as possibly providing visuals that will enhance
their speeches.
Students will be able to work together to create and present a brief speech for the class.
Students will be able to clearly state their ideas and opinions.
Students will be able to use proper sentence structure and conventions when speaking.
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The learning objectives are appropriate for the developmental level of the students because students will
need to use these skills they are learning later in life. Students need to be able to work with other people.
In this case they are creating a speech, but in future careers these students will need to be able to work
with their colleagues to achieve a goal or product. The more practice students get now the more prepared
they will be for future careers. When students work together, it is important that they know how to clearly
state their ideas and opinions so that there is no confusion. Their time will be better spent if they are
speaking clearly to each other so that they do not have to spend time trying to figure out what the other
person is saying.
Students have discussions with people every day. In order to have an effective discussion, students need to
be able to use proper sentence structure and conventions when speaking. If not, people will become
confused and the conversation will become pointless. It is important for students to get as much practice
speaking in front of people and working with others now, because these are skills that will be crucial to
them in future careers. All careers require that people are able to speak to each other in a clear and
effective manner. Students are at the developmental level where they should try to get as much practice
as possible now to prepare themselves for the future.

Paper
Projects in Speech Communication Textbook- 1 for each student
Laptop- 1 for each student
Technology
Students will be using their school-issued laptops to type out their script for the speech. The purposes for
typing out their scripts is that it looks more professional than having a handwritten script, it is easier for
me to proofread their scripts, and each group can type one script and then print out two copies. Students
really like using their laptops and this is a great way for them to get to use their laptops to create
something that will enhance their learning. If students can memorize their script before they present their
speech that would be great, but it will not be required of them. The use of laptops will enhance instruction
and student learning because it saves time to type rather than write everything out, it will be easier for
students to read, it will reduce confusion because both partners will have the exact same script, and
students will not have to worry about losing their script because it will be saved on the computer.
Accommodations
One accommodation I will use is I will reduce distractions by having no other activities going on in the
classroom during my lesson. I will also alternate quiet and active time. Students will be active while they
are working with their partners on their projects, and while we are reading the chapter as a class. Students
will also have some quiet time to work on writing their notes for the chapter near the end of class. I have
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noticed how this group of students really enjoys using their notes while they are working on their projects,
so I want to provide them with the quiet time that they need to write their notes.
Another accommodation I will use is preferential seating. This will be most beneficial for the foreign
exchange student that is in the class. This student speaks English quite well, but she has a hard time
understanding what people are saying when they speak too fast or too quietly. I will help this student by
seating her at the front of the class while students are giving speeches so that it is easier for her to hear
the students that are presenting. I will also make sure to remind students to speak loudly and slowly when
they are presenting their speeches so that everybody can hear and understand them.
I will give students a short pre-test to check their understanding of the material before I teach it. The pre-
test will consists of five multiple choice questions. The first question is about critical listening. The second
question is about empathic listening. The third question is about reflective listening. The fourth question is
about ethos. The fifth and final question is about pathos. This will help show me what students already
know. However, I will need to keep in mind that since the pre-test is multiple choice students may be able
to guess some of the right answers without actually knowing the material. After I examine the pre-tests
that students have completed, I will change my lesson to properly meet the needs of all of my students.
The results of the pre-assessment showed me that a majority of the students knew less than half of the
questions. Most of the students only answered one question correctly, and the other students only
answered two or three questions correctly. Nobody answered more than three questions correctly. This
lets me know that most of the material that I will be teaching in this lesson will be completely new to the
students. Therefore, I may not want to go too in depth with the material right away, and I may need to
teach more slowly than I was planning. The speech that students will perform at the end of the lesson
should show me whether or not students learned everything that was on the pre-test. This is because
students will need to demonstrate and use the material that was on the pre-test for their speeches.
Throughout the lesson, I will walk around the class to make sure that all students are staying on task and
understanding the material. I will also be asking students questions to keep them engaged and to check
their understanding. Another management skill I will use to keep students engaged is by having students
take notes while we are reading the chapter. This will show me that students are staying on task and will
keep students from getting distracted. I think it is important that students always having something to do
throughout the lesson because otherwise they stop listening, lose focus, and do not thoroughly learn the
material.
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Implementation
I Do
I will begin the lesson by stating the learning objectives and explaining why they are relevant to students
lives. Then, I will read the chapter aloud to the class. After I am done reading the chapter aloud to the class
I will explain the speech project to the students. I will make sure to explain the project in great detail so
that students understand exactly what I am looking for in their presentations. I will also give students a
rubric of what I am looking for in their speech presentations. After I am done explaining the project to
students, I will assign students their partners that they will be working with. Students will then get in their
groups to work on their projects.
We Do
While I am reading I will ask questions to guide the students learning and to check for understanding. I will
call on different students to answer so that I can ensure that each student gets a chance to answer a
question. Students will also be taking notes while I am reading. I will walk around the room to make sure
that students are taking good notes. I will make sure that students are busy during the entire lesson. I want
them to be engaged by answering questions, discussing answers as a class, and taking notes that will help
them with their project. After we are done reading, I will make sure to ask students if they have any
questions on the new material.
You Do
objectives?
Students will work with their partners to type out a script for their speech. The students need to make sure
that their scripts meet the criteria of the rubric and that they use the information that was contained in
the chapter. Students can refer to the textbook as well as their notes to help them create their scripts.
Once students have their scripts completed, they can start practicing their speech. Students will be given
one 45 minutes class period to write their scripts. They will then be given 25 minutes of the next class
period to practice their speeches, and then they will present their speeches for the last 20 minutes of the
class period. This is a very small class, so the students should all be able to present in 20 minutes. This
independent practice requires students to practice all of the lesson learning objectives.
Lesson Closing
also provide students with feedback on their speeches by the next day. This will allow students to see how
well they learned the material, and if they need to get any additional help with learning the material.
Students will also be able to see how well they did with creating and presenting their speeches.
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The rubric that will be used to grade the post-assessment speeches is included at the end of the lesson
plan.
Analyze
Students did a great job at displaying their understanding of the material through their speeches. Students
all worked well with their partners. As I was walking around the room, all students were working together
with their partners to create a great speech. The speeches all ran very smoothly and I was very pleased
with the results of the post-assessment. Out of a possible 25 points, all students received at least a 24 or
25 as a grade for their speeches. Students demonstrated mastery of the material and achieved the learning
objectives of the lesson.
Reflect
conclusions.
I think that it worked very well to have students type out the scripts for their speeches. Many of the
students used their scripts during the speech, but did not completely rely on their scripts. Even though the
speeches only needed to be two to three minutes, two days was not enough time for students to
completely memorize their speeches. The scripts came in very handy for students.
One major challenge I had was deciding how to read the chapter material to the students. I wanted to
make sure that students were engaged throughout the entire lesson, and I think it was helpful that I had
students take notes while reading through the chapter. Next time I would try to find a more creative way
to deliver the new material to the students. One way I would do this is by using more visual resources. The
textbook provides pictures, but I think videos and other visuals could be very beneficial.
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Ask Yourself 1-Needs Much 2-Needs 3-Average 4-Above 5-
Improvement Improvement Average Outstanding
Did the presenter

