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TWS 4 Overview: In my first lesson I decided to use the same pre and post assessment. This assessment involves students completing a picture quiz on landforms. The students will complete the quiz at the beginning of the lesson to show what they already know about land forms. I will take up this quiz. And the end of the lesson I will give students the exact same quiz. At the end of the lesson I will grade both quizzes and compare the two. I will compare the two quizzes to show what students have learned throughout the lesson. I will have all students in the classroom during this lesson. I will also have one extra student from extended resource. All students will complete the same work and will be assessed using the same rubric. Pre-Assessment: The purpose of the pre-assessment was to establish what the students already know about land forms. I choose to do the pre-assessment as an individual quiz so that students could get a simple view of the different land forms. At the beginning of the lesson students only have personal experiences as to what land forms are, it would not be fair to give students a written, definitions quiz at the beginning of the lesson, as a teacher I would be setting the students up for failure. This quiz will be given a number grade and returned to the students. During-Assessment: The purpose of the during assessment is to monitor the student’s progress throughout the lesson. during the lesson students were given more detail about the different land forms. Students will be shown pictures, videos, and verbal definitions of land forms. During the lessons students will complete a project. Students will be given a large sheet of construction paper and a land form name. In groups, students will write facts about that land form and draw it. The students will then present it to the class. I will informally assess the students based on their participation in their group and their accuracy of the land form. Post-Assessment: The purpose of the post assessment is to see what knowledge students gained from the lesson. For my post-assessment, students were given the same picture quiz from the beginning. Students will not know how they performed in the first quiz, so they will need to rely on what they learned from the lesson to do well on the final quiz. I will take up the post quiz and give them a letter grade. I will take off a point for each incorrect answer. I will return the quizzes to the students.

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Post Assessment Results: No. of students No. of students who scored a 2 No. of students who scored a 1 No. of students who scored a 0 21 16 3 2

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Can you name this land feature?

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Lesson Objectives Lesson Objective #1 97% of students will demonstrate an understanding of Earth’s land features by identifying and the composition and changes that occur to the features of Earth’s surface.

Assessments

Format of Formative Assessment

Accommodations

Pre-Assessment During-Assessment Post-Assessment

Pre-assessment: Students will be assessed by showing illustrations of different Earth features and students will be asked to identify on a short quiz what each land feature is. During-Assessment: During the lesson, students will be asked probing questions to help them better identify land features. I will assess student’s verbal answers. Students will also complete a project on land features. Post-Assessment: At the closing of the lesson, students will be assessed the same way as the pre by taking the same quiz. I will assess students on their performance throughout the lesson.

My ELL student will get assistance during the quiz. I will give verbal directions and allow this student to sit at my desk during the pre and post assessments. I will also allow the three students with IEP’s to sit at my table. I will place students in groups according to their behavior. Some students may have to work alone if they do not demonstrate good behavior during the lesson.

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Overview: For my second lesson, students were asked to identify parts of a whole. I choose to pre-assess by taking up the homework from the night before. During-assessment will be a worksheet done during class, and the post-assessment will be a homework sheet that will be given out that day after the lesson. This lesson is appropriate for this class in that they have had prior knowledge of fractions. Students have also had knowledge using fraction pieces and know how they are expected to handle them. 2 of the 3 students with an IEP will be out of the room for this lesson. Pre-assessment: The pre-assessment will be taken up before the actual lesson has begun. I will take up student’s homework from the night before. The lesson prior to this lesson was on an introduction to fractions. I will take up the homework at the beginning of the day and look over it before I start the lesson. I will only be able to assess those students who turned in their homework from the night before. I will also have to assume that all students did their own homework with no help to assess properly. During-assessment: During the lesson I will assess students informally by observing students completing their worksheets provided by the text in the math workbook. I will assist any student who needs help, but will encourage students to work individually and silently. The purpose of the duringassessment is to monitor students’ progress throughout the lesson. Post-assessment: After the lesson is over students will be given a homework sheet to take home and complete. Students will only be given one night to complete the homework. I will ask students to try to complete this homework without the help of their families. I will take up the homework the next day I am with the class. I will grade the homework on if the students turned it in, and on accuracy. Post-assessment results: No. of students No. of students who scored a 2 No. of students who scored a 1 No. of students who scored a 0 17 11 6 0

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Lesson Objectives Lesson Objective #1 75% of students will identify parts of a whole.

