Lesson 1: Spanish Exploration in Utah

The only thing I changed in this lesson was that I added an ungraded exit ticket.

As students left for the day, I asked each of them to tell me one thing they

learned from the lesson. Every student was able to give me a relatively detailed

example, except for two. They gave me vague details about the lesson as a

whole. I believe it was because they didnt actively participate in the group.

As soon as the students started on the Jigsaw, I realized that they hadnt

previously worked in groups very much at all. It took constant reminders to keep

everyone involved and to stay on task. I should have assigned roles to the

groups before they got started, such as Reader, Reporter, Designer, etc.

Next time I would give more specific instructions on how they were to draw their

poster (done is better than perfect), and a time limit on their presentations.

Most students met the objective of the lesson. Two students were absent. There

was one group who really struggled to produce anything. They ended up with

hastily drawn stick figures in pencil, for which they lost points.

All students who received a less than perfect score is able to rewrite the

assignment for full credit. In many cases, an oral dictation to the teacher is

sufficient.

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Scores (Out of 6)

Student Total Visual Oral Student Total Visual Oral

A 6 3 3 P 6 3 3
B 6 3 3 Q 6 3 3
C 6 3 3 R 6 3 3
D 5 2 3 S 6 3 3
E 5 2 3 T 6 3 3
F 6 3 3 U 6 3 3
G 6 3 3 V 5 2 3
H 6 3 3 W 5 2 3
I 5 2 3 X 6 3 3
J 5 2 3 Y 6 3 3
K 6 3 3 Z 6 3 3
L 0 0 0 AA 6 3 3
M 6 3 3 BB 6 3 3
N 6 3 3 CC 6 3 3
O 6 3 3 DD 5 2 3

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Lesson 2: The Journey of the Spanish Explorers

No Changes were made to this lesson

This lesson didnt go as well as planned. The students had a good discussion,

but they had a hard time with the Hiring Ad. I realized that while they had plenty

of experience writing opinion pieces, they didnt have the background knowledge

to write this type of nonfiction. I should have scaffolded the writing better before

having them do it completely on their own.

For those who were struggling, I worked one-on-one as much as I could, while

still giving the others attention. I had some students dictate to me as I wrote so

they could see what their ideas looked like on paper.

Next time, I would create a template worksheet that made the writing a bit less

daunting. It would have the title on it, several paragraph prompts, and a space for

the illustrations. This would give the students more of a tangible product than just

another essay.

All students who received a less than perfect score is able to rewrite the

assignment for full credit. In many cases, an oral dictation to the teacher is

sufficient.

3
Scores (Out of 10)

Student Total Goal Challenge Student Total Goal Challenge

A 10 5 5 P 10 5 5
B 6 3 3 Q 6 3 3
C 8 3 5 R 10 5 5
D 10 5 5 S 8 5 3
E 6 3 3 T 8 3 5
F 6 3 3 U 5 3 2
G 5 3 2 V 5 3 2
H 10 5 5 W 10 5 5
I 10 5 5 X 5 3 2
J 7 5 2 Y 5 3 2
K 8 3 5 Z 10 5 5
L 0 0 0 AA 10 5 5
M 8 3 5 BB 10 5 5
N 10 5 5 CC 8 3 5
O 3 0 3 DD 6 3 3

4
Lesson 3: Maps and Exploration

No changes were made to this lesson

This lesson was awesome! It was by far one of the most engaging and interactive

lessons I have ever taught. I loved having stations that the students would rotate

through and learn about the subject in-depth.

For those who were still struggling (or who wanted to go further), I would give

them a chance to look at the materials during recess and ask any questions to

me without the group being there.

Next time I would move the desks into station tables, or move them out of the

way and have stations on the floor and give the students clipboards. The stations

were cramped, and the students kept punching holes through their papers.

I believe that nearly every student met the objective. The problem with scores

was partially because they were so absorbed in the materials that they werent

doing the assignment, and partially because they were getting off task and

distracted with their friends (Student X). The biggest problem with the maps was

that they didnt label anything or didnt draw the map from a birds eye view.

