Rylee John Teacher Work Sample

1
Rylee John
Teacher Work Sample
2021
2
Table of Contents
Funds of Knowledge………………………………… 3
Community Inquiry………………………...………… 4-5
Unit Plan Unit Theme
Objectives and Essential Questions....……….….. 6
Pre-Assessment …………………………….….…… 7
Pre-Assessment Analysis…………………….….. 8-9
Post-Assessment………………………………… 9-11
Post-Assessment Analysis…………………….…11-12
Lesson Plans………………..…………………… 13-27
Daily Unit Reflections……………………………. 28-32
Annotated Bibliography………………………….. 33-34

3
Funds of Knowledge
I have been overwhelmed by the amount of support I have received from

Spectrum Academy. With this being my first opportunity to become a student teacher
while at the same time creating my own classroom, it has been a journey. I had the
opportunity to interview one of my more shy students in my second grade class. His
parents have been very supportive and flexible with me being his third teacher this year.
It has been great to watch him grow and collaborate with his peers thus far. I have
enjoyed getting to know him and creating a fun interview with him.
This student absolutely loves anything that involves dinosaurs. He knows the
history, facts, and research behind all of his favorite dinosaurs. Whenever he gets the
chance to share in class about something new he has learned over the weekend or
from his peers, it is always something about dinosaurs. This student also loves to get
things done quickly. He says the faster he gets his work done the more time he has
reading about his dinosaurs. He enjoys working with his peers and collaborating ideas
to make things super interesting.
His parents have created positive communication with me about his goals in
second grade. They want the best for him and never want his exploration for dinosaurs
to end. His parents want to be more involved in his learning and be present with his
learning over the weekend. I have enjoyed getting to know his family and the love he
has for his little sisters. He is a bright second grader who is determined to soar in his
reading and math. He is working towards enjoying writing more and working to improve
his handwriting.
Getting to know this student more has helped me adapt my unit plan to be more
creative. For example, I let each student create their own way of learning about each
type of cloud from exploring the sky at recess. This interview has also helped me make
sure my lesson plans are memorable and exciting. I want my second grade class to
remember what we learned about in class so they can share with their families at home.
Making my lesson plans memorable gives them a better chance at understanding the
material being taught. It has been so fun to differentiate my second grade unit plan.
4
Community Inquiry Activity
Being at Spectrum Academy has helped me view the North Salt Lake community
in some very positive ways. The Spectrum campus is situated all around a
round-a-about. The buildings include, elementary, intermediate, and the high school.
These are all within walking distance of each other. This close proximity helps build the
Spectrum community and create a better bond within the Spectrum community. It has
been exciting to see how the three schools interact and collaborate with each other.
The campus is surrounded by a grocery store, fast food, and gas stations. It has
a great variety for teachers and students to access anything they need in case of
emergencies. All of these things are in walking distance as well, so if there was any
worry about getting to a store, walking is always available. I have enjoyed using these
stores for before and after school hours. It has helped me to not worry about seeking
groceries or a snack, I know I can access them anytime if needed.
This area that Spectrum Academy occupies is developing quickly. There are
condos, houses, and apartments that are always being improved on. There are also
several new subdivisions down the street from Spectrum that many new people have
been interested in. Another example of this community growing is the other elementary
schools around Spectrum. There are two just blocks away that Spectrum siblings also
attend.
When it comes to the community inside the building, it is incredible. Spectrum
Academy values students with severe and mild/moderate disabilities. This community
that they have created is so unique for all students and faculty. It has been so great to
watch students and faculty interact with each other and create a bond like no other. Not
only does Spectrum Academy have incredible teachers, they also offer several support
systems throughout the building. For example, there are teams for speech, behavior,
and occupational therapy. This charter school has several great resources for all
students to be a part of.
This community is built to support those in need with more visual learning and in
depth social skills. These students are in need of more one on one instruction and small
group activities. All students are filled with incredible potential to succeed in all their
5
future lives. By incorporating social skills into our daily schedule, it has helped all
students grow with each other and learn about who they truly are. Social Skills is an
important key detail that Spectrum focuses on a lot to see those growth moments in
each student.
My classroom community has come a long way with me creating a more
welcoming and supportive environment. I am their third teacher this school year and I
am still shocked when I tell people that. My 16 students have gone through so many
new people in their classroom and have not created a steady bond with any of the past
teachers. I have gained so much empathy and respect for each and every student. They
were in need of change and I knew I had to do something about it fast.
After the first week observing and working with these awesome second graders, I
needed to create a better learning environment for the students. That first weekend, my
family and friends helped me build a successful and happy place to be in second grade.
We changed bulletin boards, orientation of the room, color, furniture, seating chart, and
finally a place to call home. My best supporters helped me create a more positive place
for these students and it worked!
The past few months helping, growing, and learning with my students have been
incredibly rewarding. Incorporating a class schedule, class rules, class signals, and
classroom management has changed their second grade year. Giving these students
bright and happy colors around the room has even changed student behaviors.
Cleaning and organizing this little classroom has made a huge difference. I am so
grateful to have my support team throughout it all.
All of this great information that I have found about Spectrum Academy will
influence and shape my instructional and curricular decisions as I design my unit to
better serve my second grade class community. Seeking information about each
student and what they value in my classroom has shown me what to truly focus on in
my unit plan. Using the schools resources to also make the decision on my unit will help
me grow and become a better educator everyday.
6
Unit Theme:
Clouds:
Cirrus, Stratus, Cumulus
Second Grade
Unit Objectives:
Enduring Understandings:
The students should know the three types of clouds, understand how they are all
different and be able to identify each cloud.
1. Asking questions or defining problems: Students engage in asking testable