Assessments

Pre-Assessment During-Assessment Post-Assessment

Format of Formative Assessment Pre-Assessment: On Monday students will begin talking about fractions. At the end of Monday’s lesson, students will complete a homework sheet. I will gather the homework from the night before and check it for correct answers. Based off of this homework I will be able to tell where the students stand with fractions prior to the lesson. During-Assessment: During the lesson I will observe students as they complete the worksheets provided by the text. I will assist those who need help with the worksheets. Post-Assessment: After the lesson, I will send home a worksheet. My postassessment will take place the next morning I am with the students and I will take up the homework. My teacher and I will assess and adjust for the next lesson on fractions based on the lesson taught and the homework.

Accommodations The ESOL student will work close with a partner nearby. They will help each other with reading the worksheets. I will orally give direction for the ESOL student’s independent practice. Extended resource students will not be in the classroom during this time. There are empty seats for students to move in cases of excessive talking or cheating during independent work.

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Overview: For lesson three, students will gain knowledge on the three branches of government. Students have not had any prior knowledge of the branches of government. This lesson is appropriate for the students in my class. Since they have no prior knowledge, I will start the lesson by giving history of the US. During the lesson I will observe, and after the lesson student will complete an activity. Pre-Assessment: The purpose of the pre-assessment is to see what students already know about the three branches of government. I am not expecting students to know much about this topic. I will tell them a little about the 13 colonies and how they were structured before this form of government came to be. I will tell students about how other countries are ran and compare them to the US. During-Assessment: During the lesson I will how a presi presentation. I will allow an open floor for conversation among the students. I will also ask probing questions to direct the student in the way that I would like. I will informally assess the students during the lesson and monitor the progress of the students. Post-Assessment: After the lesson students will complete a project. The purpose of the post-assessment is to see what knowledge the students have gained during the lesson. I will demonstrate the activity and show the student what we will be building. Students will have to pair up the right branch with the corresponding definition. Students will not be allowed to progress with the activity until I have checked their identification. If students are wrong, I will prompt them in the right direction. Post-assessment results: No. of students No. of students who scored a 2 No. of students who scored a 1 No. of students who scored a 0 21 9 10 2

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Lesson Objectives Lesson Objective #1 95% of students will identify the three branches of government and their powers.

Assessments

Pre-Assessment During-Assessment Post-Assessment

Format of Formative Assessment Pre-Assessment: Before the lesson I will review with the students the way the 13 colonies were ran. Before the government, the king mad all decisions. Students should show previous knowledge of colonist and the constitution of the US. During-Assessment: Students will respond verbally to probing questions asking throughout the lesson. Post-Assessment: Students will show their knowledge by completing and activity on the three branches of government that requires them to know the powers and definitions of each.

Accommodations For this lesson I will have all 21 students in the class. I will ask a student to be the ESOL student’s partner and assist her in written directions. One of the extended resource students does not work well alone, or with other students. I will use the help of my teacher to answer all questions from this student.