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 All students who received a less than perfect score is able to rewrite the

assignment for full credit. In many cases, an oral dictation to the teacher is

sufficient.

6
Scores (Out of 10)

Student Total Map Plant Fact Student Total Map Plant Fact
A 10 4 3 3 P 10 4 3 3
B 10 4 3 3 Q 10 4 3 3
C 10 4 3 3 R 10 4 3 3
D 10 4 3 3 S 10 4 3 3
E 10 4 3 3 T 9 3 3 3
F 10 4 3 3 U 0 0 0 0
G 9 4 2 3 V 9 3 3 3
H 10 4 3 3 W 10 4 3 3
I 10 4 3 3 X 7 3 2 2
J 9 4 2 3 Y 9 3 3 3
K 9 3 3 3 Z 10 4 3 3
L 0 0 0 0 AA 10 4 3 3
M 9 3 3 3 BB 10 4 3 3
N 10 4 3 3 CC 9 3 3 3
O 7 3 2 2 DD 9 3 3 3

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Lesson 4: Mountain Men

Due to an unforeseen time constraint beyond the control of me or my cooperating

teacher, I had to change the assessment slightly. Rather than the students

outlining each other on butcher paper, I made a copy of the information about

their mountain man. They were able to highlight pertinent information that they

wanted to report out to the class.

This time I took what I had learned from the first lesson and assigned roles to the

groups. I had a reader, a highlighter, and two reporters. This seemed to work

better at keeping them engaged.

Each group was more prepared for their presentation. They all stayed well within

the time limit for their presentation. Some groups did not fully understand the

point of the highlighting, and more or less just read the page to the class. Any

student who helped present got full credit for the assignment.

8
Scores (Out of 5)

Student Total Visual Oral Student Total Visual Oral

A 5 2 3 P 5 2 3
B 5 2 3 Q 5 2 3
C 5 2 3 R 5 2 3
D 5 2 3 S 5 2 3
E 5 2 3 T 0 0 0
F 5 2 3 U 5 2 3
G 5 2 3 V 5 2 3
H 5 2 3 W 0 0 0
I 5 2 3 X 5 2 3
J 5 2 3 Y 5 2 3
K 5 2 3 Z 5 2 3
L 5 2 3 AA 5 2 3
M 5 2 3 BB 5 2 3
N 5 2 3 CC 5 2 3
O 5 2 3 DD 5 2 3

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Lesson 5: On the Right Tracks

No changes were made to the lesson

The students loved this lesson even more than the third lesson, and I agree.

They were engaged and enthusiastic without being out of control.

I think that putting them in pairs and threes was a good move for this lesson. It

made it so that each student had to be doing something at any given point during

a lesson. It was easier to see if there were any struggling students.

Next time I would set each animal next to each other, grouping like clues

together (tracks, scat, food, habitat) so the students could compare each animal

to the others to see similarities and differences.

Several students had difficulty giving additional information for each reason. Most

of them could give me a few good reasons, but not why they were important.

Four students (M, O, T, and AA) could only give me one reason. For students T

and AA, I think they could have done it if they had more time, as they were able

to go into detail about the reason they provided.

All students who received a less than perfect score is able to rewrite the

assignment for full credit. In many cases, an oral dictation to the teacher is

sufficient.

10
Scores (Out of 8)

Student Total Reasons Sentences Student Total Reasons Sentences

A 8 4 4 P 8 4 4
B 8 4 4 Q 7 4 3
C 7 4 3 R 7 4 3
D 7 4 3 S 7 4 3
E 6 3 3 T 5 1 4
F 6 3 3 U 0 0 0
G 6 3 3 V 7 3 4
H 8 4 4 W 8 4 4
I 8 4 4 X 6 3 3
J 7 4 3 Y 6 3 3
K 7 4 3 Z 8 4 4
L 8 4 4 AA 5 1 4
M 4 1 3 BB 6 3 3
N 7 4 3 CC 8 4 4
O 4 1 3 DD 7 3 4

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