questions and defining problems to pursue understandings of this phenomena.
2. The effects of wind and water can cause both slow and quick changes to the
surface of the Earth. Scientists and engineers design solutions to slow or prevent
wind or water from changing the land.
3. Students obtain, evaluate, and derive meaning from scientific information or
presented evidence using appropriate scientific language. They communicate
their findings clearly and persuasively in a variety of ways including written text,
graphs, diagrams, charts, tables, or orally.
Essential Questions:
1. Where in the United States can you spot a weather storm?
2. How are Cirrus clouds formed and what do they look like?
3. How are Stratus clouds formed and what do they look like?
4. How are Cumulus clouds formed and what do they look like?
5. What do the three main cloud types look like in the sky?
7
Assessments:
Pre-Assessment and Post-Assessment
Pre-Assessment:
1. What color can clouds be? Circle all the colors you think.
White Gray Blue Red
2. Draw a picture of a Cumulus cloud.
3. Draw a picture of a Stratus cloud.
4. Draw a picture of a Cirrus cloud.
5. Are clouds made of water vapor?

True or False
6. When I work:
a. I like to work alone
b. I like to work with a partner
c. I like both
7. Circle the things you like to do:

a. Read
b. Write
c. Act
d. Draw
8. Do you like to sit on the floor or sit at your desk?

a. Floor
b. Desk
9. Which one do you like to color with?

a. Colored Pencils
b. Crayons
c. Both
10. Do you like it when a teacher reads a story aloud or plays a video?
a. Teacher
b. Video
8
Student Example:
Pre-Assessment Analysis:
After reading all of the students pre-assessment answers, it really helped me
provide a more successful learning experience for each student. I wanted to get an idea
of what sort of environment my students need to be successful second graders. I
wanted to get a sense of what my students really like to do at this age and how I can
make learning more fun. I was very excited to receive a diverse amount of answers so I
can learn to accommodate all.
The content I will need to emphasise in my unit plan will be identifying what a
cloud is and focusing on the three main types of clouds. This will provide evidence on
why each cloud is different and what their purpose is being in the sky. Identifying the
9
purpose of each cloud and what clouds bring to the weather system will help my
students understand the meaning of water vapor. Being able to evaluate and explore
the sky is a great tool to use in the world we all live in.
Many of my students had no background knowledge of clouds and their purpose.
This gave me an opportunity to go into great detail on the science curriculum of how
clouds control the weather we see daily. My students' answers also helped me
distinguish what assessments will be given to each student and what accommodations
need to be made. This was a great learning experience for me and my students to see
what value learning has to offer.
Post-Assessment:
White Gray Blue Red
True or False
10
Student Example:
11
Answer Key:
White Gray Blue Red

True or False
Post-Assessment Analysis:
The cloud unit plan turned out to be a great success. All of my students had the
opportunity to learn about clouds by coloring, drawing, writing, singing, and creating
their own crafts. This unit plan really showed how important it is to learn about each
individual and the learning environment they need to succeed in. This was a very
positive experience and each student loved learning something new about each cloud.
Incorporating all things the students answered on the pretest helped me achieve
different learning strategies to teach about each cloud.