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Overview: During lesson four, students will be gaining knowledge of superlative and comparative adjectives. Students have previous knowledge of adjectives and I will use this to help me out in the lesson. Before the lesson I will look in each students word study notebooks. I will look back at their adjectives page and make sure that each of the students has examples written down to use for our lesson. During the lesson, I will observe students and the examples they give for adjectives. After I will take up the word study notebooks again for review. This is a mini lesson that has very little content and will not talk very long to complete. Pre-Assessment: Before the lesson, I will take a look at the student’s word study notebooks. I will check that each student has one page if not several pages on adjectives. Students should have knowledge of adjectives from previous grades, but I will check their notebooks as a hard copy of their previous knowledge. I will not grade the notebooks from their previous work; it will be an informal assessment. During-Assessment: During the lesson I will monitor students’ progress. I will ask questions throughout the lesson and direct students conversation to superlative and comparative adjectives. During students independent work time I will informally observe and monitor their work. Post-Assessment: After the lesson I will take up student’s notebooks. This time I will check their work that I gave verbal directions for during the lesson. I will give students a number grade for their work. By checking the notebooks, my teacher and I will get a better understanding at if the students grasped the content and if they are ready to move forward in their word study. Post-assessment results: No. of students No. of students who scored a 2 No. of students who scored a 1 No. of students who scored a 0 18 14 3 1

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Lesson Objectives Lesson Objective #1 In this mini lesson I expect 95% of students to use comparative and superlative adjectives while testing.

Assessments

Pre-assessment During-assessment Post-assessment

Format of Formative Assessment Pre-Assessment: Before the lesson, I will take a look at each student’s word study notebooks. Here I can see students’ previous work on adjectives. During-Assessment: During the lesson I will observe students work. There will be a time for independent work. I will look for those who need help. Post-Assessment: I will go back and look at the student’s word study notebooks at their work completed in class. This will help be determine who understood what we did in class.

Accommodations The ESOL student will be given verbal directions. I will assign a student to help her with cutting and gluing the correct pieces in her notebook.

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Superlative Olympic Events
1. The longest hair ________________________________________ _____________________________________________________

2. The best dancer ________________________________________ ______________________________________________________

3. The tallest student ______________________________________ _____________________________________________________ 4. The highest jumper______________________________________ _______________________________________________________ 5. The shortest student_______________________________________

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Overview: Lesson five is an extension/activity lesson for students to think back about what they have learned about matter in the previous days. This lesson is appropriate because they are using their hands to complete an activity on lessons from the week. Students pre during and post assessments will all be informal. I will walk around the room and monitor that students are on task and following directions. Since this is a hands on activity based on student predictions there will be no formal assessments. Pre-Assessment: Before the lesson student will have heard two days of lecture on solids and liquids. Before we begin the activity I will tell students what we are doing and have them make predictions on what state of matter they think the experiment will turn out to be. During-Assessment: During the lesson I will constantly give students verbal directions. The class does not do well with written directions, so I purposely did not make written directions. I will assess students on their ability to follow verbal directions. This will be an informal assessment. Post-Assessment: After the lesson I will ask students to do a few tests on their experiment. From the results of their test, students will look back at their predictions made before the activity and prove if they were right or wrong in their predictions. Post-assessment results: No. of students No. of students who scored a 2 No. of students who scored a 1 No. of students who scored a 0 11 10 1 0

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Lesson Objectives Lesson Objective #1 I expect 97% of students to accurately follow directions when making oobleck.

Assessments

Pre-Assessment During-Assessment Post-Assessment

Format of Formative Assessment Pre-Assessment: Students will have completed two days of solids and liquids instruction. Before the experiment students will compelte a prediction of what they think will happen when we combine cornstarch and water.

Accommodations

During this lesson I will not have the 2 extended resource students in the class. The ESOL student will be in attendance. She will need directions told over to her after I have said them to the class. She will also need help with writing her During-Assessment: predictions. For the Students will be class I will orally assessed informally prompt them what to during the lesson by write for predictions. following directions. By writing them down for the ESOL student, Post-Assessment: it will help her see Students will look what I am saying and back at their previous get a better predictions and understanding of the determine if they were lesson. If I do not do correct or incorrect this, she tends to copy and why. others work. During the science experiment I am allowing the students to work in pairs. The class is a talkative class, so if it gets out of hand, I will separate the students that need to work alone.