clearly reveal one of
the three listening
models?
Did the presenter show

why the experience
was positive for the
speaker?
Did the presenter

illustrate a variety of
listening strategies?
Did the presenter stay

within the time limit (2-
3 minutes)?
Lesson #3

Date: Wednesday, October 18, 2017
PLANNING
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including where the text leaves matters uncertain.
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.

lesson because I will begin the lesson by reading background information on the author and novel where I
will be guiding the learning, but by the end of the lesson students will be in control of their own learning. I
will guide students at the beginning of the lesson through the background information, and a little bit
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throughout the reading as a class. Students will each be assigned a character role in the book to read.
Students will then be working individually on their final projects and guided reading worksheets. They will
be able to ask me questions while they are completing the individual assignment, but I will not be leading
the learning. Also, the final projects will be based on their own ideas and will require them to show me
what they learned from the story.
be using a huge amount of linguistic intelligence, because the whole lesson is based on reading and
understanding the words and phrases used in the text. Students will also use their visual-spatial
intelligence by looking at the pictures in the story to help them comprehend what is happening in the story
and when students watch the movie for the novel after we are done reading the entire novel. Students will
also be working with different multiple intelligences based on what type of final project that they choose
to complete.
Students will be able to identify two or more themes of the text.
Students will be able to provide evidence to support ones interpretation of the text.
Students will be able to demonstrate a clear understanding of the text.
The learning objectives are appropriate for the developmental level of the students because students are
practicing reading, interpreting, and analyzing texts which they are going to have to do throughout their
entire lives. Students need to understand the purpose or theme of the text to understand why it is
important. Politics is one example where students need to be able to provide evidence from a text to
support their interpretation or opinion.
Students will use these learning outcomes in their everyday lives. These outcomes could help students in
future careers, help them decide their opinions and beliefs in politics, and help to decide the purpose of
different advertisements. Students need to be able to analyze if what the text is saying is beneficial to
them or if the text is leaving out important information. These students are at the developmental age
where they should not only be reading a text for enjoyment, but also analyzing and making a deeper
meaning of the text. The learning objectives require students to think on a deeper level about the text.

