Journal Entry Form – Adrian Vega 

 
Journal Entry for the week of: ____3/10/19____ 
 
Person who taught the described lesson was:  
Cooperating Teacher Teacher Candidate Co-Taught by both CT/ST 

At the beginning of the lesson:   

What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
● I will instruct students to open the next 
page in their reading journal. I instruct 
students to label the next 3 pages modal 
auxiliary verbs. Students are then 
instructed to label the left half of the page  ● Students will take turns sharing action 
action verbs, action verb sentences,  verbs and they will act them out at their 
helping verbs, helping verb, helping verb  seats. Students will then use those verbs 
and action verb sentence, and helping  in a sentence. After filling out the modal 
verb and action verb sentence from the  auxiliary chart, they will use a helping verb 
story. Underneath the helping verbs label,  to adjust their senses. 
students will draw a chart filled With the 
following helping verbs: Can, could, will, 
would, may, might, must, shall, and 
should. 
TAP Rubric Domain(s)  
Instruction 
[as assigned by University Supervisor] 
● Teacher candidate displays 
understanding of anticipated learning 
difficulties for some students. 
● Teacher candidate sometimes provides 
TAP Rubric Descriptor (s) 
differentiated instructional methods 
and content to ensure children have the 
opportunity to master what is being 
taught. 
TAP Rubric Indicator (s)  Teacher Candidate Knowledge of Students 
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
I allowed students to share their levels of understanding in differentiated methods. Students were 
allowed to interact using body movement and vocal response. The document camera was used in 
order to show the students an example. 
Feedback: 
My cooperating teacher like to the students had something in their journal they could reference again, 
and the fact that the students were able to have fun. 
 
In the middle of the lesson:   
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
● I instruct the students to open to the next  ● Students open a blank page in the writing 
blank page in their reading journal. They  journal to fill in the information given by 
are then instructed to write a timeline  the teacher. After each section, the 
with three points on it. Above each point  students share examples of using each 

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 students are required to write a  modal auxiliary verb to create a sentence. 
possibility, a strong possibility, and an 
obligation. Underneath each point on the 
timeline students are required to write 
might, may, and a must. 
TAP Rubric Domain(s)   Instruction 
[as assigned by University Supervisor]   
● Teacher candidate displays 
understanding of anticipated learning 
difficulties for some students. 
● Teacher candidate sometimes provides 
TAP Rubric Descriptor (s) 
differentiated instructional methods 
and content to ensure children have the 
opportunity to master what is being 
taught. 
TAP Rubric Indicator (s)  Teacher Candidate Knowledge of Students 
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
By creating visuals, I feel I simplified the content. I also feel that I gave the students a task like a 
challenge those who found the concept to simple.I did not require the students to different amounts of 
work, but gave them test it allowed them to elaborate based on their ability.  
Feedback: 
My cooperating teacher like that I allowed students to build on what they were sharing vocally and 
through body movement by incorporating them to write their sentences in their notebooks.  
At the end of the lesson:   
 
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
● Students are required to read along in the 
book. While reading, they will check for 
modal auxiliary verbs from the chart in 
● I instruct the students to get out there 
their writing journal from earlier in the 
yellow highlighters. Students are 
lesson. They will highlight each modal 
instructed to highlight any of the modal 
auxiliary verb they see, and put a tally 
auxiliary verbs that were covered in the 
mark it in the box on the chart in their 
chart at the beginning of the lesson. 
journal. 
● I read a chapter from the book ​The Plant 
 
That Ate Dirty Socks​ to the students. 
 
 
 
TAP Rubric Domain(s)  
Instruction 
[as assigned by University Supervisor] 
● Teacher candidate displays 
understanding of anticipated learning 
difficulties for some students. 
● Teacher candidate sometimes provides 
TAP Rubric Descriptor (s) 
differentiated instructional methods 
and content to ensure children have the 
opportunity to master what is being 
taught. 
TAP Rubric Indicator (s)  Teacher Candidate Knowledge of Students 
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
I feel I allowed a lot of multiple intelligences to be exercised in this lesson. I allowed students to share 

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 in a coral setting, write in an individual setting, use body movement, and listen. I feel at this point the 
lesson students were able to relax from the pressure of speaking or moving in front of their peers, and 
able to just listen a piece of literature and practice the skill they worked. 
 
Feedback: 
My supervising teacher was very supportive. She encouraged my method of having students get up 
and perform their verbs, and the opportunities for sharing. She also acknowledge my effort to call on 
new students. Throughout the lesson, I made a conscious effort to have students utilize thinking time. 
I wanted students to you have time to individually think before they shared anything out loud or wrote 
anything down. 
 
 

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