Abigail Stallkamp

Kindergarten Artifact: Domain II

Teaching Scenario:
When I decided to teach the Zones of Regulation as my teacher work sample I had to
decide how I wanted to teach it and what I wanted to teach. First I had to decide on the specific
skill that I wanted my students to be able to accomplish. I decided that I wanted the students to
be able to identify which zone they were in. This way the students would be able to identify their
emotion, so the teacher could help the students identify why they were feeling that and what they
could do to get back to the green zone. I then decided that I wanted to teach each skill on a
separate day and allow separate days for the pre-test and post-test. I then wanted to make sure
that I had a visual that would look very similar to their pre-test and post-test, so I created an
anchor chart and enlarged some of the Zones of Regulation Pictures to aid in teaching the
subject. I then created the plan for when I would teach each zone and ways to relate each zone to
the student’s lives.
Artifact:
Day 1 Day 2 (This Day 3 (This Day 4 Day 5 Day 6
Lesson was lesson was
taught during E- taught during E-
Learning) Learning)
Learning Learning Learning Learning Learning Learning
Outcomes: Students Outcomes: The Outcomes: The Outcomes: The Outcomes: The Outcomes: Students
will complete a pre- students will be able students will be able students will be able students will be able will complete a
test. to identify the to identify the to identify the to identify the post-test to
emotion pictures emotion pictures emotion pictures emotion pictures determine how
Purpose: This within the green within the yellow within the blue within the red zone, much they learned.
allows the teacher to zone, how their zone, how their zone, how their how their body
assess the previous body would feel in body would feel in body would feel in would feel in the red Purpose: This
knowledge of the the green zone. the yellow zone. the blue zone. zone. allows the teacher to
students. assess the
Purpose: Students Purpose: Students Purpose: Students Purpose: Students information that the
Instructional will be able to will be able to will be able to will be able to students learned
Design: Students identify when they identify when they identify when they identify when they throughout the unit
completed a pre-test are in the green are in the yellow are in the blue zone. are in the red zone.
in which they had zone. zone. Instructional
the four zones of Anticipatory Set: Anticipatory Set: Design: Students
regulation and had Anticipatory Set: Anticipatory Set: Teacher will review Teacher will review completed a post-
to cut and paste, 12 Talk with students Teacher will read the green and the green, yellow, test in which they
pictures into the about a stop light the book, “Right yellow zones, and blue zones, had the four zones
right zones as a way and what each color Now, I Am Fine”. specifically the specifically the of regulation and
to identify the in the stop light As an introduction pictures in those pictures that go in had to cut and paste,
emotions in each represents. to the yellow zone. zones. The students those zones. The 12 pictures into the
zone. Specifically talk will help the teacher students will help right zones as a way
about how red Instructional identify where they the teacher identify to identify the
Materials and means stop and Design: The teacher go and then the where they go and emotions in each
Resources: green means go. will talk about the students will be able then the students zone.
-Zones of Relate this to how Zones of to place them on the will be able to place
Regulation Paper green means that Regulation, anchor chart. them on the anchor Materials and
-Zones of you are ready to go, specifically the chart. Resources:
Regulation pictures or ready to focus. yellow zone. The Instructional -Zones of
-Scissors teacher will talk Design: The teacher Instructional Regulation Paper
-Glue Sticks Instructional about how a person will talk about the Design: The teacher -Zones of
-Pencil Design: The teacher feels when they are Zones of will talk about the Regulation pictures
will talk about the in the yellow zone. Regulation, Zones of -Scissors
Zones of They might feel like specifically the blue Regulation, -Glue Sticks
Regulation, it is hard to breathe zone. The teacher specifically the red -Pencil
specifically the or like there are too will talk with the zone. The teacher
green zone. The many things going students about how will talk with the
teacher will talk on. It might feel like someone might feel students about the
about how a person their stomach is all like in their body red zone, what it
feels when they are in knots or like they and in their might feel like in
in the green zone have a lot of emotions when they your body and
both in their butterflies. It might are in the blue zone. emotions. Within
emotions and their feel like an ache in They may have a your body you
body. This includes their shoulders or slow heart rate, a might have a high
feeling joyful, back. They also headache, or a heart rate, and the
happy, calm, and might feel like their stomachache. We maybe feeling like
ready to learn. We heart is racing or will also be using you are going to
will talk about how beating very hard. key words to explode. Then the
when someone is in This is called being describe the students will use
the green zone their anxious, nervous or emotions (sad, tired, key words that
heart is beating at a worried. The teacher and sick) and talk describe how a
normal pace, they will ask when the about what a person person may be
may feel focused or students have ever may look like in the feeling (terrified,
like they want to get felt worried. Then blue zone. We are yelling, and angry)
things done. Then we will talk about also going to discuss that correlated with
we will talk about how a person may that if you are the pictures that go
how a person may look in when they crying it is not in the red zone. The
look in when they are in the yellow necessarily because teacher will discuss
are in the green zone and refer to the you are in the blue with the student’s