The Crucible movie
Prentice Hall Literature: The American Experience Textbook, Grade 11- 1 for each student
Guided Reading Worksheets- 1 for each student
Final Project Choice List- 1 for each student
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SMARTboard
Laptop Computers- 1 for each student
Paper
Technology
After we read through the entire novel, we will watch The Crucible movie in class. This is a great resource
for students who are visual learners. The students will also be provided the opportunity to get a deeper
understanding of the text by watching the movie version of the text. I will be using the SMARTboard to
display the movie to the class.
Students will also be allowed to use their school issued laptops to work on their final projects depending
on what type of final project they choose to complete. Each student is provided a laptop at the beginning
of the school year for use throughout the school year. This is great for projects like this because students
already have laptops to use. They are also allowed to take their laptops home with them, so they have the
option of working on their projects at home as well!
Accommodations
One accommodation I will use is preferential seating. A couple students have trouble staying on task and
have an assigned seat near the front of the class. There are two students in particular that will try to be on
their laptop if they think that the teacher is not looking. Sitting in the front of the classroom will limit the
amount of distractions these students have, and will make it easier for me to make sure they are following
along and filling out the guided reading worksheets. I will reduce distractions by having no other activities
going on in the classroom during my lesson.
active while we are reading by reading their character parts aloud. Students will also have some quiet time
to work on their guided reading worksheets near the end of class or when we finish each Act. This should
help to meet the needs of all learners because some students learn better by being active and working as a
class, and some students learn better by working quietly and independently.
I will be using a background information worksheet that students will complete about the time period of
this story. This helps show me that the students are capable of following along while we are reading, as
well as interpreting what is being read. Students need to be able to interpret the story, so this pre-
assessment is a great way for me to see what students may have trouble with making meaning of in the
story that we are reading. I will check in with the students that struggle with the pre-assessment more
frequently when we are reading the story to ensure that they are comprehending the material. The pre-
assessment assignment also gives students lots of great information on the time period of this text, which
will help students feel more prepared for the story before we even begin reading it.
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A majority of the students did extremely well on their pre-assessment assignment over the time period of
the story. There was one student that did not do very well on the pre-assessment. This let me know that I
may need to spend a little extra time helping this student comprehending the story. The main problem
that this student had was not following along in the textbook. I am hoping that the student will be able to
follow the story better because each student will be assigned a character role to read. The pre-assessment
showed me that most of the students are prepared to read the story, and that they will have few problems
following along and comprehending the material.
I will begin the lesson by handing out the final project choice list to students in order to peak their interest.
Throughout the lesson, I will walk around the classroom to make sure that all students are staying on task
and understanding the material. I will assign students different character parts to help keep students
engaged throughout the lesson. There are enough parts in the text so that each student will have at least
one character part. Students will need to be paying attention so that they know when it is there turn to
read.
Another management skill I will use to keep students engaged is have the students complete guided
reading worksheets at the end of each Act. In order to complete the guided reading worksheets, students
will need to understand what is going on in the story. In order to understand what is happening in the
story, students need to be paying attention while we are reading. I want students to complete the
worksheets at the end of each Act so that their full attention should be on the text while we are reading.
This will also show me that students are retaining the information that we are reading. I also want to give
students time to think about the story before they complete the worksheets.
Implementation
I Do
I will begin the lesson by handing out the final project options list to students. I will then go over each
option with students so they have a clear understanding of what I am looking for with each project. I want
to give the project list to students at the very beginning of the lesson so that while we are reading they can
start to get ideas of what they want to do for their final project. This is a great way for students to use
higher order thinking!
I will also read the author information that is provided in the book, as well as the background information
for the story itself. I think the author and background information is important for students to understand
because it causes them to think about why the author chose to write the story, and it gives a little history
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about the story itself! Once we are done reading through the background information, I will assign
students the character parts that they will be reading.
We Do
The guided practice will consist of the students reading The Crucible. We will read the story as a class with
different students reading different character parts. This should keep students engaged and busy
throughout the entire story. After each Act, I will hand out the guided reading worksheets to students.
While students are completing their worksheets, I will be walking around the classroom and making sure
that students are staying on task and helping students with any questions that they have. There are some
activities on the worksheets that we will complete together as a class. I choose to do some of the activities
together because some of the activities are more challenging and because there are certain questions that
all students may be confused on. I want the guided reading worksheets to cause students to really think
about the story and to cause students to talk with their peers to see how their interpretations on the story
differed.
You Do
objectives?
Students will be required to complete a final project from the options given on the list that I gave them at
the beginning of the lesson for their independent practice. These projects allow students to be creative
and decide what kind of project they want to create. Some students may decide to complete a linguistic
project, while other students may decide to complete an artistic project. However, all of the final projects
should show me that students have a clear understanding of the story, and that they learned all that I
wanted them to. I think this independent practice will be a fun way for students to show me what they
have learned. Students will also need to use higher order thinking to analyze and interpret the text, and to
decide how to demonstrate that knowledge in their project.
Lesson Closing
I will reemphasize the lesson objectives by restating the learning objectives at the end of the lesson.
also provide students with feedback on their guided reading questions and final projects in a timely
manner. This will allow students to see how well they understood and analyzed the text, and how well
they demonstrated that knowledge in their final projects.
Students will have the opportunity to decide what kind of post-assessment they want to complete. The
final project options include a character diary, a theme essay, a compare and contrast essay, a comic book,
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a childrens book, a newspaper, a sequel, a storyboard, a unique piece of artwork, a scrapbook, a power-
point presentation, an informative brochure, or a short story. Each final project option has a set of
guidelines to let students know what I am looking for in their projects. Each project requires that students
show a clear understanding of the story.
Analyze
A majority of the students did a great job at creating very thorough and complete final projects. However,
there were two students who rushed through their final projects so that they could spend class time doing
other things. However, most of the students really enjoyed being able to pick what type of final project to
complete. Their projects showed me that students achieved the learning goals and really understood the
story. I was extremely pleased with the results of the final projects. I also got the opportunity to learn
more about the strengths and interests of my students by what type of projects they chose to complete!
Reflect
conclusions.
It worked extremely well to give students options for their final projects. This made students more excited
for their projects, and I got to know my students better. However, I think next time I would have fewer
choices for final projects. A few of the projects were very similar and having so many project choices
seemed to overwhelm a few of the students. The students did an amazing job on their final projects, and I
am glad it worked so well to let students choose their final options.
It was very challenging to grade so many different types of projects. Next time I would try to create a
rubric for each project. If I narrow down the option list, it will not be as hard to create a rubric for each
final project. Rubrics would make grading much more convenient. The guidelines for each project were
helpful, and most of the students did a great job at following the guidelines. However, I think rubrics would
be more beneficial to use for grading the final projects.
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Lesson #4