12
Every student’s score improved and I feel very confident that our daily songs
were the main factor in that. Every day we would sing our cloud song before we would
dive into our core subject for that day. The cloud song was a simple beat that the
students had to incorporate actions to what each cloud looked like. The whole class was
able to participate and each added their own personality to the song. The students
looked forward to singing our cloud song and it made it exciting to start our science
each day.
Something I would change next time I teach this unit plan would be adding more
little assessments. There were several opportunities for the students and I to complete
something together but I would love to see the students incorporate their own creativity.
For example, adding an activity for them to use any materials in the room to create their
favorite cloud and write about the key facts they learned. I believe this would be a great
addition to the students and their learning.

13
5 Lesson Plans
Second Grade
#1 Writing: Meteorologist
Approximate Length of time: 20-25 Minutes
Curriculum Areas: Language Arts and Science
Objectives: Science: Asking questions or defining problems:

Students engage in asking testable questions and defining problems to pursue
understandings of phenomena.
Personal Objectives: Using the key and visually looking at the map to find the answers
about that certain type of weather.
Essential Questions: Where in the United States can you spot a weather storm?
Enduring Understandings: Students will be able to understand a United States map

and follow the compass patterns to answer the questions.
Vocabulary: Meteorologist, North, South, East, and, West Directions
Materials: Meteorologist map, Meteorologist question page
Adaptations for EL: Students can engage in a small group to participate in feeling,
seeing, and reading “The Meteorologist”. Also, by either drawing pictures while I read
aloud to help their understanding and by making connections to the pictures on the
map.
Adaptations for Students with Special Needs: I want the students to stay engaged
while I read the “Meteorologist page”. When reading “Meteorologist”, students can
participate in small groups if needed in the hallway or another quiet room. When
distributed in question time, have the students be in a buddy system. Watching their
peers can help them see what is going on around them. Interacting with the student’s
14
personal “Meteorologist” is key and letting them have the opportunity to do that enforces
the concept more.
DAP:
- The guide incorporates multiple areas of the curriculum (integrated
learning).
- New understandings are built on prior knowledge (zone of actual
development).
- The guide brings real world problem solving into the classroom.
- Hands-on experiences are central to the design of the guide.
- Students from a wide range of abilities are able to participate successfully.
- Accommodations are made to include all students.
Phase One:
1. Explain to the class that we will be discussing five vocabulary words.
Myself and the students will read aloud the directions of the “Meteorologist”.
Then, once the class and I complete the directions, the students will then explore
their own United States map to help identify what weather is happening in which
state.
2. Explain what each vocabulary word means throughout the directions.

There will be several stops throughout the worksheet where I will ask the class
what is happening and what kinds of weather do we see, so everyone can
understand on the same level.
Transition to Phase 2:
1. Review concepts and vocabulary taught in Phase I.
2. Show the students the two papers they will be using.
3. Explain what can be put on their paper and explain what the questions are
asking.
4. Model how to find an image on the map and answer the questions.
5. Ask a student or two to explain what the assignment is.
6. Scaffold as needed until most of the group demonstrates enough
understanding to be successful in phase 2.
Phase 2:
1. Students will be working alone while finding weather on a map and solving
the answers.
2. Walk around the room to make sure that the students understood the
directions. If not, go back to Phase 1 and clear things up.
3. Roam the room scaffolding in individual zones of proximal development.
15
1. Explain to the students what their daily activity might look like and give
them an example of the answers to the question.
2. I want them to go home and try to observe the weather that is at their
home.
3. I want them to use the pictures to help them identify that type of weather.
4. Model to the class how to choose the answer to the question.
5. Review concepts taught in phase 1.
6. Clarify any questions about the homework.
Phase 3:
1. With the raise of hands, students can show the screen and to the class,
what their answers are to the questions.
2. After discussing with the class about their homework, I will be assessing
the students by turning in their completed two worksheets.
Student Example:
16
Second Grade
#2 Writing & Drawing: Cumulus Cloud