zone and refer to the pictures that are zone, and it is the what pictures go in
pictures that are going to be put in emotion behind the the red zone.
going to be put in the yellow zone. crying determines
the green zone. We what zone the Assessment
will also go over Assessment person is in. Strategies: The
what the “okay” Strategies: The teacher informally
symbol looks like, teacher informally Assessment assessed the
as it is in one of the assessed the Strategies: The students
pictures. students teacher informally understanding of the
understanding of the assessed the bodying indications,
Assessment bodying indications, students emotional words,
Strategies: The emotional words, understanding of the and pictures of the
teacher informally and pictures of the bodying indications, green zone. I did so
assessed the green zone. I did so emotional words, by asking for
students by asking for and pictures of the feedback on
understanding of the feedback on green zone. I did so understanding and
bodying indications, understanding and by asking for watching their facial
emotional words, watching their facial feedback on expressions and
and pictures of the expressions and understanding and body language. The
green zone. I did so body language. The watching their facial teacher also
by asking for teacher also expressions and assessed if
feedback on assessed if body language. The knowledge was
understanding and knowledge was teacher also retained by asking
watching their facial retained by asking assessed if the students to
expressions and the students to knowledge was identify the zone,
body language. identify the zone, retained by asking green, yellow, blue,
green or yellow, of a the students to or red, of a picture.
Management picture. identify the zone,
Strategies: The green, yellow or Management
students should be Management blue, of a picture. Strategies: The
paying attention and Strategies: The students should be
participating students should be paying attention and
throughout the paying attention and Management participating
lesson. The teacher participating Strategies: The throughout the
will make sure to throughout the students should be lesson. The teacher
ask the students lesson. The teacher paying attention and will make sure to
questions that relate will make sure to participating ask the students
to their life ask the students throughout the questions that relate
experience with the questions that relate lesson. The teacher to their life
emotions in the to their life will make sure to experience with the
green zone as to experience with the ask the students emotions in the blue
keep them engaged emotions in the questions that relate zone as to keep
within the lesson. yellow zone as to to their life them engaged
keep them engaged experience with the within the lesson. I
Closure: The within the lesson. emotions in the blue will also allow the
students will help zone as to keep students to come up
the teacher put the Closure: The them engaged and place the
picture in the green students will help within the lesson. I emotion pictures in
zone. the teacher put the will also allow the the correct zone
pictures in the green students to come up when reviewing and
Adaptations: The and yellow zone. and place the assessing their
teacher will make emotion pictures in knowledge of the
sure to show the Adaptations: The the correct zone zones.
pictures as close to teacher will make when reviewing and
the camera, without sure to show the assessing their Closure: The
blurring the picture, pictures as close to knowledge of the teacher will take the
for students with the camera, without zones. pictures off of the
vision impairments. blurring the picture, anchor chart and the
The teacher will for students with Closure: The students will help
make sure to ask the vision impairments. teacher will take the the teacher put the
students questions The teacher will pictures off of the pictures in the
about their personal make sure to ask the anchor chart and the green, yellow, blue,
experience, which students questions students will help and red zone as to
helps to release about their personal the teacher put the review the lesson.
dopamine and experience, which pictures in the
oxytocin from helps to release green, yellow, and Adaptations: The
creating personal dopamine and blue zone as to teacher will make
connection, which oxytocin from review the lesson. sure to show the
will then aid in the creating personal pictures under the
students focus and connection, which Adaptations: The document camera,
engagement within will then aid in the teacher will make so it is projected on
the lesson. students focus and sure to show the the board for
engagement within pictures under the students with vision
Materials and the lesson. document camera, impairments. The
Resources: so it is projected on teacher will make
-Zones of Materials and the board for sure to ask the
Regulation Anchor Resources: students with vision students questions
Chart -Zones of impairments. The about their personal
-Zones of Regulation Anchor teacher will make experience, which
Regulation Pictures Chart sure to ask the helps to release
-Zones of students questions dopamine and
Regulation Pictures about their personal oxytocin from
experience, which creating personal
helps to release connection. The
dopamine and students will also be
 oxytocin from able to help the
creating personal teacher put the
connection. The pictures up on the
students will also be anchor chart which
able to help the will give the student
teacher put the some movement
pictures up on the which will help to
anchor chart which release dopamine in
will give the student the students brains.
some movement The release of these
which will help to neurotransmitters
release dopamine in will then aid in the
the students brains. students focus and
The release of these engagement within
neurotransmitters the lesson.
will then aid in the
students focus and Materials and
engagement within Resources:
the lesson. -Zones of
Regulation Anchor
Materials and Chart
Resources: -Zones of
-Zones of Regulation Pictures
Regulation Anchor
Chart
-Zones of
Regulation Pictures

