Teacher Work Sample Two

2. Lesson Objectives: 1. CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SC Curriculum Standard(s): Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. SC Academic Indicator(s): 3-2.2 Analyze informational texts to draw conclusions and make inferences. When being read a text the students will be able to listen carefully and pick out information that leads them to come up with inferences that could be accurate. Task: This is a valid learning objective because the students have already worked on making inferences in texts. I will read the text to the students so I can accurately assess their ability to make inferences and not their ability to read and understand text. We will work on this objective together by using the gradual release of responsibility, where I will first model and then slowly allow them to become more comfortable making inferences until they can complete this by themselves. Prompt: This lesson is directly aligned with State Standard 3-2, it is also aligned with the new Common Core Standard CCSS.ELA-Literacy.RL.3.1. These standards deal directly with understanding a text, answering questions about the text, and making inferences and drawing conclusions about the text. This lesson is developmentally appropriate because the book I will be reading the students has

an interest level of four to eight years old. It was also given to Mrs. Tiller by the school as an appropriate book for the students. These students have also worked directly with making inferences in the past with Mrs. Tiller. In Kindergarten they use pictures to help make predictions about stories that are read aloud. They have also been working on drawing conclusions and making inferences since second grade. They will continue to apply this standard all the way through seventh grade (SC Support Document). 2. 3-3.8: Illustrate changes in Earths surface [that are due to slow processes (including weathering, erosion, and deposition) and changes] that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). SC State Standards Students will be able to summarize and illustrate the four types of fast land changes. Task: Students should be able to summarize and illustrate these four type of fast land changes because we viewed many examples of these changes, we illustrated them and they drew them in their science notebooks, and we discussed them in detail. We talked about how much time they could take, what causes them, and what happens as a result of these changes. Prompt: This lesson aligns with State Standard 3-3.8, which says that students should be able to illustrate slow and quick land changes. The students have already learned about slow land changes with Mrs. Tiller. The standards said to focus on earthquakes, volcanoes, landslides, and floods, which is what our lesson was about. Students will have a general understanding about land changes. In first grade students learned to recognize that water flows downhill. Students have

also discovered slow land changes such as weathering, erosion, and deposition. These concepts will be easily integrated with the future knowledge of quick land changes. Students also have a working knowledge about what floods and volcanoes are (SC Support Document). 3. 3-5.1 Identify the position of an object relative to a reference point by using position terms such as above, below, inside of, underneath, or on top of and a distance scale or measurement. SC State Standards Students will be able to identify a reference point and use position words to describe the relative position of an object. Task: Students will be able to identify a reference point because we named examples of reference points in the classroom. We completed a worksheet on reference points and reviewed it. They will also be able to describe an objects relative position using position words. We found examples in the classroom and completed a worksheet on position words and reviewed it. The students were also asked to demonstrate these position words. Prompt: This standard aligns to SC State Standard 3-5.1, which says that students should identify an objects position using a reference point and position words. This is what our lesson focuses on. The students have been learning about motion and direction from Mrs. Tiller. This concept is one that the students have had prior experience with in 1st grade (1-5.1), students identified the location of an object relative to another object. This will be the first time that the students have worked with the concepts of identifying positions and motions of objects with terms and measurements. Students will further develop this concept of position in

5th grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed. (SC State Standard Support Document) 4. 3-4.5Classify triangles by the length of their sides as scalene, isosceles, or equilateral according and by the sizes of their angles as acute, right, or obtuse. SC State Standards Students will be able to classify triangles based on their side lengths (scalene, isosceles, and equilateral) and angles (right, acute, and obtuse). Task: Students will be able to identify triangles based on their side lengths and angles because we created right, obtuse, and acute angles using pipe cleaners. We also completed a worksheet and review it together as a class. They will also be able to identify triangles based on their side lengths because we created triangles on their individual white boards. We also completed a worksheet and reviewed it as a class. Prompt: This lesson aligns with SC State Standard 3-4.5, which says that students will be able to classify triangles based on their side lengths and angles. The students have been classifying polygons based on their number of sides, so this lesson correlates very well. This concept is not totally foreign, but this will be the first time that the students will be classifying triangles by both their side lengths and their angles. 5. 3-4.5Classify triangles by the length of their sides as scalene, isosceles, or equilateral according and by the sizes of their angles as acute, right, or obtuse. SC State Standards Students will be able to classify triangles based on their side lengths (scalene, isosceles, and equilateral) and angles (right, acute, and obtuse).

Task: Students will be able to identify triangles based on their side lengths and angles because we created right, obtuse, and acute angles using pipe cleaners. We also completed a worksheet and review it together as a class. They will also be able to identify triangles based on their side lengths because we created triangles on their individual white boards. We also completed a worksheet and reviewed it as a class.

Prompt: This lesson aligns with SC State Standard 3-4.5, which says that students will be able to classify triangles based on their side lengths and angles. The students have been classifying polygons based on their number of sides, so this lesson correlates very well. This concept is not totally foreign, but this will be the first time that the students will be classifying triangles by both their side lengths and their angles.