Patterns: Students observe patterns to organize and classify factors that influence
relationships.
Personal Objectives: Identity three types of facts about a cumulus cloud.
Essential Questions: How are cumulus clouds formed and what do they look like?
Enduring Understandings: Students will be able to understand what a cumulus cloud

is and what it represents to the sky.
Vocabulary: Cumulus, high, water vapor, fluffy, cotton candy, and dandy
Materials: Youtube Videos, Pencil, Colored Pencils, Crayons, and Cumulus Worksheet
seeing, and reading the cumulus worksheet. Also, by either drawing pictures while I play
each video to help their understanding and by making connections to the pictures on the
screen.
while we watch the cloud videos. When watching each video, students can participate in
small groups if needed in the hallway or another quiet room. When distributed in
question time, have the students be in a buddy system. Watching their peers can help
them see what is going on around them. Interacting with the student’s personal opinions
about clouds is key and letting them have the opportunity to do that enforces the
concept more.
17
DAP:
learning).
development).
Phase One:
1. Explain to the class that we will be discussing six new vocabulary words.
Myself and the students will each talk about what we already know about clouds.
Then, once the class and I complete our discussion, the students will then
explore their own cumulus cloud worksheet to help identify what this certain type
of cloud forms and looks like.

what is happening and what kinds of new details do we see, so everyone can
2. Show the students the paper they will be using.
3. Explain what can be put on their paper and explain what it is asking.
4. Model how to write a fact and look at the picture.
Phase 2:
1. Students will be working alone while identifying three facts about cumulus
clouds.
18
them an example of one fact of a cumulus cloud.
2. I want them to go home and try to observe cumulus clouds in the sky..
3. I want them to use their prior knowledge to help determine what a cumulus
cloud looks like.
4. Model to the class how to choose a fact for a cumulus cloud.
Phase 3:
what their 3 facts about a cumulus cloud.
the students by turning in their completed worksheet.
Student Example:
19
2nd Grade
#3 Writing & Drawing: Stratus Cloud

relationships.
Personal Objectives: Identity three types of facts about a stratus cloud.
Essential Questions: How are stratus clouds formed and what do they look like?
Enduring Understandings: Students will be able to understand what a stratus cloud is

and what it represents to the sky.
Vocabulary: Stratus, Low, Layered, Blanket, Gray, and Storm
Materials: Youtube Videos, Pencil, Colored Pencils, Crayons, and Stratus Worksheet
seeing, and reading the stratus worksheet. Also, by either drawing pictures while I play
screen.
concept more.
20
DAP:
learning).
development).
Phase One:
explore their own stratus cloud worksheet to help identify what this certain type of
cloud forms and looks like.

Phase 2:
1. Students will be working alone while identifying three facts about stratus
clouds.
21
them an example of one fact of a stratus cloud.
2. I want them to go home and try to observe stratus clouds in the sky.
3. I want them to use their prior knowledge to help determine what a stratus
cloud looks like.
4. Model to the class how to choose a fact for a stratus cloud.
Phase 3:
what their 3 facts about a stratus cloud.
Student Example:
22
2nd Grade
#4 Writing & Drawing: Cirrus Cloud

relationships.
Personal Objectives: Identity three types of facts about a cirrus cloud.
Essential Questions: How are cirrus clouds formed and what do they look like?
Enduring Understandings: Students will be able to understand what a cirrus cloud is

and what it represents to the sky.
Vocabulary: Cirrus, High, Thin, Commas, Feather, and Fair
Materials: Youtube Videos, Pencil, Colored Pencils, Crayons, and Cirrus Worksheet
seeing, and reading the cirrus worksheet. Also, by either drawing pictures while I play
screen.
concept more.
23
DAP:
learning).
development).
Phase One:
explore their own cirrus cloud worksheet to help identify what this certain type of
cloud forms and looks like.