Rationale:
Artifact Description:
Unit plan for my teacher work sample on the Zones of Regulation.

Conceptual Framework Domain Indicators Addressed:

2.3: The candidate can explain the rationale for each unit/lesion, aligning student needs,
community, standards, curriculum, and learning theory.

2.4 The candidate uses multiple resources, perspectives, and ways of knowing to construct
learning experiences.

2.5: The candidate’s lesson and unit plans outline a logical sequence that aligns objectives,
learning activities, and assessment.

2.6: The candidate designs instruction that frames academic knowledge and skills as tools for
navigating and effecting change in both in- and out-of-school contexts.

Artifact Rationale and Statement:

I decided to teach the Zone of Regulations because we had students who would have
trouble telling us how they were feeling. Once they told us how they were feeling we were able
to decipher why they were feeling that way and what we could do to help them (2.3). When I
taught this unit, we talked about multiple scenarios in which they had felt these emotions. We
also talked about what your body would feel when you felt that emotion. This allows students to
put these emotions in the context of their everyday lives (2.6). We had about thirty minutes to
teach Social Studies/Science/Health during the day. This is why the pre-test and post-test were
separate from the actual lessons. Then I decided to teach the green zone first because all of the
students would have experienced this zone at least once in their life and this would be the easiest
to explain and for them to relate to, so I wanted them to get comfortable with the vocabulary and
the anchor chart before I got into the harder lessons. Then I decided to teach the rest of the zones
in this order: yellow, blue, and red. I wanted to make sure that the yellow zone and the red zone
were separated, so that I could decipher the difference between the pictures, as some of those
pictures were quite similar. That way the students would be confident with the pictures in the
yellow zone before I introduced the pictures for the red zone (2.5). Lastly, I wanted to make sure
that there were multiple ways for the students to remember the zones and their pictures. So I
created the anchor chart, printed enlarged pictures, used key words that correlated with the
pictures within each zone, discussed how the zones would feel within the student’s bodies, read
books, and discussed multiple scenarios that the students have previously experienced the zones
(2.4). All of these tactics allowed me to create a successful unit on the Zones of Regulation.