Date: Wednesday, November 8, 2017
PLANNING
11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)

lesson because I will begin the lesson with discussion where I will be guiding the learning, but by the end of
the lesson students will be in control of their own learning. I will guide students at the beginning of the
lesson through the discussion, and throughout the reading as a class. Students will then be working
individually on the guided reading worksheets and the post-assessment quiz. They will be able to ask me
questions while they are completing the individual assignment, but I will not be leading the learning. Also,
the worksheets will allow students to tell me their own thoughts on the story and show me what they
learned.
be using a huge amount of their linguistic intelligence while we are reading and while the students are
completing their worksheets. This is a fairly small class, so all students will be required to read at least one
character part. Students will also use their visual-spatial intelligence because there are pictures in the
textbook that are meant to help students visualize what is going on in the play and when we watch the
movie version of the play.
Students will be able to analyze and explain what the text is saying
Students will be able to demonstrate a clear understanding of the text
Students will be able to cite examples from the text to support what they interpreted about the material
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These objectives are appropriate for the developmental level of the students because these students will
come across a wide variety of information in the form of text every day. Students need to be able to
analyze the information and decide how it is meaningful to them. Students may also need to explain what
a certain text means in future careers. These students are at the age where they are beginning to think
about their future careers as well as preparing for college. This text is great for giving students practice at
analyzing a text and interpreting what the author means. This text will also give students a challenge and
help to make them better at reading and analyzing a text.
Students need to be able to explain the text and use examples from the text, because many people require
proof for the information that is being told to them. Citing examples from the book teaches students how
to prove what they are saying by first citing the text and then explaining what that information means. To
explain the information, students need to understand the words and phrases used in the text. This will be
valuable in many future careers because it requires the students to read closely, analyze what they are
reading, and explain the information that they analyzed. These students are at the developmental level
where these objectives will challenge them as well as benefit them. These students are seniors and if they
decide to go to college will soon come across a wide variety of texts that they will need to be able to
analyze and explain by themselves.
Pencil- 1 for each student