Phase 2:
1. Students will be working alone while identifying three facts about cirrus
clouds.
24
them an example of one fact of a cirrus cloud.
2. I want them to go home and try to observe cirrus clouds in the sky.
3. I want them to use their prior knowledge to help determine what a cumulus
cloud looks like.
4. Model to the class how to choose a fact for a cirrus cloud.
Phase 3:
what their 3 facts about a cirrus cloud.
Student Example:
25
2nd Grade
5# Art Project: Types of clouds
Curriculum Areas: Creative Arts and Science
Objectives: Standard 2.V.CR.2:
Experiment with various materials and tools to explore personal interest in a work of art
or design.
Personal Objectives: Identify three types of clouds.
Essential Questions: What does each cloud look like in the sky?
Enduring Understandings: Students will be able to understand what each cloud looks
like in the sky.
Vocabulary: Cirrus, Cumulus, Stratus
Materials: Blue paper, Glue stick, Cotton Balls, and Cloud definitions
seeing, and creating their cloud art piece. Also, by either drawing pictures while I read
each cloud definition to help their understanding and by making connections to the
pictures on the screen.
while we talk about each cloud. When listening to the instructions, students can
participate in small groups if needed in the hallway or another quiet room. When
distributed in question time, have the students be in a buddy system. Watching their
peers can help them see what is going on around them. Interacting with the student’s
personal opinions about clouds is key and letting them have the opportunity to do that
enforces the concept more.
DAP:
learning).
development).
26
Phase One:
1. Explain to the class that we will be discussing our three main clouds.
explore their own cloud art piece to help identify what each certain type of cloud
forms and looks like.

There will be several stops throughout the art piece where I will ask the class
2. Show the students the materials they will be using.
3. Explain what can be put on their paper.
4. Model how to form a cloud using a cotton ball.
Phase 2:
1. Students will be working alone while identifying and creating their three
clouds.
them an example of one one cloud may look like.
2. I want them to go home and try to observe all three clouds in the sky.
3. I want them to use their prior knowledge to help determine what each
cloud looks like.
4. Model to the class how to glue and create each cloud.
27

Phase 3:
what their three clouds look like.
the students by turning in their completed art piece.
Student Example:
28
Daily Unit Reflections