Prentice Hall Literature: The British Tradition Textbook- 1 for each student
Prentice Hall Literature: The British Tradition Unit 2 Workbook- 1 for each student
SMARTboard
Technology
At the end of Act I, we play Kahoot as a class so I can check what students thoroughly understood and
what I may need to review before moving on to Act II. This is also a fun way for students to see what they
remember from Act II and to review what they may have forgotten or missed from reading. Also, after the
students finish reading the play they will watch a movie version of the play. The movie version may be very
beneficial for students who are visual-spatial learners. I will use the SMARTboard to display both Kahoot
and the movie.
Accommodations
One accommodation I will use is preferential seating. There is one student who has a really hard time
staying on task and likes to talk to the other students. I will move this student to the front of the class and
make sure there are no students sitting near for the student to talk to. This will limit the amount of
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distractions this students has, and will make it easier for me to make sure that the student is following
along and filling out the worksheets. I will reduce distractions by having no other activities going on in the
active while we are reading by taking turns reading their character parts and when we are playing Kahoot
as a class. Students will also have some quiet time to work on their worksheets near the end of class and
when they take the quiz. This should help to meet the needs of all learners because some students learn
better by being active and working as a class, and some students learn better by working quietly and
independently.
As a pre-assessment, I will examine students quizzes from Act I to check their understanding of the
material before moving on to Act II. The pre-assessment will consists of 15 multiple-choice questions
related to Act I of Macbeth. The pre-assessment will help show me how well the students are
comprehending the play so far. It will also let me know how much I may need to review Act I before
beginning Act II. After I examine the pre-assessments that students have completed, I will change my
lesson to properly meet the needs of all of my students.
Overall, students scored pretty high on the pre-assessment. A majority of the students scored between 80-
90% and only answered two or three questions incorrectly. The lowest score was a 53%. This student
seemed to understand the play when it was discussed in class but I now know that I may need to review
the material with this student and will definitely need to check for understanding more frequently with
this student. However, the rest of the class all scored between 73-100%. Therefore, I know that students
are doing a good job at analyzing and comprehending the play. I feel much more comfortable reading
further into the story now that students have shown me that they do know what is going on in the play.
However, as we are reading through Act II I will be sure to check in more frequently with the student who
did not score very high on the pre-assessment.
I will begin the lesson by asking students what happened at the end of Act I. I will use this question to gain
the students attention and interests for the days activities. This question will also help students
remember what was happening in the story when we finished reading Act I to prepare them for what we
will be reading in Act II. Throughout the lesson, I will walk around the classroom to make sure that all
students are staying on task and understanding the material. I will ask students to volunteer for the
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different character parts that are in Act II. This will also help to keep students engaged and actively
participating.
Another management skill I will use to keep students engaged is having the students complete
comprehension worksheets after we are done reading. This will show me that students are staying on task
and understanding the story, but it will also keep students from wasting valuable learning time. Students
will have the worksheets to focus on as well as following along while other students are reading so they
know when it is their turn to read.
Implementation
I Do
I will begin the lesson by asking students to tell me what is happening so far in the play. This will activate
student interest and get them wondering about what is going to happen in Act II of Macbeth. This will also
open up a discussion among students about what they remember and what they think will happen in Act II.
It will be interesting to see the different predictions students have and will be a great way to begin Act II.
This should take only about 5 minutes to complete. The review is meant to get the students minds focused
on the text and remind them of the previous events in the story. I will also ask students what they think
the biggest theme in the play is from what we have read so far.
We Do
The guided practice will consist of the students reading Act II of Macbeth. We will read the story as a class
with different students reading different character parts. While we are reading, I will frequently stop and
ask students reading comprehension questions. This will keep students engaged and busy throughout the
entire Act II. Afterwards, we will discuss any questions that students may have over the act and make
predictions on what will happen in Act III. While students are completing their worksheets, I will be walking
around the room and making sure that all of the students are showing a clear understanding of the text in
their answers.
You Do
objectives?
Students will be required to complete a 15 question quiz for their independent practice. The questions will
be multiple-choice. The questions are basic reading comprehension questions. The quiz will show me how
well students comprehended and analyzed the text. It involves recalling what happened in the text, and
using that information to answer the questions. Students will work independently on this task. In order to
fully answer the questions on the quiz, students need to have a clear understanding of what happened in
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the text, and what the different words and phrases used in the text mean. Therefore, the quiz will practice
the knowledge and skills required by the lesson objectives.
Lesson Closing
also provide students with feedback on their worksheets and quizzes in a timely manner. This will allow
students to see how well they understood and analyzed the text, and how thorough their responses were.
A blank copy of the post-assessment is included at the end of the lesson plan.
Analyze
Post-Assessment Results
6
5
4
3
2
1
0
60-69% 70-79% 80-89% 90-100%
Students
All of the students scored a 70% or above. This is higher than some of the students scored on the quiz from
Act I. This shows me that students are making progress at reading and comprehending the material.
Shakespeare can be very challenging material, and I am glad that students are slowly improving at
understanding the material and the vocabulary. From these results, I am extremely hopeful that students
will continue to improve from each Act forward.
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Reflect
conclusions.
It worked extremely well to have students read different character parts. Macbeth was written as a play,
so I think it should be read like a play. This helped students to stay engaged and focused because they had
to pay attention to when it was their turn to read. There were enough character parts that each student
got the opportunity to read. There is one student that has trouble reading and comprehending the
material at the same time, so I made sure to assign this student a small character part.
One challenge I had was asking questions that were not too challenging for students. Most of the students
had no trouble answering the very basic questions. However, I wanted students to think more deeply
about certain parts of the story. I wanted the material to be challenging, but not too challenging. Next time
I will know what the best questions will be to ask the class based on what I have learned from teaching the
material this time.
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Lesson #5