1. How and why did you use funds of knowledge data in designing the unit?
Developing a funds of knowledge survey or assignment is so important for any
type of lesson. I created this survey specifically to receive my data quickly so I can
begin those conversation starters with that particular student. After receiving the data, I
then had the opportunity to adapt to at least one student in the classroom that I know
can and will enjoy these lesson plans. When using funds of knowledge data in your
lesson planning, it can open up a whole new world of possibilities to teach. You study
your data and you adapt it to whatever subject you are teaching to the class. This is and
should be the only way to get to know your students and teach in the way they like to be
taught. It is a very powerful tool that I have grown to learn and adapt to my own unique
way of teaching. I have asbouty loved getting to know all of these second grade
students and wish them the best of luck in their futures.
2. How and why did you use the research in context data you collected as you
designed your unit?
The research in context data is very meaningful because of the possibilities you
can learn about the school and its community. Walking into a brand new school with all
new peers, students, schedules, etc. can be very exciting. Receiving the data I collected
about the school and its surroundings helped me build ideas to make these lesson
plans memorable. These second graders come from far away places just to attend this
elementary school. I wanted these students to enjoy learning about clouds and strive for
them to come to school to explore these learning experiences. Researching about the
community that Spectrum Academy is built around also helped me design my unit plan.
This data helped me to identify what resources I could use for this cloud experiment.
This was such a great resource to me because my students needed an area to do their
cloud observations and track their own daily data. Understanding if or how a school
gives back to their community is also very important to research. Due to Spectrum’s
contribution to their neighborhood, I spent most of my own time observing North Salt
Lake City and learning about what it has to offer in the area.
29
3. How and why did you use the pre-assessment data of students’ knowledge,
abilities, and interests as you designed your curriculum and made instructional
decisions?
I used the pre-assessment data so I knew what each second grader already knew about
clouds. This data also helped me to understand which students did not have any prior
knowledge about the types of clouds. If you want to teach your students in the most
beneficial way, look at your pre-assessment data. There were a handful of students who
already knew what clouds are made of so I needed to make some changes. I didn’t
want any of my students to get too bored or feel they can’t learn any new information. I
decided to put those students in different groups for learning more about the clouds and
their specific details of what each cloud is made of. I wanted each student to be in a
group that would benefit them from learning about each cloud and their unique types. I
decided to make groups because of the diverse data points I received from the
pre-assessment. These groups would give each student the ability to learn about what
clouds are made of and introduce each type of cloud. Each type of cloud we did a group
lesson to help adapt to every student at the same time.
4. How did you conduct formative assessment and make changes as you taught
your lesson?
Throughout my unit plan I did a couple of formative assessments to help positive
changes throughout each lesson plan. For example, draw a picture of a type of cloud in
class to represent their understanding of a topic. Complete one or two sentences
identifying the main point of our lesson we just had. Constantly checking in on how
every student is doing with their understanding of clouds. After each formative
assessment I looked at each student's completion of what I asked and saw what they
understood. At this point, I had to make some adjustments as I taught my next lesson
plan. These changes were not always easy but I knew that I needed to make sure
information was going to be simple and clear for all students to fully understand. For
example, these changes would be editing my students for small groups, creating other
groups for more one on one time, and organizing my whole group materials to make
each lesson as detailed as possible. All of these changes helped me become a better
teacher and help each student strive for success.
30
5. What effective teaching strategies and technology did you use?
When I teach, I love to use as many teaching strategies as possible. The more
opportunity I have to try a strategy compared to other strategies helps me become a
more flexible teacher. I am always willing to try new things that could potentially help
any student in my classroom. I incorporate visualization, active, cooperative, and
student-led learning in all my lessons. I think it is very important to let your students run
the show and teach you something you never thought of or knew before. When it comes
to technology, this unit plan used several videos from experts around the world who
shared their learning experiences with clouds. I also used different websites to collect
the worksheets and song lyrics to help my students learn the types of clouds as well.
These materials were such a great addition to our cloud unit and the students loved
learning each song. I think learning a beat and rhythm can help each child’s memory
build on a whole different level. These songs were about each cloud type that we sang
each day as we learned a new cloud each day. The students also added hand motions
to help us identify what each cloud looks like too. Using technology in my classroom is a
very powerful tool and I enjoy using it.
6. Behavior: What were your concerns; what worked; what did not; challenges?
When it came to behaviors in my classroom, I had to be conscious of the structure of

the unit plan. Many students with Autism need a more structured and scheduled lesson
when being taught a new topic. I needed to make sure every student's needs were
being met and every child felt comfortable when learning new material. Some things
that worked when teaching this unit plan were the designated groups. This was such a
great design to accommodate all students in a unique and successful way. Depending
on the day, some group lesson plans were not successful due to the environment.
Sometimes students would feel frustrated and use the classroom to use their feelings to
tell the class how they were feeling. I had to take precautions and last minute plans to
accept my students feelings and try something new on the spot. This was very
challenging at times because I want to focus on all students all the time but it is hard
when one student is in crisis mode. It can be very difficult to not disrupt the whole class
and take time outside of the classroom to focus on one student at a time.
31
7. Academic: What were your concerns; what worked; what did not; challenges?
My second grade classroom is a huge mix of above, below, and on grade level. I have
been accommodating all my lesson plans to 1st, 2nd, and 3rd grade material. This has
been very challenging for me as a first year teacher and I have constantly been looking
at the Utah state core standards. When it came to this unit plan, I knew I needed to
make it challenging enough for some students but also easy enough for my below grade
level students. I was very concerned about how this unit plan would affect all my
students. After the research and dedication to making sure my students can learn about
all the cloud types, it all worked out successfully. I am so grateful I had the opportunity
to learn about all grade levels and combine the standards from each grade level. I
wanted to make each lesson unique, fun, and memorable. I am so happy with how their
post-results turned out and watching the students enjoy each new cloud type. These
students are so talented and hard working human beings that are ready to shine in third
grade.
8. How would you describe student learning during the unit, based on pre-and
post-assessment data?
Overall, I thought each assessment was fabulous. I loved how every student was able
to help each other and themselves. Learning something new and then having a chance
to prove what they learned can help them teach it to someone else. Each student had
the opportunity to learn about clouds in their own unique way. For example, one student
wanted to continue his learning with writing and drawing another example of a cumulus
cloud on the back of his worksheet. This was so great for me to watch and observe how
his peers were reacting to his drawings. I loved that this student wanted to continue his
work by using his own skills to create an image in his mind. Some of my early finishers
were observing his work and actually decided to do the same thing to their worksheet.
Each pre-and post-assessment data showed a positive growth of understanding and
connection to each cloud type in the sky. Many of my students were so excited to start
our new cloud type each day with singing our song and watching our video. I wanted to
collaborate many different learning styles to help the students understand each cloud
type and be able to identify them in the sky anywhere they go. My students loved
learning and creating their own understanding of clouds.
32
9. Take one lesson guide and discuss what would be the next steps for students
who did not meet your objectives.
For lesson plan #2, I would have students who did not meet my objectives complete a
group session with me the following day. I would want to make sure that these students
absolutely understand that specific cloud type before moving on. One of my back up
plans for a small group would be creating a story/scenario for that cloud type. We would
read it together, make connections, ask questions, and draw conclusions of what this
cloud type looks like. The scenario would be a sunny day, kids playing outside on the
playground and they see these white puffy looking clouds. We look at more pictures and
talk about the descriptive details of what the cloud represents in the sky. I would have
my small group draw their own picture of what their cumulus cloud looks like and ask
each of them how they can draw details about this cloud type. Taking this extra time to
look at pictures and talk about what the kids see in the sky can help the students
understand what a cumulus cloud actually looks like. By asking the students clarifying
questions and using real world examples can help the students learn about this cloud
on a smaller scale.
10. What will you do the same and/or differently in the future in terms of
assessing student learning and using assessments to design curriculum?
I love the pre and post assessment, I have been using these methods on other lesson
plans beyond this unit plan. I would like to incorporate the same idea of the pre and post
assessment but it is different each time. Either that be with pictures, poster board, art
project, etc. These students learn the best with hands-on learning and using their prior
knowledge. I love watching these second graders grow and learn something new each
day. The biggest thing I always make sure happens during these pre and post
assessments are not calling them “tests”. I like to challenge my students a different way
rather than just a correct number on a paper. There are so many neat ways that these
students can prove to me what they already know and what they learned in any unit
plan. I love watching all my students share their own ways of what they learned and
describe to me something they created to present to the classroom. It is so important for
me to see the positive growth in each student before moving on to a new subject.
33
Annotated Bibliography
E. (Producer). (2017, November 03). Cumulus clouds [Video file]. Retrieved April 17,
2021, from https://www.youtube.com/watch?v=KYgACWZYvsQ
This video was a great source for my students to understand what a cumulus
cloud is and represents in the sky. This source really helped my class make connections
and identify what cumulus cloud details look like. The classroom watched this video to
learn more from a scientist and understanding new vocabulary.
E. (Producer). (2018, April 09). Stratus clouds [Video file]. Retrieved April 17, 2021,
from https://www.youtube.com/watch?v=S-Qg7rSyzVw
This video explains what a stratus cloud looks like and represents in the sky. This
source helped my students make connections and identify how a stratus cloud forms.
The classroom watched this video to learn more about stratus cloud vocabulary and its
unique descriptions of this cloud.
E. (Producer). (2017, June 23). Cirrus clouds [Video file]. Retrieved April 17, 2021, from
https://www.youtube.com/watch?v=IgWFAGo0_sA
This video was a great source for my students to understand what a cirrus cloud
is and looks like in the sky. The class watched this video to learn more facts about the
cirrus cloud from a scientific perspective. This was a fabulous source of information to
help my students make connections to the real world.