Date: Thursday, November 9, 2017
PLANNING
9-10.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
9-10.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9-10 reading and content, choosing flexibility from a range of strategies.

lesson because I will begin the lesson by reviewing terms and concepts from the previous day, adding new
material to previously taught information, and a video where I will be guiding the learning; but by the end
of the lesson students will be in control of their own learning. I will guide students at the beginning of the
lesson through the discussion, teaching, and the video. Students will then be working individually on the
worksheet pages. They will be able to ask me questions while they are completing the individual
assignment, but I will not be leading their learning.
Another strategy I will be using is Howard Gardners multiple intelligences. During this lesson students will
be using a huge amount of linguistic intelligence, because the whole lesson is based on grammar skills. The
YouTube video will also allow student to use their visual-spatial intelligence, because students will have
the video and textbook they can look at to help them understand the material.
Students will be able to explain the difference between effect and affect, and use them correctly in a
variety of sentences.
Students will be able to correctly use too, to, and two when writing a variety of different sentences.
Students will be able to explain the difference between accept and except, and use them correctly in a
Students will be able to correctly use fewer and less when speaking and writing.
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The learning objectives and the learning outcomes are appropriate for this group of students because it
helps them build on their vocabulary and use better grammar when speaking and writing. Students know
basic grammar rules and have a proficient vocabulary, but now we are building on grammar skills and
increasing their vocabulary. Next semester, students will be writing different types of papers so they need
to be able have the skills and vocabulary to write properly.
These learning objectives and outcomes will be extremely beneficial for these students as they are
preparing to go out in the world. Proper grammar and the ability to correctly use and understand a wide
variety of vocabulary words is crucial for effective communication. These students are at the right age to
learn this material, and build on it for the next three years. By the time these students graduate they
should have excellent writing and communication skills that includes proper grammar!
Prentice Hall Writing and Grammar Textbook, Grade 9- 1 for each student
Prentice Hall Writing and Grammar Workbook, Grade 9- 1 for each student
SMARTboard
YouTube Video- https://www.youtube.com/watch?v=ahbRqcKz8SU
Technology
During this lesson, I will be using a SMARTboard to show students an informational video about the
difference between affect and effect. The difference between those two words can be very challenging for
even adults to understand and use correctly. I think this video does a great job at showing the difference
and making it easier for students to understand. I also think this will be a fun and a beneficial way to start
class. After the video is played, I will ask students to use affect and effect in a sentence to see how well
they understand the concept before I teach it and before students practice using the words correctly in a
Accommodations
One accommodation I will use is preferential seating. Some of these students have trouble staying on task
and have an assigned seat at the front of the class. This will limit the amount of distractions these students
have, and will make it easier for me to make sure they are following along and working on their worksheet
pages without distracting others. I will reduce distractions by having no other activities going on in the
active while we are reading through the textbook and working on some practice problems together.
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Students will also have some quiet time to work on their worksheets during class. I want to give students
at least 15 minutes to work on their worksheets, so I can walk around answering any questions that
students have and making sure that all students are understanding. This should help to meet the needs of
all learners because some students learn better by being active and working as a class, and some students
learn better by working quietly and independently.
There are three students in this class that have IEPs. These students have a special education
paraprofessional in the classroom with them to help them. I will make sure to accommodate anything that
the paraprofessional may need to help these students thoroughly learn the material the best way for
them.
Students will be completing a short five question pre-test. The pre-test will be multiple choice and will
require students to decide what sentence uses a certain word correctly. The word for the first question is
effect, for the second question is too, for the third question is fewer, for the fourth question is less, and for
the fifth question is accept. There will be four choices, but there is only one sentence for each question
that uses the word correctly. The pre-test will give me a brief preview of what students know. This will help
show me what I should maybe exclude from my lesson or what I may need to spend extra time on during
my lesson. After I examine the pre-tests that students have completed, I will change my lesson to properly
meet the needs of all of my students.
The results of the pre-assessment show that a majority of the students knew less than half of the
questions. Most students got the first answer incorrect, which did not surprise me. About three-fourth of
students answered the second question correctly. This told me that I should not have to spend a lot of
time on explaining the difference between to, too, and two. The third and fourth questions were related,
and most of the students answered both of those questions incorrectly. I think that once I explain the
difference between the two words students will easily grasp the concept. A majority of the students also
answered the fifth question incorrectly. These results reassure me that my lesson plan is set up in a way
that will challenge every student, but should not be too challenging. The post-assessment at the end of the