34
Hanson, C. (2016, August 01). Learning about clouds in first grade. Retrieved April 17,
2021, from
http://happyteacherhappykids.com/learning-about-clouds-in-first-grade/
This source was a great website to create my cloud songs and the daily
worksheets. I used this source to help my students learn each cloud song and write
their cloud facts. I decided to use the same layout and changed the tune of the song
lyrics to fit my students needs and learning goals for the unit.
N. (Producer). (2020, February 18). It looked like spilt milk - a read out loud story book
[Video file]. Retrieved April 17, 2021, from
https://www.youtube.com/watch?v=KxwydtV_d2E
This video showed a great example of how imagination is so powerful when
looking up at the sky. Clouds have such a great way of exploring what each person
sees differently in the world we all live in. Listening to this story helped my students
create their prior knowledge of all the different types of clouds. This also helped my
class to explore their own creative art projects.
Phillips, K. (2021, February 12). I'm a Meteorologist! [Personal interview].
Communicating with my second grade mentor teacher really helped me get
started with this unit plan. Asking her questions about what she likes to implement in her
class and what was successful for her. She was able to give me some of her materials
to help teach my classroom what a meteorologist is. Using this worksheet helped my
students understand how a meteorologist contributes to the community.

Rylee John Teacher Work Sample

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rylee John Teacher Work Sample

Uploaded by

Copyright:

Available Formats

1

Teacher Work Sample

Community Inquiry………………………...………… 4-5

Unit Plan Unit Theme

Objectives and Essential Questions....……….….. 6

Pre-Assessment Analysis…………………….….. 8-9

Lesson Plans………………..…………………… 13-27

Daily Unit Reflections……………………………. 28-32

Annotated Bibliography………………………….. 33-34

I have been overwhelmed by the amount of support I have received from

Community Inquiry Activity

1. Asking questions or defining problems: Students engage in asking testable

White Gray Blue Red

2. Draw a picture of a Cumulus cloud.

3. Draw a picture of a Stratus cloud.

4. Draw a picture of a Cirrus cloud.

5. Are clouds made of water vapor?

7. Circle the things you like to do:

8. Do you like to sit on the floor or sit at your desk?

9. Which one do you like to color with?

of what sort of environment my students need to be successful second graders. I

can learn to accommodate all.

Many of my students had no background knowledge of clouds and their purpose.

what value learning has to offer.

White Gray Blue Red

2. Draw a picture of a Cumulus cloud.

3. Draw a picture of a Stratus cloud.

4. Draw a picture of a Cirrus cloud.

5. Are clouds made of water vapor?

8. Draw a picture of a Stratus cloud.

9. Draw a picture of a Cirrus cloud.

10. Are clouds made of water vapor?

different learning strategies to teach about each cloud.

addition to the students and their learning.

Approximate Length of time: 20-25 Minutes

Curriculum Areas: Language Arts and Science

Objectives: Science: Asking questions or defining problems:

Enduring Understandings: Students will be able to understand a United States map

Vocabulary: Meteorologist, North, South, East, and, West Directions

Materials: Meteorologist map, Meteorologist question page

2. Explain what each vocabulary word means throughout the directions.

#2 Writing & Drawing: Cumulus Cloud

Approximate Length of time: 20-25 Minutes

Curriculum Areas: Language Arts and Science

Objectives: Science: Asking questions or defining problems:

Personal Objectives: Identity three types of facts about a cumulus cloud.

Enduring Understandings: Students will be able to understand what a cumulus cloud

2. Explain what each vocabulary word means throughout the directions.

#3 Writing & Drawing: Stratus Cloud

Approximate Length of time: 20-25 Minutes

Curriculum Areas: Language Arts and Science

Objectives: Science: Asking questions or defining problems:

Personal Objectives: Identity three types of facts about a stratus cloud.

Enduring Understandings: Students will be able to understand what a stratus cloud is

Vocabulary: Stratus, Low, Layered, Blanket, Gray, and Storm

2. Explain what each vocabulary word means throughout the directions.

Approximate Length of time: 20-25 Minutes

Curriculum Areas: Language Arts and Science

Objectives: Science: Asking questions or defining problems:

Personal Objectives: Identity three types of facts about a cirrus cloud.

Enduring Understandings: Students will be able to understand what a cirrus cloud is

Vocabulary: Cirrus, High, Thin, Commas, Feather, and Fair

2. Explain what each vocabulary word means throughout the directions.