lesson should show me whether or not students learned everything from the pre-assessment quiz.
I will begin the lesson by showing students an informational video to gain their attention for the days
activities and introduce one of the concepts that I will be teaching that day. Throughout the lesson, I will
walk around the class to make sure that all students are staying on task and understanding the material. I
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will continually ask the students questions throughout the lesson to check for understanding and keep
them focused.
Another management skill I will use to keep students engaged is having the students complete worksheets
to practice the material. This will show me that students are staying on task and understanding the
material. Students will have the worksheets to focus on and should have no reason to talk to the people
around them. I will also require that students complete their worksheets in class so kids are not wasting
their time.
Implementation
I Do
I am going to begin the lesson with the informational video and by asking students to use affect and effect
correctly in a sentence. I will then use the textbook to introduce and explain the different rules and gives
examples to help with understanding. The textbook does a great job of thoroughly explaining the new
material, as well as providing great examples for the students to look at to help them understand the
material better. I will explain the examples in more detail and ask students if they have any questions
before we move on further.
We Do
The guided practice will begin by completing some practice problems in the textbook as a class. The
textbook is great because it has many different types of practice problems to provide students multiple
opportunities to practice the content. After we complete some practice problems in the textbook, we will
start to work on the assigned workbook pages. As a class, we will go through the different directions for
the different exercises and complete some problems.
You Do
objectives?
Students will be required to finish the worksheets independently to practice their knowledge on the new
material. I will be walking around the classroom answering any questions that students may have. I will try
to allow enough time for students to complete the worksheets in class. This assignment requires students
to practice all the skills required by the lesson objectives. By the end of the lesson, students will be able to
use a variety of different vocabulary words correctly in many different sentences.
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Lesson Closing
also provide students with feedback on their worksheets in a timely manner. This will allow students to see
how well they understood their material, and what concepts they may need to review or practice some
more.
A blank copy of the post-assessment is included at the end of this lesson plan.
Analyze
Post-Assessment Results
14
12
10
8
6
4
2
0
50-59% 60-69% 70-79% 80-89% 90-100%
Students
A majority of students scored between 70-89%. I was hoping for higher results, so this was a little
disappointing. These results made me decide to spend another lesson reviewing this material. The student
that scored below 60% is very concerning to me, so I am going to need to spend more time working one-
on-one with this student. I am hopeful that students will fully understand the material if we spend more
time reviewing the material. Most of the students did not have low scores, but I think it would be
beneficial to spend one more day on the material.
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Reflect
conclusions.
It worked extremely well to have students take turns giving me examples of using the different words
correctly in a sentence. This allowed me to check each students understanding of the material.
In the future, I would create different independent worksheets that did not have so much material on
them. The worksheets that the students completed contained a lot of material that incorporated many
different grammar rules. Next time I would create worksheets that focused solely on the material that I am
teaching for this lesson.
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Teacher Work Sample Scoring Rubric
Student Teaching Experience
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidates reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
Standards/Objectives standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
46 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Includes copies of the Pre- Includes copies of the Pre- the lesson and post
Assessment and Post-Assessments used. and Post-Assessments Does not include a copy
assessment.
used. of a key/product to show
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations, the class by including including general methods of modifications used do groups or the class. No
and Modifications specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
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Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable) Does not provide a
Provides a description of the description of the post
assessment results is
Provides detailed description post assessment results Provides a weak
weak and illogical and
of the post assessment which somewhat addresses description of the post
does not address all of
results which thoroughly most of the following items: assessment results
the following items:
addresses all of the following which does not
Analyzes items : students progress toward adequately address the students progress toward
mastery of the objectives following items: mastery of the objectives
students progress toward from pre-to-post from pre-to-post
mastery of the objectives students progress
from pre-to-post factors that may have toward mastery of the factors that may have
affected the post objectives from pre-to- affected the post
factors that may have assessment results post assessment results
affected the post assessment
results how the results of the post factors that may have how the results of the
assessment highlight what affected the post post assessment highlight
how the results of the post areas of the lesson will assessment results what areas of the lesson
assessment highlight what require re-teaching (if any) will require re-
48 | P a g e
areas of the lesson will how the results of the
require re-teaching (if any) post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample

4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
49 | P a g e

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Northern State University

Student Teaching Experience

Candidate Name: Kristen (Huber) Mead

Candidate Website Address: kfhuber.weebly.com

Name of School where data

Subject/Content Area: English Language Arts

Grade Level: High School

Date Submitted: Tuesday, November 28, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: Kristen Mead (electronic submission)

I. Professional Goal Setting and Reflection

D2L for ELED/SPED/SEED 488

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

a. Identify the Framework Category to which your goal aligns:

As a part of my student teaching experience, my goal for myself is to learn from

prepared for that when I have my own classroom.

strategies that have been tried and tested by experienced educators.

e. Reflect on your progress/growth toward achieving this goal:

talking or other things going on around them.

Another strategy I will be using in my own future classroom is to provide students

in the best way possible.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Students Grade: 9th-12th Grade

Millicent Atkins School of Education: Common Lesson Plan Template

Students will be able to highlight the noun of direct address.

Students will be able to define subject and predicate.

List the materials/resources you will need to teach the lesson.

Results of Post Assessment

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

Students will be able to clearly state their ideas and opinions.

List the materials/resources you will need to teach the lesson.

Pencils- 1 for each student

Did the presenter

Did the presenter show

Did the presenter

Did the presenter stay

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

Students will be able to demonstrate a clear understanding of the text.

List the materials/resources you will need to teach the lesson.

Pencils- 1 for each student

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

Students will be able to demonstrate a clear understanding of the text

List the materials/resources you will need to teach the lesson.

Pencil- 1 for each student

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Teacher Candidate Name:_________________________________________________________________

Task I: Professional Goal Setting

Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

Numerous Management and Management and Management and

Includes professional-quality Includes average-quality Includes poor-quality No quality

Overall Professional Quality of Teacher Work Sample

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